Unit 6 Anne wanted to dance.ppt课件教学实录

Unit 6 Anne wanted to dance 1教学目标

1. 语言目标

1. 词汇：能听懂、会说、认读新单词move...with the music, put arms out, step on one’s foot，easy21·世纪*教育网

2. 句型：能在情景中正确、灵活地运用want to do something表达人物的意愿。

2. 应用目标

1. 能在教师引导下完整地阅读和理解课文A部分故事。

2. 能在读懂故事的基础上领悟故事的内涵和道理；培养学生克服困难的勇气和乐于助人的优良品质。

3. 能在板书的提示下复述故事。

2学情分析

学生学习基础较好，对语言有一定的拓展运用能力，文本对于学生难度不大，主要是如何引导学生关注文本，激发学生主动思考，提高学生人文修养。www-2-1-cnjy-com

3重点难点

1. 重点：调动学生的思维，理解文本，并挖掘出文本的内涵。

2. 难点：学生用英语表述自己或他人克服困难的某次经历。

4教学过程

4.1 第一学时

4.1.1教学目标

语言目标

词汇：能听懂、会说、认读新单词move...with the music, put arms out, step on one’s foot，easy 句型：能在情景中正确、灵活地运用want to do something表达人物的意愿。2-1-c-n-j-y

应用目标

能在教师引导下完整地阅读和理解课文A部分故事。

能在读懂故事的基础上领悟故事的内涵和道理；培养学生克服困难的

勇气和乐于助人的优良品质。

能在板书的提示下复述故事。【版权所有：21教育】

4.1.2学时重点

1. 重点：调动学生的思维，理解文本，并挖掘出文本的内涵。

4.1.3学时难点

2. 难点：学生用英语表述自己或他人克服困难的某次经历。

4.1.4教学活动

活动1【导入】warming

up

Step 1 Warming up

Greetings.

Read and do

【设计意图：read and do 要求学生快速读词并且做动作，复习已经学过的动词词汇，为后面的动作描述打基础】【来源：21·世纪·教育·网】

活动2【导入】presentation

说一说：

T: Hi, boys and girls, some people can do many things very well. Look! 学生看课件进行补充描述：SunYang can _____ very fast. Langlang can ____ very well. Kobe can _____ very well.2·1·c·n·j·y

T: I can sing very well. What can you do very well? Please praise yourself or your friends. 学生用句型 ... can ...very...夸奖自己或朋友做得棒的事情。

21*cnjy*com

T: Oh, Linda can dance very well. Look here, where is Lingling and Anne? They are in the _______. (dancing room) What was Lingling doing?

学生根据图片和提示回答：Lingling was dancing in the dancing room.

T: What did Anne do? 学生根据图片和提示回答：Anne watched her.

T: What did Anne want to do? 学生根据提示回答：Anne wanted to dance like Lingling. (板书：Anne wanted to dance.)【来源：21cnj*y.co*m】

[设计意图：教师引导学生用夸奖人物和身边的同学的活动感知句型，从而进入主题学习，并为课文的学习作好铺垫。] 21教育名师原创作品

预测： Can Lingling dance very well？学生根据Lingling 的舞蹈姿势判断：Yes, she can dance very well. 接着教师引导学生继续看图，T: Can Anne dance very well? 学生大胆猜测，教师对学生的推断予以肯定，提出新问题：What happened then? 学生带着好奇心开始阅读。21*cnjy*com

3. 学生带着以下三个问题第一遍听课文阅读，感知课文大意。

What did Anne say to Lingling?

Did Lingling teach her?

Can Anne dance very well?

读完第一遍后学生回答第一个问题：You can dance very well. Can you teach me? （黑板上贴Anne图片并板书句子）学生模仿Anne向Lingling 求教。后开展拜师学艺活动操练：Who can dance/play basketball/play ping-pong/ draw/sing/… very well?

“师傅”：

I can … very well.

“徒弟”: You can …very well. Can you teach me?

接着回答第二个问题：Yes，she did. She is a warm-hearted girl.

最后完成选择题：

Can Anne dance very well?

Yes, she can dance very well.

