Lesson 1优质课教案整理

Join in 六下

Unit 6 The world of my dreams

Part 1 教学设计

教材分析：本课是Join in 六年级下册第六单元第一课时，主要内容是三个学生分别说出自己梦想中的世界。本节课重点围绕世界和平、各国人民团结友好展开话题，要求学生能描述自己梦想中的世界。

学情分析：六年级的学生已经掌握了许多有关梦想的单词，对本课中的语言结构也有了一定的理解。所以学生能基本读懂文本，能在老师的引导和启发下获取文本信息，同时也能在教师的指导下利用这些信息和语言来描述和交流他们梦想中的世界。在这个过程中，学生自然而然地获得了语言能力的提升，同时对维护世界和平、各国人民友好相处的感情油然而生。

教学目标：

1.

知识目标：通过学习，让学生能够运用句子：There is/are no …. There is/are fewer …. There is/are more …. People live in …. 来描述自己梦想中的世界。

2.

能力目标：通过阅读，让学生能够读懂、理解文本，能够让学生掌握文本结构，从而获取正确的阅读方法和技巧。培养学生自主合作学习的意识和能力。

3.

情感目标：通过学习，促进学生维护世界和平、各国人民友好相处的情感的升华。

教学重难点：

1.

重点：通过学习，让学生能够掌握句子：There is/are no …. There is/are fewer …. There is/are more …. People live in …. 2.

难点：通过学习，让学生能够运用句子：There is/are no …. There is/are fewer …. There is/are more …. People live in …. 来描述自己梦想中的世界。

教学过程：

Step 1. Warm-up Sing a song: We are the children of this world. T: First, look here, remember the song? Let’s sing it together.

After singing, T: Do you like the song? (Ss: Yes.) T: Great! I like it, too. And I want to make the world a better place. So, in my dreams, there is no…

Ss: Poverty and sorrow. (设计意图：用学生熟悉的歌曲导入新课，既能激发学生学习的兴趣，

集中注意力，创造轻松愉悦的英语学习氛围，同时也为新课的教学作了铺垫。) Step 2. Pre-reading 1.

Present the title T: Today, we’ll learn Unit 6, The world of my dreams. What’s the meaning? It means: In my dreams, the world is ...

Read the title. Step 3: While-reading 1.

A game: What’s missing? (设计意图：以学生为主体，以趣味活动为主线，以学生的发展为重点，让其获得成功的体验，用游戏形式激发学生的兴趣，让枯燥乏味的句型学习变得生动有趣，其乐无穷。）

T: Look, in the world of my dreams, there is no poverty and sorrow, there are fewer traffic jams, there are more bicycle paths, people from different countries live together in peace.

So there are 4 parts in the world of my dreams, 1,2,3,4, look carefully, we’ll play a game: What’s missing? The first time: T: Wow, what’s missing? S: there is no poverty and sorrow. Put the sentence card on the blackboard and read. T: Look at the picture, look at the man, he is a ... S: bad man. T: In the world of my dreams, there are ... S: no bad people. T: Look at the picture, what can you see? S: It’s winter, it is cold, and the air is not clean.There is too much haze in the air.

T: In the world of my dreams, there is no haze. Look at the sentences, what’s the difference? Ask the students to explain the using of is and are. The second time: T: Look here, there are 4 parts . Do you want to play the game again? This time, I need a little teacher, who can come here and press the button? Wow, what’s missing? S: There are fewer traffic jams. Put the sentence card on the blackboard and read :

traffic jams --- there are fewer traffic jams --- In the world of my dreams, there are fewer traffic jams. T: Do you know why there are fewer traffic jams?

Because there are more bicycle paths. Put the sentence card on the blackboard and read: bicycle paths In the world of my dreams there are more bicycles and bicycle paths. Pairwork: talk to your partner:

In the world of my dreams there is/are fewer... In the world of my dreams there is/are more... The third time: T: Your have done a good job, let’s have a rest and play the game again. This time, who wants to be the little teacher? Come here and press the button. Wow, what’s missing?

S: People from different countries live together in peace. T: Look, all people live in the same world, the white race, the black race, and the yellow race. Their shin color is different, but everyone is equal.

People from different countries live together in peace. They help each other, all people like each other. They’re laughing, they’re having fun. 2.

