六年級下冊小學英語《Story time》優(yōu)秀教學設計-六年級英語教案

Unit8Ourdreams(Period1)教學內容譯林版教材六下《Unit8Ourdreams》storytime。教學目標能初步聽懂、會說、會讀單詞dream,anastronaut,afootballplayer,adancer,apianist。能初步聽懂、會說、會讀短語inthefuture,careabout,flyaspaceshiptothemoon,intheWorldCup。能初步聽懂、會說和理解make構成的短語和句型。能聽懂、會說和會讀句型Whatdoyouwanttobeinthefuture?Iwanttobe…能初步感知和理解課文，并在此基礎上嘗試課文復述。能初步嘗試談自己的職業(yè)夢想。教學重點能初步聽懂、會說和會讀本課的單詞、短語和句型。能理解課文內容，并嘗試進行課文復述。教學難點本課的單詞發(fā)音和短語發(fā)音。能初步談自己的職業(yè)夢想，以及要實現(xiàn)這一夢想應付出的努力。教學具準備學案，PPT課件教學過程Step1Warming-upListentoasong:Bewhatdoyouwanttobe?T:DOyoulikethatsong?Thatsongisaboutdreams.Boysandgirls,whenIwasyoung,Ihadadream,too.T:Iwantedtobeateacherinthefuture.Teach:inthefuture“Inthefuture”means“manyyearsago”or“manyyearslater”?（通過選擇來理解短語的意思）S:(Readandchoose)T:I’mateachernow.Mydreamcomestrue.Teach:cometrueStep2Pre-reading1.揭題T:I’msureallofyouhaveyourowndreams.Sotodaywearegoingtolearn“Unit8Ourdreams”.Teach:dreamTalkaboutthepictureofpage78.T:TodayMissLiisaskingthestudentsabouttheirdreamstoo.Look!Whoarethey?LiuTao,SuHai,WangBing,Mike,NancyandYangLing.Learnthenewwords.(1)T:Fromyourpreview,howmanydreamjobsdoyouknowfromstorytime?Whicharethenewjobs?Canyouchooseonetoread?(PPT:呈現(xiàn)圖片)S:(Trytoreadthewords)T:Howcanyoureadthisword?T:Canyouspellit?Howcanyouspellit?/Howcanyourememberit?T:Whatdoes“dancer”mean?Adancermeanswhocandancewell.Adancermeanswhoisgoodatdancing.…Teach“footballplayer”inthesameway.(2)T:Herearetwowords,they’redifficulttoreadorremember.Teach:astronautT:Canyousaysomethingabout“astronaut”.“Anastronaut”canflyaspaceshiptothemoon.Sowecancallhimspaceman.Teach:flyaspaceshiptothemoon.T:Canyousaymoreabout“astronaut”?S:(Trytosay)Teach:pianistT:Thelastnewjobis…S:(Trytosay)T:Howcanyoureadthisword?由piano和dentist引出Compare:pianistandpianoT:Lookattheletter“a”,what’sthedifferenceoftheirpronunciation?Step3While-readingLearntheboys’dreamsanddreamreasons.(1)T:Boysandgirls,justnowwelearnedsomenewjobs,andweknow,therearesixdreamjobsinthestory.Andwhatdotheboyswanttobe?Let’slistenandcirclethepictures.Checkouttheanswers.…wantstobe…(2)Weknowtheboys’dreams,nowlet’sfindouttheboys’dreamreasons.Youcanreadcarefullythispassageandunderlinethekeysentences.(3)Checkouttheboys’dreamreasons.Teach:careabout(在具體的語境中幫助學生理解)Howcanwecareaboutourteeth?Teach:intheWorldCup(4)Whatdoyouthinkoftheboys’dreams?(PPT:cool,nice,excellent,great)Theirdreamsaregreat!(5)Let’sreadtheboys’dreams.(6)Fromthispassage,whichaspectsdiditdescribetheboys’dream?Weknewsomeboys,theyareMike,WangBingandLiuTao.Wecancallthem“Who”.Weknewtheboys’dream,wecancallthem“Whatdream”.Weknewthedreamreasons,wecancallthem“Why”.(引導學生回答)Learnthegirls’dreamsanddreamreasons.(1)Thistime,pleaselearnthegirls’dreamsbyyourselves,youcanlearnedwiththesethreeaspects“Who,Whatdream,Why”.(2)Checkoutthegirls’dreamsanddreamreasons.(3)Let’sreadthegirls’dreams.3.FindoutMissLi’sdream.What’sMissLi’sdream?Let’sreadandfindoutit.Shewantstoseeherstudents’dreamscometrue.4.Readthetext.(1)Readthetexttogether.(2)Readandact.Chooseyourfavouritewaytoreadthetext.讓學生給讀的同學進行評價。5.Let’sretellthestory.(根據(jù)板書進行課文復述)…wantstobe…,becausehe/she…Step4Post-reading1.Trytoknowsomenewjobs.artistmagicianpilotmodelfiremanguidescientist2.Let’stalkaboutourdreams.Todaywe’veknownthechildren’sdream,nowIwanttoknowyourdreams.A:Whatdoyouwanttobeinthefuture?B:Iwanttobe…A:Why?B:Because…Discuss:Whatshouldwedotomakeourdreamscometrue?3.“Diligence,Resolution,Education,Ability,Major”tomakeaword“dream”.4.Sharedreams.Tomakeourdreamscometrue,weshouldtryourbest.Thistime,pleaseshareyourdreamsinfour.MydreamIhavea…dream.Iwanttobe…inthefuture.Because…Fromnowon,Iwill…Iwishmydreamwillcometrue.Step5HomeworkFromlearning,howtoarrangetoday’shomework?Readthestorytimefluentlyandbeautifully.Talkaboutyourdreamswithyourfamily.Knowmoreaboutfamouspeople’sdreams.板書設計：Unit8OurdreamsMissLiSeetheirdreamscometrue!WhoWhatdreamWhyMikedentisttakecareofchildren’steethWangBingastronautflyaspaceshiptothemoonLiuTaofootballplayerplayintheWorldCupSuHaidancerDancingmakespeoplehealthyandbeautiful.NancywriterwritestoriesforchildrenYangLingpianistMusicmakespeoplehappy.教學反思：我所上的這節(jié)課是storytime板塊，storytime板塊是一個單元的核心部分，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“學習為中心”，學生形成自我學習的方法我在設計本節(jié)課前，進行了課前預習檢測，從檢測中了解到學生通過預習對單詞、短語和句型已達到了什么樣的水平和理解力。在此基礎上，我再確定我的教學重點，以及我該給學生提供什么樣的教學方式，讓他們自主地形成自我學習的方法。比如我在教學單詞dancer和footballplayer時，我是采取學生教學生的方法，讓通過預習已掌握這兩個單詞的同學，介紹自己是如何學習這兩個單詞的，這樣學生就會形成系統(tǒng)地學習單詞和記憶單詞的方法。二、以“學習為中心”，發(fā)展學生的思維本節(jié)課的句型和單詞都比較簡單，大部分學生通過預習，都能掌握讀音以及中文意思。但對于六年級的學生光達到這樣的理解水平是不夠的，應該盡量拓展學生的語言思維。比如我在教學dancer這個單詞時，我先出示句型“Adancermeanswhocandancewell”,學生就會根據(jù)我出示的這個句型，說出很多我意想不到的句型和詞匯，用英語來