read and write教案.doc

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1、 Unit6 read and write教学内容: 本课是新版六年级上册第六单元第五课时的Read and write,通过Robin和小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。按照教材设计意图和高年级阶段阅读教学建议，在正确朗读、回答问题、理解故事的基础上培养学生的阅读能力、初步的仿说能力及对故事进行缩写的能力。学情分析：学生通过三年多的英语学习，六年级的学生有了一定的语言储备，具备了一定的用直拼法读出生词的能力、也具备一定的归纳、推理的能力。这样就为本课学习奠定了良好的语言基础。学生能在故事的学习中，通过一系列的课堂活动，明白生活中要乐于助人、不要以貌取人的道理和

2、明白团结的力量。学习目标：1、知识技能目标：学生能够正确地认读并理解句子“XX is stuck in mud.”和短语pullout of.学生能够朗读语篇，学会运用略读和精读技巧获取语篇的信息，养成使用横线划重点信息的习惯并能在阅读的基础上进行文本缩写。2、过程方法目标：学生能够做出相应的表情face, 并在此过程中体验、表现happy, afraid, sad等情绪，为本节课做好铺垫。学生能够通过初读，用快速阅读的方法整体感知故事，概况出Who helps whom ?这问题。（这一活动主要是训练孩子们的快速阅读技巧以及抓关键词和信息的能力。）学生能够运用划关键词的精读技巧细读故事，划关

3、键词找出问题答案，完成板书，提高整理、分析信息的能力。学生能够通过表演的方式体会故事主人翁的情感，提升有感情的朗读语篇的能力。学生能够通过预测，问题导读等阅读策略，激发阅读兴趣，激活思维，能够获得根据上下文获取信息的能力，能够养成找关键词获取有效信息的阅读习惯。学生能够通过Number the picture 这一活动，理解故事的发展顺序，提高理解文本的能力。学生再读故事，通过fill in blanks and retell the story 这一活动，由读到缩写。提高语言表达能力及写作能力，提高对阅读材料的全面把握能力。3.其他目标： 学生通过独立阅读、同伴伴读，提高自主探究、合作学习的

4、能力 学生通过品读故事，感受情感的变化，学会不要以貌取人和要助人为乐的道理。三、 教学步骤(一).Pre-reading. warm-upGreeting：Hello, boys and girls. T: Lets say hello to the teachers,(学生面向全体老师) afterlistening the song, How do you feel?(音乐感知happy.)Can you make a happy face.(师做happy表情) T:afraid. (生做表情) 并说句子 Im afraid. Im sad. Im angry Im happy. (二)

5、 .While-reading.1.Today we will learn a story. Look at the picture, What can you see in the picture? S: Robin ant .Robin is happy. The Robin is big, the ant is small. They are in the park. The sky is blue. The grass is green.(引导)What is the ant like? What is the Robin like? T: Can you see the title

6、of this story?(贴出课题) They are happy. T: Please guess. Why are they happy? You can say in Chinese.(中彩票了。他们交朋友了.T:What else/Anyone else? S: They . They are happy. What happened between robin and the ant? 2. lets enjoy the story “ Robin and the Ant”(指着海报)（1）Fun time 1Read the story quickly and answer t

7、he question: Who helps who? Here is the reading tip.Reading tip （学习方法小提示）:默读故事，快速浏览，抓住关键信息，遇到的不会的单词和句子，不影响理解的情况下跳过去。或者采用直拼法读出单词。（2）Fun time 2: Ok, the ants help Robin, they are happy. But. It is a sunny morning .How does the little ant feel? Why?(guess 让学生猜测)。Lets go insid the story. Please read thi

8、s part carefully and answer the questions : How does the ant feel? Why? Here is the reading tip two.Learning tip （学习方法小提示）:在阅读时如需要寻找细节信息，应该放慢阅读速度，在找到的关键信息处划线或做标记。如果遇到生词，可以展开联想，根据上下文猜词义，推理理解生词的含义。Check answer: How does the ant feel? Why? S1.ant feels afraid. Robin is going to sit on him. Does Robin s

9、it on him? Why? Because the little ant says: (根据生的回答做情感的指导：The robin is very big, the ant is very small. He is afraid. May be the ant will say like this. (l老师示范) What does the Robin say? Robin is a robot, May be Robin will say like this.Who wants to act it? (让两名生表演)The next day, it was raining. What

