Unit 1 How tall are you Part B Read and write 教案
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| 名称 | Unit 1 How tall are you Part B Read and write 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 404.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-04-29 00:02:40 | ||
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PEP六年级下册Unit 1 How tall are you Part B Read and write教学设计
一、教学目标:
1. 语言能力：能用形容词比较级描述影子随太阳位置的变化引起的长短变化。
2. 文化品格：能发表自己的观点，并能倾听其他同学的不同观点。
3. 思维品质：能运用预测、质疑、讨论等方式提出问题，培养思维品质。
4. 学习能力：能在教师引导下运用不同的阅读策略阅读故事，并获取信息，运用到自己的学习行动中。
二、教学重难点：
1.学习目标语言 You are growing...You are becoming...并会运用。
2. 理解故事全文并做出总结评价。
三、教学准备：
课件，板书磁贴，图片，词卡，头饰
四、教学过程：
Step1. Pre-reading游戏导入，复习旧知，渗透新知。
1. 通过热身游戏及日常交流复习比较级用法，同时渗透新语言：getting stronger and stronger，growing taller and taller等，初步感知目标语言的用法。
T：Jack，you look taller than me. How tall are you
Jack: I’m 1.65m.
T: Is he the tallest in our class
Ss:...
T: You are growing taller and taller. You are getting stronger and stronger.
T: We often use comparative forms in daily life. What other comparative forms do you know
Let’s have a match.
2. 播放视频，要求学生观看视频并回答：
What are they talking about？通过回答 shadow 引出本课主题，导入新课，激发学生的阅读兴趣。
T：Watch the video. Tell me, what are they talking about
Ss: Shadow.
T: Yeah! This class we will learn a story about shadow. Look! Who is in the story
Step2. While-reading
思维导图主线及问题牵引，引导学生观察图片、粗读及细读，寻找信息，掌握多种阅读策略。
1. 观察图片，找出故事中人物角色。回答思维导图中 Who的问题。
T：Look! Who is in the story
Ss: The tree, the duck and the sun.（板书）
2. 思维导图呈现关键词 Whose，提出问题 Whose shadow are they talking about？
请生粗读选正确标题。（背景音乐）
Check their answer. Back to the story, find the key words.（板书）
3. 分段细读，寻找细节信息。呈现思维导图关键词 When，并提问：
T：What happens to Little duck’ shadow
Ss: It’s getting longer and longer.
T: When is the shadow getting longer
And who is younger, the duck or the tree Please rea Paragraph 1 and 2, answer the questions.
教授阅读策略“Underline the key sentences .”Check their answers.同时通过 PPT展示，帮助学生突破“go down，It is getting lower and lower”等重点。思维导图呈现关键词 How，提问 How does the shadow change？
请学生观察视频，总结感悟影子的变化。Match the sun with the shadow. 请生在交互白板上操作，检验学生是否理解掌握了难点。
思维导图呈现关键词 Why，提问
Why is that？What’s Old Tree’s answer
请生阅读第三段寻找答案。Check the answer。PPT展示印证老树的话有道理。
T:Look at the duck. When he grows up, his shadow grows longer, right
Ss: Yes.
T: So what Old Tree says is true.同时提出疑问：
T：But to Little duck’s question, do you agree with Old Tree Think and talk in groups。
Ss: No ,I don’t.
T: Why
Ss: Because the duck can’t grow so tall in one afternoon!
T: Excellent! So we can’t find the change of the shadow in one afternoon, right
Ss: yes!
播放另一视频，进行验证。
T:Look at the children, can they grow so tall in a short time
Ss: No ,they can’t.
T: But pay attention to their shadows ,please.
Sometimes the shadow grows longer, but sometimes they grows shorter.
请学生思考：What makes the shadow change
并总结：The shadow changes because of the light.
Step3. Post-reading.
