六年级下册Unit 2 Last weekend Part B教学设计

这是一份六年级下册Unit 2 Last weekend Part B教学设计，共9页。

▶ 教学内容与目标
▶ 教学重点
能够朗读、理解课文的内容，并完成练习部分的阅读和写作任务。
▶ 教学难点
通过阅读活动，逐步培养学生的阅读技巧，提高自主学习能力。
▶ 教学准备
PPT课件、课文音频、视频等。
▶ 教学过程
Step 1: Pre-reading
1. Greetings.
Greet students. Divide them int several grups. The grup can get mre pints if they act bravely, actively and be pen-minded in class.
2. Free talk.①
(1) Present a teacher’s pht which was taken while travelling with family members. (课件出示：一张教师与家人旅游时的照片)
T: I went t Qinghai with my family last summer hliday. It was very beautiful there, but the htels were nt all gd.
Present the wrd “htel”. (课件出示：一张在旅馆前台登记入住的图片及单词htel) Let students read after the teacher.
(2)T: Did yu g travelling with yur family last summer hliday?
Ss: Yes, I did./N, I didn’t.
If students answer “Yes.”, the teacher can add mre questins t develp deeper cmmunicatin, such as “Where did yu g? Which htel did yu stay in? Did yu like the htel? Hw was yur stay?” Present the key sentence.
T: Give yur cmments abut the htel. The mre stars yu give, the mre cmfrtable yur stay was.（课件出示：旅馆的评价星级指数）
If students answer “N.”, the teacher can encurage them t g utside and enrich their life experience, such as “Maybe yu can g with yur family sme day. It will bring yu sme new experience.”
T: Can yu understand the wrd “cmments” n the PPT? It means “评价” in Chinese.
◆ Teaching purpse①
通过Free talk活动，利用教师与家人的旅游照片，创建与学生的情境交流，激发学生的学习兴趣并引出本课话题。借助图片和语境，引导学生理解生词htel和cmment。鼓励学生旅行和丰富生活经历。
3. Hliday Htel.②
T: Lk! This is Mrs Brm. She wrks in the Hliday Htel. She is a husekeeper.
Present the wrd “husekeeper”. Let students read the wrd in syllables after the teacher.
Lead students t understand the meaning f the phrases n the PPT and chse the right answer. Check the answer. （出示课件）Let students read the phrases after the teacher.
◆ Teaching purpse②
通过读前活动激活学生的相关背景知识及话题词汇，为接下来将要学习的阅读文段打好基础。
Step 2: While-reading
1. Wu Binbin’s family’s stay at the htel.③
T: Hw was their stay at the htel?
Ss: It was bad.
Teach the new wrd “stay” and the sentence structure “Thank yu fr…”.
Ask students t pay attentin t the wrd frms used after “fr”.
◆ Teaching purpse③
初步感知文段的故事背景，了解吴斌斌一家人在酒店中的遭遇，为接下来的阅读做好背景铺垫。
2. Fast reading.④
T: Read the passage as fast as yu can, and find ut the answers.
Hw did Wu Binbin feel? Hw was everything in the rm?
S1: He felt very bad/ angry…
S2: Everything in the rm was very ld.
S3: The chair was brken.
Hw did they slve the prblem?
Ss: Their friend Rbin cleaned the rm and fixed the brken chair.
Present and teach the new wrds “brken, fix”. Lead students t understand the meaning thrugh pictures.
◆ Teaching purpse④
通过问题设置，引导学生快速阅读，帮助学生整体感知文章大意，初步了解事件、人物和情感。
3. Careful reading.⑤
(1) Read the letter again quickly. Find the sentences that describe Pictures 1~3.（课件出示：教材P19的三幅图）
T: Befre reading, let’s bserve the pictures carefully. Hw did they feel? Did they enjy their stay at the htel?
Teach the new wrd “enjy”.
Let students try t predict the key wrds. Teach the new wrds “lamp” and “lud”.
Then check the answers.
T: Srry fr their family. They didn’t enjy their stay at the htel.
(2) Read and circle all the verbs in the text and cmplete the table.
Students write dwn the past frms and the present frms f these verbs. Then check the answers.（出示课件）
Let students get a quick review f these verbs and understand each wrd’s meaning.
◆ Teaching purpse⑤
通过看图片找句子和圈出文中所有动词两个活动，帮助学生在仔细阅读的过程中获取更多有效信息，深入理解文章内容。
Read after the recrding.⑥
T: Can yu read the passage angrily? Pay attentin t the prnunciatin and the intnatin.
Lead students t understand the passage and learn the key wrds and phrases. (出示课件)
◆ Teaching purpse⑥
引导学生通过音频跟读，用正确的语音、语调及意群朗读对话，熟悉文本内容，加深理解。
Step 3: Pst-reading
1. What will yu d?⑦
T: D yu like the Hliday Htel? Why?
Ss: N, I dn’t. Because everything is ld/peple can’t eat well r sleep well there…
T: What will yu d if yu cme t a htel like the Hliday Htel?