10、 happened? Please think and discuss in pairs. (生预测Robin is ill. Robin feels sick.) T: I can help you. What is the idea? What happened?How does Robin feel? Why? (学生预测) please read this part and answer the questions:. (check answer 完成板书)解决生词：mud stuck in the mud 通过robin 陷入泥潭释义，再出示几幅图，进行练习。The ants pul

11、l Robin out of the mud.(图片释义) T：act,让几名学生help. Im stuck in the mud too. Who can help me?3.欣赏蚂蚁及有关蚂蚁的知识。4. These ants are very strong. But it is a sunny morning. this little ant is afraid (指着黑板，回顾板书)。5. What does the story tell us?6. Now number the picture on page 63. Check answer: How to number? 321

12、4.7. Fill in the blanks now if you need you can read the story again You can discuss in your groups and fill in the blanks. Check answer: exchange your book with your partner.（三）. Post-reading.1. Lets listen and repeat. (tips:)2.角色扮演 A. Please read in groups. One is ant one is Robin. another is .B.2

13、-3组学生act. 再找两名学生上台演一下Robin 和ant,老师做旁白。T: Thank you narrator. You did a good job. Now, OK, Its a very nice narrator.3. Good! Can you retell the story according to the blackboard?（老师领着学生说一边，再给出一点时间，让学生稍为思考，再进行复述）(四) Production1. T: do you like this story? S: Yes. T: Now lets read another story On sunn

14、y morning. A lion is sleeping. A mouse runs on his back and wakes him up. The lion is very angry. He catches the mouse and will eat her. The mouse is afraid. “Please, please dont eat me. One day I can help you” The mouse says. “Ha ha ha, you think you can help me? What a funny little mouse you are!”

15、 says the lion. The lion lets the mouse go. “thank you” says the mouse. The next day. The lion is out walking in the forest. He walks into a net. He is worried, He roars for help.The zibber cant help.The elephant cant help. “I can help” says mouse. She bites and bites at the net.At last .The lion is

16、 free. “thank you” says the lion.” The lion and the mouse become best friend. They are happy.Read , tick or cross. (读一读，判断正“T”误“F”) 1. The lion eats the mouse. ( ) 2. The mouse helps the lion. ( )3. The lion is understand : little friend can be the best friend of all.( )4. The story tell us everybod

17、y can do something. ( )Can you give the story a title? _.2. Today we have learned two stories. You have five starts. How many stars will you give them? S: 2starI give 4stars.Because I know many stories better than them. (ppt出示) 手中展示：I have some story books here, if you want to read .come here(五） . p

18、rogress情感升华 The Robin is big, the ant is small, the lion is big, the mouse is small, but ,they help each other. So. We know. Everybody can do something. In our life. We should always be nice to eacher other. One for all and all for one. (尽量引导学生说出读完故事的感受)(六).Homework1. Share story to your friend.2. Y

19、ou can draw some pictures or write some sentences about the story?6 受受故读导尽. , , 华感 )出 . ? . _? (. : (. ) . ”“ 断，(. . ” “ ” “ . 述行再考学让一出边生师老 ! , . . 做师 下台名再 组 . . 扮 ( . : )板，着 . 识识关蚁赏 学,：)释. 习练，幅，潭陷 词书书 . 预 ? ? . 预 . ? 演生两 )示老. . . 导的答生根 . .? ? 义含解推词下根想展词遇如标划息关在速慢应信细寻）提方（ : . 猜生 ( . , , 词词读用或跳情理响子单会到

20、信住览速）提方（ 报海” ? : / :交们票( ? . 题出? :? )( , . . . 句 表( : 表 做. ). 感? , 师面学 步理的人助人要学化感，品生能的合究自读同、过生标他力握全料对，能力表高写读动这 ，读再力的文提顺展事动这 过惯读的效取键够力的获上得够维活兴激略阅读测通力能读情感感情人体的表够生能析理提板完答问关，读技词划够。能息键抓技阅快孩是活一问? 出，知体方阅，过通垫好节为等 , 、体此 情应出够标法写本行基读并习点重使，信语技精用学语朗能 和. “子理地能标技标量量白和的以不助要白动课系过，事能生言的定学课样能推、一具能词读用定具备的了有级习英多三析力的行故力仿初、的养上的理题回读，学阅阶年意教。故来己自给为讲事助蚁和 的课元第年是:容