Unit 4 Then and now Part B Read and write 教学设计
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| 名称 | Unit 4 Then and now Part B Read and write 教学设计 |  | |
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| 更新时间 | 2023-06-19 18:37:13 | ||
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教学内容 Unit4 Then and now Part B Read and write
课 型 Read and write
课 时 共 7 课时，第 5 课时
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，讲述吴彬彬赛跑的梦境。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：
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：
1.阅读目标
2.书写目标
3.情感目标
1.阅读目标
①学生能够完成读前活动，激活相关背景知识
②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；
③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；
④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 ⑤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
①学生能够根据经历写自己的梦境。
3. 情感目标
①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。
重点
①学生阅读能力的培养
②学生书写能力的培养
难点
①学生阅读思维和阅读能力的培养；
②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。
③学生对提问阅读法的有效运用。
④学生根据人物情绪变化朗读文本。
⑤学生能够根据经历绘制思维导图并写自己的梦境。
主问题 设计 What did he do How did he feel Was/Were there ... Could he...
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、联系生活实际、互学、展学以及小组合作中完成。
师生准备 Ppt 、flash、hand-out、学生了解梦境产生的原因
步骤 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。
Step2 Pre-reading 3’ 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.Ss look at the pictures of some animals 2.Ss watch the video and answer: Cheetah could run fast. And learn cheetah by using little teacher Ss know more about the Cheetah. 通过观看动物赛跑视频，学生了解赛跑的阅读背景，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。
Step3 While- reading (22’) 1. Lead in: Wu Binbin had a race，but 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 passage quickly again and number the pictures. 4. Let the students read the whole passage slowly. ①compare the two races and try to find the differences in group. There were... ...could/couldn’t... ...felt...
②Lead the students to think: Why he was worried at the first race Because he couldn’t run fast and there was nothing he could do
③Lead the students to think: Why he felt good at the second race Because Robin gave him some water and he drank it.
④Lead 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.
⑤What happened then He woke up. It was all a dream. Lead the students think about Wu Binbin’s 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 Binbin is telling the dream to his mother. Listen and fill the blank.
7. Read and imitate . 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 answer: There were two: a first race and a second race. 3. Ss read the passage quickly by using the skim reading method and check the answer. 4. Ss read the whole passage slowly by using the detailed reading method . ①Ss find the differences between the two races： There were many people. There were many animals.
Wu Binbin couldn’t run fast. He could run fast and he ran like a cheetah
He was worried. He felt good...
②Ss think about the reasons: Because he couldn’t run fast and there was nothing he could do.
③Ss think about the reasons: Because Robin gave him some water and he drank it.
④Ss say their worried things.
⑤Ss 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. 7.Ss read and imitate. Then show out it. 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：帮助学生合理化解焦虑情绪。 通过学生探究：原来是吴彬彬的一场梦。进一步思考，吴彬彬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，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，进一步消除梦所带来的的情绪负担，并了解做梦的好处。
Step 4
after-reading 1. Know about the dream. 2. The teacher’s dream. 3. Talk about students’ dream and students write their dream. Then show and ask questions. 4. Alice’s dream: reading share 5. Show the difference meaning of dream. 1.Ss know about the dream. 2.Ss read the teacher’s 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 of dream and try their best to make their true. 学生通过了解梦境产生的原因，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：Alice’s 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。
Step summary T：What have you learned today
Homework 1.Read Wu Binbin’s dream fluently. 2.Read Alice’s dream and write your dream and share with others
课 型 Read and write
课 时 共 7 课时，第 5 课时
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，讲述吴彬彬赛跑的梦境。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：
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：
1.阅读目标
2.书写目标
3.情感目标
1.阅读目标
①学生能够完成读前活动，激活相关背景知识
②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；
③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；
④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 ⑤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
①学生能够根据经历写自己的梦境。
3. 情感目标
①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。
重点
①学生阅读能力的培养
②学生书写能力的培养
难点
①学生阅读思维和阅读能力的培养；
②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。
③学生对提问阅读法的有效运用。
④学生根据人物情绪变化朗读文本。
⑤学生能够根据经历绘制思维导图并写自己的梦境。
主问题 设计 What did he do How did he feel Was/Were there ... Could he...
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、联系生活实际、互学、展学以及小组合作中完成。
师生准备 Ppt 、flash、hand-out、学生了解梦境产生的原因
步骤 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。
Step2 Pre-reading 3’ 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.Ss look at the pictures of some animals 2.Ss watch the video and answer: Cheetah could run fast. And learn cheetah by using little teacher Ss know more about the Cheetah. 通过观看动物赛跑视频，学生了解赛跑的阅读背景，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。
Step3 While- reading (22’) 1. Lead in: Wu Binbin had a race，but 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 passage quickly again and number the pictures. 4. Let the students read the whole passage slowly. ①compare the two races and try to find the differences in group. There were... ...could/couldn’t... ...felt...
②Lead the students to think: Why he was worried at the first race Because he couldn’t run fast and there was nothing he could do
③Lead the students to think: Why he felt good at the second race Because Robin gave him some water and he drank it.
④Lead 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.
⑤What happened then He woke up. It was all a dream. Lead the students think about Wu Binbin’s 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 Binbin is telling the dream to his mother. Listen and fill the blank.
7. Read and imitate . 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 answer: There were two: a first race and a second race. 3. Ss read the passage quickly by using the skim reading method and check the answer. 4. Ss read the whole passage slowly by using the detailed reading method . ①Ss find the differences between the two races： There were many people. There were many animals.
Wu Binbin couldn’t run fast. He could run fast and he ran like a cheetah
He was worried. He felt good...
②Ss think about the reasons: Because he couldn’t run fast and there was nothing he could do.
③Ss think about the reasons: Because Robin gave him some water and he drank it.
④Ss say their worried things.
⑤Ss 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. 7.Ss read and imitate. Then show out it. 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：帮助学生合理化解焦虑情绪。 通过学生探究：原来是吴彬彬的一场梦。进一步思考，吴彬彬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，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，进一步消除梦所带来的的情绪负担，并了解做梦的好处。
Step 4
after-reading 1. Know about the dream. 2. The teacher’s dream. 3. Talk about students’ dream and students write their dream. Then show and ask questions. 4. Alice’s dream: reading share 5. Show the difference meaning of dream. 1.Ss know about the dream. 2.Ss read the teacher’s 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 of dream and try their best to make their true. 学生通过了解梦境产生的原因，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：Alice’s 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。
Step summary T：What have you learned today
Homework 1.Read Wu Binbin’s dream fluently. 2.Read Alice’s dream and write your dream and share with others