A guessing game: T: Look, that’s the world of my dreams. 1,2,3,4, there are 4 parts. Oh, no, no, no. That’s wrong, it should be 5. I forgot one. Look here, that’s Part 5: In the world of my dreams, people live in beautiful houses with .... with what? Look at the pictures, how to say? Picture 1: families and friends

Picture 2: a lot of books Picture 3: a lot of animals

Picture 4: a lot of flowers Guess: In the world of my dreams people live in beautiful houses with ....? S: a lot of books Put the sentence card on the blackboard and read

3. Practice: fill in the blanks

（设计意图：表格将文本的重点内容简明扼要地展现在学生面前，便于学生理解、掌握和记忆。对于形象思维占主导地位的小学生来说，有利于发挥其联想能力和现实记忆能力，提高思维能力。）

T: That’s the world of my dreams, and look, our old friends: Sandra, Liza and this boy are talking about the world of their dreams, too. Listen to this boy, and find out the world of his dreams.

Then read it together, fill in the blanks.

there is/are no...

there is/are fewer...

there is/are more...

people from many countries live ...

people live in ... with...

Pairwork: Group 1,2 read Part 1 to your partner, Group 3,4 read Part 2 to your partner, then fill in the blanks.

there is/are no...

there is/are fewer...

there is/are more...

people from many countries live ... people live in ... with...

together beautiful in peace, houses, people

are friendly

big gardens

Step 4: Post--reading Group work: You know the world of my dreams, the world of Liza and her friends’

dream. What about the world of your dreams? Talk about the world of your dreams. (设计意图：通过小组活动，四个学生一起合作说说自己心中梦想中的世界，培养学生自主合作学习的意识和能力。通过小组活动，促进学生维护世界和平、各国人民友好相处的情感的升华。）

教学反思：

本课是Join in 六年级下册第六单元第一课时，主要内容是三个学生分别说出自己梦想中的世界。本节课重点围绕世界和平、各国人民团结友好展开话题，要求学生能描述自己梦想中的世界。六年级的学生已经掌握了许多有关梦想的单词，对本课中的语言结构也有了一定的理解。所以学生能基本读懂文本，能在老师的引导和启发下获取文本信息，同时也能在教师的指导下利用这些信息和语言来描述和交流他们梦想中的世界。

在教学过程中，我注重整合教材，合理地开发教材，补充课本中没有出现的，但是贴近学生生活场景的词汇，例如：haze、smog、traffic jams、swing、slide、swimming pool、tree houses、bicycle paths... 不但扩充了学生们的词汇量，而且引导学生们在实际生活中运用语言，从而能够更加牢固地掌握所学知识。

在教学过程中，我还注重提取和整理关键信息，给学生搭好语言支架。新课标指出：学生的学习和实践活动“应有助于学生学会用英语做事情，特别是用英语获取、处理和传递信息，表达简单的个人观点和感受，从而提升实际语言运用的能力。”在小学英语教学中，语篇的内容都是围绕课时话题编写的。围绕话题展开教学是培养学生综合语言运用能力的有效手段。在这个单元中，语篇的内容都是围绕梦和梦想这个话题来编写的。因此，我在教学中，根据梦想这个话题，对提取的相关信息进行梳理，整理出关键信息，为学生综合运用这些信息奠定基础。首先，我设计了功能性板书，呈现关键信息。板书是

教师在备课中构思的艺术结晶，是学生感知信息的视觉渠道，是发展学生智力和形成良好思维品质的桥梁和工具。板书如同微型教案，我在教学过程中运用单词卡片、句型卡片，通过思维导图的形式提取语篇精华。使学生对语篇内容的理解更加清晰全面，为学生围绕话题进行语用输出搭建了很好的支架。然后，我设计了任务学习单，梳理关键信息。任务学习单是教师根据课程要求和学生实际设计并提供给学生进行自主学习的一种支架式任务单。在教学中使用任务学习单，学生运用目的语进行理解、交际，他们的注意力也同样集中在语段的意义上。在完成任务的过程中，学生自然地、有意义地增进了目的语的习得。在阅读语篇的过程中，学生通过粗读、细读，提取出的语篇信息时多方面的。这些信息涵盖了与话题、语篇的主要陈述点、教学重难点等方面。借助任务学习单，可以引导学生在任务的驱动下，围绕话题，对提取的信息进行筛选、逻辑分类等，从而提炼出语篇的核心语义。

本节课也存在着一些需要改进的地方：首先：在英语教学中不能只单纯注意语言教学，要注意引导学生关注人与人、人与自然、人与社会的和谐。挖掘教材中的人文素养，渗透人文素养教育。教书育人，全面实施素质教育，实现新课程标准的任务。然后，在教学的过程中我们要让学生去体验、理解和应用正确的思维方法去掌握学习内容。教师应以研究的方式向学生展示学习的内容，要指导对学生看似杂乱无章的语言现象和各自孤立的语言项目进行归纳，比较，分析，概括，联想，创新。要对学生思维的敏捷性、灵活性、深刻性、独创性、批

判性等五个方面进行有计划的培养，以提高他们的思维智力品质。