人教pep版六年级下册英语Unit 3 Where did you go -Part B-教案、教学设计-省级优课-(配套课件编号：90070).docx

1、PEP8 Unit3 Where did you go? Part B Read and write 教学设计教学设计 教材版本义务教育教科书（三年级起点）2013 版PEP 六年级下册 主讲教师 教学主内容PEP8 Unit3 Where did you go? Part B Read and write 一、教学目标： 1.知识目标 （1）学生能够听、说、认，读本课时词汇：basket, part, licked, laughed 等；能听懂,会说句子 Max sat in a basket on the front of the bike. We dressed up and made

2、a funny play. It was a bad day but also a good day! （2）学生能够理解 Read and write 内容并完成课本练习及教师所给的拓展活动。 2.技能目标 （1） 学生能通过读图、 阅读人物对话，讨论故事的开端和进一步发展，激活相关背景知识和储备词汇。 （2）学生能够在图片的帮助下和教师的指导下读懂文本，找出关键词，并完成相关练习 。 （3）学生能够仿照日记，描述自己糟糕又美好的一天。 3.学习策略 通过听音、读图、预测、圈关键词，划关键句等方式，培养学生在语篇中捕捉不同类型信息和思考的 英语阅读能力以及小组合作精神。 4.情感态度 积极运

3、用所学语言进行表达和交流，在阅读中体验：凡事有好坏，我们要积极努力使坏事变好事。 二、教学重难点： 重点： 1. 听、说、认，读本课时词汇：basket, part, licked, laughed 等。 2. 听懂、会说句子 Max sat in a basket on the front of the bike. We dressed up and made a funny play. It was a bad day but also a good day! 3. 理解 Read and write 内容并完成课本练习及教师所给的拓展活动。 难点：仿照日记或范例，书写自己糟糕又美好的一天

4、。 三、教学用具： 多媒体课件，板书词条，小组合作活动材料。 四、教学过程： 教师活动教师活动学生活动学生活动设计意图设计意图 Step1.Warm up 1.Sing a song: “What did you do today?” 2.Pick up stones: Revision of infinitive & past tense taketook, runran, jumpjumped, eat-ate 3.Listen and judge: If you think it is good, just say“it was good! If you think it was bad

5、, say “it was bad!” 1.Ss sing together 2.Ss read the infinitive & past tense. 3.Ss Listen and judge, say “it was good! or“it was bad！” 设计歌谣、捡石头 以及听音判断游戏 温习动词不定式与 过去式词汇与句 型，为阅读做铺垫。 Step2. Presentation 二、Presentation 1.Take a guess: What did Wu Yifan make yesterday? T: Just kidding you. I was not help

6、ful. Our friend Wu Yi fan was very helpful. Yesterday he made something. What did he make?Maybe he made a kite and flew a kite. Can you take a guess? T: Wow! He made a bike! This is a bike for three people. This is a bike for two people, this is a bike for one people. Wu Yi fan also made a new frien

7、d. Who did he make new friends with? Listen! (Woof!) 2.Look and think T: Three pictures for you, please look and think! How did Wu Yifan meet the dog? A. Wu Yi fan lost his cap. Max helped him. B. Max lost his cap. 3.Read and match T: Now please read the sentences and match the pictures with your pa

8、rtner. 4.Check and Say T: What happened next? Maybe Max played basketball with them. Maybe Can you gusee? 5.Learn the sentence of“Max sat in the basket on the front of the bike.” T: See?! Max rode a bike with them. Where was Max? S: Max sat in the basket. T: Where was the basket? S: The basket was o

9、n the front of the bike. T: The basket was on the front of the bike. And Wu Yi fan was on the back of the bike. T: So these two sentences together, we can say: Max sat in the basket on the front of the bike. 6.Think and answer Q1: What was the weather like? Q2: Who were they in the picture? T: My ki

10、ds. Please look at the picture carefully and answer my question：What was the weather like in the picture? Was it rainy? S: It was sunny. T: How do you know? Ss: I saw the blue sky. / Good weather. T: Yes! The sky was blue. The weather was nice. Have you seen the shadows?So it was a big sunny day! T:

11、 Q2: Who were they in the picture? S: Wu Yi fans family. 7.Think and answer 1.Ss take a guess. S1: Maybe he made a house. S2: Maybe he made a car. S3: Maybe he made a boat. 2.Ss look at the pictures, think and chooseA. 3.Ss read three pictures and match the sentences. 4.Ss guess: Maybe Max with them

