六年級(jí)下冊(cè)英語教案Unit8 Our dreams（Story time）譯林版（三起）

1、.六下Unit 8 Our dreams Story time一、教學(xué)目的：1.能聽懂、會(huì)讀、會(huì)說care about,astronaut,spaceship,football player,World Cup,dancer,pianist,come true2. 能聽懂、會(huì)讀、會(huì)說、會(huì)寫dream,future3. 能聽懂、會(huì)讀、會(huì)說、會(huì)寫What do you want to be in the future? I want to be a/an 4. 能正確理解并朗讀對(duì)話內(nèi)容，在老師的引導(dǎo)和幫助下進(jìn)展復(fù)述,并能使用本課句型練習(xí)做一張卡片。二、教學(xué)重難點(diǎn)：一教學(xué)重點(diǎn)1. 能聽懂、會(huì)讀、會(huì)說

2、、會(huì)寫dream, future2.能聽懂、會(huì)讀、會(huì)說、會(huì)寫What do you want to be in the future? I want to be a/an 二教學(xué)難點(diǎn)能正確理解、朗讀和復(fù)述對(duì)話內(nèi)容，并能使用本課句型練習(xí)做一張卡片。三、教學(xué)準(zhǔn)備1. 板書課題：Unit 8 Our dreams2. 本課板書的卡片等。3. PPT課件。四、教學(xué)過程Step1 Enjoy an English song<What are their jobs>1.T:Just now, we enjoyed a song. Can you tell me what do they do?

3、2.Do you know other jobs?Step2 Pre-reading1.Greetings2.Free talk:There are many jobs in the world.T:When I was young, I wanted to be a teacher.Now my dream comes ture.What do you want to be in the future, *?PPT圖示Teach: dream Teach: come true3.T:Do you have a dream?Can you tell me your dreams?So,this

4、 class lets learn Unit8 Our dreams,OK?揭題T:Whats your dream? What do you want to be in the future?S1: I want to be a/an 師問2-3人4.T:Oh,I know some dreams of yours.Look at the picture, Miss Li is asking the students about their dreams. What do you know from the picture?生看圖，自由說。5.Who are they? 師板書名字Step3

5、 Whi-reading1.Teach: astronaut,dancer,writer,pianist,football player,dentistFrom you preview, how many dream jobs do you know? Which are the new jobs?Can you choose one to read?1What does “dancermean?2Teach: football player in the same way2.圖片T:How to ask the students dream?3.T:What are their dreams

6、?Do you want to know?First ,watch the cartoon and number the words.Check the answer.拓展 T:Can you say more about astronaut?4.Read and underline1T:OK,what do they want to be? Please read the story and find the key words.2Boys dreamsWhy do they have these dreams? Read the text and underline the reasons

7、.Teach: care about, fly a spaceship to the Moon, play in the World Cup 看表格指名說一說Im .I want to be a , I want to 3How about the boysdreams?4GirlsdreamsFrom the passage, we knew the boys, we can call them “Who.We knew the boys dreams, we can call them “What dream.We knew the dreams reasons,we can call t

8、hem “Why.This time, you can learn the girls dreams buy yourselves.You can learn with the three aspects.重點(diǎn)理解三句話，看表格指名說一說Im . I want to be a , because My friend want to be a, because 5.T:We know about the childrens dreams.What about Miss Lis dream? So,What do you think of Miss Li?6.Lets read1跟錄音讀 2選擇喜

9、歡的方式讀3指名讀7.Think and write做書上80頁Step3 Post-reading1.Lets talkMiss Li wants to see your dreams come true. To make their dreams come true, what should the children do? Can you give some advice to them?2.Lets make :make a dream card3.Lets show: Show the cardStep4 Homework:Talk about your dreams with yo

10、ur friends and parents.板書：Unit 8 Our dreams語文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。假如有選擇循序漸進(jìn)地讓學(xué)生背誦一些優(yōu)秀篇目、精彩段落,對(duì)進(jìn)步學(xué)生的程度會(huì)大有裨益。如今,不少語文老師在分析課文時(shí),把文章解體的支離破碎,總在文章的技巧方面下功夫。結(jié)果老師費(fèi)力,學(xué)生頭疼。分析完之后,學(xué)生收效甚微,沒過幾天便忘的一干二凈。造成這種事倍功半的為難場(chǎng)面的關(guān)鍵就是對(duì)文章讀的不熟。常言道“書讀百遍,其義自見,假如有目的、有方案地引導(dǎo)學(xué)生反復(fù)閱讀課文,或細(xì)讀、默讀、跳讀,或聽讀、范讀、輪讀、分角色朗讀,學(xué)生便可以在讀中自然領(lǐng)悟文章的思想內(nèi)容和寫作

11、技巧,可以在讀中自然加強(qiáng)語感,增強(qiáng)語言的感受力。久而久之,這種思想內(nèi)容、寫作技巧和語感就會(huì)自然浸透到學(xué)生的語言意識(shí)之中,就會(huì)在寫作中自覺不自覺地加以運(yùn)用、創(chuàng)造和開展。who what dream why howMike dentist help children with their teethWangBing astronaut fly a spaceship to the moonLiuTao football player play in the World CupSuHai dancer Dancing makes people healthy .Nancy writer write

12、stories for childrenYangLing pianist Music makes people happy.Miss Li see the studentsdreams come true教后反思：本節(jié)課的教學(xué)內(nèi)容是譯林版?英語?六年級(jí)下冊(cè)Unit8 Our dreams的Story time。在導(dǎo)入環(huán)節(jié)，先讓學(xué)生聽唱一首歌?What are their jobs?,從職業(yè)的導(dǎo)入，由自己的夢(mèng)想want to be a teacher過渡到本課的教學(xué)。句型的操練形式多樣，比較到位。在學(xué)習(xí)新單詞的教學(xué)中，我讓學(xué)生先預(yù)習(xí)，再出現(xiàn)圖片讓他們自主選擇讀，發(fā)音比較到位，由此可以看出學(xué)生的預(yù)

