B第二课时教学实录

[教学设计▪小学英语]

《Unit 6 How do you feel? B Read and write》

教学设计

姓名：何光彩

学校：西安市新城区秦川小学

邮编：710043 电话：13991282930

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一、（设计思路）Design idea: We should promote quality education and the all-round development of the students. We should establish efficient class. （一）(指导思想)Teaching guidance: According to the New Curriculum, we should develop students’ comprehensive language competence. At the same time, teacher should help students gain a sense of achievement and self-confidence. As time goes on, we will develop students’

reading abilities and foster students’ thinking ability.

（二）(设计理念)Teaching theories：For students in grade six, we will provide them to improve their cooperative, investigative and thinking abilities and strengthen their interest in studying English. Language

is closely connected with our life. So I set a real situation to learn English. We read the passage and talk about the question--- What happened to Robin and the ant? Our students are eager to know the plot, they can read the passage and find the clue of the story. For their age, they have a certain ability of reading. The pupils are interested in reading stories. The reading material can develop their knowledge and enrich their life. Students can imagine the following plot and cultivate their imagination in English. Teacher can help students use language appropriately. And the assessment is closely combined with the main point of this period. Students learn to cooperate with others, and develop different ways to learn English.

（三）(教材分析)Analysis of textbook：The content of this period belongs - 1 -

to PEP Book I for grade six. Part B Read and write is the fifth period of Unit 6. The topic is Robin and the Ant. Students should mainly know the basic feelings. Meanwhile students can imagine the following plot about the story. They can use different feelings to express their idea and continue the story. We should develop students’ language and foster their thinking abilities.

（四）(学情分析)Analysis of students：Students have seen a film named . They have learnt and experience different feelings. in part A and B. The key pattern: How do you feel? Students can get the main idea of this story with the help of the picture. Students have rich imagination. They can share their ideas with us. Students can develop their language according to different imagination. They can use pictures and simple sentences to continue the story. Or they can write a short passage. Anyway, their language is useful and meaning in the situation. Different students in different levels can develop their language and ability by learning this story. （五）(教学目标)Teaching aims: 1. Enable students to know and draw different faces according to different feelings.

2. Enable students to read the story and get the main idea, at the same time, they can guess the meaning of the new words in the context. Students can finish the exercises and get a certain ability of learning - 2 -

English, especially improve their writing ability. Enable students to form a good habit. 3. Students can finish the exercise and get a certain ability of reading English, especially improve their reading and writing ability. 4. Learn the tips for pronunciation. Find the rules according to P63. 5. Guide students to love animals, and retell the story of Robin and the ants. 6. Enable students to imagine the following plot and continue the story. Meanwhile teacher tries to help students develop their writing ability after reading. （六）(教学重点)Teaching key points：The ant is afraid. Robin is worried.

(教学难点)Teaching different points：Students can get the meaning of the word: stuck, mud, pull. Students experience and think of more feeling words.

二、（教学准备）

Teaching preparations：

教具准备：PPT, cards of feelings, different faces 学具准备：Head-dressers of Robin and Little ant.

三、（教学过程）Teaching steps：

B Read and write Step 1: Warm-up 1. Greetings and sing a song---If you’re happy, clap your hands. T: Hi, class. How do you feel? Are you happy? - 3 -

Ss: I am sad. No.

T: Why is that?

Ss: We have a busy weekend. We go to some training class. We have to do a lot of homework. T: Is that true? I’m sorry to hear that. It seems that you’re not happy. Ss: Yeah. T: Oh. That’s too bad. You should learn to relax yourselves. T: Me too. And I also have many things to do every day. (设计意图：歌曲---如果感到快乐你就拍拍手，节奏感强，轻快活泼，歌词简单易懂，容易将学生的注意力吸引到英语课堂上，询问学生的心情及原因，学生可表达自己的真实感受，引出与本节课相关的话题---different feelings。) 2.

Talk about different feelings. T: How do you feel today? Ss: I’m …

T: Try to adjust our mood, and be happy. (设计意图：教师通过谈话，让学生说出不同的感受，运用恰当的词汇表达自己的心情，激活已知，活跃课堂气氛。) Step2. Presentation

1. Pre-reading (1) Introduce the content of the first part---different faces.

T: Talk about the pictures, and tell us different feelings. Can you draw faces? Ss: Yes. - 4 -

(设计意图：学生通过画出不同的表情词汇，

在画出生气的表情时，学生积极思考，观察和理解的角度不尽相同，创造性培养了思维能力。) (2) Changes of feeling. T: Show different pictures, such as: see a film, do homework, go hiking, go shopping, go to school, watch TV. Ss: Choose the cards and show your feelings.

