1、1 Unit 6 Feeling Fun A long journey to the West 教学设计教学设计 一、 教学目标: 1.能够在图片和教师的帮助下理解短文大意，并回答读后问题。 2.能够按照正确的语音、语调及意群朗读短文，并能根据改编剧 本进行角色表演。 3.能够听、说、读、写，并在情景中谈论过去的事物。 4.能够在语境中理解生词 wanted,bring.back,brought,learned,specialpresents,important,met, make problems 的意思，并能正确发音。 5.能够完成复述或讲述自己感兴趣的小故事的活动。 二、教学重点、难点:
2、 1.听、说、读、写句子 He wanted to get some important books, and bring them back toChina. Monkey King, Pigsy, and Sandy went with him and helped him, but sometimes they also made problems for him! 2.听、 说、 认读词:wanted,bring.back,brought,learned,specialpresents, important, met, make problems. 3.理解短文 三、教学准备：多媒体课
3、件,西游记道具 四、教学过程： Step1.Warm up Sing a song T：Do you like monkeys？ Ss：Yes/No. T: Some students say yes, and some say no. It doesnt matter. Today well talk about a story of a great monkey. Can you guess what it is ？ A picture can help you.（呈现西游记的剧照） 【设计意图：通过歌曲，提升学习兴趣，歌曲中的主角是猴子， 和今天话题贴近，由此导入，今天的主题 A lon
4、g journey to the West.教师语言中 and 句型，单词 help 是短文中出现的，先做好 铺垫；It doesnt matter. Well 已学，在此唤醒学生记忆， 作为复习】 Step2.Presentation 1.Show pictures and present new words. T：Nice to meet you! 2 Ss:Nice to meet you too. T:You met me the day before yesterday.Right? Ss:Yes. T: Good memory. Read after me, meet, met.
5、Ss: Meet, met. T:Do you like it? Yes, of course. What is it? Ss:Present. T:You got that. Here is a special present. Do you want it? Ss:Yes. T:Good. Read after me, special, present, want, wanted. Ss:Special, present, want, wanted. T:We have four groups now. Group 1,2,3and 4. Work hard, you can bring
6、the present back. Read after me, bring.back, bring, brought. Ss:Bring.back, bring, brought. T:Im your new English teacher today. Do you like me? Ss:Yes. T:Thank you. Youre so nice. English is important to me and I learn it. Do you like learning English? Ss:Yes. T:Is it important to you? Ss:Yes. T:Go
7、od. You are good students. I think you will not make problems. Read after me, make, made, made problems. Ss: Make, made, made problems. T:Do you like travelling? Ss:Yes. T:Me too. I like the journey. Journey means travelling. Read after me, journey. Ss:Journey. T:Would you like to go on a journey wi
8、th me? Lets go. 【设计意图：引出今天的课题“A long journey to the West”以及 利用图片和自由对话的形式呈现生词和词组并教授】 2.Look at the pictures and listen to the passage. T: Before the journey, lets listen to the passage. 【设计意图：通过直观的图片和听力录音呈现阅读短文，让学生 在观看和听力中对文章有个初步地了解】 Step3.While reading 1.Read the passage paragraph by paragraph and a
9、nswer three questions. T:Remember the question and read the paragraph, then find the answer and under line it. 3 S： 【设计意图： 通过带着问题去逐段朗读， 学会找寻文中答案并划 线标注，并对文章有个细致地了解】 2.Read the whole passage. 【设计意图：朗读整篇文章，在前次分段朗读的基础上，对文章 再次感知，有一个全面地了解】 3.Pair work T：Brain storming! Two minutes for you. Talk youre your
10、 deskmates about the four persons. Word, phrases,and sentences are ok. T:Three two, one, can you share your opinions with us? Ss:. T: Quite good. You talked so much. Next, fill in the blanks with the words below, and I think it is easy for you now. 【设计意图：读完文章，学生以小组讨论的形式进行头脑风暴， 讨论如何评价孙悟空，唐僧，猪八戒和沙悟净这四
11、个人,接着完 成填词练习，总结这四个人，此时已甚是简单】 Step4. Post reading 1.Group work: role play T: Would you like to go on a journey to the West? Lets enjoy studentsjourney to the womens kingdom.Then you can role play in groups of six or seven. I will give you the script. 【设计意图： 通过先观看学生表演的英语剧， 再进行小组讨论和 排演，升华阅读后而后进行表演。】 2.
12、Additional work Enjoy some pictures of India and know it well to be interested in going on a journey to the West. 【设计意图：通过介绍印度，让学生了解西游记中的西行，产生 更加浓厚的兴趣，可以尝试重走西经之路】 Step5.Homework Retell the drama. 五、板书设计： Unit 6 Feeling Fun A long journey to the West Master: Studies hard, likes reading, kind, wise Mo
13、nkey: Clever, strong, brave, silly, likes eating peaches and bananas Pigsy: Looks like a pig, likes eating, likes sleeping, likes beautiful girls, lazy Sandy: Monkeys friend, honest, hard-working 4 六、教学反思： 上课伊始，一首 Five little monkeys，揭开该堂阅读课的序幕，学 生们非常有兴趣地跟着一起唱。歌曲中涉及到的过去式，是对前课的 复习，孩子们在 fall, bumped 这
14、几个词上也能够结合视频理解，强化 他们试听理解的能力；其中，涉及到的 monkey 话题，是该堂课的引 入，在唱完后的提问中,Do you like monkeys?同学们的一致回答，也 激发了学生学习的兴趣。 紧接着， 运用自由对话和图片相结合的方式， 进行新词讲授，学生在情景教学中也基本学会了对新词 special presents, make problems, important, bringback 的领悟和掌握。 接下来 的一组生动的图片，对 A long journey to the West 进行讲述，学生们 在绘本和听力的双向教学的结合中对该篇阅读也有了一个初步地理 解。 在
15、阅读中， 学生们带着这些问题逐段阅读， 有目的有方向的阅读， 找到问题的答案后，在文中划出，提高了阅读效率，更进一步地理解 了文章，继而进行全文阅读，提升了感知能力。读完以后，学生们对 唐僧， 孙悟空， 猪八戒， 沙和尚这四个人物的性格特征也进行了思考， 在头脑风暴这个环节中，学生们各抒己见，表达了自己的观点。在总 结完这四个人物的性格特征后，我展示了 the West 的图片，使得学生 向往这片土地，继而对奇遇女儿国这一场剧，进行角色扮演，让 学生们在扮演中感受到了丰富的文化。 整堂课，感觉顺畅，环环相扣，活动设计由浅入深，层次清晰， 只是在整堂课上，学生没有真正地放开，有所拘谨，虽然每个活动都 完成得不错，但始终觉得气氛不够，课堂的活跃度有时和课堂效率有 一定的联系，打造高效课堂更需要热烈地气氛，快乐学习，稍稍沉闷 的气氛有可能会使得课堂的创造力有所保留。所以，日后，在阅读课 上，对于活动的设置还需再深入地去思考，去琢磨，全面考虑到小学 生的心理。
