英语人教版六年级下册Unit3B Read and write.doc

PEP小学英语六年级下册 Unit 3 B Read and write教学设计 教学内容：PEP小学英语六年级下册Unit 3 B Read and write课 型：阅读课执 教：詹艺一、教学设计整体思路本节课以故事为背景，以情感为主线，通过设计层层递进的问题，引领学生对文本理解的同时，关注过去式核心语言的学习。通过引导学生对图片的观察和推理，培养学生的思维能力；通过理解文本内涵，从而让学生明白事情都有好坏两面，我们要保持阳光的心态。二、教学目标 1语言知识和语言技能目标：能运用跳读和速读等方法来理解文章意思，通过情感带动，学习运用动词的过去式短语；能模仿录音，以正确的语音语调朗读文章，并在有意义的语境中书写动词短语的过去式形式。2情感态度目标：通过阅读，正确理解事情的两面性，培养学生对待坏事情的态度。 三、教学重难点1教学重点：能够借助图片正确理解文章意思，并能朗读和运用几个长句. 2教学难点：能根据自己的活动，撰写日记。 四、教学辅具 多媒体课件、音频文件五、教学过程Step 1 Warm-up1. Free talk Hello! Boys and girls! Did you have a good time last weekend? What did you do? Where did you go? How did you go there? Who did you go with?.【设计意图】创设轻松愉快的学习氛围，激发学生相关的知识储备，并复习句型What did you do ? I .为本节课的综合运用语言做好铺垫。Step 2 Pre-reading 1. 通过出示教师本人的照片引导学生提问：What did you do last weekend? Where did you go last weekend? How did you go there? Who did you go with? Did you have a good time?.【设计意图】让学生根据老师的提示进行提问，既可以让熟练运用所学的语言知识，又可以拉近师生间的距离，为下一步的学习做好铺垫。2. 引导学生观察读前活动的图片，展开想象，并根据提问思考讨论文本发生的背景，激发学生学习的乐趣。T: Look at the pictures. What happened to Wu Yifan?What did Wu Yifan look for? Who helped him find the cap?Is it Wu Yifans dog? Whats the dogs name?Did Wu Yifans parents like the dog?What will happen next?【设计意图】让学生根据提示发挥想象力做“头脑风暴式”描述、猜测，这样不仅激活了学生已有的知识，而且让学生从不同角度、不同方向、多渠道探索与思考各种可能性，培养了学生的发散性思维，为语篇的阅读做好铺垫。Step 3 While-reading 略读语篇 Part1 1. Read for the first time. Find out the answers.1) Where did they go ? 2) What did they do in the morning?【设计意图】让学生初步感知文段内容，为后面的内容发展做好铺垫 。Part2 1. Read for the first time. Find out the answers.1） What was the matter with mum ? 2） What did they do ?【设计意图】通过让学生扫读文本，抓住文本的关键信息，找出问题的答案，培养学生scanning能力，同时也让学生对文本理解。细读语篇 Part1 Read for the second time. 1) Find out the answers.1. Did Max go with them?2. Where did he sit?3. Did they take pictures?2)学习Max sat in a basket on the front of the bike.掌握sit-sat Part 2Read for the second time. 1) Find out the answers.Did they go outside in the afternoon? Why?What did they do? What did Robin do? What didi Max do? 3） 学习dressed up 和licked Choose the best answer for the phrase underlined.1) We dressed up and made a funny play. ( B )A. 穿上裙子 B. 化妆、打扮 C.买裙子2) He jumped on him and licked him. ( C ) A.喜欢 B. 讨厌 C.舔T: Was it a good day or a bad day for Wu Yifan?【设计意图】在解读文本的过程中，通过设疑-探疑-解疑，有利于学生对语篇框架的掌握，有利于学生对语篇细节进行更深层次的理解，并在头脑中构建出具有明显层次性和逻辑性的语篇结构。精读语篇Read for the third time then finish the tasks1、 Number the pictures2、 找出语篇中的动词过去式 3、 Find the bad things and good things.【设计意图】通过练习，加深学生对文本进一步的理解，让学生抓住文章细节，在更深层次中建构知识框架。 Step 4 Post-reading 1) Listen and imitate播放录音，引导学生进行模仿跟读；2) Work in pair让学生分小组练习，分组读。【设计意图】通过模仿发音，关注升降调，培养学生良好的语音素养和朗读习惯，并且在跟读和模仿朗读文本的过程中加深学生对文本有更深层次的理解。3) A gameRead the phrases and find out good or bad学生对短语进行分类（bad 和 good）【设计意图】通过游戏，让学生分辨good news 和bad news，既活跃了课堂气氛，又为下一步的写作打下了基础。4) 拓展运用小组进行合作，完成写作活动：Think and share about our bad but also a good day.。【设计意图】让学生能够根据通过语篇的学习，把体会到的情感态度，运用到的实际生活中，有效性地提高其运用新学语言的能力，从而形成语言的综合运用能力，培养学生的创新思维能力。4） 情感渗透Step 5. Sum upStep 6. Homework.1) Listen and read the text.2) Write a diary about your day . 板书设计Unit 3 B Read and write rode a bike ate some bad fruittoo