S1: I will let it g.
S2: I will ask fr changing anther rm.
S3: I will tell the manager abut the prblems.
Students state their pinins. The teacher encurages them t cpe with the prblems in a prper way.
◆ Teaching purpse⑦
结合课文，联系学生生活实际，引导学生在遇到不公平或不合理的待遇时要学会运用正确的方式进行诉求并寻找合理的解决方式，渗透本课的情感目标。
2. Read and finish the letter.⑧
Mrs Brm decided t write t the manager t reflect the Wu family’s prblems. Can yu help her finish the letter? (出示课件)
3. Read the letter.
Make sure students can read the letter crrectly and fluently.
◆ Teaching purpse⑧
让学生能通过阅读文段来寻找关键信息，根据阅读所获取的信息填充信件，提升综合运用核心单词和短语的能力。
▶ 板书设计
▶ 作业设计
1. Remember the key wrds and phrases. Read the cntext crrectly, fluently and emtinally.
2. D the exercises.
▶ 教学反思
1. 教学设计中创建了丰富的语言情境，本课话题和生词导入自然，使学生在图片、PPT和语境的帮助下能迅速理解词义，能较好地激活学生的相关背景知识及话题词汇，为接下来将要学习的阅读文段打好基础。
2. 突出学生的主体地位，教学设计以引导为主，激发学生思考，给予学生充分的时间和机会独立思考并自主学习探究。
3. 注重对学生阅读策略的培养，通过问题设置，引导学生快速阅读，帮助学生整体感知文章，初步了解事件、人物和情感。再通过仔细阅读，引导学生获取更多有效信息，深入理解文章内容。
4. 注重情感目标的渗透，引导学生在遇到不公平或不合理的待遇时要学会运用正确的方式进行诉求并寻找合理的解决方式。
▶ Teaching Cntents & Teaching Aims
Read and write
Be able t listen, speak and read the wrds “htel, fixed, brken, lamp, lud, enjy, stay”crrectly.
Be able t understand and read the text and cmplete the exercises.
Thrugh reading activities, students will gradually develp their reading skills and imprve their independent learning ability.
Lead students t cpe with the prblems in a prper way when they meet with smething unfair r unreasnable.
▶ Teaching Pririties
Be able t understand and read the text and cmplete the exercises.
▶ Teaching Difficulties
Gradually develp students’ reading skills and imprve their independent learning ability thrugh reading activities.
▶ Teaching Prcedures
课时教学内容
课时教学目标
Read and write
能够正确地听、说、认读单词“htel, fixed, brken, lamp, lud, enjy, stay”。
能够朗读、理解课文的内容，并完成练习部分的阅读和写作任务。
通过阅读活动，逐步培养学生的阅读技巧，提高自主学习能力。
引导学生在遇到不公平或不合理的待遇时要学会运用正确的方式进行诉求并寻找合理的解决方式。
Teaching Stages
Teacher’s Activities
Students’ Activities
Teaching Purpses
Pre-reading
1. Greetings.
2. Free talk.
3. Hliday Htel.
1. Greet the teacher and build the awareness f being brave, active and pen-minded.
2. Talk abut the hliday and the stay in the htel.
3. Get t knw the Hliday Htel and guess what Mrs Brm did yesterday.
Mtivate students’ interest in learning and lead in the tpic f this lessn. Encurage students t g travelling and enrich their life experience.
While-reading
1. Wu Binbin’s family’s stay at the htel.
Get t knw hw Wu Binbin and his family’s stay was at the htel. Learn “stay” and “Thank yu fr…”
Inspire students’ relevant backgrund knwledge and the tpic-related vcabulary befre reading. Get t knw Wu Binbin’s experience in the htel. Make a gd preparatin fr the fllwing reading.
2. Fast reading.
Read the passage fast, and find ut the answers.
(1)Hw did Wu Binbin feel?
Hw was everything in the rm?
(2)Hw did they slve the prblems?
Learn the wrds “brken, fix”.
Help students perceive the whle passage and get t knw what happened t Wu Binbin’s family and hw they felt.
3. Careful reading.
(1)Find the sentences that describe Pictures 1~3 and learn the wrds “enjy, lamp, lud”.
(2)Read and circle all the verbs in the text and cmplete the table.
(3)Read after the recrding.
Help students understand the text deeper and get mre infrmatin abut the passage.
Make sure students can read the text crrectly, fluently and emtinally.
Pst-reading
1. What will yu d?
Students state their pinins.
Lead students t cpe with the prblems in a prper way when they meet with smething unfair r unreasnable.
2. Read and finish the
letter.
Fill in the blanks and cmplete the letter.
Lead students t catch the key infrmatin by reading the cntext t cmplete the letter. Prmte students’ ability f applying the key wrds and expressins int practice.
3. Read the letter.
Read the letter.
Make sure students can read the letter crrectly and fluently.
Hmewrk
1. Remember the key wrds and phrases. Read the cntext crrectly, fluently and emtinally.
2. D the exercises.