1、1 Unit6 Feeling Fun Unit6 Feeling Fun More reading More reading 教学设计教学设计 1 教学目标 I. Knowledge aims 1. Ss can understand the main idea of the passage. 2. Ss can understand the meaning of some new words. II. Language skills 1. Ss can use the reading skills to read the passage and find out the answe rs.
2、 2. Ss can understand the meaning of the new words by guessing or looking at the pictures. 2 学情分析 学情分析:六年级学生从一年级开始学习英语,对于单词,句型有一定的积累,但是词汇 量还是仅限于课本之内,在阅读篇章的过程中,还是存在词汇量紧缺的情况,所以不能很 好地理解全文。降低了学生阅读的兴趣。因此在教学过程中要注重生词的教授,交给学 生猜词的能力。不让生词过分地阻挠他们。配合学生的认知水平,问题的设计从易到难, 逐步过渡。学生到了高年级,两级分化严重,有些题目的设置,可以分级制,让不同层次的 学生
3、都有收获。 3 重点难点 Teaching key points Teaching key points 1. Ss can use the reading skills to read the passage and find the correct a nswers of the questions. 2. Ss can understand some new words: west, pretty, beat down, hit to death, kill . Teaching difficult points Teaching difficult points Ss can writ
4、e a short play and read it out. 4 教学过程 4.1.1 教学活动 活动 1【导入】Step1 Prereading 1. Ss listen to the song and guess: Where is it from? 2. T introduces the 4 main people: master and 3 apprentices. 3. Free talk: some stories happened on their way to the west. (设计意图:以歌曲作为引入,让学生猜测歌曲来自哪里,引出西游记这一主题,激发 学生学习的兴趣,活
5、跃课堂气氛;介绍该故事的主要人物,激活学生已有的关于西游记 的相关背景知识;谈论关于西游记的一些小故事,为引出本课课题做好铺垫。) 活动 2【导入】Step 2 Whilereading 1. Task 11. Task 1: Read the story and choose the best answer. 1. The story was about _. A. White-Bone Monster B. Spider Monster 2 C. Red Kid Monster 2. They were going to the _. A. East B. South C. West D.
6、 North. 3. The Monster wanted to _ Tangseng. A. play with B. eat C. marry 结婚 (设计意图:第一遍阅读,提出了三个简单的问题,采用了比较容易的选择的方式,遵循了 阅读教学问题设计的梯度:从简单开始。让学生对故事有了初步的了解,从而也很自然地 引出了本课的课题。学生根据图片和教师讲解,理解了生词:monster, west 等) 2. Task 22. Task 2: Read the story again and do Ex. 2 and 3 on P71. 1. How many times did Monkey K
7、ing hit White-Bone Monster? _ _ 2. Why was Tangseng very angry? _ _ 3. What did Monkey King do at last? _ _ (设计意图:第二遍阅读,基于课本 71 页的 2 道练习,从学生的实际出发, 舍弃了第一个问题:Was Tangseng hungry and thirsty?换成了 What did Monkey do a t last?这样的特殊疑问句。详细分析了该故事的重点部分“三打白骨精”。引发学生 思考,发挥学生的想象力,锻炼学生的思维能力和口头表达能力。教给学生阅读的策略, 在解决答案
8、的过程中,帮助学生理解了部分的生词。) 4.Ss read the whole story after the tape. (设计意图:有了前 2 次阅读的基础,让学生跟读一次故事,提高学生的朗读能力,加深了 对故事的理解,重点指导有感情地朗读本课唯一一句对白:This is for my parents, b ut I can give you some.为后续读后活动-编写小剧本做好铺垫。) 活动 3【导入】Step 3 Postreading Task 3:Group work:Write a play and read it out. 1. T shows her example. T
9、he First Time to Fight Narrator(旁白):Long long ag o, Tangsen Monkey King, Pigsy and Sandy were going to the west. Monkey King went aw ay for foo They were waiting for him in the circle. Monster(pretty girl): Hello! Tangs eng. I have some food for my parents. I can give you some. Here you are. Ta ngse
10、ng: Wow, so good. Thank you very much. Narrator(旁白):Monkey king came back. Monkey King: Sto p! Monster. Ill beat you down. Tangseng: Dont fight. Im angry. Go now. Narrator(旁白):Monkey king hit them to death twice more. At last Monkey Ki ng killed the monster. 2. Group work. After reading the short pl
11、ay “the First Time to Fight”. Stu dents in four choose “the Second Time to Fight” or “the Third Time to Fight” to w rite their own short play. The Second Time to Fight Narrator(旁白):Long lon 3 g ago, Tangseng, Monkey King, Pigsy and Sandy were going to the west. Monke y King went away for food. They
12、were waiting for him in the circle. Monster(mother): _ _ Tangseng: _ _ Narrator(旁白):Monkey king came back. Monkey Kin g: _ Tangseng: _ _ Narrator(旁白):Monk ey king hit them to death twice more. At last Monkey King killed the monste r. The Third Time to Fight Narrator(旁白):Long long ago, Tangseng, Monk
13、ey K ing, Pigsy and Sandy were going to the west. Monkey King went away for food. They were waiting for him in the circle. Monster(father): _ _ Tangseng: _ _ Narrator(旁白):Monkey king came back. Mon key King: _ Tangseng: _ Narrator(旁 白):Monkey king hit them to death twice more. At last Monkey King ki
14、lled th e monster. (设计意图:学生经过了三次的阅读,对故事有了比较详细的了解,通过小组合作,学会与 人沟通。为了降低学生学习的难度,让学生能够言之有物,同时也抓住了该故事的重点, 先由老师给出范例一打白骨精,然后再让学生在二打和三打的场景中选择一个来书 写,加入自己对故事的理解,增加人物之间的对白,提高学生的口语。因该故事是以叙事 为主,极少人物对话,所以让学生进行表演难度太大,可操作性不强。根据学生的实际情 况,对教材进行了删减和增加,读后活动由表演换成了选取一个场景来写小剧本。) 活动 4【导入】Step 4 Home work 1. Read more stories about A Long Journey to the West. 2. Share the story w ith your friends.
