Unit7Summerholidayplans閱讀與寫作（教案）-譯林版英語(yǔ)六年級(jí)下冊(cè)

小學(xué)英語(yǔ)備課用●課題Unit7Summerholidayplans第5課時(shí)●總第課時(shí)●教學(xué)內(nèi)容Extendedreading“TheCampingTrip”&Writingtime●教學(xué)目標(biāo)借助封面及圖片信息，預(yù)測(cè)和推斷故事情節(jié)。借助圖文和音頻，提取故事中的關(guān)鍵信息，了解故事大意，以MindMap的形式梳理森林里發(fā)生的事。理解和識(shí)記故事中描述過(guò)去行為的詞匯，并能借助MindMap講述故事。產(chǎn)生對(duì)動(dòng)物的關(guān)愛(ài)之情，了解人與自然和諧共處的重要性。。●教學(xué)重點(diǎn)1.學(xué)生能夠理解故事大意并最終可以獨(dú)立準(zhǔn)確地朗讀全文。2.學(xué)生能夠獨(dú)立完成寫作.●教學(xué)難點(diǎn)引導(dǎo)學(xué)生了解故事大意并能學(xué)習(xí)和運(yùn)用相關(guān)過(guò)去式的詞匯和句型，借助MindMap講述故事?！窠虒W(xué)具準(zhǔn)備及輔助活動(dòng)繪本TheCampingTrip，ppt●作業(yè)設(shè)計(jì)、安排課內(nèi)：.聽(tīng)音頻，朗讀故事并復(fù)述大意。課外：結(jié)合語(yǔ)言框架，寫寫自己印象深刻的一次業(yè)余活動(dòng)或旅行?！裰饕鍟?jì)劃Unit7Summerholidayplans ●教學(xué)過(guò)程?故事導(dǎo)入：討論封面，預(yù)測(cè)情節(jié)Activity學(xué)生觀察封面，自由提問(wèn)，預(yù)測(cè)情節(jié)。提問(wèn)建議：Goodmorning!Doyoulikereadingstories?Todaywe’llreadaninterestingstory.What’sthetitle?Lookatthecover.Whatdidtheydointhetrip?Howdidtheyfeel?(What/How板貼)Whatelsedoyouwanttoknowaboutthestory?(Who/When/Where板貼)?故事呈現(xiàn)：搭建框架，促進(jìn)理解◎初讀：帶著問(wèn)題，整體感知Activity1學(xué)生帶著問(wèn)題，自主整本默讀，查找關(guān)鍵信息。提問(wèn)建議：Theylookedhappy,butwhythetitlesays“adventure”?Whathappened,canyouguess?Nowlet’sdopicturereadingtogetherandfindoutthereason:fire!Activity2基于整體理解，將文本劃分成三部分展開(kāi)學(xué)習(xí)。語(yǔ)言建議：Sotherewasabigforestfireduringthetrip.Whathappenedbeforethefire,duringthefireandafterthefire?◎再讀：搭建框架，解決難點(diǎn)BeforetheFireActivity1圖片環(huán)游第2~5頁(yè)，在觀察比較中形成框架。提問(wèn)建議：Whendidtheysetoff(start板貼)?Whatdidtheydo?1st,2nd,whatdidtheydobeforethetrip?復(fù)述：Sowhathappenedbeforethefire?Howdidtheyfeel?WhiletheFireActivity2圖片環(huán)游6~11頁(yè)，在分析推斷中厘清思路。1.學(xué)生自主閱讀第6頁(yè)，完成正誤判斷，檢測(cè)理解。提問(wèn)建議：Butonthethirdday…Whatwastheproblem?2學(xué)生給第7~10頁(yè)的圖片排序，厘清思路，理解文本。提問(wèn)建議：Whathappenedduringthefire?Canyouorderthepictures?3.學(xué)生自主默讀查找關(guān)鍵信息，教師帶領(lǐng)再讀檢查第7~11頁(yè)理解情況。提問(wèn)建議：Listen!（大火聲）Howterrible!Whatwastheforestfirelike?Look,atree!Howdidtheyfeel?Whatdidthegirlsee?語(yǔ)言建議：Look,thoseanimalswerealsorunningfasttoescapethefire.Ihopetheywouldbefine.Especiallythemotherkoalaandthebabykoala!