UnitFourMyroomReadandWrite文本阅读设计

1、设计主题Unit4 My room Read and Write一、整体设计思路、指导依据说明针对PEP小学英语四上第四单元 Read and Write板块的教学内容，本课时从学生学习的角度出发，根据教材中的教学内容制定了课时教学目标，并使其具有可行性、可操作性和可检验性。其次，本课时基 于对读与课型的教学原则及活动类型的分析，主要围绕Pre-readi ng， While-read ing ，After-readi ng（Writing ）三个教学步骤设计了教学流程，具体如下：Pre-readi ng结合学生已用的知识，用guessi ng的形式激活相关图式，复习本单元的单词和主要的句型，

2、为后面的阅读、朗读和书写做铺垫。While-readi ng小步子教学给学生拾建合理的学习支架并且渗透找寻关键信息的阅读策略，让学生轻松完成阅读任务。再引导学生通过寻找key words的方法阅读文段，迅速获取信息，运用信息进行判断；从教师的教过渡到学生自主阅读。After-readi ng设计情景引导学生完成写的任务，并重新创设类似的情景让学生在情景中书写目标语言，突显语言的运用功能。二、教学背景分析学生分析四年级的学生已经完成了字母的学习，能够较好地掌握字母的书写，并开始学习单 词书写，逐步过渡到目标句型的书写中。教材分析教材修订后在每个单兀增加了Read and Write的板块。读与板

3、块通过配有图片的组句或者是文段提供了一个有意义的语篇综合性训练活动。包括阅读理解活动和在语境中选 词抄写完成句子的活动，帮助学生进一步巩固本单元学习的核心句型和词汇。三、教学目标与策略分析教学目标1. 学生能够读懂描述起居室的小文段，并尝试运用通过关键信息进行完成图片和文字的 连线以及描述钥匙位置的任务。2. 学生能够按照意群和正确的语音、语调朗读小文段。3. 学生能够在有意义的语境中抄写本单元话题的词汇并将句子补充完整并且能够综合运 用本单元的核心词句描绘家里的摆设。四、重难点分析学生能够读懂描述起居室的小文段，并尝试运用通过关键信息进行完成图片和文字的连线任务。 学生能够在有意义的语境中抄

4、写本单元话题的词汇并将句子补充完整并且能够综合运用本单元的核 心词句描绘家里的摆设。五、教学过程设计（附流程图）Warm up【流程图】j一匚Pre-reading: Ice-breaki ng and revisi on;拉近师生距离，破冰热身，复习巩固单词和句型。:用找关键词的策略完成文章的阅读任务。IAfter-readingFinish the sec ond read ing taskDecorate a new house通过文本重构，完成第二次的阅读任务，并通过布置新房子的任务，-学生书写本单元中的目标句型。；Homework（一） Pre-reading : warm-up a

5、nd revision1. 利用新教师的角色信息引入本节课的内容T: Good morning, young ladies and gen tleme n. Nice to see you! I am so happy to be your new teacher today. Here are some in formati on about me. Who can say someth ing about me?（PPT）KellyHumenpears pi nk 5 （用图片表示）设计意图：用自身新老师的信息自然引入课堂前期的复习阶段，为后面教学活动做铺垫。2. 弓I出核心词汇的复习T:

6、 Yes, I have five rooms in my home. What room are they?T: OK. I have a cha nt for you. Liste n.T: I go to the first room. Watch TV . I go to the first room Watch TV. I go to the second room. Have a nap. I go to the sec ond room. Have a n ap. I go to the third room. Read a book. I go to the third roo

7、m. Read a book. I go the fourth room, have a sn ack. I go the fourth room. Have a sn ack. I go the fifth room. I take a shower. I go to the fifth room. Take a shower.T: What s the first room?S:（和学生对完答案）T: I know you can chant, too. Let s chant together. Go to the。T: Good. I watch TV in my livi ng ro

8、om. Where do I sit?S:T: The sofa is in the living room.（此时课件上在 room1 里出现句子）T: What else in my livi ng room?（听铃声）S: The phone is in the living room, too.T: I have a nap in my bedroom. Where do I have a nap ?S:T: The bed in the bedroom.T: I read books in the study. The books are in the study. What els

