Unit4 Now and then Section B read and write 教學設計指教年級：六年級教學內容：PEP教材六年級下冊Unit4 Now and then Section B Read and write 的閱讀教學。學情分析：六年級學生有了一定的默讀、尋讀、跳讀基礎能力,本課要求學生在文本中學習詞匯,利用插圖體會故事。能夠在教師指導下模仿篇章進行寫作。學生通過六下第二、第三單元的學習,已對過去時的使用有初步的了解,能夠在固定語境下使用過去時描述事件。教學方法：本課作為一篇閱讀教學，運用到了多種閱讀方法，比如說：默讀，聽讀，快速閱讀，自由閱讀。對每一段重難點的解決又設置了不同的任務，比如說：選擇題，判斷題，問答題。對本文文本的處理主要運用了對比法，吳一凡夢里的兩場比賽，分別和誰跑？從第一場的慢到第二場的快，為什么？每場比賽的心情如何？然后讓學生帶著問題去讀文本尋求答案。教學目標：1.知識目標:對新單詞race, nothing, cheetah以及動詞過去式thought、felt、woke、trip的認讀與理解。學生能在教師的引導下,聽懂、理解、會讀文本內容,并能完成課后閱讀練習。2. 能力目標:能結合自己的生活實際,模仿文本,寫一篇關于自己夢的小作文。3. 情感態(tài)度目標：每個人都有不同的夢，但童年的夢都是最純真最有趣的夢。讓學生“不忘初心，永葆童真童趣” 教學重難點：1. 教學重點:學生能在教師的引導下,聽懂、理解、會讀文本內容,并能完成課后閱讀練習。2. 教學難點:對新單詞race, nothing, cheetah，thought、felt、woke、trip的認讀與理解。能結合自己的實際,仿寫一篇關于自己夢的小語篇。教學準備：小作文提單 信箱兩個 板書紙卡 星星月亮圖片 相關課件與語音視頻教學過程：Step1: 課前活動 （3分）T: Hello, boys and girls. Nice to see you again! How was your homework? Lets check!Infinitivepast tense （TPR活動）T：Do you like to listen to music? Now, Lets, Ok? 跟著搖籃曲律動，然后入睡靜息等待上課鈴聲。設計意圖：一是為了解決文本中的重難點動詞，二是通過聽搖籃曲給學生創(chuàng)設情景，在律動中拉近與學生之間的距離，同時把學生的思維拉回到課堂中來。Step2: Pre- reading (5分)T: Good morning! Boys and girls. How are you? （上課鈴響，在鳥叫聲中醒來然后問候）Ss: Im thanks, and you?T: I am very happy, do you know why?Ss: T: Because I had a good sleep last night,(出現睡覺圖片) and I had an good dream(出現dream).Did you have a good dream?Ss: Yes.T: Ok, Im glad to fear that.Do you want to know something about my dream? Ss: YesT: Look! Where did I go?Ss: ZooT: Yes, I went to the zoo with my baby, guess, what animals were there in the zoo?Ss: There was /There wereT: So, there were many animals in the zoo, or there were many animal in my dream. (教讀句子)T: Now, lets have a look. Whats this animal? This is a Ss: giraffe. lion. cheetah horseT: 教讀cheetahT: What did they do?Ss: They had a race. (T教讀句子)T: But what animal can run very fast?Ss: T: Cheetah (擴獵豹知識Because the Cheetah is the fastest runner on the land) Then the cheetah wanted to have a race with me. Wow! It can run so fast, but I run so slow. How did I feel? I was so （選擇題）Ss: T: Yes I was so worried。 In my dream , the cheetah makes me feel worried. I want to know “what makes you feel worried in you life”Ss: T: I was so worried, so I woke up from my dream. (woke up ) T: This is my dream, what a dream! （教讀課題）T: Look, Wu Yifan also had a dream last night, Lets go and have a look , Ok?設計意圖：老師通過講述自己的夢，攻克本課一些重難點單詞和句子，同時也解決了文本開頭設置的兩個問題。老師通過講述有趣的夢引起學生的好奇心，為新課的講解做好鋪墊。