《Unit 2 Last weekend B Read and write》

教学设计

一、（设计思路）Design idea: We should promote quality education and the all-round development of the students. We should establish efficient class.

（一）(指导思想)Teaching guidance: According to the New Curriculum, we should develop students’ comprehensive language competence. At the same time, teacher should help students gain a sense of achievement and self-confidence. As time goes on, we will develop students’ reading abilities and foster students’ thinking ability.

（二）(设计理念)Teaching theories：For students in grade six, we will provide them to improve their cooperative, investigative and thinking abilities and strengthen their interest in studying English. Language is closely connected with our life. So I set a real situation to learn English. We read the comments（投诉信） and talk about the question--- What happened to the Wu family? Our students are eager to find the reason. For their age, they have a strong desire to read the passage. The pupils are interested in express their ideas. We can broaden students’ horizons and enrich their life experience. Students can imagine the following plot and develop their language in English. Teacher can help awareness use language appropriately. And the assessment is closely combined with the main idea---comments. I’ll guide students to cultivate a good behavior to be honest（诚信） in our life. Students learn to cooperate with others, and develop different ways to learn English.

（三）(教材分析)Analysis of textbook：The content of this period belongs to PEP Book II for grade six. Part B Read and write is the fifth period of Unit 2. The topic is Comments（投诉信）. Students should mainly know the basic rules about verbs’ past tense. Meanwhile students can fill in the blanks. They can imagine the following plot to write a letter to express their apologies（致歉信）. We should develop students’ language further and foster their thoughts.

（四）(学情分析)Analysis of students：Students have learnt the basic rules about verbs’ past tense in part A and B. Students can get the main idea of this comments with the help of the picture. Students have rich imagination. They can share their ideas with us. Students can develop their language according to their imagination. They can use pictures and simple sentences to write a letter to the Wu family. Or they can write a short passage. Different students in different levels can develop their language and ability by learning this story.

（五）(教学目标)Teaching aims:

1. Enable students to know some basic knowledge about living in a hotel

and what a comment is. Talk about their trouble by talking according to

their own experience with their partners.

2. Enable students to read the comment and get the main idea, at the same

time, they can guess the meaning of the word --- comments（投诉信） in

the context.

3. Students can finish the exercises and get a certain ability of learning

English, especially improve their writing ability.

4. Try to change the comment into a dialogue, then it act out in roles.

5. Guide students to develop a certain ability about thought while reading.

6. Enable students to imagine the following plot and imagine the following plot to write a letter to express their apologies（致歉信）. We should develop students’ language further and foster their thoughts.

（六）(教学重点)Teaching key points：Students can think and answer these questions: How was Wu Yifan’s stay in the hotel last weekend? What was the room like? What happened?

(教学难点)Teaching difficult points：How to finish the letter according to the comments? Enable students to try to write a letter to the Wu family to express the apology.

二、（教学准备） Teaching preparations：

(教具准备)：PPT, Head-dressers of Mrs Broom and Wu Yifan.

(学具准备)：Some pieces of letter paper.

三、（教学过程）Teaching steps：

B Read and write

Step1. Warm-up

T: Hello, class. How was your weekend?

Ss: It was not good.

T: Why do you say that?

Ss: I did my homework all day.

T: I had a busy weekend. But our friend went to a place. Here’s a clue, you can guess where he went with the help of the picture.
Ss: It’s a hotel.

T: Which hotels do you know? Which hotel did you stay? How was your stay? I had an experience of staying in a hotel. It was not good, not bad, just OK.

Ss: It was good. It was bad. It was OK.

T: Let’s see what happened for Wu Yifan in the hotel.

(设计意图：歌曲---Last weekend，节奏轻快活泼，歌词简单易懂，容易将学生的注意力吸引到英语课堂上，在询问学生对上周末的不同感觉，与学生进行亲切的交流，很自然地引出吴一凡的上周末活动，并结合自己的生活经历谈论所住宾馆的印象和评价，开门见山，切入主题---Hotel。)

Step2. Presentation

1、Pre-reading:

Introduce the content of the page 18. Look and tick the right picture. 

T: Talk about the picture of Mrs Broom. What’s her job?

Ss: She’s a worker.

T: Yes. She works in a hotel. She is a housekeeper. What did she do yesterday?

Ss: She made the beds, cooked the food and cleaned the rooms.

T: Wu Yifan and his family stayed in a hotel yesterday. It was not a good time. Why not? What happened to them?

(设计意图：学生根据图片内容，猜测Mrs Broom的职业和工作地点，根据生活经历谈论Mrs Broom昨天所做过的事情，提出相关问题，带着问题准备阅读，在思考中阅读，在阅读中思考，激发学生阅读的兴趣。)

2、While-reading

Read the passage and try to understand it.

The first reading.

T: Question: How was Wu Yifan’s stay in the hotel last weekend?

Ss: It was bad.

(设计意图：学生自主阅读短文，并根据自己所需要了解的信息快速浏览，获取关键信息。)

The second reading.

