Lesson 2PPT专用课堂实录内容

六年级下Unit 4 Robin’s father Part 3 阳逻二小陶敏

一、教材内容六年级下Unit 4 Robin’s father Part 3

教材分析:本单元主要学习有关故事的内容,了解有关故事情节,通过这节课的学习了解了英雄人物---罗宾汉。

二、教学设计

这是一节阅读课,这节课学生通过对英雄人物罗宾汉的阅读,听懂理解小短文。培养学生“感知—慨括—应用”的思维,通过故事学习了解英雄人物。

三、教学目标

a.语言技能:Reading about Robin’s father .

b.语言知识:1、掌握相关单词、词组:kill;soldier;almost ; until;fight; take away ;hide from;in the woods;stay with; hold on等。

2、了解英雄人物的背景。

3、培养学生阅读的习惯。

c.情感态度:丰富学生的课外知识,让学生了解英雄人物。培养学生的观察能力以及阅读能力,利用故事渗透人文知识。

四、教学重难点

1、熟练地掌握单词和词组:kill;soldier;almost ;until;fight; take away ;hide from;in the woods;stay with; hold on

2、能让学生带着问题完成小篇章的阅读。

3、通过阅读,了解英雄人物,培养爱国主义情怀,激发爱国主义热情。五、教具准备

多媒体课件、卡片、故事纸、练习题纸。

六、教学过程

(一)Warm up

1.Sing a song 《Happy New Year》

随机提问,Do you like New Year’s Day? And why ? 【教学设计说明】师生互相问候,歌曲热身,既引起学生兴趣,又激

发学生动口,同时也为新授导入做铺垫。

(二) Pre-reading

Step 1:激趣启思,预设铺垫

1. Free Talk

New Year’s Day is the first day of a year. And there’re also lots of stories in a year. 出示本节课的课题 A story ---Robin’s father

观察出示的图片,说说这幅图片讲述的是谁?背景?和学生一起了解英雄人物的背景知识。

【教学设计说明】让学生从比较熟悉的图片入手,观察图片并随机解释英雄人物罗宾汉的背景, 为下面的阅读铺垫。

Step 2:知识唤起,导入新知

Look, listen and answer the questions.

How many main(主要的)people are there in the story? Who are they?

Ss look and listen the story and then answer the questions. (三)While-reading

Step 1:问题引领,预测信息

1.Listen and answer!(picture1,2)

Ss listen to the tape and then answer “Where do they live?”

The Ss understand the phrase “in the woods”

2. Read and answer!

Ss read the picture one and two by themselves and then answer “Who do the men hide from in the second picture?”

The Ss understand the word “soldier”

3.Correct the right sentence.

Ss read the sentence and judge “Which one is right?”

Now they can know about the phases“is dead”and“take…away…”

Step 2:Read together loudly.

1. Ss read pictures1-4 loudly, know about this part.

2. Listen and answer

Ss listen to the tape and answer the questions:

Who will Robin help?

Where will Robin go?

利用图片和情景解释生单词soldier;take away ; in the woods, is dead

3.有感情地示范领读短文,加深对故事的理解。

【教学设计说明】提出问题,给学生阅读的时间,自主学习,回答问题。教师只在关键的地方进行引导。最后领学生通读短文,理解含义。Step 3:Picture 5-7快速阅读, 用心思考.

1.Read the story quickly and think, and then answer the question “Have they got the Sheriff’s soldier?”

2. Listen to the tape and answer “Will Robin come back?”【教学设计说明】学生通过读和听, 再结合故事图片,完成对故事的理解。

Step 4:Read and understand

1. Ss read and understand the part of the story with the help of the teacher. (培养学生的阅读能力)。Then ask the Ss to judge if the sentences are right.

2.分角色进行朗读,进一步理解这部分故事内容,解释文段中出现的生单词。

【教学设计说明】分段阅读是让学生在对之前阅读积累的经验进行的应用,通过对故事背景的了解,从而达到理解短文的目的。

Step 5 Read, listen and number

Ss read the last three pictures and understand the sentences. Then listen to the tape and number.

(四)Post-reading

Step 1.阅读短文填空,复习巩固

1. Read and match “Who said these?

2. Retell the story with the given words.

Step 2:Let’s act.

Ss act the part of the story out by understanding. 【教学设计说明】听、说、读、过渡到写,然后表演出来,逐步锻炼和考察学生英语能力。

(五)Homework

1. Act one part of the story.

2.Read the story “Robin’s father”.

教学反思:

在这节课的学***多数学生掌握了故事中的重点词: wood,soldier,deer,blind,almost,fight,然后在老师的引导过程中熟练地读和理解英雄的故事,在综合运用环节让学生分角色读英雄的故事和表演英雄的故事,学生主动习得故事中的重点句式,学习积极性较高,效果良好。