【网络教研】六年级下册Unit3Read-and-write.doc

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PEP六年级下Unit 3Where did you go?
Read and write教学设计
即墨三小 杜伟
教材分析
本节课是PEP教材第八册Unit3 Where did you go?Part B Read and write,为本单元的第三课时，分为读、写两三局部。第一局部要求学生阅读图片和文段，为文段图片排序，并完成关于吴一凡一家发生事情的好坏分类。第二局部要求学生自己书写自己的又好又坏的一天。这是个有意义的语用书写活动，旨在让学生明白事物都有两面性，好事坏事没有绝对，可以互相转换，因此要保证乐观的心态去面对。
教学目标
知识与能力目标
1. 全部学生能在图片和文字的帮助下，完成填写表格和完成句子等活动。
2.绝大局部学生能够按照意群和正确的语音语调朗读短文。
3、绝大局部学生能够通过看图讨论预测故事的开端和进一步开展来激活相关知识背景或储藏词汇；通过阅读问题提高在语篇中捕捉不同类型信息的能力。
4.大局部能够通过完成读后活动训练在语篇中捕捉不同类型信息和思考的能力。
5.能够从阅读中获取有用的句型口头描述自己一天的活动，并最终写出一个小语段。
过程与方法目标
1.学生通过读一读、圈一圈、划一划找关键词和关键句等方法理解文本，完成任务，培养阅读理解的能力。
2.学生通过朗读技巧的指导，模仿正确的语音、语调，养成良好的朗读习惯。
3.学会运用听读、默读、细读、自主读、合作读等阅读技巧；
4.引导学生通过朗读、观察，培养学生按意群阅读的意识，提高学生的阅读能力。通过回答下列问题，培养学生归纳整理能力，锻炼学生的英语思维。

学习策略和情感态度目标
1.通过一系列阅读和书写的教学活动，增强学生的阅读意识，培养良好的书写能力，培养学生的观察、归纳整理能力和英语思维能力。
2、能从不同视角认识世界，明白事物都有两面性，好事坏事没有绝对，可以互相转换，因此要保证乐观的心态去面对。
3.宣传学生应该具有安全责任意识，离开学校参加活动应该征求父母同意。
教学重难点
1.难点：绝大局部学生能够用正确的语音、语调朗读短文，能综合运用本单元的核心句型。
2 重点：大局部学生能综合运用本单元的核心词句，根据阅读所获取的信息完成有意义的仿写活动。
【教学过程】
Step 1 Pre-reading
1、Free talk
T:boys and girls. What did you do last weekend?/holiday
2.Sharp eyes
T：You did many things .Now let me check who can read the words quickly
出示出示单词和图片，让学生快速读出。
【设计意图】通过快速闪现的单词，唤醒学生的记忆,并增加课堂的趣味性。通过Free talk,复习学过的句型，为下面的阅读做铺垫。
展示吴一凡与Max相遇的图片，学生同桌讨论，How did Wu Yifan meet Max? S：Max found the cap for Mike. What will happen next? They will play together. /They will go tog the park.
【设计意图】通过此环节，激发学生兴趣，为新授做好充分的铺垫。
Step2 While-reading
Wu Yifan write a dairy about his day.There are 3 pictures about Wu’s family. Try to say key words and sentences about 3 pictures.
1.Read thepassagequickly,andnumber the pictures for the text.
利用课文图片简单介绍文中主人公：Wu’s family , Robin and Max，然后要求学生快速阅读文段，为图片排序。了解Max帮助吴一凡找到帽子相识，并预测将会发生什么！
〔课件展示题目选项与阅读提示“快速阅读，〕
【设计意图】看图讨论预测故事的开端和进一步开展来激活相关知识背景或储藏词汇，培养在语篇中捕捉不同类型信息和思考的能力。
How was the day? Letstudents choose.
2.Read the first part carefully, and underline their activities. What did they do?
将学生划出的活动写在黑板上。
【设计意图】：课件出现下划线的目的是为了让学生养成良好的阅读习惯，学会划重点句。
3.Read the second paragraphand underline Wu Yifan’ family’s activities.
Mum_______.Dad________.Robin________Max_________.
完成课后Wu Yifan 一家发生事件的分成Bad and Good.
4.总结：It was a bad day but also a good day.情感渗透事物都有两面性，好事坏事没有绝对，可以互相转换，因此要保证乐观的心态去面对。
5.学生质疑Do you have any problem? Read quickly and find it.
【预设】：如果学生找不出问题来，教师问学生：What the meanings of “basket,laughed, licked〞
6.Listen andimitate.课件展示全部课文容，播放课文录音，要求学生跟读模仿正确的停顿、语音语调。
Step3 Post-reading
1.Retell the passage in pairs.
【设计意图】： 通过小组复述课文，培养学生的合作交流能力，通过小组展示朗读，其他学生对展示同学评价，给学生一个展示自我的平台，并学会发现别人的优点和提出自己的建议。
2.Retell the passage. 引导学生先看板书复述短文，然后再小组讨论复述，出示课件根据提示完成短文。
Good day and bad day
Today was a sunny day. We _____________for three people. We ___________,_________and __________.Wu Yifan and dad ______.Mum _______and _______.It was a bad day but also a goo day.
【设计意图】：让学生充分理解文本，巩固所学知识。
3.补充中国传统故事“塞翁失马，焉知非福〞阅读后完成表格。
A Good Thing or a Bad Thing
In the old time, there was an old man. His name was Saiweng. He always thought differently from the other people. One day, his horse came out and didn’t come back.His neighbours felt sorry for him.However, he said,〞Losing a horse is a bad thing,but maybe it will become a good thing.〞Several months later,his horse came back with another fine horse.His neighbours felt happy for him,but he said ,〞Maybe it will become bad thing.〞One day,his son rode the fine horse.He fell off and hurt his leg.His son become a disabled man.His neighbourswere sorry for him again,but he didn’t think so:Maybe it will became a good thing again.One year later,there was a war.Many young men became soldiers and died.His son did not have to serve in the army because of his leg.His leg injury saved his life.
Good things
Bad things

【设计意图】通过阅读与本课相关的有关得失方面的短文，提高学生的阅读理解能力。
4.Now write about your bad but good day.
要求:根据自己的实际情况，独立完成文字填空。
【预设】学生可能会不理解表中的个别问题或单词，教师可根据情况进展解释。
Step4 Summary
What have you got in this class?
让学生自己总结本节课的收获。
Step5 Homework
1.Read the text fluently,pay attention to the tips for pronunciation(注意朗读技巧，熟练朗读课文)
2.Write a passage about your friend.introduce his /her day.

Blackboard design
Unit 3 Read and write
Good bad

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