B名师教学设计2

杭州市“一师一优课、一课一名师” 2018年度“优课”

杭州市教育科学研究所附属小学

周诣文

一、教学材料内容

教学材料：PEP 7 Unit 6 B Read and write （人教版教材）

教学对象：小学六年级

1

二、课堂教学设计

教师

姓名

周诣文

单

位

杭州市教育科学研究所附属小学

上课年级

六年级

课题名称

Unit6 B Read and write

Robin and the Ant

教学

设计

说明

本课为读写课。在阅读故事时。让孩子运用常用阅读策略，如看图后预测故事发展，通读时获取关键信息，复述时把握主要内容等，同时，渗透助人为乐，帮助使人快乐的情感教育。

在处理文本时，本课着眼于创设悬念，引导学生不断产生好奇，自主提出问题并解决问题。培养学生思维的灵活性和开放性。

1. 能通过歌曲Feelings复习情绪的单词。

2. 能在语篇中捕捉不同类型的信息,提炼出文章的主旨大意,完成排序题。

3. 能根据阅读所选取的信息完成故事缩写活动。

4. 能按照正确的意群以及语音正确朗读。并运用本单元所学核心句型复述故事。

5. 能思考故事所带给自己的启示。

重点：1. 学生阅读图片后能够积极思考并提出问题。

2. 学生能够学习一些阅读策略：能够通过看图捕捉主要信息，并根据提示做出预测；能够通读文段，获取主旨大意和细节信息，并能进行推理判断。

难点：

能概括文章主要内容，能口头复述故事内容

教学

目标

重点

难点

板书

设计

教学设计

教学

步骤

教师活动

1.Song Feelings.

学生活动

建议说明

Step1: Warming up

1. Sing the song 师生互动，调动情绪，引出话题。做together. 到激趣、达意。

2

1.

Look at the pictures, and try to use sentence patterns to describe the pictures.

2. Enjoy the story and understand the meaning of “stuck in the mud”

“pull it out of mud”.

1.

1)

Read the picture and find out that Robin is stuck in the mud. Step2:

Presentation

&

Practice Let students observe and analyze the

picture → Students find Robin is stuck Think what kind of in the mud. → Why? mud can make Robin A. Robin is stuck in the dry mud. stuck. B. Robin is stuck in the wet mud.

2)

Think and discuss: 2) What will happen then? What will happen? Let students guess what’s going on.

3) Think and ask 3) Let students ask questions about the questions about the story that they are curious about. story that they want to Teacher’s question: know. Why is the mud wet?

e.g.

① Where is Robin?

② Who ... ?

③

What ... ?

I. Pre-reading activities 1.Show some pictures about different feelings in different situations. Talk about these pictures by using sentence pattern: He/ She feels ... because ...

2. A very little story named Stuck in the Mud.

II. While-reading Activities 1. The second part of the story. The Next Day

1) Reading the picture.

3 通过讨论图片，复习相关感受。

引导学生用句型表达不同情境中的不同感受。

通过小故事，在情境中体悟理解stuck in the mud 和

pull out of mud的意义。

预设悬念一：Robin为什么会卡进泥里？→为什么泥是湿的？

通过观察图片，提出悬念，让学生让学生对故事产生好奇。

对故事的发展进行猜测和预设。激发学生对于阅读文本的期待，迫不及待地想要确认预设是否正确。

基于之前对于故事的好奇和预设，让学生提出自己的疑问。培养学生自主思考力和提问能力。并通过阅

④

How ...?

4) Read the second part of the story and find the answers of questions above.

5) Ask students “What do you think of the ant and all of his friends?”

They are friendly/ kind/ nice to others...

6) Analyze the relationship between Robin and the ant. A. They are friends. B. They are strangers(陌生人). T: ① Will you help a stranger? ②

Will you call all of your friends to come and help the stranger?

2.

The first part of the story. First Day 1)

How did Robin and the ant be good friends? Read the first 2 paragraphs and answer: How does the little ant feel?

Why? 2)

Analyze Robin and the ant, then draw a conclusion that if Robin sits on the ant, the ant will get much hurt. 3)

Show the third paragraph and discuss: What’s Robin like? He is ____________________. 4) Listen and repeat.

5) Ask students to give a title of the story.

3.

Read the whole story 1) Listen to the story. 2) Read by themselves. 3) Act out the story.

III. Post-reading Activities 1. Read and number.

4

4) Read and find out the answers.

5) Present the opinions about the ants.

6) Think and choose.

2. 1)

Read and answer.

2)

Analyze and draw the conclusion.

3) Read and discuss what Robin is like.

4) Listen and repeat.

5) Look at the story cover and give a title of the story.

3. Read the story. 1.

Listen carefully. 2.

Read carefully. 3.

Act out the story.

读文本完成从提出问题到解决问题的过程。

预设悬念二：在第一天里发生了什么？使Robin 和ant成为了如此好的朋友。ant要叫上它所有的朋友来帮助他？

分析蚂蚁和Robin的位置，体型等因素，感受如果Robin坐在蚂蚁身上，可能的结果。由此分析蚂蚁的口气。和他们的友谊由来。

根据故事的封面，结合之前的学习，给出标题。

通过表演，感受全篇文本，为后续复述作铺垫。

2.

Read and fill in the blanks.

3.

Retell the story according to the form, pictures or blackboard notes.

4.

Discuss: If Robin sat on the little ant the first day, what will happen the next day?

5.

Discuss: What does the story tell us?

A. We should always be nice to each other. B. We shouldn’t hurt ants. C. ______________________.

1. Listen and read the story.

2. Try to retell the story.

3. Try to recite the story.

1. Read and number.

2. Read and fill in the blanks. 3. Try to retell the story.

4. Discuss.

5. Discuss. Choose a right answer then try to figure out an option C of themselves. Finish the homework.

复述铺垫：图片。

复述铺垫：概要表。

基于图片，概要表和板书，尝试复述故事。

讨论如果Robin第一天不帮助蚂蚁，甚至伤害蚂蚁，第二天的可能性。促发学生进行思考。

完成课文选项。

进一步思考故事所带来的启示。

分层作业，凸显基础目标，开放提高目标。

Step3: Homework

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