英语人教版六年级下册B.Read and write.doc

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Unit4ThenandnowB.ReadandwriteWhatadream!教学设计蒙城县庄子小学何阳Ⅰ.Analysisoftextbook：ThecontentofthisperiodbelongstoPEPBookIIforGradesix.PartBReadandwriteisthefifthperiodofUnit4.Thetopicis“Whatadream”.StudentsshouldmainlyknowthethreeplotsofWuYifan’sdream.Meanwhilestudentscanfillintheblanks.Theycanalsowriteashortpassageoftheirdifferentdreams.Weshoulddevelopstudents’languagefurtherandfostertheirthoughtswhilereading.Ⅱ.Analysisofstudents：MystudentsareinGrade6.Theyhavealreadylearnedthepasttenseoftheverbsinthisbook.Studentshavesomeskillsofreadingandgetthemainideaofthispassagewiththehelpofpictures.Theyhavedifferentexperienceoftheirdream.Theywanttosharetheirdreamwithus.However,someofthemstillhavedifficultiesindescribingtheirideastoothersⅢ.Teachingobjectives:1.Knowledgeobjectives:Studentscanmasterthekeywords:cheetah,nothing,dream,race,etc.Moreover,studentscanmasterthesentencepattern:"Therewas…”,"Therewere…”.2.Abiltyobjectives:Studentscanusethereadingskillsandgetthemainidea,meanwhile,theycanguessthemeaningofthewords---cheetah,tripped,fell,wokeanddreaminthecontext.3.Emotionalobjectives:Students’highawarenessoffollowingtheirdreamscanbearoused.Ⅳ.Teachingkeypoints：ⅰ.Studentscanmasterthenewwordsandthepasttenseofthekeyverbsaswellastheiroriginalverbs.ⅱ.Studentscanbefamiliarwithhowtograspthegist.Ⅴ.Teachingdifficultpoints：Studentscanmasterhowtodoquickreading.Ⅵ.Teachingpreparation:PPT,ataperecorder,Ⅶ.Teachingsteps：Step1.Warm-up1.Greetings2.Talkaboutstudents’favoriteanimals.Thenputforwardaquestion:Whichanimalcanrunfaster?3.Askstudentstothink,tosay.Andteachthenewwords:”cheetah”,”race”whilecommunicate.(设计意图：学生通过观察一张动物园的图片，谈论不同动物的特点，运用形容词的比较级或最高级描述动物之间的不同。学生能够积极思维，运用所学知识进行语言交流，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，开门见山，切入主题---WuYifan’sdream。)Step2.Presentation1、Pre-reading:ⅰ.Theteacherleadsstudentstolearnthenewwordsbeforereadingⅱ.Theteacherusesamatchinggametohelpstudentsmemorizethenewwords. (设计意图：单词是学生阅读的基石，也是拦路虎。所以，首先解决文章中出现的生词有利于降低学生对陌生文本阅读的恐惧心理。)   2、While-readingReadthepassageandtrytounderstandit.ⅰ.Thefirstreading Theteacherasksstudentsreadthepassagequicklyandanswersomedetailquestions.Andthenleadsthemtochecktheanswer.Listentothepassageforthefirsttimeandnumberthepictures.(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。)ⅱ.ThesecondreadingTheteacherleadsstudentsreadthepassageandpickoutallthedifficultandkeywords.Leadstudentstoreadandaskthemtofollowandtoremember.Afterreading,answerthesequestions:WhydidWuYifanfeelworried?;HowcouldWuYifanrunfastagain?DidWuYifanwintherace?Why?Askstudentstoreadandunderlinethekeyinformationinthepassage.Ss:Readandfindmoreinformation,andtrytounderstandthepassagefurther.(设计意图：在第二次阅读时，教师带领学生带着问题，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，顺利回答问题。)3、Post-readingⅰ.Listentothetapeandcompletetheconversationwhichisadaptedbythetextbook.ⅱ.Theteachershowsherowndreamandasksstudentstosharetheirdream.(设计意图：在结束二次阅读后，利用对话形式加深对文章的整体感知。并通过鼓励学生要学会用英语表述自己的梦，积极思考，积淀语言，养成良好的语言表达习惯。)Step4.Summaryⅰ.Theteacherusesamindmaptoconcludethewholetext.ⅱ.Theteacherusesaseriesofbeautifulwordstoarousestudents’awarenessoffollowingtheirdreams.设计意图：利用思维导图帮助学生整理思路，在本节课的最后教师通过优美的句子升华主题，鼓励学生学生勇敢追梦)Step5.HomeworkWriteapassageaboutyourdream.Ordrawaseriesofpicturesaboutyourdream.Ordreamadreamtonight.（设计意图：对于没有梦可说可写同学，我留了一个作业，好好睡觉，做个好梦。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，完成作业，有效地调动了学生学习的积极性和主动性。对于部分优等学生，可以进一步发展学生的语言，培养思维，写出自己的梦，既体现了语言的工具性，又体现了学生的人文性。） (板书设计)Boarddesign:Unit4ThenandnowPartBReadandwriteWhatadream!Thefirstracecouldn’trunfastThenWuYifandranksomewatersuddenlyfeltgoodThesecondracetrippedandfell