PEP小学英语六年级下册《Unit3WheredidyougoBReadandwrite》教学设计
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PEP小学英语六年级下册《Unit3WheredidyougoBReadandwrite》教学设计
PEP小学英语六年级下册Unit 3 Where did you go? B Read and
write教学设计
一、教学目标：
1．知识目标：
（1）学生能够在教师和图片的帮助下正确理解日记，并能够按照正确的语音语调、意群朗读日记；
（2）学生能够听懂、会说、认读单词dressed up, played a part
of a dog, jumped, licked, laughed；2．能力目标：
（1）学生能够通过看图讨论预测故事的开端和进一步发展来激活相关背景知识或储备词汇；（2）学生能够通过完成读后活动，训练在语篇中捕捉不同类型信息和思考的能力；
（3）学生能够从阅读中获取有用的句型口头描述自己一天的活动，并能够最终写出一个小语段。3．情感、策略目标：
（1）学生能够明白凡事都有好坏两面，在我们的努力下坏事也能转化为好事；
（2）通过阅读进一步培养学生获取信息的能力，让学生对阅读感兴趣、有阅读的信心。
二、教学重难点：
1．重点：学生能够在教师和图片的帮助下正确理解日记；能够通过完成读后活动，训练在语篇中捕捉不同类型信息和思考的能力；能够从阅读中获取有用的句型口头描述自己一天的活动，
并能够最终写出一个小语段。
2．难点：学生学生能够听懂、会说、认读单词dressed up,
played a part of a dog, jumped, licked, laughed；能够通过完成读后活动，训练在语篇中捕捉不同类型信息和思考的能力；能够从阅读中获取有用的句型口头描述自己一天的活动，并能够最终写出一个小语段。 三、教具准备：PPT课件、单词卡片、paper
四、教学过程：
Pre-class
(Play the song: Zoo.)
【教学意图】通过朗朗上口的歌谣，让学生在有节奏的旋律中，得到了美的享受，同时又营造
了轻松愉快的课堂氛围，而且歌谣的内容又和本单元的教学内容相联系，学生的思绪很快从课
外回到课堂中。
I. Pre-reading
1. Greeting
T: Good morning, boys and girls!
Ss:Good morning, Miss Yang!
T: Sit down, please.
2. Sharp eyes
T: So first, let’s catch the helicopter, OK?
Ss: OK!
T: Ready? Let’s go.
(播放课件，学生快说活动名称)
【教学意图】通过火眼金睛这一活动，帮助学生复习之前所学的动词词组，激活本课相关背景知识及话题词汇，为本课学习奠定基础。
T: Wow,very good! Big hands for you.Well, we can do many
things on our holiday. Look, on my holiday, I went to Jinan. And
I took pictures there.
(呈现教师假期照片)
T: Where did you go on your holiday? And what did you do
there?
(Ask several students.)
S:...
【教学意图】通过日常口语对话，缓解学生的紧张情绪，使学生在师生问答中自然而然的进入本课学习的状态。通过让学生说出假期去了哪里、做了什么，自然导入本课：吴一凡的假期。并激活本课相关背景知识及话题词汇。
II. In-reading
(1) Look and discuss
T: You had a wonderful holiday. How about Wu Yifan’s
holiday? He shared with his friends. (出示有关吴一凡的三张照片，引导学生根据图片预测故事的开端)
T: Look, what did Wu Yifan lost?
Ss: Cap.
T: So we can say “Wu Yifan lost his cap.” What will happen
next? Now use these words and discuss with your partner. OK?
Ss: OK.
(学生同桌讨论，描述吴一凡的照片)
T: Who can say? You please.
S1: Wu Yifan lost his cap. The dog had his cap. Wu Yifan
named the dog “Max”. Wu Yifan’s parents said “Hello, Max.”
(2) General reading
1. Look and guess
T: Excellent! Some days later, they took a trip to the
countryside. What happened there? Look and guess.
(引导学生根据图片和文字提示，猜测吴一凡一家发生的事情。)
S1: Mum was ill. She stayed in bed.
S2: Max liked Robin.
T: So...he jumped on him. And?
S3: They rode a bike.
2. Read and number
T: Great! Now, read the text and number the pictures.
(学生快速默读短文，并根据短文内容给图片排序。)
T: Have you got the answers? Ss: Yes.
T: Let’s check the answer s together. Which is number 1?
Ss: 3.
T: Number 2?
Ss: 1.
T: Number 3?
Ss: 2.
T: Excellent!
【教学意图】让学生读前看图猜测感知故事内容后，快速略读文段。了解大意，通过引导学生读前看图猜测感知故事内容，提高学生的阅读兴趣，也为稍后的阅读学习奠定基础。
(3) Detail reading
1. Read and tick or cross
T: What did they do in the morning ? Read para 1. Tick or
cross.
（出示阅读提示，要求学生快速阅读，完成“Read and tick or
cross”，边阅读边划出关键短语。）T: OK, let’s check. Rode a
bike?
Ss: Yes.
T: Great! They rode a bike. Look, they rode a bike for
Ss: Three people.
T: And they
Ss: rode a bike for two people.
They rode a bike for four people.
T: They rode a bike for three people. Where was Max?
T: In the ...
Ss: basket.
T: Yes. Look, a basket for flowers, for shopping and for
basketball. And Max sat ...
Ss: in the basketball on front of the bike. (全班核对答案，通过呈现图片及对应词组，帮助学生理解rode a
bike for three people及basket 在文段中的意义。)
【教学意图】快速浏览全文，边阅读边划出关键短语，培养学生提取关键信息的能力。同时，教学本课新词rode a bike for three
people及basket, 排除阅读中的生词障碍，以更好地服务阅读教学。
2. Read and answer
T: What did they do in the afternoon? Now, read para 2, and
answer:
How did mum feel? Why?
(学生阅读文段第二段，回答问题。)
T: Who can try: How did mum feel?
S: She didn’t feel well.
T: And why?
S: Because she ate some bad fruit.
T: Do you know bad fruit? Look, fresh fruit, and bad fruit. We
should eat more fresh fruit, not bad fruit, Clear?
Ss: Yes.
...
T: But mum ate some bad fruit, and didn’t feel well. Dad
and Wu Yifan wanted to make her happy.
If you are Wu Yifan, what will you do for your mum?
S1: I will sing English songs.
T: Good boy.
S2: I will ...
(引导学生运用I will 陈述自己想要妈妈高兴而做的事情，同时渗透情感教育。)
T: What did they do? Now read and match.
(学生阅读连线。)
T: Have you got the answers?
Ss: Yes.