1.读后思考，进一步培养学生思维品质（深刻性、创新性、批判性等）。展示老树回答：
Your shadow grows longer because you are growing taller. You are becoming a big beautiful bird!请生思考并回答：
Why does Old Tree answer like this 这是开放性问题，生自主回答。(Maybe all questions are reasonable.)
师总结：Anyway, they are good friends, friends are always kind and nice !PPT展示小鸭子的三幅图片和三个句子，思考并回答：
What do you think of Little duck？总结(同时板书）：
We should learn from Little duck. Whatever we do ,we learn to watch, learn to ask. When we get the answer, we think. So we can be smarter and smarter!
3. 知识运用。PPT展示生成练习。请生完成短文填空。
PPT展示自己成长的图片，出示例文。要求学生写一写自己的成长。个别展示。生生互评。
4. 师送祝福。
T: Boys and girls, you are becoming big beautiful birds!
Now, I have a song for you. Let’s enjoy it!
Step4.Homework
1. Retell the story to your friends or parents
2. Each group chooses one person, read the story and share it in class.
Step5.板书设计
PEP六年级下册Unit 1 How tall are you Part B Read and write教学反思
1. 本节课的课型是读写课，教师围绕阅读部分设计了一系列循序渐进的活动，引导学生运用不同的阅读策略获取所需信息。在阅读教学的过程中，通过设计层次不同的问题激发学生的阅读、思考兴趣，发展培养学生的思维品质，同时设置几个可以亲身操作体验的环节，提高了学生的参与度，也给学生更直观真实的体验，实现了课堂教学由英语学科向学科英语的转变。
2. 教师在不同的阅读阶段设计层次明确的课堂问题，由课本知识性问题逐步过渡到引导学生深入思考的开放性问题，培养学生的批判性思维、灵活性思维和独创性思维，通过思维导图和问题设计逐步推进课程，实现了学科育人的教学观。
3. 不足之处：
在最后的写作和输出环节，个别学生读过自己的句子之后，可以先让学生给予评价，或进行追问或补充，既可以培养学生认真聆听的习惯，又能激发学生对相关问题的思考，然后教师再进行交流
一、教学目标:
1. 语言能力：能用形容词比较级描述影子随太阳位置的变化引起的长短变化。
2. 文化品格：能发表自己的观点，并能倾听其他同学的不同观点。
3. 思维品质：能运用预测、质疑、讨论等方式提出问题，培养思维品质。
4. 学习能力：能在教师引导下运用不同的阅读策略阅读故事，并获取信息，运用到自己的学习行动中。
二、教学重难点：
1.学习目标语言 You are growing...You are becoming...并会运用。
2. 理解故事全文并做出总结评价。
三、教学准备：
课件，板书磁贴，图片，词卡，头饰
四、教学过程：
Step1. Pre-reading游戏导入，复习旧知，渗透新知。
1. 通过热身游戏及日常交流复习比较级用法，同时渗透新语言：getting stronger and stronger，growing taller and taller等，初步感知目标语言的用法。
T：Jack，you look taller than me. How tall are you
Jack: I’m 1.65m.
T: Is he the tallest in our class
Ss:...
T: You are growing taller and taller. You are getting stronger and stronger.
T: We often use comparative forms in daily life. What other comparative forms do you know
Let’s have a match.
2. 播放视频，要求学生观看视频并回答：
What are they talking about？通过回答 shadow 引出本课主题，导入新课，激发学生的阅读兴趣。
T：Watch the video. Tell me, what are they talking about
Ss: Shadow.
T: Yeah! This class we will learn a story about shadow. Look! Who is in the story
Step2. While-reading
思维导图主线及问题牵引，引导学生观察图片、粗读及细读，寻找信息，掌握多种阅读策略。
1. 观察图片，找出故事中人物角色。回答思维导图中 Who的问题。
T：Look! Who is in the story
Ss: The tree, the duck and the sun.（板书）
2. 思维导图呈现关键词 Whose，提出问题 Whose shadow are they talking about？
请生粗读选正确标题。（背景音乐）
Check their answer. Back to the story, find the key words.（板书）
3. 分段细读，寻找细节信息。呈现思维导图关键词 When，并提问：
T：What happens to Little duck’ shadow
Ss: It’s getting longer and longer.