No, she stepped on Lingling’s foot. 学习新词：step on …’s foot (课件+板书)21教育网

4. 第二遍跟读课文，认真模仿。

5. 第三遍寻读课文，划出文中的动词过去式。

学生找出以下动词过去式：watched, wanted, said, went, danced, stepped, smiled，解决语音难点。www.21-cn-jy.com

6. 第四遍自由读课文，找出Lingling 怎样跳舞的句子。

学生找出三处，教师板书：move... with the music, put ...out like this, Listen to ...【出处：21教育名师】

教师鼓励学生用学的句子来表演舞蹈动作。

T：I can move my hands with the music.

S: I can move my legs with the music.

S: I can put my arms out like this.

...

7. 第五遍齐声朗读课文，并回答问题：

T: Dancing is not easy for Anne, Anne stepped on Lingling’s foot. Was Lingling angry? What did they say?21世纪教育网版权所有

鼓励学生模仿他们的对话，并丰富对话内容：

Anne : I’m sorry. I ...

Lingling: It’s OK/ All right/ Never mind. Let’s do it again. （板书句子：Let’s do it again.）21·cn·jy·com

T: Do you think Anne can dance well at last? Why?

学生根据自己对故事的理解说出推测并给予理由，从而丰富课文内涵。

T: Today we learned Anne wanted to dance like Lingling. She tried to dance well, but she stepped on Lingling’s foot. She will try and try again till she can dance. She is a good learning girl. We should learn from her.

8. 根据黑板板书，教师带领学生进行课文复述。

9. 学生分组分角色读课文并表演。

【设计意图：课文主体部分的学习共设计了五次阅读活动，从第一遍听课文知大意解决三个主线问题及理解词组step on …’s foot；到第二遍跟读课文，认真模仿语音语调；第三遍寻读课文找动词过去式解决语音难点，再到第四遍自由读课文找出动作句子，理解并简单运用动词描述舞蹈动作；最后第五遍齐读课文分角色丰富对话内容，并推测故事结局，思考Anne最后是否学会跳舞来拓展学生思维，提升故事内涵。通过以上五个步骤的阅读活动，学生根据板书复述课文和学生分角色朗读并表演就轻而易举，大大降低了文本输出的难度，并为后面故事拓展活动搭好语言支架。】

活动3【导入】Step

3

Practice

and

Consolidation

Let’s make stories. 学生看课件图片补充故事。

Lily was ___________ in the office. Cici _________ her.

She wanted to _______ like Lily.

“ Wow, Lily! You can ______________. ” said Cici, “ Can you___________?”

“OK, draw a _______ like this, and draw a ______ above the ________. ”said Lily, ”It’s ______________!”

Cici took a pen and began to draw, but she drew ________!

“ ___________, Lily.”said Cici.

“It’s OK. ___________________!” smiled Lily.

2. story Solitaire 故事接龙

Tom was playing basketball on the playground. 学生比赛轮流讲述故事。

Key words(关键词）:

watched, wanted, very well, teach, put …arms out,

throw(threw) out, hit, sorry, again

[结束语]T: Boys and girls, when we learn some skills, if we failed, never mind, don’t lose your heart, just try and try again, we will be successful at last.

Step 4 Homework

1. Read part A.

2. Write a story with your partners, and act the story to your family.

(和搭档一起创编故事，并把故事演给家人看。）

【设计意图：拓展部分设计了两个层次的拓展活动，第一个练习的目的是看图和句型提示进行描述，学生根据所给的语言支架来丰富内容，比较容易完成；第二个故事接龙需要学生边观察图边思考，学生可以自由发挥想象创编故事，从而在关键词的提示下进行完整的语篇描述，颇有难度；家庭作业安排学生根据课文写一个自己或他人发生的克服困难的故事。学生通过读、说、写一系列的语言任务活动完成对文本的阅读、理解和人文情感的提升。】

活动4【作业】homework

Let’s write:

我们来仿照课文A 写一个生活中的小故事吧！

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动作词汇：play basketball, swim, want(ed), watch(ed),teach, move your hands and legs, put your arms out, throw, hit, draw, sing, listen to the music, ride a bicycle, play chess...21cnjy.com

地点词汇：classroom, playground, swimming pool, park,school...