Part C全国优秀课堂实录

Unit4 At the Sports Meeting 第4课时教学设计

【内容来源】陕西旅游出版社六年级下册

Unit4 Read a story, Order and act, Read and choose 【课

时】第4课时

一、教学目标

1. 能听懂并理解Read a story部分的内容，并能熟练地朗读故事。

2. 能独立完成Part C部分所剩余的练习。

3. 培养学生的体育意识，引导学生养成良好的学习习惯。

二、教学准备

1. 教师准备Read a story部分的教学视频课件。

2. 教师准备PPT课件（运动会场景）或教学挂图。

3. 教师准备Read a story部分的教学音频。

三、教学方法建议

Leading In (1)课前问答

T: Nice to see you! S: Nice to see you, too! T: After the video, how are you feeling? Are you happy? (观看有关运动视频) S: Yes. T: The sports can make us happy. So many people like to have sports meeting, and the animals like sports meeting, too. Last week, the animals had a sports meeting in the forest. Now look at the pictures, then guess and image.

(2)新课导入

1. 教师借助PPT展示sports meeting的图画，让学生看图描述运动场上的场景。教师可以这样引导：

T: What sports did the animals take part in the sports meeting? Who was the first at the sports meeting? S1: I think maybe the tiger was first. S2: I think maybe the elephant was first.

S3: I think maybe the monkey was first. …….

Presentation

(1) Part B Read a story 1. 引故事：Many animals took part in the sports meeting. Who was the first in the end? Let’s listen to the tape now.

2. 听故事：教师播放本部分的录音，让学生通过“听”的输入了解故事大意。教师可以请学生说一说听到有哪些动物、哪些词汇或哪些句子，帮助学生理解。

3. 看故事：教师播放所准备的本部分的教学课件，让学生观看完整的故事情节。画面与声音的结合，能促进学生更直观地理解故事内容。

4. 读故事：学生自己读完一遍故事，并在疑惑的地方做标注。要求出声读，以锻炼学生的语音及阅读能力。

5. 解疑惑：教师可就Read, then ask and answer(PPT展示)中问题进行讲解。问题如下：

Who had a sports meeting last week? Who won the 1000-meter race? Did the bear won the throwing match? Who won the tree climbing? Practice：

(1)

Read a story Read together. (齐读) Read in roles. (分角色读）

将学生分为若干小组，并在组内分段分任务进行故事朗读活动，以此来锻炼学生的语音、语调和朗读能力。然后随机指出几组学生进行朗读表演，并给予适度的指导和积极的评价。

(2)

Look at the pictures and order the story 以此来了解学生对故事的理解情况，从而给学生渗透热爱体育的思想。

Consolidation: (1) Part C Order and act

1. 让学生朗读句子，熟悉句意。

2. 自主完成句子排序，注意要使语意流畅通顺、符合逻辑。

3. 随机选出几组学生，让他们分角色朗读。

参考答案：2，3，5，1，4，6 (2) Part C Read and choose 1. 学生自主默读对话，边读边试着将所缺的词汇填入。

2. 把全班学生分做A、B两部分齐声朗读对话。

参考答案：when, take, jump, boys, win, about, first, well （3）Retell the story。（这一环节也可根据时间及学生学情让学生retell for their friend）

在此环节中，教师要注意积极评价语言表达较为丰富的学生，并鼓励更多的学生勇于开口，积极表达。