12、. 5.Ss learn the sentence of“Max sat in the basket on the front of the bike.” 6.Ss look at the pictures and answer the question. Q1:What was the weather like? Q2: Who were they in the picture? 7.Ss read Part 1, tick out the pictures which are 通过猜测，激发孩 子的阅读好奇心与 兴趣。 读图、阅读人物对 话，讨论故事的开 端，激活相关背景 知识和储备词句。

13、 仔细读图，寻找故 事背景线索。 Q3: Where did they go? Q4: What did they do there? T: Now lets read Wu Yi fans diary. Please read part 1, tick out the pictures which are mentioned in the passage. T: Have you finished? Lets check!We choose BCDF. Picture B, how do you know? Which sentence shows you? Read it together

14、, ok? T: Great! Can you read this word? Countryside 8.Think and Fill in the blanks T: According to the picture, recall what did Wu Yi fan do in the morning. (板书) T：Were they happy? Was it a good day or a bad day? S: It was a good day! 9.Predict and order Wu Yi fan wrote: It was a bad day but also a

15、good day. Why? T: Three pictures for you. Please try to predict and put the pictures in order. T: Tell me your answer, please! / Maybe pic C goes first. Pic Ais No.2, Pic B is No.3. Good try! 10. Read Part 2, answer 3 questions. T: Boys and girls, I have three questions for you. Q1: Why did they sta

16、y in the hotel? Q2: What did they do for mum? Q3: What part did Robin play? Please read Part2, circle the key words and underline the key sentences.Are you clear? Go! T: Have you finished? Lets check! Q1: We choose C. Which sentence tells you? Read the sentence, please! Ss: In the afternoon, mum ate

17、 some bad fruit and didnt feel well. So we stayed in the hotel. T: It was bad. So what did they do for Mum? Ss: B! T: Which sentence? Ss: We dressed up and made a funny play. T: Look! Wu Yi fan and his daddy dressed up and made a funny play. T: Why did they play a funny play? Ss: Because they wanted

18、 to make Mum happy. T: What part did they play? Look! Wu Yi fan played the part of Ss: Monkey King. T:And Daddy played the part of God Er Lang. It was so funny! mentioned in the passage. Check-Learn new words 8.Ss look at the pictures, recall what Wu Yi fan did in the morning； Ss look at the word ca

19、rds on the blackboard and retell. 9.Sspredictwhatwill happen next and put the pictures in order. Check 10. Read Part 2, circle the key words and underline thekeysentences, answer 3 questions. Q1: Why did they stay in the hotel? Q2: What did they do for mum? Q3: What part did Robin play? 通过读图、预测、 培养学

20、生在语篇中 捕捉信息和思考的 英语阅读能力。 通过听圈关键词， 划关键句等方式， 指导阅读技巧和阅 读策略。 T: What part did Robin play? 11. Read and judge T: Good job! Did everybody have a good time that afternoon? Now read Part 2 once again and Tick or cross. Ss 阅读判断对错。 T: Now, lets check! No.1 They were very happy that afternoon. ()How do you know?

21、/ Which sentence shows you? Ss: We laughed and laughed. T: Bingo! Laughed 跟读。I laughed and laughed. Who can show us how to laugh. T: So lovely! So he laughed and laughed. Show me how to laugh. Ss laugh. T: Just now, we laughed and laughed. You were so cute. 12. Read by yourself T: Now read part 2 by

22、 yourself. Pay attention to sentence stress, pause and liaison. 13. Retell things Wu Yifans family did in the afternoon. T: What happened to Wu Yifans family in the afternoon? Please look at the word cards and try to retell. (板书) 11. Ss read Part 2 once again and Tick or cross. Ss show how they laug

23、h. 12. Ss read Part 2 by themselves. Pay attention to sentence stress, pause and liaison. 13. Sslookattheword cards and try to retell things Wu Yifans family did in the afternoon. 仔细阅读，寻找细 节信息，培养学生 阅读思考能力。 大声朗读，注意句 子的重音、停顿和 连读现象。 通过所给的图片提 示，复述文章，培 养学生的英语语言 组织能力。 Step3. Consolidation 1.Write bad thin

24、gs and good things. T：So something bad and something good happened to Wu Yifans family. Now turn to page29, write down the bad things and good things. 2.Have a debate T: Have you finished? Boys and girls, Was it a god day or a bad day? Lets have a debate! For example: A：I think it was a bad day. Bec

25、ause Mum didnt feel well. B: I think it was a good day. Because they dressed up and made a funny play. Mum was happy. Whats your idea? Please have a debate with your partner. Go! 3.Group show T: Which group can show us? T: Nice work! It was a bad day but also a good day. And as the saying goes: Bad