T: When is the shadow getting longer
And who is younger, the duck or the tree Please rea Paragraph 1 and 2, answer the questions.
教授阅读策略“Underline the key sentences .”Check their answers.同时通过 PPT展示，帮助学生突破“go down，It is getting lower and lower”等重点。思维导图呈现关键词 How，提问 How does the shadow change？
请学生观察视频，总结感悟影子的变化。Match the sun with the shadow. 请生在交互白板上操作，检验学生是否理解掌握了难点。
思维导图呈现关键词 Why，提问
Why is that？What’s Old Tree’s answer
请生阅读第三段寻找答案。Check the answer。PPT展示印证老树的话有道理。
T:Look at the duck. When he grows up, his shadow grows longer, right
Ss: Yes.
T: So what Old Tree says is true.同时提出疑问：
T：But to Little duck’s question, do you agree with Old Tree Think and talk in groups。
Ss: No ,I don’t.
T: Why
Ss: Because the duck can’t grow so tall in one afternoon!
T: Excellent! So we can’t find the change of the shadow in one afternoon, right
Ss: yes!
播放另一视频，进行验证。
T:Look at the children, can they grow so tall in a short time
Ss: No ,they can’t.
T: But pay attention to their shadows ,please.
Sometimes the shadow grows longer, but sometimes they grows shorter.
请学生思考：What makes the shadow change
并总结：The shadow changes because of the light.
Step3. Post-reading.
1.读后思考，进一步培养学生思维品质（深刻性、创新性、批判性等）。展示老树回答：
Your shadow grows longer because you are growing taller. You are becoming a big beautiful bird!请生思考并回答：
Why does Old Tree answer like this 这是开放性问题，生自主回答。(Maybe all questions are reasonable.)
师总结：Anyway, they are good friends, friends are always kind and nice !PPT展示小鸭子的三幅图片和三个句子，思考并回答：
What do you think of Little duck？总结(同时板书）：
We should learn from Little duck. Whatever we do ,we learn to watch, learn to ask. When we get the answer, we think. So we can be smarter and smarter!
3. 知识运用。PPT展示生成练习。请生完成短文填空。
PPT展示自己成长的图片，出示例文。要求学生写一写自己的成长。个别展示。生生互评。
4. 师送祝福。
T: Boys and girls, you are becoming big beautiful birds!
Now, I have a song for you. Let’s enjoy it!
Step4.Homework
1. Retell the story to your friends or parents
2. Each group chooses one person, read the story and share it in class.
Step5.板书设计
PEP六年级下册Unit 1 How tall are you Part B Read and write教学反思
1. 本节课的课型是读写课，教师围绕阅读部分设计了一系列循序渐进的活动，引导学生运用不同的阅读策略获取所需信息。在阅读教学的过程中，通过设计层次不同的问题激发学生的阅读、思考兴趣，发展培养学生的思维品质，同时设置几个可以亲身操作体验的环节，提高了学生的参与度，也给学生更直观真实的体验，实现了课堂教学由英语学科向学科英语的转变。
2. 教师在不同的阅读阶段设计层次明确的课堂问题，由课本知识性问题逐步过渡到引导学生深入思考的开放性问题，培养学生的批判性思维、灵活性思维和独创性思维，通过思维导图和问题设计逐步推进课程，实现了学科育人的教学观。
3. 不足之处：
在最后的写作和输出环节，个别学生读过自己的句子之后，可以先让学生给予评价，或进行追问或补充，既可以培养学生认真聆听的习惯，又能激发学生对相关问题的思考，然后教师再进行交流