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×PEP六年级英语上册Unit6 Part B Read and write教学设计饶平县钱东镇中心小学姚雪燕

一、教学内容

PEP版六年级英语上册Unit6 Part B Read and write。

二、教学理念

《英语课程标准》(2011版)指出:“二级教学总体目标要求学生能借助图片听懂、读懂和讲述简单的小故事。”利用绘本进行阅读教学的模式,更能激起学生的阅读兴趣,丰富学生的语言内涵。而在阅读中巧妙地运用思维导图进行教学更能培养学生观察、记忆、推理、想象的能力,培养他们的发散思维和创新精神,促进心智发展,提高综合人文素养。

三、教学背景

(一)教材分析及处理

本单元主要学习的话题是“描述自己或询问他人的情绪及如何管理情绪”。Part B Read and write 这一部分属于阅读教学,是本单元的情感升华篇,在复习巩固的基础上,扩展语言表达,学习发音技巧,并且培养善待他人的优良品质。根据教材特点我对这一部分内容进行了整合重构:将语篇与练习内容整合成一本小绘本,作为整个阅读活动的载体。

(二)学情分析

六年级学生已经具备一定的听说读写能力,能根据话题、图片进行简单的表达,能对信息进行简单的分析处理,想象能力强,但综合运用语言的能力则参差不齐,需要在话题操练中逐步提高话语能力。

(三)教学目标

1.知识能力目标:①能用正确的语音、语调朗读故事、理解Robin and the ant在公园里发生的有趣故事并复述故事。

②学会失去爆破的发音规律。

2.学习能力目标:培养学生善于利用绘本、思维导图等方式来捕捉信息、发现规律的学习能力。

3.思维能力目标:利用绘本、思维导图培养学生预测能力、发散性思维能力及逻辑思维能力。

4. 文化品格目标:通过阅读理解,培养善待他人的美好品质。

(四)教学重难点

重点:①能用正确的语音、语调朗读故事、理解Robin and the ant 在公园里发生的有趣故事并复述故事。

②学会失去爆破的发音规律。

难点:综合运用语言复述故事。

四、教法、学法

主要采用绘本教学及思维导图的方法,引导学生在层层深入的听、说、读、写话语训练中习得知识、提升综合素养。

五、教具、学具

PPT、教师自制的绘本小书(不完整版)、思维导图用的贴图、学生制作的表情包贴图等。

六、课前准备

让学生将课前画好的表情包贴图贴在黑板四周,优化课堂氛围,更作为本节课课堂奖励的奖品。

七、教学过程

Step 1.Pre-reading

1.歌曲热身,营造氛围

T:Good morning,boys and girls.How are you today? I am fine,too.I feel very happy to see your warm smile.When I feel happy,I will sing a song.Would you like to sing with me?

Sing the song The way I feel.

2.话题交流,活跃思维

T: Yes,this is the way we feel.(Point to the drawings on the blackboard)Good job!Let’s enjoy the drawings you have just drew.happy,sad,angry,afraid...(Pick up the happy face)When I play with friends,I feel happy.What about you?

S:When I ... I feel happy.

T:Sometimes I feel sad.When I am sad ,what should I do?

S:You should...

【设计意图:以谈话、歌谣的形式来引入和复习能营造轻松愉悦的语言氛围。将学生课前画的表情图贴于黑板四周,既能优化课堂环境,又能作为复习引入的载体,还能作为这节课的评价奖品,一举多得。】

Step 2 In-reading

Lead in When I am happy,I’d like to read a picture book.Today I will share the picture book with you.

1.初读绘本,引发猜想。

(1)提出问题。

T:(Point to the cover of the picture book) “Who is the story about?”Yes,it’s about Robin and the ant.(stick Robin and the ant on the blackboard )But “Where are they? How do they feel?”Now take out out your mini books ,read the books quietly and guess the questions.

(2)学生尝试自读绘本。

(3)鼓励学生发表猜想。

T:Now,Let’s try.Where are they? Maybe...

【设计意图:学生手中的绘本是教师根据文本故事及练习内容进行整合、绘制而成的。它作为本节课的阅读载体,将贯穿整个教学活动,将随着阅读活动的逐步深入,不断丰富。首次阅读让学生初步感知故事,由于绘本图片比文字蕴含更多可猜想的信息,能提供一个更开放的话语环境,因此有利于培养学生发散性思维。】

2. 听读故事,理解文本

(1)初听故事,检验猜想

T:Now let’s listen to the story while reading your books ,then check your answers .

