PEP8Unit3PartBReadandWrite课堂教学设计表

1、小学英语课堂教学设计表教师姓名学 校上课年级课题名称李清清浣纱小学六年级 Where did you go?教学内容PEP8 Unit3 Where did you go? Part B Read and Write教材分析六年级的Read and Write版面设计提供了完整语篇读写的教学的过程：读前活动读中活动-读后活动，通常包括读前预测、阅读理解和阅读后的书写活动。教师在教学时，先引导学生看图讨论，利用已有的经验和知识，预测文本信息，建立阅读兴趣，然后进入文本阅读，获取所需信息。最终能根据文本信息，进行语段表达的文本输出活动。本课是2014新版教材六年级下第三单元Part B的read

2、and write部分，讲述了吴一凡的一篇日记，旨在表达在挫折坏事面前，用乐观的心态去看待问题，解决问题，好运会随之而来的观念！教学目标定位1. 通过看图捕捉关键信息，激活储备词汇，根据相关提示完成听前预测。2. 阅读文本，能标出文本的主要信息，在此基础上，完成读后活动训练，培养在语篇中捕捉不同类型信息和思考的能力。3. 获取文本中的有用句型，口头描述自己一天的活动，并最终写出一个小语段。4. 建立事物都有两面的观念，好事坏事没有绝对，可以相互转换，因此要保持乐观的心态去面对。学情描述本次授课的六（A）班共30人，经过三年多的英语学习，学生们基本具备了独立的阅读、思考并解决问题的能力。大部分学

3、生英语学习的积极性高，书写格式准确，口头表达能力强,发散性思维，想象力较好。也有几个学生对自己的英语学习不自信，喜欢英语但不敢开口说，有一定的畏难情绪。在这节阅读教学课中，教师应放手让学生自读自悟，学习文中作者给我们所传达的信息！教学设计说明首先请学生唱一唱歌曲“Tell me about your holiday”热身；自由谈话：请学生分享自己的假期及心情，为课堂学习做好铺垫。随后导入吴一凡的假期，看三幅图，讨论预测故事开端。给学生留下“bad luck often brings good luck.”的初印象。接下来，以“好事坏事交替发生”为主线解读文本：首先，用“What will ha

4、ppen next?”导入日记，请学生听音快速阅读，捕捉关键信息，给图片排序；根据图片获得文本的主要信息，了解每幅图片中主人翁的心情并突破关键词语难点。分段再读文本，分别概括三件好事和两件坏事并找出吴一凡和家人解决的办法，由此体现坏事变好的过程，再次给学生以“bad luck often brings good luck.”的印象。在理解文本的基础上，请学生听音自由跟读文本，再次整体感知文本，并根据板书回顾吴一凡的一天，强化“bad luck often brings good luck.”的印象，使学生体会“事物具两面性”的观点。最后，教师日记示范自己同时经历的好事情和坏事情的经历，请学生写

5、一写并分享自己的“bad but good day”。在全班个别分享，朋友间分享日记以后，出示漫画“塞翁失马”的故事，师生一起根据图片简单描述。升华一种精神：在挫折坏事面前，用乐观的心态去看待问题，解决问题，好运会随之而来！板书设计Unit3 Where did you go?Friday, April 23rd rode a bike for three took pictures bought gifts ate delicious food It was a（an）. day. ate bad fruit; didnt feel well stayed in the hotel made

6、 a funny play教学设计教学步骤教师活动学生活动建议说明Step 1Warming-up1. Greeting/sing a song2. Free talkT:Amy went swimming and shopping on the holiday, she was happy. John hurt his foot, he was sad. What did you do on your holiday?S1: I went camping, I was happy. S2:I did a lot of homework, I was sad.S3: I visited my

7、grandparents, I was happy学唱歌曲，是让学生们在轻松、愉快的氛围中开始今天的阅读课教学！由歌曲主题作为自由谈话的话题，让学生运用所学句式来问答以达到复习导入也为文本学习做好铺垫。过渡到Read and Write 部分对三幅图片的讨论预测。Step2Lead-inStep3Presentation &activitiesStep3PracticeStep4Sum-up &homeworkT: What did Wu Yifan do? How did he feel? Why?T: What happened then?T: How did Wu Yif

8、an feel?T: What will happen next?T:Yes, Max bought a lot of fun to Yifan. These things were happened to Wu Yifans family, too! Please open your book to page28,listen and number the pictures.T: Whats your answer?T: Look at the picture1, what did they do?T: How did they feel?T:What about picture2 T:Wh

