六年級(jí)英語(yǔ)下冊(cè)教案：Unit 4 Then and now B- Read and write人教PEP版

1、英語(yǔ)教案設(shè)計(jì)模板教材名稱(chēng)人教版小學(xué)英語(yǔ) 所教年級(jí)、冊(cè)次、單元六年級(jí)下冊(cè)Unit 4計(jì)劃學(xué)時(shí) 課時(shí)1一、教材內(nèi)容分析 本單元是學(xué)生在六年級(jí)學(xué)習(xí)了動(dòng)詞過(guò)去式以及各項(xiàng)活動(dòng)的基礎(chǔ)上設(shè)計(jì)的。把這一內(nèi)容安排在六年級(jí)下冊(cè)來(lái)學(xué)習(xí)，既體現(xiàn)了本套教材循環(huán)漸進(jìn)、螺旋上升的編排意思，又體現(xiàn)了英語(yǔ)知識(shí)承前啟后得緊密相關(guān)性，符合學(xué)生認(rèn)知規(guī)律。二、學(xué)習(xí)者特征分析 本單元學(xué)習(xí)得單詞和句子都是與學(xué)生的實(shí)際生活息息相關(guān)，是經(jīng)常出現(xiàn)在學(xué)生日常生活及相應(yīng)的活動(dòng)，這樣的學(xué)習(xí)內(nèi)容不僅能提高學(xué)生的學(xué)習(xí)興趣和學(xué)習(xí)效率，而且又能大大豐富學(xué)生日常交流的元素，并且為學(xué)生以后的學(xué)習(xí)奠定基礎(chǔ)。 三、教學(xué)目標(biāo)（知識(shí)與技能、過(guò)程與方法、情感態(tài)度與價(jià)值觀(guān)）

2、知識(shí)、能力目標(biāo)：1.學(xué)生能夠理解故事內(nèi)容，學(xué)會(huì)分段閱讀，學(xué)會(huì)一定的閱讀技巧和策略，如：查讀、跳讀、精度等技巧。2.學(xué)生能夠根據(jù)思維導(dǎo)圖復(fù)述故事。 過(guò)程與方法：學(xué)生能夠給故事編一個(gè)新的結(jié)尾。情感目標(biāo)：能培養(yǎng)學(xué)生形成正確的價(jià)值觀(guān)和合作意識(shí)，恰當(dāng)?shù)乇磉_(dá)自己的想法和創(chuàng)造力！四、教學(xué)重點(diǎn)、難點(diǎn)分析1.通過(guò)對(duì)文本的學(xué)習(xí)，學(xué)會(huì)分段閱讀，學(xué)會(huì)一定的閱讀技巧和策略。2.學(xué)生能在學(xué)習(xí)后給故事編一個(gè)新的結(jié)尾。3.能激發(fā)和培養(yǎng)學(xué)生的想象力和創(chuàng)造力。五、教學(xué)策略選擇與設(shè)計(jì)（可加入設(shè)計(jì)理念）為充分發(fā)揮學(xué)生的主觀(guān)能動(dòng)性以及體現(xiàn)“以學(xué)生為中心”的教育理念，為提高本課時(shí)的教學(xué)效果，我將采用以下適合學(xué)生的教學(xué)方法：故事教學(xué)法（設(shè)

3、疑激趣）、情景教學(xué)法（真實(shí)情境促表達(dá)）、TPR全身反應(yīng)法（發(fā)揮學(xué)生主觀(guān)能動(dòng)性）六、教學(xué)過(guò)程設(shè)計(jì)Step 1 ：Pre-readingFree talkT:Whats the weather like today? What day is it today?So, yesterday was . What did you do yesterday?Where did you go?Ss: .(設(shè)計(jì)意圖：課堂預(yù)熱，幫助學(xué)生復(fù)習(xí)舊知，活躍思維)T:Do you know ,what did I do yesterday?Ss: .T:Yesterday:I went to Mars! I had m

4、y 90 year-old birthday party! I ate 50 big birthday cakes!I saw 2 pandas and many stones. Were they true?Yes or no?Ss: .(設(shè)計(jì)意圖：提供信息差，激發(fā)學(xué)生的想象，引出本課時(shí)的主題dream)T:Oh,I really did them yesterday! I did all them in my dream! 教dreamT:How was my dream!(Good or Interesting?)Lead-inT:Wu YiFan had an interesting

