1、1 教材分析：教材分析：本册书共四个单元。本节课是第四单元的第 5 课时内容，为读写课。 教材语言依然以一般过去时为主。本节课以生活中做梦的活动为语言背景展开， 讲述吴亦凡赛跑的梦境。本节课虽然是本单元的第五课时，但作为读写课，文章 内新词汇较多，语篇篇幅较大，整体难度适中。 学情分析：学情分析：六（一）班的学生，平均年龄为 12 岁。他们喜欢通过自主探究、合作、 体验的形式学习，有较好的合作学习能力、评价能力。在本册书第二单元、第三 单元以及本单元的前四个课时的学习中，学生已经对一般过去式的语言有了一定 的体验、积累。但本课新词汇点较多，所以整体来说本节课对于学生来说较难。 教学目标：教学目
2、标：1.阅读目标 2.书写目标 3.情感目标 1.阅读目标 学生能够完成读前活动，激活相关背景知识 学生能够根据阅读任务，选择合适的阅读方法：快读（猜读法、跳读法、浏览 法）；慢读（细读法、问读法）。并通过使用这些阅读方法，在文段中寻找关键 信息，提高阅读能力； 学生能有效完成课本排序、填充表格以及细读文本时的细节任务； 学生能够通过思维导图，有效整理阅读内容，形成一定的阅读思维 学生能够按照正确的连读、升降调、人物情绪朗读文本。 2.书写目标 学生能够根据经历写自己的梦境。 3. 情感目标 学生能够了解梦境产生的原因并合理地寻找办法，摆脱焦虑的情绪。 2 重点重点学生阅读能力的培养 学生书写
3、能力的培养 难点难点学生阅读思维和阅读能力的培养； 学生对单词 race、nothing、said、suddenly、cheetah、trip、woke up 等词汇及其过去式的理解和表达。 学生对提问阅读法的有效运用。 学生根据人物情绪变化朗读文本。 学生能够根据经历绘制思维导图并写自己的梦境。 主问题主问题 设计设计 What did he do? How did he feel? Was/Were there .? Could he.? 教法、学法：教法、学法：根据对本节课教材、学情、目标分析。本节课将学生学习内容渗透 到各种任务型活动（阅读前、阅读中、阅读后）、自主探究、体验、 联系生
4、活实际、互学、展学以及小组合作中完成。 师生准备师生准备Ppt 、flash、hand-out、学生了解梦境产生的原因 教学 环节 教师活动学生活动设计意图 Step1 Greeting 1. Divide the class into two groups to see which group is the“Dream Team”. 2. Greet with the students. 1. Ss know about the assessment. 2. Ss greet with the teacher. 通过课前说明课 堂评价，激发学 生参与积极性。 通过观看动物赛 跑视频，学生了
5、3 Step2 Pre-reading 3 Step3 While- reading (22) 1. Show the pictures of some animals and lead in the words:race 2. Show the video of the race and let students guess:What animal could win the race? T: Cheetah is the fastest animal and it can run 120km for an hour. 1. Lead in: Wu Yifan had a race，but
6、was it true? Let the students guess. And lead in the topic: dream . 2. Let the students read the passage quickly again and answer:How many races were there in the dream? Lead in the first race and the second race. 3. Let the students read the 1.Ss look at the pictures of some animals 2.Ss watch the
7、video and answer: Cheetah could run fast. And learn cheetah by using little teacher Ss know more about the Cheetah. 1. Ss read the passage quickly by using the guess reading method to find the answer: No,it was a dream. 2. Ss read the passage quickly by using the skip reading method to find the answ
8、er: There were two:a first race and a second race. 3. Ss read the passage 解赛跑的阅读背 景，并引出猎豹 跑地最快的动物， 为正式进入本课 文本阅读做好读 前铺垫。 学生通过猜读法， 快速阅读文本并 印证自己的猜测 是否正确。培养 学生读前预测， 读中印证的阅读 技巧。并引入本 课主题：dream 学生通过跳读法 和浏览法阅读文 本，完成相应任 务并进一步完善 本课思路。 学生通过细读法 阅读文本:通过 4 passage quickly again and number the pictures. 4. Let the
9、 students read the whole passage slowly. compare the two races and try to find the differences in group. There were. .could/couldnt. .felt. Lead the students to think: Why he was worried at the first race? Because he couldnt run fast and there was nothing he could do. Lead the students to think: Why