T: Read the passage again, and answer the questions: What was the room like? What happened?

Ss: Read and find the key information to the questions.

 (设计意图：在第二次阅读时，学生带着问题，根据需要，寻找细节信息，放慢阅读速度，在找到的关键信息处划线或做标志。)

The third reading.

T: Find the words which describe their stay.

Ss: The words: bad, old, broken, too small, cold, bad, didn’t work, loud music, didn’t sleep

T: Guide students to match the verbs and the nouns.

Ss: clean           loud music

fix             a book

taste            bad

read            TV

watch           the room

listen to         our stay

enjoy           a broken chair

(设计意图：在第三次阅读文本时，圈出吴一凡一家的投诉缘由，进行交流。同时根据投诉信中出现的动词短语进行语言匹配活动，为强化和复述文本打下良好的语言基础。)

The fourth reading.

T: Read the passage and listen to the tape, children.

Ss: Follow the tape, and try to imitate the pronunciation, tune, and intonation.

T: Circle the words you don’t know, and try to guess their meaning according to the context.

Ss: Circle the difficult words and try to guess their meaning in the context. Difficult words：Average---comments---fixed---broken---…

(设计意图：学生通过再次听音模仿，学习准确的语音和语调，为角色表演做好铺垫。圈出自己不懂的词或短语，联系上下文猜测词义，并通过角色表演，学生能够强化对文本的印象。)

3、After-reading

(1) Talk about the questions with your partner:

Questions: How do you feel about Wu Yifan’s stay at the hotel? Why?

(2) Read and discuss the comments with your partner.

Question: Can you find the sentences that describe Picture 1-3?

T: Read these pictures. Use your word to describe them.

S1: Picture 1: The room was old. The chair was broken.

S2: Picture 2: The lamp was too small. The hamburgers were cold and tasted bad.

S3: Picture 3: The TV didn’t work. The people in Room 301 listened loud music.

T: You can get the answer from the comments.

(设计意图：阅读后，教师可以根据吴一凡一家的遭遇，培养学生的发散思维。在通过PPT呈现问题，让学生动脑思考，很自然的交流思想，结合自身的生活经，培养学生的学习兴趣。)

Step3. Practice extension

(1) Listen and read the text again.

T: Read the comments again and finish the letter.

Ss: Scan the comments and fill in the blanks of Mrs Broom’s letter.

T: Can you read the letter?

Ss: Read the letter with their feeling and emotion.

Dear Manager,

（称呼）

Last weekend, the Wu family were not happy with their room. The people in Room 301 listened to loud music all night. It was very noisy. The father got some hamburgers from the kitchen but they were cold and tasted bad. Also the mother wanted to read a book but the lamp was too small. The TV didn’t work either.

（正文）

It wasn’t a good stay. Maybe we can write an email and say sorry to them.

（结束语）

Mrs Broom

（签名）

(设计意图：在语言操练方面，学生能够听音感知语言，了解书信的格式，并进行有意义的书写活动，在角色中朗读投诉信和反馈信。)

(2) A letter to the Wu family.

T: Can you write a letter to Wu Yifan and his family? Pay attention to its form, including Salutation（称呼）, Body（正文）, Complimentary Close（结束语）, Signature（签名）.

Ss: Extend the comments according to their different thoughts.

(设计意图：在语言延展方面，作为假日宾馆的经理，写一封致歉信，注重语言的实用性，在语境中进一步发展语言，体现语言的功能特点。《英语课程标准》提出要“倡导学生体验参与”，“重视通过做事学习知识。”学生可以发挥自己丰富而独特的想象力进行语言的深入学习，将思维的培养和语言的发展在语境中有机的结合起来，达到了学以致用的教学效果。)

Step5. Sum-up

Today, we’ve learnt some reading skills during three periods: pre-reading, while-reading, after-reading, and know the main idea of the passage. Students can develop their writing ability while reading. We knew a comment. Try to write a letter to apology to Wu Yifan and his family. We can develop students writing ability while reading and foster the thoughts.

(设计意图：在结束本节课时，鼓励学生要努力学习，积极思考，积淀语言，举一反三，能够做到触类旁通，养成良好的学习习惯和行为习惯。)

Step 5: Homework：

A letter to the Wu family

T: You can write a letter to express apologies as a manager in Holiday Hotel. Meanwhile pay attention to the form of a letter. Or you can read the comments and Mrs Broom’s letter. It’s up to you.

（设计意图：学生可以根据自己的能力选择作业的形式，这里也体现了分层次布置作业的特点，学生可以根据自己的能力，完成相关作业，可以调动学生学习的积极性和主动性。对于部分学生，可以进一步发展学生的语言，培养思维，写一封致歉信，既体现了语言的工具性，又体现了学生的人文性。）

(板书设计)Board design:

                     Unit 2 Last weekend B Read and write

                        1. What was the room like?

                        2. What happened?

                        3. How do you feel about Wu Yifan’s stay at the hotel?

                        4. Why?

                     Difficult words：Average, Comments, fixed, broken