Unit 4 Then and now B Read and write 表格式教案（含反思）
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| 名称 | Unit 4 Then and now B Read and write 表格式教案（含反思） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2022-04-03 09:35:03 | ||
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英语教案设计模板
教材名称 人教版小学英语 所教年级、册次、单元 六年级下册Unit 4
计划学时 课时1
一、教材内容分析
本单元是学生在六年级学习了动词过去式以及各项活动的基础上设计的。把这一内容安排在六年级下册来学习，既体现了本套教材循环渐进、螺旋上升的编排意思，又体现了英语知识承前启后得紧密相关性，符合学生认知规律。
二、学习者特征分析
本单元学习得单词和句子都是与学生的实际生活息息相关，是经常出现在学生日常生活及相应的活动，这样的学习内容不仅能提高学生的学习兴趣和学习效率，而且又能大大丰富学生日常交流的元素，并且为学生以后的学习奠定基础。
三、教学目标（知识与技能、过程与方法、情感态度与价值观）
知识、能力目标：1.学生能够理解故事内容，学会分段阅读，学会一定的阅读技巧和策略，如：查读、跳读、精度等技巧。2.学生能够根据思维导图复述故事。 过程与方法：学生能够给故事编一个新的结尾。情感目标：能培养学生形成正确的价值观和合作意识，恰当地表达自己的想法和创造力！
四、教学重点、难点分析
1.通过对文本的学习，学会分段阅读，学会一定的阅读技巧和策略。2.学生能在学习后给故事编一个新的结尾。3.能激发和培养学生的想象力和创造力。
五、教学策略选择与设计（可加入设计理念）
为充分发挥学生的主观能动性以及体现“以学生为中心”的教育理念，为提高本课时的教学效果，我将采用以下适合学生的教学方法：故事教学法（设疑激趣）、情景教学法（真实情境促表达）、TPR全身反应法（发挥学生主观能动性）
六、教学过程设计
Step 1 ：Pre-readingFree talkT:What’s the weather like today What day is it today So, yesterday was . What did you do yesterday Where did you go Ss: ......(设计意图：课堂预热，帮助学生复习旧知，活跃思维)T:Do you know ,what did I do yesterday Ss: ......T:Yesterday:I went to Mars! I had my 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: ......(设计意图：提供信息差，激发学生的想象，引出本课时的主题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 dream,too! Here are 3 pictures about his dream. Let’s 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 (处理cheetah)Q:Can Wu YiFan run fast (Yes)④What can you see in picture2 Q:Can Wu YiFan run faster (No)⑤ What can you see in picture 3 (处理tripped)(设计意图：围绕本课时的情境图，展开想象和思考，对文本内容做预设,，并巧妙处理本课时的生词)T:Ok,These are the dream of Wu YiFan’s. Now,Let’s number the picture with our own ideas! What’s your order (S1,2,3...)(设计意图：展开丰富的想象，孩子们眼中的故事是如何的？根据他们的想法编排事情发生的顺序)Step2:While reading (1st reading)T:Well,Let’s listen and number the pictures.(设计意图：初读整体感知文本，了解故事发生的顺序)(2nd reading)T:Ok.Now,Let’s 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 (设计意图：学生精读第一段，回答相关问题并圈出关键词，掌握精读的策略)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: Could he do anything How did he feel now T:Yes.He had nothing to do.He felt worried.(设计意图：学生学会结合生活中的实际情况，展开想象，并思考吴一帆速度变化可能的原因)T:Ok.Now,Let’s enjoy his 2nd race.I have some questions.Q1:Who did he had the race with him Q2:Who ran fast (设计意图：学生精读第3段，回答相关问题并圈出关键词，掌握精读的策略)T:What animals can run fast Ss:......(cheetah)(设计意图：头脑风暴，回顾奔跑速度快的动物有哪些)T:Did he have the race with cheetah Ss：......T:精讲He ran like a cheetah.So Wu Yifan ran fast in 2nd race.(设计意图：师领学生精读段落，了解like 在文中的含义)T:呈现文本情境图，提出问题，引发学生思考：1st race slow2nd race fastQ：How could he run fast in the 2nd race （生展开丰富的想象）T:.Now,Let’s enjoy paragraph2.I have some questions.Q1:Who helped Wu YiFan？Q2:How did he help Wu YiFan (设计意图：学生精读第2段，回答相关问题并圈出关键词，掌握精读的策略)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 (生给答案Yes./No.)T:Let’s red the sentence!(齐读He could win he race!)(PPT突然呈现一张黑色的）T:What happened (PPT慢慢呈现图3)Ss:Suddenly.He tripped and fell.T:Can he win the 2nd race Why Ss:......T:So,It was all a dream.(设计意图：不断提出问题，引发学生的思维，培养学生的思维意识和表达能力)Step3:Post-readingT:That’s Wu Yifan’s dream.Was it interesting (Retell the story)Let’s retell the dream according to the mind map.(Write a new ending) If Wu Yifan didn’t get up,what will happen then Write down your idea.(设计意图：学生结合本课时的思考和想象，为故事写一个新的结局，培养学生的创造意识)
七、板书设计
Unit4 Then and nowRead and write 2 Races School 1st 2nd woke up Fast slow fast Why Why Robin gave him some water
八、教学反思及总结
