Unit4 B Read and write宁夏公开课教案
教 材：人教PEP小学英语六年级上册P42 单元主题：I have a pen pal 课 型：读写课 授课教师： 一、新授内容分析
本课主要话题是通知公告。通过有效引导，使学生能了解公告包含的几个要素，并能摘抄出相关重点句型，仿照范例个性化地编写自己的交友公告或社团广告。 二、教学流程说明
1. 指导学生合作交流预习成果，检测朗读和相关任务完成情况，为进入课堂做好准备。 2. 层层渐进式引导，使学生了解公告书写结构格式，为进一步分析文本打下基础。 3. 帮助学生搭建语言，为进一步撰写公告打下基础。
4. 引导学生自由撰写公告，培养学生语言综合应用能力和敢于创新的思维。 三、教学过程
Step1: Greeting and checking (导入检测) Activity1: Guessing game T: Good morning, everyone. Ss: Good morning, Ivy.
T: Well, do you want to know about me? Ss: Of course.
T: OK, you can guess my personal information according to the numbers and words. S1: 3 — … your child is 3 years old.
T: Oh, thanks for your answer. In fact, my daughter is nearly 3 years old. S2: There are 3 people in your family. T: Yes, you are right.
S3: 1 — ... you are a good English teacher.
T: Thank you! But not correct, 1 means first. This is my first time to come to Zhuhai. S4: 201 is your classroom’s name?
T: Very good guessing. But not correct. I have 201 students, I love them so much. S5: English — … You can speak good English.
T: Thanks a lot. You are right. My hobby is English. I usually join English corner. How did
I know it? （停顿片刻）
Because of the notice in WeChat. Is it fun? Ss: Yes!
T: Do you want to join it? Ss: Yes, we do.
T: OK, I will create an English corner in Ronghong School. So I should write a ... Ss: Notice!
T: And I should put it on the … Ss: Notice board!
T: Pretty good. Today let’s learn about notice together. (分别在黑板上贴单词磁条notice, board)
【课堂说明：课堂气氛活跃，学生对老师抛出的数字和单词非常感兴趣，无论学生的表达是否正确，都在实现着老师的目标：口语操练】 Activity2: Checking
T: Well, you have learned the four notices by yourselves yet, right? Now work in your group, read and discuss. If you have problems, raise your hands, I will help you. Are you clear? Ss: Clear!
T: Take your time, go! (2分钟后)
T: Now it’s show time, which group would like to have a try? Group1: We try. T: Please.
（学生朗读完毕）
T: Very good reading. Big hands for them. (师生鼓掌鼓励)
Everyone, pay attention to these words, follow me. (学生跟读单词完毕) T: Other groups? Show your reading please. Group2: We try. T: Go ahead. (学生跟读完毕)
T: Thank you very much. I do like your pronunciation. Big hands for you. (师生掌声鼓励)
T: Well, if you want to read the passages very well. Pay attention to the stress. Look at me, weak tone(教师出示一个拳头)，strong tone（教师同时出示两个拳头以手势引导学生理解重读和弱读的区别）
T: All right, listen to me carefully. We can share. (老师边读边用手势强调重读和弱读) Would you like to have a try? S: Yes! T: Begin!
S: Let’s read together. Science club, your club.
Shall we dance? (学生边读，老师边做手势引导学生) T: Great! Let’s read the four notices together, ready go! (学生朗读完毕)
【课堂说明：检测朗读，根据每一组学生的朗读情况，老师先讲解重难点单词的发音，再示范重读和弱读的句型，最后带着学生通读全篇，帮助学生扫清语言障碍，为文本学习打下基础】
T: Good job. Next, I will check your exercises, have a try! Pair1
SA: Who write the notice? SB: Amy, John, Mike and Robin.
T: Excellent! They are Amy, John, Mike and Robin.
(教师在白板上划出答案，引导学生根据联系方式找出公告作者) T: The second one? You try. Pair2
SA: What do they want to do? SB: They want to make friends.
T: Very good answer! Do you have any other opinions? Ss: I think ... They want to share hobbies.
T: Good job. They write notices for making friends and sharing hobbies. (教师在白板上划出正确答案) T: OK, next one. Which pair? Pair3
SA: What are their hobbies?
SB: Amy likes dancing. John likes playing football. Mike likes reading books. Robin likes making robots.
T: Wonderful! We can also say Robin likes science, right? S: Yes!
【课堂说明：通过检测预习任务完成情况，指导学生学会泛读和掌握获取关键信息的方法，最后带着问题进入新授学习中】 Step2: Presentation＆Practice【释疑指导环节】 Activity1: Let’s read
T: Well, the last question: Can you find out the same parts? S1: They both have E-mail and telephone number. (此处学生的表达略有问题，但老师并不刻意纠正)
T: I agree with you. They all have E-mail and telephone number. We call them contact ways. (老师微微强调了all，暗示学生此处用all是正确的语法) S2: They have ... name. T: Great! They all have title.
T: So a notice should have contact. (黑板上最下方贴出contact) And the contact may be phone number ...
(教师边说变出示词卡，试图引导学生说) S: E-mail, QQ...
T: Yes, QQ number. And...? S: ... (学生看到微信图片突然沉默) T: WeChat. You can read after me: WeChat S: WeChat
T: And ...(贴出二维码词条) QR code S: QR code
T: Are you clear? And a notice should have a title. Let’s read together, title S: Title (贴出title词条) T: Read the four titles, OK?
(学生边朗读，教师边将词条：Let’s ... /... club /Shall we ...? /...!!! 贴在title后面，为下一步学生取题做好铺垫)
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