B优质课教案

PEP六年级上Unit 6 How do you feel ? 第六课时教学设计

刘梦晨

合肥市琥珀名城小学

I.Teaching Aims: Knowledge aims: 1.Students can master the new phrases such as “be stuck in”, “pull...out of...”

2.Students are able to understand main idea of the story and finish some reading tasks.

Ability aims: 1.Students can improve their logical thinking ability by extensive reading and intensive reading. 2.Students can retell the story with key words after reading.

Emotional aim: Students can understand the joy of helping each other and the importance of unity. II.Teaching key and difficult points:

Key point: How to read and understand the main idea of the story correctly.

Difficult point: How to retell the story with key words correctly. III.Teaching Methods:

PWP,TBLT,Communicative approach

IV.Teaching Procedures: Part I.Pre-reading: 1.Show some pictures about feeling and let students use the sentence “He/She feels...”to answer it. （设计意图：课前通过复习旧知，激活学生的背景知识，为新课的进行做好准备，使学生迅速进去到课堂中去。）

2.Show some message from robin,then present a photo of “Robin and the ant”,let students guess what happened between Robin and the ant. (设计意图：采用微信的形式能能够吸引学生的眼球，通过学生对照片的猜测能够激发学生的思维意识，为接下来的阅读做好铺垫。)

Part II.While-reading: 1.First reading: Read the story quickly and number the pictures. （设计意图：通过快速阅读后对图片进行排序，来培养学生泛读的能力，同时也有利于帮助学生理解故事的主要内容。）

2.Second reading: (1)Let students read paragraph 1 to 3 and answer some questions,tell students underline the answers in the story. Q1:What’s the weather like ？

（It’s sunny.）

Q2:How does the ant feel？Why? （He is afraid.Because robin is going to sit on the grass.）

(2)Let students read paragraph 4 to 7 and answer some questions,tell them underline the answers in the story. Q1：What’s the weather like ? (It’s raining.) Q2: How does robin feel? Why? (He is worried.because he is stuck in the mud.) Show a picture about “stuck”. Q3: How do the ants help robin? (They pull him out of the mud.) Show a picture to teach “pull...out of...”

(3)show a progress of their psychological changes and let students think about the reason.Then show the answer “It is nice to help each other.”

(4)Let students fill in the blanks. （设计意图：第二遍阅读中，主要培养学生精细阅读的能力，通过将此故事分为两个部分，分别进行提问，培养学生获取关键信息的能力；同时在问题答案的呈现中解决了学生陌生的词汇，更有利于学生的输出；让学生对蚂蚁和Robin心理过程的转变进行讨论，激发学生思维的积极性，同时也能引出故事的主题；最后让学生根据图片完成填空有利于进一步巩固学生对故事重要信息的理解。）

3.Third reading: (1)explain some words including loss of plosion and let students pay attention to some words in the story. (2)Let students read the story after the recording,tell students to imitate the tone and pronunciation. (3)Show some key words and invite students to retell the story.

（设计意图：在第三遍阅读之前，通过让学生感知读音失去爆破的想象，帮助学生更好的进行语言输出；第三遍阅读时，学生跟随录音原文进行阅读，帮助学生规范自身语音，语调；最后的通过关键词和语言支架的呈现来帮助学生更好的进行故事的复述，达到语言输出的目的。）

Part III.Post-reading: 1.1.Show a dialogue with the ant,then lead a new story to students. 2.Let students read the story,then fill the blank. 3.Let students retell the story with the key words. (设计意图：依旧通过微信的形式呈现与蚂蚁的对话来引出新的阅读语篇，激发学生阅读兴趣；通过让学生完成阅读后的关系填空，进一步培养学生提取关键信息的能力,发挥学生的迁移意识。)

Part IV.Summary and homework: 1.show some pictures about unity and tell students the importance of unity. （设计意图：通过最后的情感升华来告知学生团结就是力量，互相帮助使人愉悦的道理。）

2.Homework: 1.Read the story after class and send it to my wechat. 2.Choose a picture book to read after class. （设计意图：通过课后对故事的再读来巩固学生的知识；通过对绘本教材的阅读，扩大学生的眼界，培养学生对阅读的兴趣。）

V.Blackboard design: Unit 6 How do you feel ? Read and write

IV.Teaching Reflection: 本节课为本单元的第六课时，是一节综合性较强的读写课。本节上我首先带着学生复习了关于情感的相关词汇，激活知识背景，然后创设情景将学生引入到文章中去。本篇文章主要讲述的是机器人Robin和蚂蚁之间互相帮助的故事。所以，我将文章设置为读三遍，第一遍读主要要求学生找出文章的主旨大意，了解故事的主要情节，培养学生快速阅读的能力；第二遍读主要要求学生掌握更多的细节并进行相应问题的回答，培养学生精读的能力；第三遍读，主要要求学生能够跟着录音去读，并自我纠正发音的错误，之后我邀请同学进行

了角色扮演，增强课堂的趣味性。之后，我通过关键信息的复现，让学生进行了复述的环节，培养学生的思维能力。最后在输出环节，我重新呈现了一个绘本故事，进一步扩展学生的阅读，并让学生根据故事的主要情节完成填空，培养学生信息获取的能力。最后，我让同学思考一只蚂蚁能否帮助Robin，从而渗透团结的力量的道理。总之，本节课上课堂节奏紧凑，课堂氛围良好，师生互动频繁；但是在本节课中，我并没有过多的涉及到在现实生活中如何去帮助他人的道理与核心素养中的相关理念有所违背，我还要在今后的教学中注意这一点。