9、e?S:T: I have a snack in the kitchen. What s in your kitchen?S:tub?T: The fridge is in the kitche n. The table and the chairs are on the kitche n, too.T: The bathtub is in my bathroom. Do you have a bathtub in your bathroom? What s a bathS1:3. 当所有的房间都被猜出来后，PPT上保留类似的描述句子 The sofa is in my livi ng roo

10、m. The phone is in myliving room, too. The bed is in my bedroom. The table and chairs are in my kitchen. The fridge is in my kitchen, too. The books are in my study. The bathtub is in my bathroom.在句子的下面提供两幅很相似的图片供学生选择。）T: Look at these two pictures. Which is my home?S:.T: Let s find out the differen

11、ces of these two pictures .The phone is the living room.S:（示范）The phone is in the bedroom.T: Now this time, circle the differences and talk with your partner. One is homel. The other is home 2.（请一位学生做示范，假设老师是 home 1,学生是home2，老师说The TV is in the living room. 点击课件圈 住，学生说：The TV is in the bedroom. 点击圈住

12、P2的电视。学生分成两组，在 work sheet上面一边圈，一 边和同伴交流。）设计意图：结合学生已用的知识，用guessing勺形式激活相关图式，复习本单元的单词和主要的句型，为后面的阅读、朗读和书写做铺垫。（二） While-reading1. 承接上面的情境，引出阅读任务T: Picture 1 is my home. Whose home is Picture 2? Wu Yifan s ? John s? orChen Jie s? Let s read the notes and find out the owner of this house?（在PPT上展示三个小朋友的头像，

13、在头像的下面有一个有关他们房子的note，学生快速阅读后，找出房子的主人。例如： Wu Yifan :2 bedrooms （beds） 1 living room （ sofa, table and TV）等等） T: Yes, it s Wu Yifan s home. Look, this is his 。（放大 living room 的图片，可以直接用课文的配图） What s in his living room?S: The TV is in his living room.（看图回答）设计意图：用找出房子主人的小挑战来引出本节课的阅读情景，激活学生的关键词阅读策略，自然导入本节

14、课的阅读任务。2. 完成文中阅读任务T: These things are also in Wu Yifan s living room. （PPT上展示需要匹配的物品图片。）T: Where are the books? Look, Wu Yifan write a passage about hie home. （ PPT上出现文章）S: They re on the sofa.T: Yes, the books are on the sofa.T: What about the pens? OK. Now please do in on your work sheet, un derl

15、ine the key words and match.（一边说一边画出 books和on the sofa,再连线）（老师再做一个示范，学生自己完成，强调画出关键的信息物品和方位。然后和学生一一对答案。）T: Now listen Wu Yifan has a question for you.（听录音:Where are my keys? Can you find them? ）S:S: They re under the sofaT: Read after the record ing aga in. While you are readi ng, please pay atte nti

16、 on to the sense groups with in each sentenee.（老师做示范，请一个学生上讲台来划）T: Read the passage according to the sense-groups by yourself.（学生自行练习）.IsT: Let s read the passage together.T: What do you think of Wu Yifan s living room? Is it tidy or untidy? Wu Yifan is putting his things all arouit a good habit or

17、a bad one?设计意图：小步子给学生搭建合理的学习支架并且渗透找寻关键信息的阅读策略，让学生轻松完成阅读任务。3 跟读录音，回答文中问题，渗透意群朗读意识。设计意图：听录音跟读培养学生按照意群和正确的语音、语调朗读小文段的习惯，并在阅读 中渗透良好习惯养成的教育。（三）After-reading（1）文本重构增加一段平行难度的阅读文段，让学生有更多的阅读训练。承接上面的情景：找一找Wu Yifan s bedroom。进一步引导学生运用阅读策略（找关键词）进行阅读。T: We n eed to keep our rooms tidy and clea n. Where should we

18、 put these thin gs?S:.T: Wu Yifan put these things in his bedroom. Can you find out which is his bedroom?He wrote someth ing, too. Please read and find out his bedroom.设计意图：引导学生通过寻找key words的方法阅读文段，迅速获取信息，运用信息进行判断；从教师的教过渡到学生自主阅读。（2）设计情境，完成写的任务展示一一间新的房子，把家具放在合适的地方。T: Look at the screen again. It s a new home Whose new home?（呈现一个家具摆放凌乱的房间）S:T: I have some furn itu