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視頻標簽：Where did,you go
所屬欄目：小學英語優質課視頻
視頻課題：pep六年級下冊Unit3 Where did you go Part B Read and write寧夏省優課
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pep六年級下冊Unit3 Where did you go Part B Read and write寧夏省優課
Unit3.Where did you go? B. Read and write
一、教材分析和學情分析： 1、教材分析：
本課以主人公吳一凡與小狗Max的相識為導線，第一次給學生引出生活中好事與壞事的概念,呈現本課主題;從文本日記中,學生能體會人物情緒變化的過程,閱讀并理解文本,領悟到生活中的壞事與好事是可以轉變的,學生的情感體驗得到升華;學生通過總結吳一凡的一天并書面完成分享自己的有好有壞的日子來內化語言，培養綜合運用語言的能力。 2、學情分析：
本節課的授課對象是小學六年級學生，他們在之前學習中已經接觸過如何用一般過去時來描述過去的事情，并能夠在語境中詢問并回答句型Where did you go over your holiday?/ What did you do…? /How did you go? /Did you…? 等。在本單元前四課時的教學中教師發現，學生對于假期這個話題還是比較感興趣的。本節課第一段中took pictures, rode a bike, bought gifts, ate fresh food是前一節課學過的詞匯。 二、教學目標： 1、知識與能力目標
1) 學生能夠聽懂、會說、認讀單詞dressed up, played a part of a dog, jumped, licked, laughed and laughed. 2）學生能夠在教師和多媒體的幫助下正確理解日記，并能夠按照正確的語音語調、意群朗讀日記； 3）學生能夠通過看圖并討論“Max的由來”，培養學生預測故事的開端和發展的能力目標；
4）學生能夠從閱讀中獲取有用的句型來口頭描述自己一天的活動，能夠進一步掌握略讀、細讀的閱讀策略， 并能夠最終寫出一個小語段。 2、情感態度、文化意識、學習策略目標
使學生明白“塞翁失馬，焉知非福”的道理，明白事情的好壞完全在一線之間，有時候通過自身的努力可以使壞事變好事。 三、教學重難點；
1.重點：能在圖片的幫助下正確理解并朗讀這篇日記，完成讀后練習。
2.難點：能夠按意群閱讀，并在有限時間內用一般過去時書寫自己曾經歷過的“糟糕卻又美好”一天。 四、教學過程： StepⅠ.Pre-reading 1、Warm up&Lead -in Watch the vedio and free talk.
T: Today Wu Yifan’s family will take a trip to a beautiful countryside. Do you want to go with them? Ss: Yes.
T: Your group will be Wu Yifan’s group. …
Let’s see which group can get to the house first ,Ok? T: Do you love animals? Ss: Yes.
T: What kind of animal do you like? Why? Ss: Cats,…dogs.
T: Me too. I love dogs, too. Here’s a vedio of dogs. Let’s watch it and think over “How are the dogs?” Ss: They are cute/ lovely/ interesting / smart…helpful.
T: Yes . Dogs are our friends . Sometimes they can help us.
【設計意圖：】設定評價機制并引入話題。教師利用一個影視視頻片段，能緩解學生的緊張情緒，在輕松愉悅的氛圍中開展話題。 2、梳理小狗Max的由來
Discuss: How did Wu Yifan meet Max?
T：Look at this picture. How was Wu Yinfan? S:He was sad. T: Why?
S: He lost his cap .
T: Bad luck for him. He lost his cap. (出示另一張圖片) How about this picture? Ss: A dog helped him.
T: Good luck for him. A dog helped him find the cap. What’s the dog’s name？ Ss: Max.
T: Who gave the name to Max? Ss: Wu Yifan.
T: So Wu Yifan took Max back home.
（1分鐘討論并說一說WuYifan和Max相遇的過程, 引導學生看著語言支架，回顧相遇過程） 3、猜測Wu Yifan一家和Max曾在一起都干過哪些事。
T: From then on, they became good friends. Maybe they did many things together. What did they do together? Ss: Maybe they …together.
T:Maybe they went hiking/ on a trip together.
【設計意圖：】通過猜測Wu Yifan一家和Max的日常活動來復習本單元所學過去式詞匯，啟發思維，激活想象，也為進入文本做好鋪墊。 StepⅡ.While-reading
1、任務1：略讀全文，學習Wu Yifan 日記主旨。
T: Look , this is Wu Yifan’s diary. What’s the diary about? Please read the diary quickly and choose. A or B？ 【設計意圖：】學生在規定的時間內快速閱讀文本，有目的地培養學生的快速閱讀能力并找出記主旨。 Ss: A day of the spring holiday. T: Why?
Ss: Because it’s April 23rd. T: How’s the weather? Ss: It’s sunny.
