Unit 6 How do you feel? Part B Read and write 教案

PEP六年级上册Unit 6 How do you feel?
Part B Read and write教案设计
教学目标
1.学生能通过头脑风暴复习表示情绪的单词。
2.能在语篇中捕捉不同类型的信息，提炼出文章的主旨大意，完成排序题。
3.能根据阅读所选取的信息完成故事缩写活动，并能口头复述。
4.能够正确朗读句子和语篇。
知识目标
1.能听、说、认读单词或词组sit, grass, hear, ant, worry, stuck, mud, pull, everyone
2.能听懂、会说句子：Please don’t sit on me. One day, I can help you. He is stuck in the mud. They pull Robin out of the mud.
3.能熟练运用表示情绪的单词，能读懂文章大意。
能力目标
培养学生提取重点信息，并利用重点信息复述故事的能力。
情感、策略目标
通过Robin和蚂蚁互相帮助的故事，讲述助人为乐会给别人和自己都带来快乐的故事。其中渗透的情感教育是让学生不要以貌取人，明白团结的力量，以及应当乐于助人的道理。
教学重、难点
1.重点：学生阅读图片和文段，了解文章主旨，并能按故事的发展给四幅图排序。
2.难点：概括文章主要内容，能口头复述故事内容，并完成故事后续写作。
课前准备
多媒体课件、句子板书贴条,故事发展图片
教学方法
探究、合作交流
板书设计
将故事发展的图片贴成一个爱心形状，让学生明白助人为乐可以给自己带来快乐，彼此友善这个世界将充满爱。
设计思路
让学生通过故事封面图片来猜测可能发生的故事来引入课题。先通过听故事，初步感知故事内容，通过读来学习前半段的内容，通过演一演让学生充分体验故事中Robin和ant的动作及情绪变化，解决了文中难题。再通过阅读来学习下半段的课文，让学生明白团结的力量。最后让学生进行复述，写一写故事的后续发展。在学生充分理解了故事的基础上，再提出情感的体会和领悟。情感的渗透不仅在最后还在之前的授课中。本课还注重语音的渗透。
Teaching Procedures: 教学过程/步骤
教学步骤
教师活动
学生活动
设计意图
时间
Warming-up
and revision
Divide students into boys group and girls group.
2.Free-talk: How do you feel?
3.Sing a song “If you’re happy,
clap your hands.”
Brainstorm:
review feeling words.
Listen to the details about the competition.
Answer the question.
Students sing the song and do the action
Students say the feeling words.
男生女生PK比赛，设置奖励机制。
复习本单元重点句子。
活跃课堂气氛，激发学生英语的学习兴趣。
通过头脑风暴帮助学生复习feeling words。
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Presentation
Pre-reading
I like reading stories ，I read many stories such as “Harry Potter,Snow White,Three Little Pigs,Little Red and the Wolf.” Today I’ll introduce you a new story.
(2)Show the picture and answer the questions:
1.What can you see in the picture?
2.Where are Robin and the ant?
3.What will happen between Robin and the ant?
(3)Show the title of the story.
2. While-reading
(1)Ask the question:What is the story about?
(2)Teach paragraph 1 & 2.
Answer the questions:What’s the weather like? How does the ant feel? Why?
( 教师根据学生的回答在ppt上划出关键词和句子，确认学生的回答是否正确。)教师贴图片并板书afraid
Ask students:If you are the ant,
what will you say to Robin?
(“don’t sit on ”中的清辅音/t/领读时教师做出口型，引导学生不出声但是稍微停顿再过渡到下个音节。)邀请三四位学生带着小蚂蚁的情绪读一读。
(3)Teach paragraph 3.
Pair work:Make a dialogue
-Please don’t sit on me. One day I can help you.
-Don’t worry,little ant. I won’t sit on you.
Teach paragraph 4.
The next day, it is
raining. Robin is in the park.
Answer the questions:
How does Robin feel? Why?
Practise:Teach“be stuck in...”,
do the action and let students make sentences.
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(5)Teach paragraph 5&6.