T: Perfect. Everyone has these feelings, right? (设计意图：教师用教学卡片呈现不同的活动，让学生根据活动内容很自然的流露出不同的表情，让学生感受和体验真实的情感。) 2. While-reading (1) Read the passage and try to understand it. 

The first reading. T: What can you see in this picture?

Ss: I can see Robin. I see a little ant. I see some trees. I see grass. T: Read the picture with Robin and the Ant. Share your ideas with us. Ss: I think Robin and Little Ant are good friends. I think…

T: Questions: What will happen between Robin and Little Ant in the story? Read the passage quickly. Ss: Read the passage---Robin and the Ant freely.

T: What does the story tell?

Ss: We should always be nice to each other.

(设计意图：学生自主阅读短文，并根据自己所需要了解的信息快速浏览，获取关键信息。) 

The second reading. - 5 -

T: Read the passage again, find different feelings and circle the words you don’t know. Ss: Circle the new words, and try to guess their meaning according to the context. List and write different feelings.

Different feelings: afraid---worried---happy Difficult words：stuck, mud, pull T: What do these words mean? Ss: I can get their meaning with the help of pictures.

(设计意图：在第二次阅读时，圈出自己不懂的词或短语，寻找细节信息，放慢阅读速度，在找到的关键信息处划线或做标志。学生根据需要，找出不同的表情词汇,未完成相关联系和复述故事做好准备。) 

The third reading. (1) Listen and repeat. T: Read the passage and listen to the tape, children. Ss: Follow the tape, and try to imitate the pronunciation, tune, and intonation. T: Guide students to number the pictures, and fill in the blanks of page 63. Then use the key words or sentences and retell the story. (设计意图：在第三次阅读文本时，先听音模仿，对自己不会读的词汇不懂的词进行重点识记。完成相关练习，补全对话。当我们复述短文时，先整理出关键词，再根据关键词进行复述。) (2) Role play. T: Read the key words and phrases:

A sunny morning: sit on the grass, afraid, don’t sit on me, help. - 6 -

A rainy day: stuck in the mud, worried, pull Robin out of the mud, happy. Ss: Act out the story in roles.

Ss: Role play. Use the key words and phrases. (设计意图：学生在进行角色表演时时，能够吸收语言，在整理思路的过程中，组织语言，将语言的运用和输出很好地结合在具体的语境中。学以致用，体现了语言的功能---工具性。) 3、After-reading (1) Talk about the question with your partner:

Questions: Pull or push? (2) Discuss the question in your group. Questions: Where can you find the sign: Pull or push?

T: You can find the answer by yourself.

(设计意图：阅读后，教师可以根据生活中常见的标志

，培养学生进行积极地思维，让学生动脑思考。将生活与英语学习结合起来。) Step3. Practice and extension (1) Listen and read the text again. T: Read the passage with your partners. Ss: Read the passage fluently. (设计意图：学生通过再次听音模仿，学习准确的语音和语调，为角色表演做好铺垫。通过角色表演，学生能够强化对文本的印象。)

(2) Different feelings. T: Can you find more feeling words. Ss: The words are: afraid, happy, angry, sad, sorry, bad, worried, ill, hungry, warm, cold, excited, great, surprised, upset, good. - 7 -

(设计意图：学生可以联系平日所学，进行思维培养，学会总结归纳，运用语言更加灵活多样，表达真实感情。)

(3) Continue the story. T: What will happen next? Imagine and talk with your partners. Ss: Talk with your friends. T: Can you continue the story? Or try to continue the dialogue between Robin and the Ant. Ss: Extend the story according to their thought. (设计意图：《英语课程标准》提出要“倡导学生体验参与”，“重视通过做事学习知识。”学生可以发挥自己丰富而独特的想象力进行续编故事，将思维的培养和语言的发展在语境中有机的结合起来，达到了学以致用的教学效果。) Step4. Summary

Today, we’ve learnt some reading skills during three periods: pre-reading, while-reading, after-reading, and know the main idea of the passage. Students can develop their ability while reading.

(设计意图：在结束本节课时，用本单元的谚语：没有苦就没有乐。（No pleasure without pain.），鼓励学生要努力学习，积极思考，积少成多，举一反三，能够养成积极的思维习惯。) Step 5: Homework：

Continue the story.

