2018春湘少版英語六年級(jí)下冊(cè)Unit-6-Anne-wanted-to-dance-教案1

1、Unit 6 Anne wanted to dance【第一課時(shí)】【教學(xué)目標(biāo)】（一）語言目標(biāo):1詞匯:能聽懂、會(huì)說、認(rèn)讀新單詞dancing room, move . with the music, put arms out, step on one's foot.2句型:能在情境中正確、靈活地運(yùn)用“want to do something”表達(dá)人物的意愿.（二）應(yīng)用目標(biāo):1能在教師引導(dǎo)下完整地閱讀和理解課文A部分故事.2能在讀懂故事的基礎(chǔ)上領(lǐng)悟故事的內(nèi)涵和道理;培養(yǎng)學(xué)生克服困難的勇氣和樂于助人的優(yōu)良品質(zhì).3能在表格的提示下口頭復(fù)述故事.【教學(xué)重難點(diǎn)】重點(diǎn):調(diào)動(dòng)學(xué)生的思維,理解文本,并

2、挖掘出文本的內(nèi)涵.難點(diǎn):學(xué)生用英語說出自己克服困難的某次經(jīng)歷.【教學(xué)準(zhǔn)備】教學(xué)圖片、教學(xué)動(dòng)畫、圖表示例等.【教學(xué)過程】I. 熱身/復(fù)習(xí)（Warm-up/ Revision）頭腦風(fēng)暴教師問學(xué)生的愛好,學(xué)生紛紛說出自己的愛好,激活原有的背景知識(shí),熟悉文本中部分語言知識(shí)點(diǎn).讓學(xué)生盡可能多地羅列與本課主題相關(guān)的信息.T: What's your hobby?S1: I like singing.S2: I like painting.S3: I like playing basketball.S5: I like dancing.T: I like dancing, too. But I

3、9; not good at it. Are you good at dancing?S5: Yes, I am.T: Can you show us? （請(qǐng)一位學(xué)生展示幾個(gè)舞蹈動(dòng)作）T: You can dance very well. I want to dance like you. Can you teach me?S5: OK.dance together教師請(qǐng)學(xué)生示范,大家跟著一起學(xué)做動(dòng)作.教師可以配上相應(yīng)的英語解說,并板書在黑板上.move your legsput your arms outjump highturn aroundlisten tomusicstand onon

4、e footII. 新課呈現(xiàn)（Presentation）1Pre-reading（1）預(yù)測(cè):看圖說話教師出示A部分的三幅教學(xué)圖片,并提出問題,讓學(xué)生根據(jù)已有的信息對(duì)文章的內(nèi)容進(jìn)行預(yù)測(cè).教師出示圖1（玲玲跳舞、安娜在旁邊看的圖片）,提出問題:What was Lingling doing? (Lingling was dancing.)What did Anne want to do? (Anne wanted to dance.)教師出示圖2 （玲玲跳舞的圖片）,提出問題:Can Lingling dance very well? (Yes, she can dance very well.)

5、How did she dance? （學(xué)生可用熱身時(shí)黑板上出現(xiàn)的舞蹈動(dòng)作短語來描述,也可以用中文描述.）教師出示圖3（安娜踩住玲玲的腳的圖片）,提出問題:Can Anne dance very well? Why?經(jīng)過討論,學(xué)生一致認(rèn)為:Anne can't dance very well because she fell over.教師對(duì)于學(xué)生的推斷給予充分肯定,同時(shí)又拋出新問題:What happened then?學(xué)生們紛紛猜測(cè)結(jié)局,答案五花八門.帶著好奇心,學(xué)生開始閱讀故事.（預(yù)測(cè):根據(jù)學(xué)生的回答,教師板書出一些核心詞匯,為后面的學(xué)習(xí)做鋪墊.）2While-reading（1

6、）略讀略讀的目的就是對(duì)閱讀材料進(jìn)行快速掃描并獲得主旨大意.學(xué)生在教師的引導(dǎo)下學(xué)會(huì)找到關(guān)鍵詞去推斷句子內(nèi)容以及找到關(guān)鍵句再去推斷整篇文章的大意.教師借助圖文并茂的閱讀文本,引導(dǎo)學(xué)生邊看邊感知故事.教師再次詢問閱讀前提出的問題.T: Can Anne dance very well? Why?教師列出預(yù)期的結(jié)果,讓學(xué)生根據(jù)短文內(nèi)容做出判斷(T or F).Yes, she can dance very well.No. She stepped on Lingling's foot.在文字的幫助下,學(xué)生終于解開謎團(tuán),找到了答案:No. She stepped on Lingling'

7、s foot.板書step on one's foot并帶讀.（2）尋讀尋讀的目的就是教會(huì)學(xué)生在閱讀材料中快速找到特定的信息,如人名、地點(diǎn)、日期等.學(xué)生再次快速閱讀短文,帶著問題在文中尋找答案,完成表格.Time（時(shí)間）One dayPlace（地點(diǎn)）In the dancing roomCharacters（人物）Lingling and AnneReason（原因）Anne wanted to dance like Lingling.How to dance（如何跳舞）Lingling taught Anne to.Result（結(jié)果）Anne stepped on Linglin

8、g's foot.（3）細(xì)讀學(xué)生仔細(xì)閱讀短文,并根據(jù)以下提綱在課本上用“/”給課文標(biāo)注層次.Anne wanted to dance and she asked Lingling to teach her. Lingling told Anne to dance.Anne tried to dance but she stepped on Lingling's foot.在細(xì)讀時(shí),學(xué)生難免會(huì)遇到一些生詞,為了讓學(xué)生消除對(duì)生詞的恐懼,教師可引導(dǎo)學(xué)生根據(jù)上下文和圖片來進(jìn)行猜測(cè),也可以結(jié)合教師的肢體語言來輔助理解,比如玲玲教授舞蹈動(dòng)作的句子,教師便可以配上舞蹈動(dòng)作,或者請(qǐng)學(xué)生示范相關(guān)

9、的舞蹈動(dòng)作來幫助大家直觀理解.在教師的耐心引導(dǎo)下,掃除學(xué)生的畏難情緒.T: Who can dance like Lingling?S1: I can put my arms out like this.S2: I can move my hands with the music.S3: I can move my legs with the music.在學(xué)生細(xì)讀后,教師提出問題.T: Do you think Anne can dance well at last? Why?只有在理解并整合全文信息的基礎(chǔ)上做出推測(cè),學(xué)生的感悟才會(huì)得到深化,閱讀課的內(nèi)涵才會(huì)得以豐富.3Post-readin

10、g（1）模仿朗讀,熟悉語言,為表演做準(zhǔn)備.（2）根據(jù)表格中關(guān)鍵詞或句子的提示,兩人一組復(fù)述故事.（3）討論.教師以提問的方式,讓學(xué)生將所讀材料與自己夢(mèng)想成真的一件事例進(jìn)行聯(lián)結(jié),并總結(jié)成功的原因和經(jīng)驗(yàn).T: What does this story remind you of?（4）模仿A部分內(nèi)容,和伙伴們一起創(chuàng)編故事,并表演出來. S1: My brother was playing basketball. I watched him. I wanted to play basketball like him. “Wow, Xiaoming. You can play basketball very well. Can you teach me?”S2: OK. Dribble the ball like me. Good. Then shoot the