T:Have you guess right?(the big screen presents the pictures)

It’s a sunny morning.(stick “a sunny morning”on the blackboard)Where is Robin? Where is the little ant?(stick “grass”)Look at this picture,how does the little ant feel?(stick “afraid”)The next day,what’s the weather like?(stick “the next day”“rainy”)Where is Robin?(stick “park”)How does Robin feel?(stick “worried”)But at last,how does everyone feel?(stick “happy”).

T:OK,let’s look at the mind map and talk about the story. a sunny morming the next day

(2)再听故事,完善信息

T:Let’s listen to the story one more time and try to answer Why is the little ant afraid?

Why is Robin worried?

Who helps robin ?

T:OK.Who wants to try? Why is the little ant afraid? ... Does Robin really want to hurt the little ant ? (board “doesn’t hurt”)Why is Robin worried? ...(teach the phrase “stuck in the mud”and stick)Who helps Robin ?...(board “help”) How do the ants help Robin? (teach the phrase “pull out ”and stick)

【设计意图:循序渐进的问题、不断丰富的思维导图,能引领学生在听读中走进故事,了解故事。】

3.朗读正音,学习发音技巧

T:Now ,look at the text .Let’s listen to the story again and pay more attention to what Robin and the little ant say.

T:(point to the words and ask someone to imitate )

OK.Look at these phrases and read after me.“won’t sit next day...”( show more phrases)Can you read these phrases?

(then train in various forms.)

4.阅读文本,完成练习

T:OK.It’s time for reading and writing.Read the text story in the book by yourself and complete the exercise.(Encourage the students to show the different expressions.)

The ant is afraid / kind /helpful /little...

The ant are strong. They pull Robin out of the mud/ help Robin. T:Yeah,it’s a funny story.Let’s read the story in role.Group One,let’s read what the little ant say.Group Two,let’s read what Robin say.Group Three let’s read “It’s a sunny morning...”

【设计意图:从看图猜想到听音验证,从朗读正音到理解归纳,不断创设话语环境,让学生有充足的语言输入和输出。思维导图的逐步构建是深挖文本内涵的过程,也是学生的技能不断提高、思维不断发展、话语能力不断提升的过程。】

Step 3 Post-reading

1.导图引路,复述故事

T:Great.You can read the story well.This time,close your books,let’s retell the story according to the mini books or the mind map with your partners.(Then ask someone to show up.Encourage

them to describe more about weather,feelings or dialogues.)

2. 揭示主题，情感教育

T: Quite good!(Show the question)Boys and girls,now can you tell me “What does the story tell us? ”

T:Yes,We should always be nice to each other.(board the

sentence )We should be nice to our friends,teachers and family members...Try your best to help them in need.

3.小组合作，完善绘本

T:Now we know the story well,we can read it,we can retell it,but can you make a wonderful book in groups? Let’s be great editors.

(Show the requirement.

Add the correct sentences to the pictures according to the text. More environmental description can be added.

More environmental description,feeling,dialogues can be

added. )

T:If you can write down the correct sentence for the picture,you are great.You can get one face .If you can write down more about the weather or the park,you are better.You can get two faces .If you can add more feeling or what the little ant and Robin say,you can get three faces. Come on! Talk about it first and begin!

(Then show up and praise each group)

4. 观看故事，课堂延伸

T:How clever you are! I’m proud of you! So,let’s share the new story which is also about being kind to each other,The lion and the mouse.

T: Do you like the story? Yes,the lion is kind to the little mouse ,and how about the little mouse?We should be nice to each other!

5.个性作业，分享提升

T:This is our homework.Can you try your best to finish it?

(Homework:①

Read the story emotionally after class and share it

with your family. ②Perfect the mini book and share it next class.) T:OK,it’s time to say goodbye .Goodbye ,boys and girls.

【设计意图:阅读后的一系列拓展活动提升了学生的综合运用知识的能力,使他们体会到成功的喜悦,树立学习英语的信心。课堂延伸旨在丰富学生知识的外延,课外的朗读与分享亦是知识的巩固与提升。】