5、dream,too! Here are 3 pictures about his dream. Lets have a look,what did he dream about?(Look and say)Where are they?What are they doing?(引出race)What can you see in picture 1?(處理cheetah)Q:Can Wu YiFan run fast? (Yes)What can you see in picture2?Q:Can Wu YiFan run faster? (No) What can you see in pi

6、cture 3?(處理tripped)(設(shè)計(jì)意圖：圍繞本課時(shí)的情境圖，展開(kāi)想象和思考，對(duì)文本內(nèi)容做預(yù)設(shè),，并巧妙處理本課時(shí)的生詞)T:Ok,These are the dream of Wu YiFans. Now,Lets number the picture with our own ideas! Whats your order?(S1,2,3.)(設(shè)計(jì)意圖：展開(kāi)豐富的想象，孩子們眼中的故事是如何的？根據(jù)他們的想法編排事情發(fā)生的順序)Step2:While reading (1st reading)T:Well,Lets listen and number the pictures.(設(shè)

7、計(jì)意圖：初讀整體感知文本，了解故事發(fā)生的順序)(2nd reading)T:Ok.Now,Lets enjoy his 1st race.I have some questions.Q1:Who did he had the race with him?Q2:Who ran fast?Q3:Who ran slow?(設(shè)計(jì)意圖：學(xué)生精讀第一段，回答相關(guān)問(wèn)題并圈出關(guān)鍵詞，掌握精讀的策略)T:Did he always run slow?(No)T:How do you know that?T:Before,he ran fast at school. Now,he runs slow.Why?T

8、: Could he do anything?How did he feel now?T:Yes.He had nothing to do.He felt worried.(設(shè)計(jì)意圖：學(xué)生學(xué)會(huì)結(jié)合生活中的實(shí)際情況，展開(kāi)想象，并思考吳一帆速度變化可能的原因)T:Ok.Now,Lets enjoy his 2nd race.I have some questions.Q1:Who did he had the race with him?Q2:Who ran fast?(設(shè)計(jì)意圖：學(xué)生精讀第3段，回答相關(guān)問(wèn)題并圈出關(guān)鍵詞，掌握精讀的策略)T:What animals can run fast?Ss

9、:.(cheetah)(設(shè)計(jì)意圖：頭腦風(fēng)暴，回顧奔跑速度快的動(dòng)物有哪些)T:Did he have the race with cheetah?Ss：.T:精講He ran like a cheetah.So Wu Yifan ran fast in 2nd race.(設(shè)計(jì)意圖：師領(lǐng)學(xué)生精讀段落，了解like 在文中的含義)T:呈現(xiàn)文本情境圖，提出問(wèn)題，引發(fā)學(xué)生思考：1st race slow2nd race fastQ：How could he run fast in the 2nd race?（生展開(kāi)豐富的想象）T:.Now,Lets enjoy paragraph2.I have so

10、me questions.Q1:Who helped Wu YiFan？Q2:How did he help Wu YiFan?(設(shè)計(jì)意圖：學(xué)生精讀第2段，回答相關(guān)問(wèn)題并圈出關(guān)鍵詞，掌握精讀的策略)T:Can you guess,what kind of water did he give to Wu YiFan?S:（想象）T:How did he feel now?(good)T:So,he can run fast again .T:Can he win the 2nd race?(生給答案Yes./No.)T:Lets red the sentence!(齊讀He could win

11、he race!)(PPT突然呈現(xiàn)一張黑色的）T:What happened?(PPT慢慢呈現(xiàn)圖3)Ss:Suddenly.He tripped and fell.T:Can he win the 2nd race?Why?Ss:.T:So,It was all a dream.(設(shè)計(jì)意圖：不斷提出問(wèn)題，引發(fā)學(xué)生的思維，培養(yǎng)學(xué)生的思維意識(shí)和表達(dá)能力)Step3:Post-readingT:Thats Wu Yifans dream.Was it interesting?(Retell the story)Lets retell the dream according to the mind m

12、ap.(Write a new ending) If Wu Yifan didnt get up,what will happen then?Write down your idea.(設(shè)計(jì)意圖：學(xué)生結(jié)合本課時(shí)的思考和想象，為故事寫(xiě)一個(gè)新的結(jié)局，培養(yǎng)學(xué)生的創(chuàng)造意識(shí)) 七、板書(shū)設(shè)計(jì)Unit4 Then and nowRead and writeDream 2 RacesanimalsFatherMax Tripped and fellSchool 1st 2nd woke upFast slow fast Why? Why? Robin gave him some water八、教學(xué)反思及總結(jié)本節(jié)