26、luck often brings good luck. 1.Ss write bad things and good things. 2.Sshaveadebatein pairs. 3.Group show 通过辩论，培养孩 子的英语思辨能力 与小组合作精神。 给学生小组展示的 机会，让学生更自 信，同时激励全班 学生大胆开口，勇 于展现自我。 Step4. Extension 1.Enjoy a little picture book as an example T: Boys and girls. I have a little picture book as an example f

27、or you. Lets watch. One day I went fishing One day I went fishing It was a bad day. I went fishing but got one boot. Then Mum put some flowers in it. It was beautiful. It was a bad day but also a good day. T: What can turn a bad day into a good day? Its up to you! You decide. 2.Life is full of bad t

28、hings and good things. T: My kids. Life is full of bad things and good things. （1）Bad things T: Did you feel sad?Did you hurt your finger? My baby had a fever. It was the bad thing for me. What about you? （2）Good things T: What was the good things for you? For me, maybe met old friends. How about yo

29、u? 3.Teachers bad but good day T: Good try! Look at the screen, it was my bad but good day. Last Sunday was a bad but good day for me. First, it was a bad day, I hurt my leg. Then, my friend came to see me. We talked and laughed. So it was also a good day. As the saying goes: Bad luck often brings g

30、ood luck. 4.Ss write their bad but good day T: Now its your turn to write your bad but good day. 1.Ss enjoy a little picture book 2.Life is full of bad things and good things. （1）Ss say the bad things in life. hurt my leg / had a cold/ went to WC without toilet paper/ had a nightmare/ （2）Ss say the

31、good things in life. playedcomputergames/ read 4.Ss write their bad but good day S1: First, it was a bad day, it was rainy. I couldnt play 欣赏小绘本，通过 这一示范体验糟糕 又美好的一天，为 后续的书写小片段 做准备。 学生分享个人在生 活中经历的 bad things 和 good things, 给班上其他 学生启发和灵感， 涌现更多精彩的词 句。 学生在词库、范例 的帮助下，仿照模 板，描述自己糟糕 又美好的一天并分 T: Have you fini

32、shed? Who can read yours for class? T: Boys and girls. Bad luck often brings good luck. So put on your smile, love every day. Be smarter, kinder and stronger every day! outside. Then, the sun came out. I saw the rainbow. So it was also a good day. S2: First, it was a bad day, I had a math test. I wa

33、s scared. Then, I got a good score, it was easy for me. So it was also a good day. S3: First, it was a bad day, I had no computer class. Then, my class went hiking. So it was also a good day. 享，鼓励学生积极 运用所学语言进行 表达和交流，在阅 读中体验：凡事有 好坏，我们要积极 努力使坏事变好 事。 Step4.Homework T:You can choose to do and win the li

34、ttle beans: 1. Read P28 by yourself. One bean. 2. Talk about your bad but good day with your friends. Two beans. 3. Write a short diary about today. Three beans. 分层作业，由学生 自主选择作业，赢 学豆。因材施教， 从整体上带动学生 理解知识、运用知 识和创新知识。 五、板书设计 教后反思： 本课时为 PEP8 Unit3 Where did you go? Part B Read and write。这一课分两个部分：第一部分要求学

35、生 完成读前活动，通过读图、阅读人物对话，讨论故事开端和预测故事的进一步发展。教师请学生预测故事 并给图片排序，小结复述了 Wu Yifan 一家在早上所做的事情，并小结 It was a good day 这是美好的一天。 紧接着，抛出三个问题和两句句子给学生判断对错，处理了第二部分的细节信息。最后通过范例模板，请 学生书写自己的糟糕又美好的一天小语段。书写不是为写而写，而是使它成为一个有意义的书写活动。同 时渗透观念：Bad luck often brings good luck. 塞翁失马，焉知非福。 课堂是不完美的艺术。这堂课中的最后想要学生有精彩的输出，那么在前期以及课堂中都要做大量铺 垫，给学生机会不断激活大脑，激活相关背景知识与词句，在阅读过程中获取有用的语言去组织语言去描 述自己糟糕又美好的一天。此外，阅读课型与对话课、故事课相比，表演性、趣味性比较弱，课堂若要有 生机，需创设恰当的情境、设计有趣有效的学习活动激发孩子的学习兴趣。当然，阅读课最重要的还是通 过听音、读图、预测、圈关键词，划关键句等基本的阅读策略，培养学生在语篇中捕捉不同类型信息和思 考的英语阅读能力以及小组合作精神。