Answer the question:Who helps Robin?
Show the video of the ant.
Q:How do they help Robin?
Who can do the action “pull Robin out of the mud”? (邀请学生做一做动作再领读pull out of，注意out of也要连读。)出示拔萝卜图片，师生一起拔萝卜。
(6)Teach paragraph 7
Q:How does everyone feel?
Why is everyone happy?
Discuss and say.
Will you help them? Why?
（出示一些人遇到困难的图片，学生思考后进行采访）
Post-reading
Listen and follow the story.
Stress the loss of voice blasting.
Students look at the stories and say out the names of the stories.
Students look at the picture and answer the questions.
Students say out the title.
Listen and choose the best answer to the question. give 3answers
Read individually and underline the key sentences.
Students think and find out the answer. Listen and repeat the sentences”Please don’t sit on me. One day I can help you.”
Read the sentence together. Imitate the pronunciation and intonation.
Make a dialogue with your partner. One acts Robin,the other acts the little ant.
（学生带角色帽子进行表演）
Read paragraph 4 by their- selves and answer the questions.
Students learn the phrases,
do the action and make
sentences.
Read paragraph 5&6 by their- selves and answer the question.
Students watch the video.
Union is strength.
Never judge people from appearances.
Read paragraph 5&6 by their- selves and answer the question. They pull Robin out of the mud.
Students say”Everyone
is happy.” “We should be nice to each other.”
Students discuss in groups.
Students listen and follow the story.
通过介绍自己喜欢看故事，很自然地进入今天故事话题。
学生通过观察图片了解一些故事中的信息，如人物Robin and the ant。
出示故事标题，进入故事。
听故事，感知文章的主旨大意。
用下划线标关键词句的方法能培养学生在阅读中获取信息的能力，且大部分学生都能充分掌握。
听录音跟读一遍第2自然段。反复朗读小蚂蚁的话，教师通过模仿小蚂蚁的动作和语气让学生理解。
加深故事理解。通过模仿提升学生的语感，同时增加读故事的流利程度。
通过演一演让学生充分体验故事中Robin和ant的动作及情绪变化，解决了文中难题。
学生通过自主阅读了解Robin的情绪以及原因。
解决了难点be stuck in ，学生模仿陷进的动作，并看图用be stuck in 造句。
通过阅读学生知道It is the ant and all of his friends.They help Robin.
They are strong.
（all of 教读时教师注意强调连读）
渗透帮助他人就是帮助自己的情感态度。明白“团结就是力量”“不要以貌取人”的道理。
通过动作和表情的变化演绎，学生能更真实的理解文中的含义，解决了pull out of the mud 这个难点。注重在平常课堂中渗透语音教学。
让学生明白与人友善的道理。
激发学生助人为乐的精神。
跟读课文培养学生正确的语音语调。了解失去爆破现象。
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Practise
Read the story again and number the pictures.
Students order the pictures.
通篇读完后再来给图片排一排序，各个程度的学生都能接受。
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Consolidation
1.Try to retell
Fill in blanks.
2.Make a book show.
Your group perform the story correctly.
Your group perform the story correctly with action.
Your group perform the story correctly with action
and emotion.
Prepare in groups and retell the story.
Read in role角色扮演：Four in groups. One acts Robin. One acts the ant. Two students are narratages旁白.（学生戴角色帽子进行表演）
激发学生的创新意识，巩固重点句型。
课本剧表演不仅学生的英语水平得到提高而且很好地促进团队合作精神。
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Extention
1.Writing:
Continue and write the story 续写故事
2.What do we learn from the story?
Four in groups .
Finish the story,and read out the story.
We should always be nice to each other.
Union is strength.
Helping others is helping ourselves.
续写故事很好地激发了学生的创造力和想象力。
渗透情感教育。
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Homework
1. Read the story three times.
2.Share the story with your parents.
Write one thing about you help others or others help you.
Students choose one to finish.
设计符合学生实际水平的家庭作业，学生根据自己的水平选择完成并得到奖励。
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板书设计