六年級下冊英語教案Unit 8 Our dreams (Period1)譯林版（三起）

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1、Unit 8 Our dreams (Period1) 一、 教學(xué)內(nèi)容 譯林版教材六下?Unit 8 Our dreams?story time。 二、 教學(xué)目標(biāo) 1. 能初步聽懂、會(huì)說、會(huì)讀單詞dream, anastronaut, afootball player, a dancer, a pianist。 2. 能初步聽懂、會(huì)說、會(huì)讀短語in the future, care about, fly a spaceship to the moon, in the World Cup。 3. 能初步聽懂、會(huì)說和理解make構(gòu)成的短語和句型。 4. 能聽懂、會(huì)說和會(huì)讀句型What

2、 do you want to be in the future ? I want to be … 5. 能初步感知和理解課文 ,并在此根底上嘗試課文復(fù)述。 6. 能初步嘗試談自己的職業(yè)夢想。 三、 教學(xué)重點(diǎn) 1. 能初步聽懂、會(huì)說和會(huì)讀本課的單詞、短語和句型。 2. 能理解課文內(nèi)容 ,并嘗試進(jìn)行課文復(fù)述。 四、 教學(xué)難點(diǎn) 1. 本課的單詞發(fā)音和短語發(fā)音。 2. 能初步談自己的職業(yè)夢想 ,以及要實(shí)現(xiàn)這一夢想應(yīng)付出的努力。 五、 教學(xué)具準(zhǔn)備 學(xué)案 ,PPT課件 六、 教學(xué)過程 Step 1 Warming-up 1. Listen to a song: Be what

3、 do you want to be? 2. T:DO you like that song? That song is about dreams. Boys and girls, when I was young, I had a dream, too. Guess, what did I want to be? You can guess with the sentences. (PPT:呈現(xiàn)句型) Perhaps you wanted to be a … Maybe you wanted to be … You wanted to be …, I think.

4、Did you want to be …? T:I wanted to be a teacher in the future. Teach: in the future “In the future〞 means “many years ago〞 or “many years later〞? 〔通過選擇來理解短語的意思〕 S: (Read and choose) T: I’m a teacher now. My dream comes true. Teach: come true Step 2 Pre-reading 1.揭題 T: Just now, we t

5、alked about my dream. I’m sure all of you have your own dreams, great dreams. So today we are going to learn “Unit 8 Our dreams〞. Teach: dream 2. Talk about the picture of page 78. T: Today Miss Li is asking the students about their dreams too. Look! Who are they? Liu Tao, Su Hai, Wang B

6、ing, Mike, Nancy and Yang Ling. 3. Learn the new words. (1)T: From your preview, how many dream jobs do you know from story time? Which are the new jobs? Can you choose one to read? (PPT:呈現(xiàn)圖片) S:(Try to read the words) T : How can you read this word? T: Can you spell it? How can you sp

7、ell it?/ How can you remember it? T: What does “dancer〞 mean? A dancer means who can dance well. A dancer means who is good at dancing. Teach “football player〞 in the same way. (2)T: Here are two words, they’re difficult to read or remember. Teach: astronaut T: Can you say somethin

8、g about “astronaut〞. “An astronaut〞 can fly a spaceship to the moon. So we can call him spaceman. Teach: fly a spaceship to the moon. T: Can you say more about “astronaut〞? S: (Try to say) Teach: pianist T: The last new job is … S: (Try to say) T: How can you read this word? 由pian

9、o和dentist引出 Compare: pianist and piano T: Look at the letter “a〞, what’s the difference of their pronunciation? Step 3 While-reading 1. Learn the boys’ dreams and dream reasons. (1)T: Boys and girls, just now we learned some new jobs, and we know, there are six dreamjobs in the story

10、. And what do the boys want to be? Let’s listen and circle the pictures. Checkout the answers. … wants to be … (2)We know the boys’ dreams, now let’s find out the boys’ dream reasons. You can read carefully this passage and underline the key sentences. (3)Checkout the boys’ dre

11、am reasons. Teach: care about (在具體的語境中幫助學(xué)生理解) How can we care about our teeth? Teach: in the World Cup (4)What do you think of the boys’ dreams? (PPT: cool, nice, excellent, great) Their dreams are great! (5)Let’s read the boys’ dreams. (6)From this passage, which aspects di

12、d it describe the boys’ dream? We knew some boys, they are Mike, Wang Bing and Liu Tao. We can call them “Who〞. We knew the boys’ dream, we can call them “What dream〞. We knew the dream reasons, we can call them “Why〞. (引導(dǎo)學(xué)生答復(fù)) 2. Learn the girls’ dreams and dream reasons. (1) This time, please

13、learn the girls’ dreams by yourselves, you can learned with these three aspects “Who, What dream, Why〞. (2)Checkout the girls’ dreams and dream reasons. (3) Let’s read the girls’ dreams. 3.Find out Miss Li’s dream. What’s Miss Li’s dream? Let’s read and find out it. She wants to see

14、her students’ dreams come true. 4.Read the text. (1)Read the text together. (2)Read and act. Choose your favourite way to read the text. 讓學(xué)生給讀的同學(xué)進(jìn)行評價(jià)。 5.Let’s retell the story. (根據(jù)板書進(jìn)行課文復(fù)述) …wants to be …, because he/she … Step 4 Post-reading 1.Try to know some new jobs. artist