9、o are they in picture 3？T: Some good things and bad things happened to Wu Yifans family. Now, read part1, find three good things(order: underline the key words, write down on page 29)T: Lets check!FirstSecondThirdT: boys and girls, How did they feel in the morning?T: But there were also bad things h

10、appened in the afternoon. Now please read Part2, underline and writer down the key words.T: Ok, put down your pens. Lets check the answers.T: Were they happy?T: What did Wu Yifan and his father do in the hotel? Please read part 2 again.T: How did they feel at last?T: Now, listen and read the diary f

11、reely.T: Its Wu Yifans diary. What was the date?T: Please try to talk about Wu Yifans diary.T: Wu Yifan said, it was a bad day but also a good day. How do you think about his day?T:I have such a day, too. Look at my diary. Do you have a bad but good day? Write down your diary, please. Dont forget th

12、e date.(师巡视指导)T: Would you like to share your diary? T：Please share your diary with your partner.T: As the saying goes,bad luck always brings good luck. Boys and girls, do you know this story? (呈现塞翁失马的故事图片).T: Thats all for todays class. Homework.Ss: He rode a bike.Ss He was worried/sad. He lost his

13、 cap.Ss: saw the cap and a dog.took Max homeSs: they were very happy,.Ss: went to the country side, ate fresh food, went swimming together, took a lot of pictures .Ss:listen and find the key words about the pictures ,number the pictures.Ss:213Ss: rode a bike for three people.Ss: happySs: Mum didnt f

14、eel well. They were sad. Ss: Max jumped on Robin, licked him.Ss: Ss: They were happy.Ss: Look for the key words and write down.Ss:Ss: No, they were sad.Ss: They dressed up and made a funny play.Ss: They were happy.Ss:Ss: It was FridayApr.23Ss: In the morningThey were happy. In the afternoon they wer

15、e sad. At last they were happy again.S1: It was a happy day.S2: It was a sad day.S3: It was an amazing day.S4: It was an interesting day.Ss:S: 投影展示Ss:同桌或好友分享日记。Ss: 塞翁失马Ss:Talk about the pictures阅读前：让学生讨论：How did Wu Yifan meet Max? What will happen next?引出主题bad thing brings good things。 （PPT展示，直观展示主人

16、公的情绪变化）阅读中：设计第一次阅读，提出略读技巧，听音读文本找关键词语跟图片配对。分别对三幅图提出几个关键词，如“Mum didnt feel well, mum was ill; Robin and Max; rode a bike ”等.设计意图：通过排序初步了解文本内容，通过看图解读文本并解决部分难点词汇如：lick, jumped on 等。在解读文本时让学生判断各图中主人翁的心情，使前后线索连贯。开展第二次阅读，要求学生阅读第一段文本，概括出吴一凡一家的三件好事。教师示范如何找读信息，完成后，师生核对答案。（设计意图：分块阅读，让学生在默读中找到关键信息并学会用关键词语概括书写。）

17、注意：生个别说，教师卡片示范并贴在黑板上作板书。并画出笑脸(PPT呈现笑脸)请一位学生板演。请学生关注横线的书写格式和答案。师画出哭脸。设计意图：细读文本，了解更多文本细节。师板书一个笑脸。（设计意图：通过阅读第一部分，第二部分，再读第二部分这三次阅读，整理概括出吴一凡一家三件开心的事和两件不开心的事及吴一凡和家人的应对办法。也直观地呈现了从开心-伤心-开心的情绪变化。让学生体会bad luck brings good luck.（设计意图：将板书内容串联成一片日记，再次熟悉文本，并渗透以下观念：事情都有两面，好事坏事没有绝对，可以相互转换，要保持乐观的心态）.教师以自己的一天作示范，以日记形式展示P29第三部分写的内容。给学生一个整体展示，降低学生输出难度。生写，师巡视，指导纠正书写。师及时纠正语法或书写的错误。课后拓展，读“塞翁失马”的故事,再次体会坏运转好运，乐观待事的观念。教学反思整个课堂围绕着歌曲导入，课文呈现（初读、分段读、再阅读），情感升华既定的教学步骤实施，师生配合流畅，实现了预期目标。本篇短文主要通过吴一凡的一篇日记告诉学生在日常生活中遇到逆境或困难要保持乐观的心态，坏运会变好运。教学设计中我以吴一凡一家的心情变化为主线，从开心到伤心再到开心，使学生意会“保持乐观心态”的重要性，同时联系生活实际达到情感升华，使学生真正理解文章的中心句：As the s