本节课中我使用多种教学方法相结合的方式，让他们相辅相成，充分地为教学服务，从学生们一直饱满的精神面貌来看，这种教学手段是有效的、成功的。学生的学法和教师的教法达成了一致，小组——合作——探究的学习方式已经成为教学的主导，学生已经成为学习的主人，教师在教学中充分发挥了组织者和引领者的作用，师生合作融洽，教学氛围和谐。让学生在这节课中感受四季的美好。充分达到了教学目标，取得了较好的教学成效。
Dream
animals
Father＆Max
Tripped and fell
教材名称 人教版小学英语 所教年级、册次、单元 六年级下册Unit 4
计划学时 课时1
一、教材内容分析
本单元是学生在六年级学习了动词过去式以及各项活动的基础上设计的。把这一内容安排在六年级下册来学习，既体现了本套教材循环渐进、螺旋上升的编排意思，又体现了英语知识承前启后得紧密相关性，符合学生认知规律。
二、学习者特征分析
本单元学习得单词和句子都是与学生的实际生活息息相关，是经常出现在学生日常生活及相应的活动，这样的学习内容不仅能提高学生的学习兴趣和学习效率，而且又能大大丰富学生日常交流的元素，并且为学生以后的学习奠定基础。
三、教学目标（知识与技能、过程与方法、情感态度与价值观）
知识、能力目标：1.学生能够理解故事内容，学会分段阅读，学会一定的阅读技巧和策略，如：查读、跳读、精度等技巧。2.学生能够根据思维导图复述故事。 过程与方法：学生能够给故事编一个新的结尾。情感目标：能培养学生形成正确的价值观和合作意识，恰当地表达自己的想法和创造力！
四、教学重点、难点分析
1.通过对文本的学习，学会分段阅读，学会一定的阅读技巧和策略。2.学生能在学习后给故事编一个新的结尾。3.能激发和培养学生的想象力和创造力。
五、教学策略选择与设计（可加入设计理念）
为充分发挥学生的主观能动性以及体现“以学生为中心”的教育理念，为提高本课时的教学效果，我将采用以下适合学生的教学方法：故事教学法（设疑激趣）、情景教学法（真实情境促表达）、TPR全身反应法（发挥学生主观能动性）
六、教学过程设计
Step 1 ：Pre-readingFree talkT:What’s the weather like today What day is it today So, yesterday was . What did you do yesterday Where did you go Ss: ......(设计意图：课堂预热，帮助学生复习旧知，活跃思维)T:Do you know ,what did I do yesterday Ss: ......T:Yesterday:I went to Mars! I had my 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: ......(设计意图：提供信息差，激发学生的想象，引出本课时的主题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 dream,too! Here are 3 pictures about his dream. Let’s 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 (处理cheetah)Q:Can Wu YiFan run fast (Yes)④What can you see in picture2 Q:Can Wu YiFan run faster (No)⑤ What can you see in picture 3 (处理tripped)(设计意图：围绕本课时的情境图，展开想象和思考，对文本内容做预设,，并巧妙处理本课时的生词)T:Ok,These are the dream of Wu YiFan’s. Now,Let’s number the picture with our own ideas! What’s your order (S1,2,3...)(设计意图：展开丰富的想象，孩子们眼中的故事是如何的？根据他们的想法编排事情发生的顺序)Step2:While reading (1st reading)T:Well,Let’s listen and number the pictures.(设计意图：初读整体感知文本，了解故事发生的顺序)(2nd reading)T:Ok.Now,Let’s 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 (设计意图：学生精读第一段，回答相关问题并圈出关键词，掌握精读的策略)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: Could he do anything How did he feel now T:Yes.He had nothing to do.He felt worried.(设计意图：学生学会结合生活中的实际情况，展开想象，并思考吴一帆速度变化可能的原因)T:Ok.Now,Let’s enjoy his 2nd race.I have some questions.Q1:Who did he had the race with him Q2:Who ran fast (设计意图：学生精读第3段，回答相关问题并圈出关键词，掌握精读的策略)T:What animals can run fast Ss:......(cheetah)(设计意图：头脑风暴，回顾奔跑速度快的动物有哪些)T:Did he have the race with cheetah Ss：......T:精讲He ran like a cheetah.So Wu Yifan ran fast in 2nd race.(设计意图：师领学生精读段落，了解like 在文中的含义)T:呈现文本情境图，提出问题，引发学生思考：1st race slow2nd race fastQ：How could he run fast in the 2nd race （生展开丰富的想象）T:.Now,Let’s enjoy paragraph2.I have some questions.Q1:Who helped Wu YiFan？Q2:How did he help Wu YiFan (设计意图：学生精读第2段，回答相关问题并圈出关键词，掌握精读的策略)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 (生给答案Yes./No.)T:Let’s red the sentence!(齐读He could win he race!)(PPT突然呈现一张黑色的）T:What happened (PPT慢慢呈现图3)Ss:Suddenly.He tripped and fell.T:Can he win the 2nd race Why Ss:......T:So,It was all a dream.(设计意图：不断提出问题，引发学生的思维，培养学生的思维意识和表达能力)Step3:Post-readingT:That’s Wu Yifan’s dream.Was it interesting (Retell the story)Let’s retell the dream according to the mind map.(Write a new ending) If Wu Yifan didn’t get up,what will happen then Write down your idea.(设计意图：学生结合本课时的思考和想象，为故事写一个新的结局，培养学生的创造意识)
七、板书设计
Unit4 Then and nowRead and write 2 Races School 1st 2nd woke up Fast slow fast Why Why Robin gave him some water
八、教学反思及总结
本节课中我使用多种教学方法相结合的方式，让他们相辅相成，充分地为教学服务，从学生们一直饱满的精神面貌来看，这种教学手段是有效的、成功的。学生的学法和教师的教法达成了一致，小组——合作——探究的学习方式已经成为教学的主导，学生已经成为学习的主人，教师在教学中充分发挥了组织者和引领者的作用，师生合作融洽，教学氛围和谐。让学生在这节课中感受四季的美好。充分达到了教学目标，取得了较好的教学成效。
Dream
animals
Father＆Max
Tripped and fell