Unit3MybirthdayBReadandwrite1

1、PEP5B Unit 3 My birthday B Read and write教学设计 大观区公园小学 陈校生内容分析：PEP小学英语五下第三单元主要学习12个月份的名称以及序数词，主题为询问他人生日的日期和一些节日的日期。由于本课时为这个单元的最后一课时，重点内容是理解对话，掌握两组对话：Whats the date? June 9th. Is her birthday in June? Yes. 因为对话部分语言知识含量较大，教学时应先解决这些语言点。学情分析： 本课的教学对象为五年级学生，他们已具有初步的英语短文阅读体验，但对于短文理解，学生仍停留在会读、会背、会回答问题等方面，不能

2、学以致用，不能完成难度稍大一些的任务。本节课，我将以任务为推手，逐步提高学生的阅读能力。教学目标与要求： 1. 能听、说、读、写四会句子：Whats the date? June 9th. Is her birthday in June? Yes. 2. 理解对话内容，能回答对话后的问题并书写答句。 3. 能就序数词进行Bingo游戏。 4. 能正确完成Lets check部分的练习。教学重、难点：1 教学重点：掌握两组对话：Whats the date? June 9th. Is her birthday in June? Yes.2 教学难点：理解语言点，扫除对话障碍。教学方法：情景教学法

3、，任务型教学法。教学准备： 自制课件。教学过程：Step 1 Pre-reading1. Review the name of 12 months.2. Lets chant (P26).3. Free talk. T: When is your birthday? Ss: My birthday is. T: Whats the date? Ss: Its. T: When is National Day? Ss: Its October 1st. . 4. Review the dates. (设计意图：复习句型和十二个月份及日期，为新课的学习做准备。说唱歌谣，活跃课堂气氛，消除学生的紧张

4、情绪，创设愉悦课堂。)Step 2 While-reading1.T: （show a picture of B6 U3 A Read and write）Look! Whos he?Ss: He is John.T: Yes. What is he doing? Let me ask him: Hello, John. What are you doing?John: I am making a birthday chart for my family. What about you? T: Me? I am making a birthday card. T: I like to get

5、a birthday card on my birthday. Do you like to get birthday cards? Ss answer the question.T: Yes. Everyone likes to get birthday cards.2. T: Look! Where is the birthday card? Now the card is in the computer. Its an e-card. (CIA) (Let Ss understand the difference between “a birthday card” and “an e-c

6、ard”.)3. T: Today is my mothers birthday. Now I am sending my mother an e-card. Oh, sorry. She doesnt have a computer. She wont be able to see the card. (She cant see the card.) OK.I can make another gift for her. Let Ss understand the sentences: I am sending my mother an e-card.（设计意图：设置语境，让学生理解文本中的

7、语言点，为学生整体感知文本做好铺垫，也扫除了文本学习的障碍。）4. T: Today is Grandmas birthday. What can Zoom do for her? Lets watch the cartoon. Then tick() or cross().(Lead in the dialogue)5. T: Read again by yourself quietly, then answer the questions.a. Is Grandmas birthday in June?b. Whats the date?Ss read after T, then read

8、 the dialogue in pairs. Act it out as much as possible（设计意图：观看情景动画，不仅吸引了学生的注意力，激发了学生的学习兴趣，还让学生真实地感知了文本内容。通过读、演对话，使学生对文本有了更深入的理解，也为后面的任务顺利完成奠定了坚实的基础。）Step 3 Post-reading1. T: Boys and girls, lets have a match between boys and girls. If you can get more points, then you are the winners. Lets go and ha

9、ve a look: Who are the winners?(Choose one task, and finish it, then you can get the points accordingly. A star stands a point.)2. T: Lets play “Bingo” games. For example, I choose nine dates, and write them in the chart. Then I say three dates. If they are in line, you can say “Bingo”. (T says the

10、dates once, then let Ss say.) Who is the winner?3. Lets checkT: Listen and choose the correct picture. (Page35)（设计意图：给出不同分值的六个任务，通过男女生竞赛，选择完成任务并获得相应的分数。这些任务，能更好地帮助学生了解文本内容，检测他们对文本的理解深度。后两个任务强化了听力的训练，也巩固了本课的知识点。）Step 4 Homework1. Read the dialogue fluently.2. Design a dialogue: When Grandma receives

11、the birthday card, what can she and Zoom say? Imagine it and write it down.Board design:BoysGirlsUnit 3 My birthday Part B Read and writeIs her birthday in.?Yes, it is.Whats the date?June 9th.教学反思：本节课面对的对象是五年级学生，内容是英语阅读课教学，主要学习的是询问他人的生日的日期，并通过阅读文本，让学生理解文本内容。我归纳本节课的教学，主要有两个特点：一、 注重双基练习，教学扎实有效本节课的教学，摒

12、弃一切华丽的方法，归还阅读教学的本质：以文本为载体，通过对文本进行听、说、读、写，强化了学生各种基本技能、基本知识的操练，真正达到了阅读教学的目的：提高学生的阅读能力和理解能力。二、 阅读特征明显，教学思路清晰本节课对文本的阅读教师进行了层层铺垫，一步一步深入难点。阅读前一一扫除了障碍：a birthday card 和an e-card的区别，通过课件模拟情境理解句子I am sending _ an e-card. She wont be able to see the card. Everyone likes to get birthday cards. 阅读文本的时候，大量地朗读，充分操练：有看动画听读，有静读，有带读，有自读，有合作读，有分角色读等。通过多种形式的读，学生对文本内容有了更深层次的理解。在读中，完成的