Unit 4 My heroes-Lesson 2-教案、教学设计-市级公开课-外研剑桥版六年级下册-(配套课件编号：80022).docx

1、六年级下六年级下 UnitUnit 4 4 RobinRobins s fatherfather PartPart 3 3一、教材内容一、教材内容六年级下 Unit 4 Robins father Part 3教材分析 ： 本单元主要学习有关故事的内容，了解有关故事情节，通过这节课的学习了解了英雄人物-罗宾汉。二、教学设计二、教学设计这是一节阅读课，这节课学生通过对英雄人物罗宾汉的阅读，听懂理解小短文。培养学生“感知慨括应用”的思维，通过故事学习了解英雄人物。三、教学目标三、教学目标a.语言技能：Reading about Robins father .b.语言知识：1、掌握相关单词、词组：k

2、ill；soldier；almost ；until；fight; take away ；hide from；in the woods；stay with; hold on 等 。2、了解英雄人物的背景。3、培养学生阅读的习惯。c.情感态度：丰富学生的课外知识，让学生了解英雄人物。培养学生的观察能力以及阅读能力,利用故事渗透人文知识。四、教学重难点四、教学重难点1、 熟练地掌握单词和词组：kill；soldier；almost ；until；fight; takeaway ；hide from；in the woods；stay with; hold on2、能让学生带着问题完成小篇章的阅读。3

3、、通过阅读，了解英雄人物，培养爱国主义情怀,激发爱国主义热情。五、教具准备五、教具准备多媒体课件、卡片、故事纸、练习题纸。六、教学过程六、教学过程( (一一)Warm)Warm upup1. Read a story aboutA fox and a goat随机提问， Do you like reading stories？ And why ?【教学设计说明教学设计说明】师生互相问候，歌曲热身，既引起学生兴趣，又激发学生动口，同时也为新授导入做铺垫。（二）（二） Pre-readingPre-readingStep 1：激趣启思，预设铺垫1. Free TalkIn our daily li

4、fe, there are so many stories. And we can alsoread many stories in the books.出示本节课的课题A story -Robins father观察出示的图片，说说这幅图片讲述的是谁？背景？和学生一起了解英雄人物的背景知识。【教学设计说明教学设计说明】让学生从比较熟悉的图片入手，观察图片并随机解释英雄人物罗宾汉的背景, 为下面的阅读铺垫。Step 2：知识唤起，导入新知Look, listen and answer the questions.How many main(主要的)people are there in the

5、 story?Who are they?Ss look and listen the story and then answer the questions.（三）（三）While-readingWhile-readingStep 1：问题引领，预测信息1. Listen and answer!(picture1,2)Ss listen to the tape and then answer “Where do they live?”The Ss understand the phrase “in the woods”2. Read and answer!Ss read the picture

6、 one and two by themselves and then answer“Who do the men hide from in the second picture?”The Ss understand the word “soldier”3. Correct the right sentence.Ss read the sentence and judge “Which one is right?”Now they can know about the phases“is dead”and“takeaway”Step 2：Read together loudly.1. Ss r

7、ead pictures1-4 loudly, know about this part.2. Listen and answerSs listen to the tape and answer the questions:Who will Robin help?Where will Robin go?利用图片和情景解释生单词 soldier；take away ； in the woods, is dead3.有感情地示范领读短文，加深对故事的理解。【教学设计说明教学设计说明】提出问题，给学生阅读的时间，自主学习，回答问题。教师只在关键的地方进行引导。最后领学生通读短文，理解含义。Step

8、3：Picture 5-7 快速阅读, 用心思考.1. Read the story quickly and think, and then answer the question“Have they got the Sheriffs soldier?”2.Listen to the tape and answer “Will Robin come back?”【教学设计说明教学设计说明】学生通过读和听, 再结合故事图片,完成对故事的理解。Step 4：Read and understand1. Ss read and understand the part of the story with

9、 the help of theteacher. (培养学生的阅读能力)。Then ask the Ss to judge if thesentences are right.2.分角色进行朗读，进一步理解这部分故事内容， 解释文段中出现的生单词。【教学设计说明教学设计说明】分段阅读是让学生在对之前阅读积累的经验进行的应用，通过对故事背景的了解，从而达到理解短文的目的。Step 5 Read, listen and numberSs read the last three pictures and understand the sentences. Thenlisten to the tape

10、 and number.（四）（四）Post-readingPost-readingStep 1.阅读短文填空，复习巩固1. Read and match “Who said these?2. Retell the story with the given words.Step 2：Lets act.Ss act the part of the story out by understanding.【教学设计说明教学设计说明】听、说、读、过渡到写，然后表演出来，逐步锻炼和考察学生英语能力。（五）（五）HomeworkHomework1.Act one part of the story.2Read the story “Robins father”.