2、細讀，學習日記的第一段。
1）細讀第1段,回答問題，了解Wu一家上午的度假情況。
Task 2: What did Wu’s family do in the morning? (細讀，找出Wu一家上午做了什么事情？)
T:The diary has two parts , part1 and part2 . Let’s read part1 and answer my question: W hat did Wu Yinfan’ s family do in the morning? S1: They rode a bike.
T:They rode a bike for three people. But where did Max sit? Ss:Max sat in the basket on the front of the bike. T: What else did they do in the morning?
Ss: They took pictures, bought gifts and ate delicious food. T:Where did they go in the morning? Ss;They went to a beautiful countryside.
2）評論性問題：評論Wu Yifan假期上午過得如何。 T: How was that morning? Ss:It was great/fun/good…
【設計意圖：】老師以when, where , what , how 這四個特殊疑問詞為主線帶領學生學習第一段，為后面學生自主提問進行示范鋪墊。 3、細讀，學習日記第二段。
1）根據關鍵詞細讀第2段，小組內進行問答合作學習第二段。
Task3: 閱讀第二段，根據關鍵詞在小組內問答并合作學習第二段,并完成海報。
T: How about the afternoon? Do you have any questions about the afternoon? Ask and answer in groups ,use ‘where , what, how’, then finish our poster.
【設計意圖：】有意培養學生提問的學習策略和小組合作學習的自學能力。小組成員問答，組長記錄。 T: Ok, who has questions? Who can answer her/his question? …
【設計意圖：】匯報學習結果，學生提問并回答，老師請學生生成板書。 2)操練句型：…wanted to do sth ____played the part of a ______ T: If you were Wu Yifan, what did you want to do for your mum? S1: I wanted to sing nice songs for mum. S2: I wanted to cook for her. …
T:Dad and Wu Yifan wanted to make mum happy. So they …dressed up and made a funny play. Who played the part of a tree? What about dad ? Robin? T:What about Max? What did Max do? T:He jumped on Robin and licked him. 【設計意圖：】在學生問答過程中利用超級鏈接解讀操練文本中較難的句型：I wanted to…;We dressed up and made a funny play. ____played the part of a ______.通過分享照顧生病媽媽的經驗，適時關注了情感體驗。 3）Number the pictures.
T: Let’s number the pictures according to the diary on this paper. Check答案之后，帶領學生梳理吳一凡一家情緒的變化過程。 T: Look at the first picture. How did they feel in the morning? Ss: They were happy.
T：Then? How did they feel when Mum didn’t feel well? Ss: They were sad and worried. T:How did they feel at last？ Ss:They were very happy. T:So how was that day？
Ss: It was great. /It was a bad but also a good day. T: Yes. Bad luck often brings good luck.
【設計意圖：】小結全文，用總結句和板書來梳理文章的脈絡;培養學生學習一種新的歸納策略。 4、文本朗讀。
Task 6: Read it better.（朗讀更進一步。）
全文聽一遍，第二遍請學生合著錄音讀，最后自由朗讀1分鐘。
T: Let’s read the bad but good day one more time. Read it better . Pay more attention to the stress, intonation , liaison and pause. Just like this ：In the morning, we rode a bike for three people. First time, just listen. Second time, let’s follow it. Last, read it by yourselves.
【設計意圖：】通過不同層次的聽音與朗讀練習，培養學生按意群朗讀的良好習慣。 5、復述文本。
T:Who can retell Wu Yifan’s bad but also good day for us? Maybe the blackboard writing can help you.
【設計意圖：】讓學生學著用一般過去時描述事情，幫助學生完整梳理文本，為下一步的書寫輸出做準備。 StepⅢ.Post-Reading
1、教師說說自己曾有的一天，并做好書寫前指導。
T:Yes. Bad luck often brings good luck. Do you agree with that? I agree because I often have some bad but good days. Today was a bad but good day for me….
T：That was my day .Did you have a bad but also a good day? Ss:Yes.
T: Maybe you had a cold, hurt your foot, fell off your bike…
T:Try to write it down on this paper.
2、完成課本練習，書寫自己糟糕但又美好的一天。 3、展示個別同學自己曾遭遇過“糟糕卻又美好”的一天。
4、通過呈現諺語"Bad luck often brings good luck."來小結本節課。 T:What do you learn from this lesson? S:Bud luck often brings good luck! 5、Homework：
1）Talk about your bad but good day with your friends. 2）Write a short diary about the day.
Unit3. Where did you go？
Read and write
In the afternoon when in the morning countryside where hotel didn’t feel well rode a bike stayed in the hotel Wu’s family took pictures dressed up bought gifts
made a funny play what ate delicious food jumped and licked him bad how good
圖 圖 Bad luck often brings good luck!
塞翁失馬，焉知非福！
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