13、習(xí)工作比較到位。同時(shí)運(yùn)用英語進(jìn)展名詞的解釋，如：A dancer means who can dance well. A dancer means who is good at dancing.學(xué)生的興趣比較濃，也愿意說。在讀宇航員這一單詞時(shí)，進(jìn)展拓展，說說你知道的宇航員。在處理Story time文本的教學(xué)中，通過三個(gè)環(huán)節(jié)：Watch and number， Read and underline, Think and write.進(jìn)展課文內(nèi)容的理解。在Watch and number環(huán)節(jié)中，我采取了讓學(xué)生通過觀看對(duì)話理解課文的大意，學(xué)生們?cè)谡f的時(shí)候運(yùn)用句型：*wants to be在第二個(gè)環(huán)

14、節(jié)Read and underline的學(xué)習(xí)中，此環(huán)節(jié)通過讓學(xué)生讀，劃出理由的方式來對(duì)文本進(jìn)展深化細(xì)致的理解，考慮到文本較長，在檢查的時(shí)候我把它分成了Boys dreams和Girlsdreams兩部分，Boys dreams理解時(shí)是通過老師的“扶,用師問生答的方式進(jìn)展學(xué)習(xí)，學(xué)習(xí)時(shí)對(duì)其中的三個(gè)短語care about, fly a spaceship to the Moon, play in the World Cup 進(jìn)展了一些拓展。Girlsdreams理解時(shí)那么是通過“放，學(xué)生通過我的教學(xué)方法自主學(xué)習(xí)。在最后一環(huán)節(jié)think and write 中，學(xué)生邊讀邊做，效果不錯(cuò)。 在對(duì)語言進(jìn)展

15、輸出時(shí)，我設(shè)計(jì)了Lets talk，Lets make和 Lets show三個(gè)環(huán)節(jié)，在Lets talk環(huán)節(jié)，主要是讓學(xué)生幫助李老師給她的學(xué)生提些建議，在說的過程中，學(xué)生不會(huì)，因?yàn)槲覜]有給他們充足的時(shí)間，沒有及時(shí)關(guān)注學(xué)生的思維。以后在教學(xué)中，要留給學(xué)生考慮的空間，同時(shí)可以讓學(xué)生進(jìn)展討論，進(jìn)而進(jìn)展表達(dá)，相信他們會(huì)說得更好。堅(jiān)持讓學(xué)生有時(shí)機(jī)表達(dá)。做夢(mèng)想卡片環(huán)節(jié)，他們都寫完了，讓他們貼到了dream wall上，但是讀的比較少，下一節(jié)課可以繼續(xù)把小練筆充實(shí)，同時(shí)可以配以圖畫。總之，這節(jié)課的設(shè)計(jì)還是比較明晰的，但在詳細(xì)的細(xì)節(jié)方面還有待加強(qiáng)。自己的英語口語不行，往往在學(xué)生說了一句話后，我不知道怎么往下

16、接，平時(shí)自己也要多學(xué)習(xí)。同時(shí)放慢自己的語速，要做到輕重緩急，抑揚(yáng)頓挫，讓學(xué)生理解語言。多給學(xué)生考慮的時(shí)間，關(guān)注他們的思維，使他們的聽說讀寫都得到開展。一般說來，“老師概念之形成經(jīng)歷了非常漫長的歷史。楊士勛唐初學(xué)者，四門博士?春秋谷梁傳疏?曰：“師者教人以不及，故謂師為師資也。這兒的“師資，其實(shí)就是先秦而后歷代對(duì)老師的別稱之一。?韓非子?也有云：“今有不才之子師長教之弗為變其“師長當(dāng)然也指老師。這兒的“師資和“師長可稱為“老師概念的雛形，但仍說不上是名副其實(shí)的“老師，因?yàn)椤袄蠋煴匦枰忻鞔_的傳授知識(shí)的對(duì)象和本身明確的職責(zé)。語文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。假如有選擇循序

17、漸進(jìn)地讓學(xué)生背誦一些優(yōu)秀篇目、精彩段落,對(duì)進(jìn)步學(xué)生的程度會(huì)大有裨益。如今,不少語文老師在分析課文時(shí),把文章解體的支離破碎,總在文章的技巧方面下功夫。結(jié)果老師費(fèi)力,學(xué)生頭疼。分析完之后,學(xué)生收效甚微,沒過幾天便忘的一干二凈。造成這種事倍功半的為難場(chǎng)面的關(guān)鍵就是對(duì)文章讀的不熟。常言道“書讀百遍,其義自見,假如有目的、有方案地引導(dǎo)學(xué)生反復(fù)閱讀課文,或細(xì)讀、默讀、跳讀,或聽讀、范讀、輪讀、分角色朗讀,學(xué)生便可以在讀中自然領(lǐng)悟文章的思想內(nèi)容和寫作技巧,可以在讀中自然加強(qiáng)語感,增強(qiáng)語言的感受力。久而久之,這種思想內(nèi)容、寫作技巧和語感就會(huì)自然浸透到學(xué)生的語言意識(shí)之中,就會(huì)在寫作中自覺不自覺地加以運(yùn)用、創(chuàng)造和開展。“教書先生恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學(xué)堂，“教書先生那一行當(dāng)怎么說也算是讓國人景仰甚或敬畏的一種社會(huì)職業(yè)。只