Unit4 Now and then Section B read and write 教学设计指教年级：六年级教学内容：PEP教材六年级下册Unit4 Now and then Section B Read and write What a dream的阅读教学。学情分析：六年级学生有了一定的默读、寻读、跳读基础能力,本课要求学生在文本中学习词汇,利用插图体会故事。能够在教师指导下模仿篇章进行写作。学生通过六下第二、第三单元的学习,已对过去时的使用有初步的了解,能够在固定语境下使用过去时描述事件。教学方法：本课作为一篇阅读教学，运用到了多种阅读方法，比如说：默读，听读，快速阅读，自由阅读。对每一段重难点的解决又设置了不同的任务，比如说：选择题，判断题，问答题。对本文文本的处理主要运用了对比法，吴一凡梦里的两场比赛，分别和谁跑？从第一场的慢到第二场的快，为什么？每场比赛的心情如何？然后让学生带着问题去读文本寻求答案。教学目标：1.知识目标:对新单词race, nothing, cheetah以及动词过去式thought、felt、woke、trip的认读与理解。学生能在教师的引导下,听懂、理解、会读文本内容,并能完成课后阅读练习。2. 能力目标:能结合自己的生活实际,模仿文本,写一篇关于自己梦的小作文。3. 情感态度目标：每个人都有不同的梦，但童年的梦都是最纯真最有趣的梦。让学生“不忘初心，永葆童真童趣” 教学重难点：1. 教学重点:学生能在教师的引导下,听懂、理解、会读文本内容,并能完成课后阅读练习。2. 教学难点:对新单词race, nothing, cheetah，thought、felt、woke、trip的认读与理解。能结合自己的实际,仿写一篇关于自己梦的小语篇。教学准备：小作文提单 信箱两个 板书纸卡 星星月亮图片 相关课件与语音视频教学过程：Step1: 课前活动 （3分）T: Hello, boys and girls. Nice to see you again! How was your homework? Lets check!Infinitivepast tense （TPR活动）T：Do you like to listen to music? Now, Lets, Ok? 跟着摇篮曲律动，然后入睡静息等待上课铃声。设计意图：一是为了解决文本中的重难点动词，二是通过听摇篮曲给学生创设情景，在律动中拉近与学生之间的距离，同时把学生的思维拉回到课堂中来。Step2: Pre- reading (5分)T: Good morning! Boys and girls. How are you? （上课铃响，在鸟叫声中醒来然后问候）Ss: Im thanks, and you?T: I am very happy, do you know why?Ss: T: Because I had a good sleep last night,(出现睡觉图片) and I had an good dream(出现dream).Did you have a good dream?Ss: Yes.T: Ok, Im glad to fear that.Do you want to know something about my dream? Ss: YesT: Look! Where did I go?Ss: ZooT: Yes, I went to the zoo with my baby, guess, what animals were there in the zoo?Ss: There was /There wereT: So, there were many animals in the zoo, or there were many animal in my dream. (教读句子)T: Now, lets have a look. Whats this animal? This is a Ss: giraffe. lion. cheetah horseT: 教读cheetahT: What did they do?Ss: They had a race. (T教读句子)T: But what animal can run very fast?Ss: T: Cheetah (扩猎豹知识Because the Cheetah is the fastest runner on the land) Then the cheetah wanted to have a race with me. Wow! It can run so fast, but I run so slow. How did I feel? I was so （选择题）Ss: T: Yes I was so worried。 In my dream , the cheetah makes me feel worried. I want to know “what makes you feel worried in you life”Ss: T: I was so worried, so I woke up from my dream. (woke up ) T: This is my dream, what a dream! （教读课题）T: Look, Wu Yifan also had a dream last night, Lets go and have a look , Ok?设计意图：老师通过讲述自己的梦，攻克本课一些重难点单词和句子，同时也解决了文本开头设置的两个问题。老师通过讲述有趣的梦引起学生的好奇心，为新课的讲解做好铺垫。Step3: While reading (20分)1. Listen and choose (1) What did Wu Yifans dream talk about? A. animals B. races C.familyTips: Circle the key words or underline the key sentences. T：How many races?Ss: two (板书思维导图)T：Which word means two?Ss: Second设计意图：首先带着问题整听，对课文进行整体感知，也为后面的分段阅读打下基础，2.The first race (第一段)T: Now lets look at Wus first race.Tips: Read silently （默读）Who did he run with in the first race? A father and Max B. animals C family 生自由回答， 文本解释 T: Could he run fast? Ss: No he could not.T: 看图，生齐读答案：His father ran very fast, but Wu Yifan could not.T: So there was ______ he could do? A. something B.nothingSs: nothing (师教读)(3) He was so slow, and there was nothing he could do, so how did Wu feel? 选择题（板书Worried ）3.The second race （第三段前三句）T: This is Wus first race, but what happened in the second race? Tips: Fast reading(快速读)T：Who did he run with in the second race? (选择题)T: Could he run fast？ How did he feel? Ss: 根据学生的回答板书animals fast good4.第二段讲解T：In the first race, Wu was so slow, but in the second race, he was so fast. Why? Do you know? Now listen and answer. 生自由回答，图文理解 T： Why?Ss: Because Robin gave Wu some water.利用动画帮助学生理解文本，然后完成关键词的填空。5.第三段后部分T：Now he could run very fast like a cheetah, so he won the race at last, Yes or No? Please free reading then tick or cross. Ss: He could win the race, but he tripped and felt.T: He could win the race,(图释)， but suddenly(突然) what happened? Ss: He tripped and felt.生自由回答，图文理解，生表演 T就该生的表演问其他学生What happened?非表演学生齐答：He tripped and felt.T：What happened then?Ss: Then he woke up. He was in bed. It was all a dream (生齐读)设计意图：首先通过整体听，对文本获取整体信息。然后就两场比赛进行分别讲解，通过对两场比赛的对比，让学生思考为什么主人翁有这样的变化，然后带着问题去阅读第二自然段。这样的对比讲解打破了传统式的教学模式，让学生更有兴趣阅读。同时，对每段文本的处理都运用了不同的阅读方式，教会了学生更多的阅读技巧。Step4: Post reading1. This is Wus dream, What do you think of Wus dream? Interesting? (再读课题What a dream!)2. Number the pictures (can you number the pictures? Before it, please read the text. Boys ,girls, together)3. Now Hu Yifan has woken up, and he is telling his mother about the dream . Now lets listen and fill in the blanks.(完成课后练习) 总听 师读生填 check the answer 男女对话练习4. Now Wu has shared his dream, and I have shared my dream, Look! This is my dream,(Teacher read it.) Now, its your turn to share your interesting dreams. 设计意图：在阅读了文本后，能能解决一些简单的填空对话练习，然后升华到自己能够写出自己梦的小作文。 Step5：SummeryT: I think everyone has a different dream; maybe it is sweet, sad. Maybe it is interesting or scared. But when you grow up, do you still remember the dreams? 孩子们，当你们渐渐长大，你们还能记得当年这些最童真最有趣的梦吗？Ok, here is a “memory postbox”, you can put your dream in it， save your dreams, save your innocence. 不忘初心，永葆童真童趣！(投信) 设计意图：孩子们童年的梦都是最童真最有趣的，希望孩子们能永远保持这份童真童趣的心。Step6: Homework1. Share your interesting dreams with your parents. 2. Write down your parents interesting dreams.板书设计What a dream!Two racesThe first race The second racefather and Max animalsslow ？ fast Robin waterworried good 5- 5