Step3: While reading (20分)1. Listen and choose (1) What did Wu Yifans dream talk about? A. animals B. races C.familyTips: Circle the key words or underline the key sentences. T：How many races?Ss: two (板書思維導圖)T：Which word means two?Ss: Second設計意圖：首先帶著問題整聽，對課文進行整體感知，也為后面的分段閱讀打下基礎，2.The first race (第一段)T: Now lets look at Wus first race.Tips: Read silently （默讀）Who did he run with in the first race? A father and Max B. animals C family 生自由回答， 文本解釋 T: Could he run fast? Ss: No he could not.T: 看圖，生齊讀答案：His father ran very fast, but Wu Yifan could not.T: So there was ______ he could do? A. something B.nothingSs: nothing (師教讀)(3) He was so slow, and there was nothing he could do, so how did Wu feel? 選擇題（板書Worried ）3.The second race （第三段前三句）T: This is Wus first race, but what happened in the second race? Tips: Fast reading(快速讀)T：Who did he run with in the second race? (選擇題)T: Could he run fast？ How did he feel? Ss: 根據學生的回答板書animals fast good4.第二段講解T：In the first race, Wu was so slow, but in the second race, he was so fast. Why? Do you know? Now listen and answer. 生自由回答，圖文理解 T： Why?Ss: Because Robin gave Wu some water.利用動畫幫助學生理解文本，然后完成關鍵詞的填空。5.第三段后部分T：Now he could run very fast like a cheetah, so he won the race at last, Yes or No? Please free reading then tick or cross. Ss: He could win the race, but he tripped and felt.T: He could win the race,(圖釋)， but suddenly(突然) what happened? Ss: He tripped and felt.生自由回答，圖文理解，生表演 T就該生的表演問其他學生What happened?非表演學生齊答：He tripped and felt.T：What happened then?Ss: Then he woke up. He was in bed. It was all a dream (生齊讀)設計意圖：首先通過整體聽，對文本獲取整體信息。然后就兩場比賽進行分別講解，通過對兩場比賽的對比，讓學生思考為什么主人翁有這樣的變化，然后帶著問題去閱讀第二自然段。這樣的對比講解打破了傳統(tǒng)式的教學模式，讓學生更有興趣閱讀。同時，對每段文本的處理都運用了不同的閱讀方式，教會了學生更多的閱讀技巧。Step4: Post reading1. This is Wus dream, What do you think of Wus dream? Interesting? (再讀課題What a dream!)2. Number the pictures (can you number the pictures? Before it, please read the text. Boys ,girls, together)3. Now Hu Yifan has woken up, and he is telling his mother about the dream . Now lets listen and fill in the blanks.(完成課后練習) 總聽 師讀生填 check the answer 男女對話練習4. Now Wu has shared his dream, and I have shared my dream, Look! This is my dream,(Teacher read it.) Now, its your turn to share your interesting dreams. 設計意圖：在閱讀了文本后，能能解決一些簡單的填空對話練習，然后升華到自己能夠寫出自己夢的小作文。 Step5：SummeryT: I think everyone has a different dream; maybe it is sweet, sad. Maybe it is interesting or scared. But when you grow up, do you still remember the dreams? 孩子們，當你們漸漸長大，你們還能記得當年這些最童真最有趣的夢嗎？Ok, here is a “memory postbox”, you can put your dream in it， save your dreams, save your innocence. 不忘初心，永葆童真童趣！(投信) 設計意圖：孩子們童年的夢都是最童真最有趣的，希望孩子們能永遠保持這份童真童趣的心。Step6: Homework1. Share your interesting dreams with your parents. 2. Write down your parents interesting dreams.板書設計What a dream!Two racesThe first race The second racefather and Max animalsslow ？ fast Robin waterworried good 5- 5