T: You can draw pictures or write a passage. It’s up to you. Or you read the story fluently as possible as you can. （设计意图：学生可以根据自己的能力选择作业的形式，这里也体现了分层次布置作业的特点，学生可以根据自己的能力，完成相关作业，可以调动学生学习的积极性和主动性。）

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(板书设计)Board design: Unit 6 How do you feel? B Read and write afraid

happy angry sad

Robin---worried

happy Little ant ---afraid Difficult words：stuck, mud, pull 四、(教学反思) Feedback：（思得、思失、思效、思改）

思得：本节课学生在创设的语境中，运用本单元所学的不同表情词汇，根据不同的活动流露出不同的真实的表情，让学生乐于参与，将不同的表情词汇表现得淋漓尽致，活跃了课堂气氛，切入主题，引出故事。一个主线---不同的表情变化，两条思路---小蚂蚁和Robin的不同遭遇。阅读前，教师通过抽卡片游戏，让学生根据不同的活动流表现出不同情绪，并画出相应的表情，激活和强化已知，为此篇阅读做好铺垫。阅读中，学生通过三次阅读，接触文本，根据需要，获取相关信息，逐步深入的理解文章，抓住短文的三要素：人物（Little Ant and Robin）、时间（a sunny morning, a rainy day）、事件（Robin protects Little Ant; later, Little Ant helps Robin），借助图片和上下文猜测生词，在读中慢慢掌握阅读方法和技巧。正如《英语课程标准》提出的那样：“倡导学生体验参与”，“重视通过做事学习知识。”阅读后，学生能够完成相关练习，体验阅读的快乐，并进行思维能力的训练和培养，总结归纳出更多的感官词汇，汇聚大家所知，拓宽学生的知识范围和视野。同时，充分发挥学生丰富的想象力续编故事，进一步发展语言，提高语言的表达能力，将思维的培养和语言的发展在语境中有机的结合起来，体现了语- 9 -

言学习的工具性。同时，学生不同思维方向，既让故事得到延伸和拓展，又赋予了Robin和小蚂蚁的故事带有童话般的语言色彩，让我们走进故事，走进儿童的心灵深处，体现了语言学习的人文性。

思失：首先，本节课由于课堂时间所限，在故事复述和表演环节处理得比较仓促，学生参与较少。其次，评价手段较为单一，过程性评价仅限于肢体动作和语言，没有创造性的评价方式。最后，在课堂结束时，没对板书及本节课进行总结，教学是一门遗憾的艺术，给我留下了进一步改进和提升的空间，让我在教育教学的道路上继续努力，给自己，也给学生，留下享受英语课堂教学的美好回忆。

思效：课堂中，精美、实用的多媒体课件的使用，让学生的课堂内容丰富有趣，能够调动学生的积极性，在读前、读中、读后，参与各种活动。在英语阅读教学中获取相关知识，掌握阅读技巧，学会复述故事、并进行角色表演，在具体的语境中习得语言。一个板书，两个要点（重点和难点），合理的板书设计能够强化学生对本节课的记忆。语言学习是一个自我体验，自我参与，自我奋斗的循序渐进的过程，学生先通过阅读文本输入语言，再通过写演续等输出语言活动，体验阅读的快乐，在具体的语境中感知和习得语言的魅力。由于本节课准备充分，在处理中难点时，通过呈现卡通图片，并联系生活经验，让学生感知生活中的英语无处不在。最后，学生能够完整的复述故事，并进行创造性的表演故事强化故事内容，渗透情感教育，不以貌取人明白团结的力量，以及应当乐于助人的道理。课堂活动围绕小蚂蚁和Robin的不同遭遇展开，寓教于乐，以乐助学，取得了良好的教学效果。

思改：苏霍姆林斯基曾说过：一些优秀的教师的教育技巧的提高，正是由于他们持之以恒的读书，不断地补充他们的知识的大海。时间没过去一年，学校教科书这一滴水，在教师的知识海洋里就变得越来越小。教师应该合理安排，将教学活动环环相扣，安排紧凑，让更多的学生能够有机会参加复述和表演故事的活动。在教学评价方面，可将故事的发展与过程性评价很好地结合起来。在课堂小结活动中，教师通过总结板书，加强学生对故事情节的内容，并引导学生进行发散思维，创造性地续编故事。将思维的培养和语言的发展在具体的语境中得到提升。当然，语言的习得还需要长期的过程，并非一蹴而就，学生们在努力学习的基础上，不断的提升自我，开拓视野，丰富知识，体验学习的乐趣。

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