Unit 3 Where did you go?B Read and write教學(xué)設(shè)計

韋敏

一、教學(xué)內(nèi)容分析

本課時是人教版六年級下冊第三單元第五課時。圍繞“生活充滿好消息和壞消息”這一話題展開，主要通過閱讀文本學(xué)習(xí)詞匯basket， part， licked， laughed， dress up以及能夠從閱讀中獲取有用的句型口頭描述自己的一天。能夠通過活動訓(xùn)練捕捉重要的信息，提升學(xué)生的思維能力，激發(fā)學(xué)習(xí)英語的興趣，并引導(dǎo)學(xué)生建立事物都有兩面的概念，好事壞事沒有絕對，可以互相轉(zhuǎn)換，要保持樂觀的心態(tài)。前幾課時詞匯、對話的學(xué)習(xí)為本課時的學(xué)習(xí)奠定了基礎(chǔ)，本課時是第三單元知識的拓展和延伸。本課時的重點是單詞basket， part， licked， laughed的聽、說、認讀以及能夠從閱讀中獲取有用的句型口頭描述自己的一天，并能寫出一個語段。

本課時Read and write的板塊，分為兩個部分。第一部分是讀前活動，呈現(xiàn)了吳一凡外出撿了一只叫Max的小狗，并帶回家的場景。通過看圖，閱讀人物對話，討論故事的開端和預(yù)測故事的進一步發(fā)展。接下來呈現(xiàn)的是吳一凡寫的日記，日記上講述了這一天發(fā)生在吳一凡一家的三件好事和兩件壞事。第二部分是書寫活動，寫出發(fā)生在自己身上的一件好事、一件壞事和相應(yīng)的對策。本課時內(nèi)容的設(shè)計貼近我們的生活，非常吸引人，大大的提高了學(xué)生的閱讀興趣。

本課時篇幅較長，信息量大，知識點較多，對于學(xué)生的理解和運用有一定的難度。教師要結(jié)合圖示、語境幫助學(xué)生理解生詞。基于語篇的整體性原則，把握主體脈絡(luò)，引導(dǎo)學(xué)生在自主學(xué)習(xí)，小組討論交流中獲取信息，鍛煉學(xué)生的思維能力，培養(yǎng)學(xué)生良好的閱讀習(xí)慣和方法。

二、學(xué)情分析

對于六年級的學(xué)生來說，他們已經(jīng)掌握了表示過去時的動詞短語，他們已經(jīng)能夠用最基本的句子表達發(fā)生在過去的事情，但是在教學(xué)中，教師要注意以舊引新，通過動詞原形與過去式的對比，借助一些相關(guān)的圖片來幫助學(xué)生理解、掌握。

三、教學(xué)目標

（一）語言能力目標

1.能夠聽、說、認讀單詞和短語：basket， part， licked， laughed， dress up。

2.能夠通過看圖討論預(yù)測故事的開端和進一步發(fā)展來激活相關(guān)的背景知識和儲備詞匯。

3.能夠通過完成讀后活動訓(xùn)練在語篇中捕捉不同類型信息和思考能力。

（二）學(xué)習(xí)能力目標

1.能夠從閱讀中獲取有用的句型口頭描述自己的一天活動，并能寫出一個語段。

2.培養(yǎng)學(xué)生的思維能力，學(xué)習(xí)英語的興趣和樹立學(xué)好英語的信心。

（三）思維品質(zhì)目標

教育學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣

文化意識目標：

通過文本的學(xué)習(xí)，學(xué)生能夠明白凡事都有好壞兩面，在我們的努力下壞事也能轉(zhuǎn)化成好事。

四、教學(xué)重點：

1.能夠聽、說、認讀單詞和短語：basket， part， licked， laughed， dress up;

2.能夠通過看圖討論預(yù)測故事的開端和進一步發(fā)展來激活相關(guān)的背景知識和儲備詞匯。

3、能夠通過完成讀后活動訓(xùn)練在語篇中捕捉不同類型信息和思考能力。

五、教學(xué)難點：

1、單詞basket， part， licked， laughed的讀音和理解;

2.能夠從閱讀中獲取有用的句型口頭描述自己的一天活動，并能寫出一個語段。

六、教學(xué)策略

小組討論法、分段教學(xué)法

七、教輔手段

幻燈片

八、教學(xué)過程

Warm-up： 1、Greeting

2、Free talk

Teacher asks students some questions about holidays. Presentation and practice：

1、Pre- reading：Teacher shows the picturesOf Amy’s holiday and Wu Yifan’s holiday and lead students to guess：How did WuYifan meet Max？

2、While-reading： Teacher asks students to read the text quickly.

Ⅰ、Skimming readingNumber the pictures.Intensive reading

Ⅱ、Run your eyes over the text. Underline the good and bad things in the text

Ⅲ、Read and answer

Q1：What was the date？

Q2：How was the weather？

Q3：Why did they stay in the hotel in the afternoon？

Q4：How was that day？

Q5：Who did Max like？

Q6：What did they do in the morning？

Q7：Where did Max sit？Q8：What did they do in the afternoon？

Ⅳ、Read the text according to the tape.

Ⅴ、Now write about your bad but good day.Today was a bad but good day for me. First， it was a bad day._____ . But what did I do then？______ . So， it was also a good day. As the saying goes， “Bad luck often brings good luck.”

3、Post-reading閱讀中國傳統(tǒng)故事“塞翁失馬，焉知非福”。 A Good Things or Bad Thing

In the old times， there was an old man. His name was Saiweng. He always thought differently from other people. One day， his horse came out and didn’t come back. His neighbours felt sorry for him. However， he said， “Losing a horse is a bad thing， but maybe it will become a good thing.？ Several months later， his horse came back with another fine horse. His neighbours felt happy for him， but he said， “ Maybe it will become a bad thing. ”Just as he worried， one day， his son rode the fine horse. He fell off and hurt his leg. His son became a disabled man. His neighbours were sorry for him again， but he didn’t think so： “Maybe it will become a goo thing again.” One year later， there was a war. Many young men became soldiers and died. His son did not have to serve in the army because of his leg. His leg injury saved his life.

Good Things：

Bad Things：

Homework：

1、Read Wu Yifan’s diary.

Write a diary about your day.

Blackboard design：

Unit 3 Where did you go？

B Read and write

Wu Yifan’s dairy

In the morning

In the afternoon