六年级下册英语教案 《 Where did you go》Read and write 人教版pep.docx

1、六年级下册英语教案 Where did you goRead and write 人教版pepPEP小学英语六年级上U 3（Read and write ）教学设计【教学背景介绍】本课话题：PEP六年级下册Unit 3 （Read and Write）课型类别：阅读课授课时间：35分钟授课年级：六年级授课教师：谷文贞 所在学校：平阴县实验小学【教学内容文本】Friday, April 23rdToday was a sunny day. In the morning, we rode a bike for three people. Max sat in a basket on the fro

2、nt of the bike. That was fun! We took pictures of the beautiful countryside. We bought some gifts and ate some delicious food.In the afternoon, Mum ate some bad fruit and didnt feel well. So we stayed in the hotel. Dad and I wanted to make her happy. We dressed up and made a funny play. Robin played

3、 the part of a dog. He was so cute. Max liked him so much. He jumped on him and licked him. Of course, Robin didnt like it. We laughed and laughed. It was a bad day but also a good day!【教学设计文本】教学指导思想义务教育阶段的英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。基于总目标，落实到本课的阅读教学，不仅要求学生能将本单元的语言知识点在教师引导下编演出来，

4、领略语言的深层含义和语言的实际功能。更重要的是发展学生的英语思维，培养跨文化交际意识和能力。教学背景分析教材分析PEP六年级下册4个单元。本课学习的是第三单元Where did you go?第五课时的读写课。学生分析我校六年级的学生具备良好的认知发展能力，想象力丰富且具有创造性。课堂上可根据话题或任务进行会话或小语篇的写作；小组合作效果很好。英语的听说读写能力较强。学情分析学生已有的知识储备有动词的各种形式，关于食物，旅行等相关话题下的词汇。 教学目标课型阅读课语言能力1.Words: 能在语境中理解，听，说四会和三会单词四会bought some gifts; 三会countryside;

5、 basket; part; licked; laughed;2. Sentences: 用动词的过去式表达过去发生的事情。We bought some gifts and ate some delicious food.3. Tense: Present past tense一般过去时态学习能力1. 能够通过看图讨论预测日记中故事的开端和发展，回忆相关话题的背景知识和话题词汇。2. 能够根据提示从日记中获取关键信息；能够利用上述信息仿照教材中的日记，并根据所提供的内容补全短文，描述自己一天的生活。思维品质1. 能掌握快速阅读的技巧；获取有效信息；2. 能借助思维导图和关键信息对文章进行梳理和

6、复述；3. 能与他人交流，进行小组合作，完成学习任务；文化品格能够懂得凡事都有好坏两面，只要努力坏事也能转化成好事的道理。Teaching Contents教学内容本课是PEP六年级下册4个单元。本课学习的是第三单元Where did you go?第五课时的读写课；以日记的形式呈现了吴一凡一家的三件好事和两件坏事。 Key Points and Difficult Points 重、难点 重点：通过看图和阅读日记能讨论故事的开端，并预测故事的进一步发展。 难点：能结合自己的实际情况，写出发生在自己身上的一件好事，一件坏事和相应的对策。 Teaching Procedure教学过程Teachi

7、ng Design教学设计Design Intent设计意图 Lead-in导入环节Warm up：sing a song (1) Talk about your last weekend.(谈一谈你的上个周末)Teacher: What did you do last weekend?Students: I .(the past form of the verb)(2) Play a judge game Say “Its was good” “it was bad”热身环节，明确阅读目的，及时转变理念。快速调整进入学习的状态，对已学词汇进行有效的复习，同时，又可以对即将学到的词汇进行简单预

8、习，有一个初步的感知。为下一步的进行过去时态的篇章学习做好铺垫。 Pre-reading读前 Lead in:(1) Teacher: Wu Yifan can make things very well ,guess,what did he made?(2) He also made a friend.(3) What will happen next?(4) The students listen to the story and get the answer. (5) Look at the picture and guess what will happen next? 引入环节，根据