10、 he felt good at the second race? Because Robin gave him some water and he drank it. quickly by using the skim reading method and check the answer. 4. Ss read the whole passage slowly by using the detailed reading method . Ss find the differences between the two races： There were many people. There
11、were many animals. Wu Yifan couldnt run fast. He could run fast and he ran like a cheetah. He was worried. He felt good. Ss think about the reasons:Because he couldnt run fast and 小组合作，找出 两场比赛的不同 点。并让学生进 一步深层次思考： 为什么会有情绪 的巨大变化。并 通过体会人物情 绪进行朗读人物 的内心语句。并 进一步完善本课 思路。 同时结合学生实 际，谈谈什么让 学生感到焦虑并 进行适时情感教 育：帮
12、助学生合 理化解焦虑情绪。 通过学生探究： 原来是吴亦凡的 一场梦。进一步 5 Lead the students to think about :what makes them worried? And give some useful advises to them and let them know when they feel worried:Say out and someone can help him or her. What happened then? He woke up. It was all a dream. Lead the students think about
13、Wu Yifans dream: What a/an funny/interesting/magic/ bad/nervous dream! 5. Retell the passage by using the mind-map. 6.Do the listening part: Wu Yifan is telling the there was nothing he could do. Ss think about the reasons:Because Robin gave him some water and he drank it. Ss say their worried thing
14、s. Ss find what happened then? He woke up. It was all a dream. Ss think about his dream: What a/an. dream! 5.Ss retell the passage by using the mind- map. 6.Ss do the exercise and read in roles to check the answer. 思考，吴亦凡的 这个梦是一个什 么样梦：神奇的？ 紧张的？有趣的？ 并拓展学生关于 梦给人带来的各 种心境。学生借 助思维导图理清 文本思路，并复 述。学生通过听 力练习
15、，进一步 完成文本阅读后 的任务。鼓励学 生可以把自己梦 分享给家人。学 生通过模仿和表 演读，进一步整 体体会人物的情 绪。 学生通过了解梦 境产生的原因， 6 Step4 After- reading (13) dream to his mother.Listen and fill the blank. 7. Read and imtate . 1. Know about the dream. 2. The teachers dream. 3. Talk about students dream and students write their dream. Then show and a
16、sk questions. 4. Alices dream: reading share 5. Show the difference meaning of dream. 7.Ss read and imitate. Then show out it. 1.Ss know about the dream. 2.Ss read the teachers dream. 3.Ss talk about their dream and write their dream. Then show. 4.Ss try to read the story. 5.Ss know the two meanings
17、 of dream and try their best to make their true. 进一步消除梦所 带来的的情绪负 担，并了解做梦 的好处。 并通过了解老师 的梦境，进一步 了解梦境的作文 如何写。并谈论 自己的梦，写自 己的梦并分享。 并向学生介绍： Alices dream, 推荐学生阅读同 类文章，了解文 章结构，自己也 许也可以成为一 个作家。同时了 解梦的 2 个含义： 梦境和梦想，激 发学生努力学习， 实现自己的梦想。 7 Step5 Summary (1) Step6 Homework (1) T：What have you learned today? 1.Read Wu Yifans dream fluently. 2.Read Alices dream and write your dream and share with others. Ss summarize the ponts they learned today. Ss finish their homework after class. 通过学生自主总 结本课知识，形 成互学。培养学 生总结、归纳能 力。 通过分级作业， 关注学生各级能 力的培养 板书设计 : 8 教学反思：
