杜红娟教研课教案修改后杜红娟.doc

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1、教研课记录表执教杜红娟日期2014.9.25班级六年级地点海宁市紫薇小学学科英语教学内容PEP7Unit2WaystogotoschoolPartBReadandwrite教学目标1.Thekidscanunderstandthetextandgetthekeyinformation:Differentwaystogotoschool.Theycananswerthequestionsonthebook.Theycanmatchthewaysandtheplacescorrectly.2.Thek

2、idscanretellthetextwithmaininformation:Somechildrengotoschool…in….3.Thekidscanreadthetextafterthetape.4.Thekidscanknowtherearedifferentwaystogotoschoolandwriteashortpassageabouttheirdifferentwaystogotoschool.5.Thekidscanknowwhateverwetake,wemustknowth

3、etrafficrules.Andtheycantrytomakeabigpostertogether.教学重点1.Thekidscanunderstandthetextandgetthekeyinformationfromit.2.Thekidscanretellthetextwiththekeyinformation.3.Thekidscanmatchthewaysandtherules.教学难点1.Toknowtheplacesandtrytoreadthem.2.Toknowthesent

4、ences:Itsnowsalot.Butin20009,theywenttoschoolbyplanebecausetheferrydidn’twork.教学准备PPTwordcardssentencecards设计理念1.定位读写课。新版教材中Readandwrite的课文以信件、故事、广告等多种形式出现，既呈现了单元的主话题，又在综合运用上提出了更高的要求。读写课的目标是什么？人民教育出版社英语编辑室周佳老师认为：学生能够在图片的帮助下读懂文本内容；能够在语境中理解生词的意义；能够按照正确的

5、语音、语调和语气朗读文本；能够完成读后的读、写任务。2.解读读写课。本课课文的形式为杂志文章，内容为不同国家孩子不同的上学方式，和学生生活实际远，难点较多。为了抓住主线，突出重点，我将本课的教学目标定为：阅读，理解，匹配国家和上学方式；用核心句简单复述课文主要内容；听录音，跟读课文；简单了解地名；了解不同上学方式要遵守的规则；写写身边的differentwaystogotoschool,一起制作简单的poster.3.操作读写课。根据目标定位和教材解读，我将本课的教学思路定为：（1）梳理主线。围绕

6、differentwaystogotoschool展开，并了解相关rules。（2）有所取舍。本课难点较多，对地名只做了解，降低朗读要求。（3）精读和泛读结合。通过初读、再读、精读、仿读，帮助学生获取信息，理解课文。（4）文化和阅读方法的渗透。教学过程Stepone:Organization.1.Greetwiththekids.2.Talkaboutourwaystogotoschool.--Howdoyougotoschool?3.TalkaboutRobinandpresentthemain

7、context.Leadinthetopic:Differentwaystogotoschool.Steptwo:Presentation.1.Guidethekidstoreadthetextandanswerthequestion:--Howmanywaystogotoschoolaretherecanyoufindinthetext?Presentthefourwaysontheboard.2.Guidethekidstoreadthetextagainandanswerthequestio

8、n:--Howmanyplacesaretherecanyoufindinthetext?Presentthefourplacesontheboard.SimpleintroductionofthefourplacesonPPT.3.Guidethekidstomatchtheplacesandthewaysontheboard.----In…,howdothechildrengotoschool?Stepthree:Practice.1.Learnthetextpassageby