B优质课一等奖教案

课题:PEP小学英语六年级上册

Unit 6 How do you feel? 本节课是一节阅读课，通过机器人Robin和Ant的互助，讲述助人为乐会给别人和自己带来快乐的结果。其中渗透的感情教育是助人为乐的道理！《英语课程标准》对小学阅读提出要求，阅读在四项技能——听、说、读、写中占有很重要的地位。我的任务就是激发学生对阅读的兴趣以及训练阅读的技能，让孩子自己形成一定阅读策略。

教学课时：第五课时

话题：Robin and the Ant 学情分析：六年级的学生已有三年多英语学习经验，已经具备一定的英语基础，能较好的表达出自己的想法，对于Robin 和Ant 之间这种互助的关系，他们也有了初步的了解，并且能够运用所学的知识进行简单地交流。

教学内容：Read and write 教学目标：知识与能力

1.

通过故事的学习，学生能够听懂、会读、会说单词及词组：won’t, sit, hear, little, say, stuck in the mud, worried, strong, pull. 2.

通过故事理解，学生能在语境中进一步理解并运用核心句型

pull…out of…

3.

能够听懂、会说、读懂

read and write 的内容，并在真实情景中运用所学语言进行真实交流和运用，保持并提高学生对英语的兴趣。

过程与方法：教师创设Robin 和

the ant 在公园的这样的一个情景，讲述Robin和

the ant之间的故事，通过理解、略读，默读等方式，

采取循序渐进的语言实践活动，引导学生提取关键信息、自主学习故事，并能结合语言框架复述故事内容，逐步实践语言的知识化，以提高学生综合语言运用能力的发展。

情感态度和价值观：通过本节课的学习，学生能更深刻的认识到互善、互助这种待人友善的情感。学生通过分析和思考得出人与人之间要建立这种互善、互助的这种情感，培养学生在生活中乐于助人、关爱他人的品质，共创和谐社会。

教学重点：学生听懂、会读、会说单词: won’t, sit, hear, little, say, stuck in the mud, worried, strong, pull. 能在语境中进一步理解并运用核心句型：pull…out of…。

教学难点：激发学生打开思维，能够对故事内容进行概括，并能用英文复述故事。

课程资源：教材内容、多媒体课件、头饰、学生已有生活经验、情感体验和知识结构

教学过程：

Step1. Warming up 1.

Greetings: How do you feel today? 2.

Sing a song: If you are happy. 3.

Revision: Fill in the blanks.

Step2. Pre-reading 1.

T：Do you like stories? Today I’ll tell you a story. Please

listen and tell me where does the story happen?

S1: Maybe it happens in a park. S2: Maybe it happens in a forest. …

T: This story happens in a park. Look at this beautiful park. It is the home of all the little animals. Think, who lives in the park? S1: Maybe a bee lives in the park. S2: Maybe a ladybird lives in the park. T: Everyone here is happy. They sing together and play together. Sometimes they help each other. And today’s story is about this little ant. (设计意图：欢乐的音乐、入情入境的导言，交代故事发生的地点、人物以及人物之间的关系，很自然的引出故事的主人翁：Ant。导入新课短、平、快，一举两得，既激发学生学习的兴趣，同时也为本课的后续学习做好铺垫。) 2.

教师出示PPT关于Robin和

the ant让学生感知课文，教师提问: What is the story about? (让学生猜一猜课文内容。) 教师播放录音，学生初步感知课文并完成tasks. 3.带领学生以PPT为媒介学习本课短文故事并提出问题呈现故事。（呈现一些难懂词汇帮助理解。通过设置文图情境，引导学生阅读，捕捉相关语言点信息。）

T: Everyone in the park is happy! Robin is happy, too. It is a sunny morning, he goes to the park. He’s going to sit on the river. “Hello, fish!”

He says. He’s going to sit on the bench. “Hello, bird!”

Now he is a little tired. He’s going to sit on the grass.

Suddenly he hears “Wait!”

T: What will he say? (课件呈现两个选项。) A：Ha-ha! Little ant. I’m going to sit on you. B：Don’t worry, little ant. I won’t sit on you! (设计意图：因为之前对Robin 这个人物做了适当的铺垫，此处就能水到渠成，检验学生是否读懂了故事。) T: How is Robin? S: He is very nice. T: Yes. He’s very nice to the little ant. T: The next day. It is raining. Robin is stuck in the mud. How does he feel? S: He’s…

T: Who will help Robin? Why? Ss: …

T: Do you agree with him? Listen….Yes, you are all right. Excellent! Now let’s do together. T: So Robin is nice to the little ant. And what about the little ant ? S:…

T: So they are nice to each other. (板书)

Step3.While-reading 1.

教师出示短文故事，请学生自己在下面略读短文。掌握课

文大意。

2.

Check the answers: Number the pictures. 3.

T: Do you like this story? Why? S1: I like this story. Because Robin is very nice. S2: I like this story. Because the little ant is cute and helpful. S3: I like this story. Because the ants are strong. They pull Robin out of the mud. …

T: Yeah! You are all right! I like the story because it tells us we should always be nice to each other. (完成课后练习。) (设计意图：通过让学生自由表达对这个故事的喜欢，提升学生的语用能力，同时也提高学生对本故事的后续思考能力并揭示故事互帮互助的主题。) 4.

教师再次出示短文，请学生默读，分组互相阅读抓住课文的关键，关注课文的细节。

Step4. Post-reading 1. Fill in the blanks. (通过完成语句是学生进一步理解故事大意。并为练习复述做准备。) 2. Retell the story.（用retell 的形式，发展学生的口语表达能力。）

Step5.Ending

If you are nice to others, our life will be full of love!

板书设计： Unit 6 How do you feel?

Read and write To be nice to each other. Characters: Robin little ant Events sit afraid stuck in the mud pull…out of Everyone is happy! 教学评价:教师激励性语言评价、生生互评

预习任务：复习之前所写表示心情的词汇与句子，听本课故事录音

Homework: 1. Retell the story to your parents.（将故事复述给父母听。）

2.分组写作：根据所给材料写故事。（将全班分成五组，每组代表森林里的一种动物，写一段与little ant 之间的故事，发挥学生的想象力。）