9、阅读需要，合理选择资源。学生通过朗读教师制作的迷你绘本，对文章的主要人物和事件进行初步了解，为下面事件的发展做好充分铺垫。适当猜想预测，促进学生阅读的理解力：教师初步小结：生活总是充满的了好的消息和不好的消息。在这个环节训练了预测的能力。While-reading读中Read and underline the key sentences. (读日记，并划出符合图片意思的句子)Teacher: Which sentences show Wu Yifan s familys good news?Which sentences show Wu Yifan s familys bad news?Re

10、ad the 1st paragraph and tick or cross. (读第一段并判断)Teacher: What happened to Wu Yifans family in the morning?( )1. Wu Yifans family rode a bike for three people. ( )2. Robin sat in a basket on the front of the bike.( )3. Wu Yifans family took pictures of the city.Read the 1st paragraph and tick or cro

11、ss( )1. Wu Yifans family rode a bike for three people. ( )2. Robin sat in a basket on the front of the bike. ( )3. Wu Yifans family took pictures of the city.T: Wu Yifan says it was a bad day,but also a good day .Why?Read the 2nd and answer. (读短文并回答)(1) Teacher: Why did they stay in the hotel in the

12、 afternoon?Students: Mum ate some bad fruit and didnt feel well. (2) Teacher: If you were Wu Yifan, what will you do?Students: .(3) Teacher: What did they do for Mum?What did Max do to Robin?Dad and I：dressed up and made a funny playRobin：played the part of a dogMax：jumped on him and licked him.list

13、en and judge (读第二段并判断)Have a debate. (同桌辩论)Was it a bad day or good day.Watch a video and think(观看视频并思考)Bad things：I met some foreigners. My English was not good. I was frustrated. Good things：I tried my best and told them the way to the park. I was great. Write and talk about your bad but good day.

14、(谈一谈你的一天)Today was a bad but good day for me. First, it was a bad day. _.But what did I do then? _.So it was also a good day.As the saying goes, “Bad luck often brings good luck.” Assessments（1）Pronunciation &Intonation（2）New ideas（3）Emotion多种形式阅读，提高学生的感悟力。听音频，看图片，对全文进行整体感知，并根据事件发生顺序标号，并观察图片，捕捉关键信息。

15、通读全文，并划线标出吴一凡一家的好事和坏事，学生完成后，师生核对答案。训练学生扫读的能力。分段处理文本。（第一段）通过阅读，训练学生抓主要信息的能力。并处理文中的生词。a bike for three people，countryside，on the front of the bike。用问答形式进行课文主要信息的梳理和复述。分段处理文本。（第二段）1. 教师的第一个问题，训练学生抓主要信息的能力。2. 第二个问题，训练学生发散性思维，拓展学生的思路。3. 第三、四个问题，训练学生概括的能力和语言表达能力；扫清单词的障碍，帮助学生顺利阅读。语音阅读结合，培养学生综合御用能力。通读模仿，培养学

16、生的语音语调，训练学生的朗读能力；要求学生跟读，模仿正确的停顿和语音语调。小组合作，训练学生的语言表达能力和小组合作的能力。评价环节：在语音语调，小组合作，分享想法三方面对学生进行评价。以视频的形式呈现学生讲述自己经历的好事情和坏事情，及应对的方法。让学生进行分类，并为下一步的写作做好铺垫。教师引导学生结合自己的实际情况写出自己身上的一件好事情和坏事情及自己的对策。评价环节：在语音语调，新的创意，情感三方面对学生进行评价。After-reading读后1. What we learned:阅读后设计:强化自主阅读。Ending结束Sometimes good things happen wit

17、h bad.The most important is that we should always keep an optimistic attitude(乐观的心态).And try to change bad things into good. 2. Homework1. Read the story and share with your parents.2. Write your diary and say some bad but good things.进行本课主题的升华，并在此过程中，渗透以下观念：事情都有两面，好事坏事没有绝对，可以相互转换，因此要保持乐观的心态，通过努力把坏事变成好事。Assessments评价评价主体多元化，评价方式多样化1. 根据主要内容主线设置的评价：2. 根据写作任务的需要，进行过程性评价3. 结合教学内容，课后的总结性评价教学反思1. 本节课基本达成预设的教学目标，教学效果好。2. 可取之处：本课阅读教学的课型设置合理；各项任务的训练重点较突出。3. 需要改进的地方：教师的个人学科素养有待提升。本课的设计应更加合理，课堂节奏应放慢一些。