read and write教学设计

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1、主备教师：廖纯一、课题：Unit3Whatwouldyoulike？BReadandwrite（第六课时）二、教学目标：1.能读懂“Readandwrite”部分的信件，完成相应的练习。2.了解英文信件的书写格式。3.能听、说、认读单词“dear”。4.学会一些阅读策略，提高阅读能力。三、教学重点：1.能读懂“Readandwrite”部分的信件，简单了解信件的格式，并完成相应练习。四、教学难点：1.了解英文信件的书写格式。五、教具：多媒体课件六、教学内容：Unit3Whatwouldyoulike?B.Readandwrite.Secti

2、onsLinksStepsActivitiesTimeReflectionLetmeknowReviewWarmup1.Greetings2.EnjoyasongandsayoutthefoodsmentionedinitWhatwouldyouliketoeattoday?3Round1:Reviewsomefoodsinthesong(Showpicturesorwordsquicklyandstudentsspeakoutthewords)4’5’播放音频歌曲,活跃气氛。Review播放ppt图片并运用信息技术鱼吐泡泡游戏复习单词，为

3、新课学习扫清障碍。LeadinRound2:Reviewsomekeysentencesinlastlesson(Lookatthepictureandsaythetaste)1’播放ppt图片复习句型及运用自定义动画显示答案,给学生留一份神秘感.OverviewTaskassignmentSscanwritealettertoRobin.1’1’明确本节课任务，有的放矢。Explicitobjectives1.Sscanreadandunderstandthenoteandfinishthe“Readandtick”and“Listena

4、ndcircle”2.Sscanfinishthenoteaccordingtotheexamples3.Sscanreadthenewwords4.Sscanusethemainsentencestructuresppt出示本节课目标,学生明确学习方向.PresentationReview1DoyourememberRobin?Robinisahelpfulrobot.Itcandomanythings.Itcancook.TodayRobinwillcook.WuYifanandhisgrandpaeachwritealetterabo

5、utwhattheywanttoeat.Let’sreadthetwoletters。（Learnthewordsletterandeach）2Listentothesetwolettersand4’12’ppt出示创设情境，引出本文主人公及这两封今天要学习的信件.circlethefoods(AskSstoanswerthefoodsonebyoneandlearntheword“onion”)3letthestudentswatchtheformatoftheletter,theteachermakealittleexplanation

6、:Englishlettersgenerallyconsistsofsixparts,namely:faithhead,theinsideaddress,call,text,conclusionandsignature.Thetextbeginninggeneralthuswrite"Dear..."For"dear..."Name,shouldend.Explainthemeaningofdearanditsanothermeaning4AskSstoreadtheletterandanswersomequestions1.Thelett

7、erisfrom_________to_________.2.Yifan’sfavouritefoodis_________.3.Yifan’sfavouritevegetableis______4Grandpa’sfavouritefoodis_________.Leadin8’利用下载音频播放信件,学生听读熟悉课文.利用ppt中自定义动画学习生词,形象生动,便于记忆.由词到句再到篇章，逐步达到对全文的深入理解。PresentationLetmetryEngagementPairworkLittlesummarysb’sfavoritef

8、oodis…=…issb’sfavoritefood6’14建立超链接,链接到该幻灯片,总结回顾加深记忆。Individualwork1ReadandtickWhatcanthe