15、magician pilot model fireman guide scientist 2.Let’s talk about our dreams. Today we’ve known the children’s dream, now I want to know your dreams. A:What do you want to be in the future? B:I want to be … A:Why? B:Because … 2. Discuss: What should we do to make our

16、dreams come true? 3.“Diligence, Resolution, Education, Ability, Major〞 to make a word “dream〞. 4.Share dreams. To make our dreams come true, we should try our best. This time, please share your dreams in four. My dream I have a … dream. I want to be … in the future. Because … From now on,

17、I will … I wish my dream will come true. Step 5 Homework 1. From learning, how toarrangetoday’s homework? 2. Read the story time fluently and beautifully. Talk about your dreams with your family. Know more about famous people’s dreams. 板書設(shè)計(jì)： Unit 8 Our dreams Miss Li See the

18、ir dreams come true! Who What dream Why Mike dentist take care of children’s teeth Wang Bing astronaut fly a spaceship to the moon Liu Tao football player play in the World Cup Su Hai dancer Dancing makes people healthy and beautiful. Nancy writer write stories for children Yang L

19、ing pianist Music makes people happy. 4 / 44 / 44 / 4 教學(xué)反思： 我所上的這節(jié)課是story time板塊 ,story time板塊是一個(gè)單元的核心局部 ,它攬括了本單元的重要句型和詞匯 ,對話中隱含著大量語言信息量。 我就以自己所上的這節(jié)課談一下自己的看法。 一、以“學(xué)習(xí)為中心〞 ,學(xué)生形成自我學(xué)習(xí)的方法 我在設(shè)計(jì)本節(jié)課前 ,進(jìn)行了課前預(yù)習(xí)檢測 ,從檢測中了解到學(xué)生通過預(yù)習(xí)對單詞、短語和句型已到達(dá)了什么樣的水平和理解力。在此根底上 ,我再確定我的教學(xué)重點(diǎn) ,以及我該給學(xué)生提供什么樣的教學(xué)方式 ,讓他們自主地

20、形成自我學(xué)習(xí)的方法。比方我在教學(xué)單詞dancer和football player時(shí) ,我是采取學(xué)生教學(xué)生的方法 ,讓通過預(yù)習(xí)已掌握這兩個(gè)單詞的同學(xué) ,介紹自己是如何學(xué)習(xí)這兩個(gè)單詞的 ,這樣學(xué)生就會(huì)形成系統(tǒng)地學(xué)習(xí)單詞和記憶單詞的方法。 二、以“學(xué)習(xí)為中心〞 ,開展學(xué)生的思維 本節(jié)課的句型和單詞都比擬簡單 ,大局部學(xué)生通過預(yù)習(xí) ,都能掌握讀音以及中文意思。但對于六年級的學(xué)生光到達(dá)這樣的理解水平是不夠的 ,應(yīng)該盡量拓展學(xué)生的語言思維。比方我在教學(xué)dancer這個(gè)單詞時(shí) ,我先出示句型“A dancer means who can dance well〞,學(xué)生就會(huì)根據(jù)我出示的這個(gè)句型 ,說出很多我

21、意想不到的句型和詞匯 ,用英語來解釋英語 ,這一學(xué)習(xí)方法不僅豐富了學(xué)生的語言量 ,同時(shí)拓寬了學(xué)生的思維。以這樣的思維方式來學(xué)習(xí)單詞 ,長期下來 ,學(xué)生就會(huì)形成自我學(xué)習(xí)單詞的系統(tǒng)方法 ,促進(jìn)了語言能力的開展。 三、 以“學(xué)習(xí)為中心〞 ,獲取學(xué)習(xí)文本的能力和策略 本單元的story time板塊 ,主要是以對話形式出現(xiàn)的。整個(gè)文本的框架結(jié)構(gòu)都很清晰 ,主要談?wù)摿伺兒湍泻兊膲粝搿Ｎ蚁葞е鴮W(xué)生一起學(xué)習(xí)男孩們的夢想 ,然后讓學(xué)生根據(jù)板書 ,理清文本的框架結(jié)構(gòu) ,從而以這一框架為支撐點(diǎn) ,讓學(xué)生自學(xué)女孩們的夢想。在這一過程中 ,學(xué)生通過討論、觀察和總結(jié) ,從而獲取了學(xué)習(xí)文本的能力和策略。通過這樣

22、的學(xué)習(xí)方法 ,不僅可以提升學(xué)生的作文水平 ,也可以幫助學(xué)生獲取做閱讀理解的能力和策略。 我在處理本節(jié)課教學(xué)時(shí) ,也有很多不到位的地方。比方本單元的story time板塊 ,對話看似很簡單 ,但實(shí)那么含有大量的語言信息量。我對Miss Li說的一句話“I want to see your dreams come true〞,沒有進(jìn)行深入挖掘 ,事實(shí)上這句話給我們提供的信息量很大。我可以這樣引導(dǎo)學(xué)生 ,Miss Li 為了能看到孩子們實(shí)現(xiàn)夢想 ,將會(huì)對每個(gè)孩子提出什么樣的建議 ,這樣學(xué)生就可以聯(lián)系生活實(shí)際和已有的學(xué)習(xí)經(jīng)驗(yàn) ,給每個(gè)孩子一一提出建議 ,幫助他們實(shí)現(xiàn)夢想。這樣不僅可以幫助學(xué)生回憶和復(fù)習(xí)以前所學(xué)的語言知識 ,同時(shí)也可以進(jìn)一步促進(jìn)學(xué)生語言思維的開展 ,真正做到“用英語做事情〞。