復(fù)述：Sowhathappenedduringtheforestfire?AftertheFireActivity3圖片環(huán)游12~19頁(yè)，在歸納建構(gòu)中培養(yǎng)思維。1.學(xué)生看圖觀察第12頁(yè)，理解文本，推斷與預(yù)測(cè)。提問(wèn)建議：Didtheyescapethefire?Butwhythegirllookedunhappy?Howdidshefeel?Wherewouldtheygo?自主閱讀第13~17頁(yè)，詞圖配對(duì)，完成任務(wù)。活動(dòng)建議：Readandmatch（小組任務(wù)單）Readthispartingroupsandmatchthepictures.(tookittothevet;putabandageontheleg;tookithome;drovebacktotheforest;saidgoodbye)Whatdidtheydoafterthefire?3.學(xué)生聚焦閱讀第13~19頁(yè)，促進(jìn)文本理解，體會(huì)情感。提問(wèn)建議：Wherewerethey?Whowerethey?Howdidtheyfeel?Wherewerethey?(vethospital)Sotheytookthekoalatothevet.Thevetputabandageonitsleg:Whatisabandage?What’sthemeaningoftookgoodcareof?IfyouwereDad,whatwouldyousay?Howdidthegirlfeel?Happyorsad?Why?Soalltheanimalswerereturningtotheforest.Look!Themotherkoalaandherbabywerealsosafe.Lucky!Areyouhappyforthem?（Theforestwastheirhome,weshouldprotecttheirhome!）It’stimetosaygoodbye.Howdidthegirlfeel?Doyoulikethiskoala?◎三讀：原音輸入，模仿跟讀Activity學(xué)生聽(tīng)錄音并進(jìn)行指讀。?故事升華：復(fù)述故事，情感升華Activity1解決一開(kāi)始提出的“wh”問(wèn)題，完善框架。學(xué)生根據(jù)板書的MindMap，復(fù)述故事。提問(wèn)建議：Doyoulikethisstory?Whowereinthestory?Thefamilytookacampingtrip,whendidthetripstart?Wherewasthecampingtrip?Nowlet’sretellthewholestory.Canyouretellthestoryingroupsoffour?OnepartforeachpersonActivity2完善題目，深華情感，引發(fā)思考提問(wèn)建議：Howwastheirtrip?Maybebad,maybegoodbecausetheymetthecutekoala.Canyougiveitanewtitle:A/An________CampingTrip?(unforgettable/special/unusual/impressive)Whatwouldyoudoifyouwerethegirl?Wouldyoutakethekoalahomeorstilltakeittotheforest?Why?(Itwassocute,Iwantedtotakeithome.Butactuallykoalasareendangeredanimals/nationaltreasure,anditisnotallowedtokeepthemprivately.Besides,theycannotlivewithoutthetrees.Soifyouloveit,pleaseleaveitintheforest.)Sothekoalainthisstorymetaforestfire.Andactually,thekoalasinAUSalsosufferedabigforestfirelastyear.Let’swatchavideo.Thenatureistheanimals’home,it’salsoourhome!Please,dowhateverwecantoprotectthenature,protectourhome!1.聽(tīng)音頻，朗讀故事并復(fù)述大意。2.結(jié)合語(yǔ)言框架，寫寫自己印象深刻的一次業(yè)余活動(dòng)或旅行。寫作指導(dǎo)：1.理清思路，真實(shí)表達(dá)。在描述自己暑期計(jì)劃之前，我們可以借助思維導(dǎo)圖、表格等形式，把我們頭腦中有關(guān)暑期的計(jì)劃都簡(jiǎn)單羅列出來(lái)。這樣，既為我們理清了思路，又讓我們的作文素材更真實(shí)、具體、有特色。2.適當(dāng)歸類，詳略得當(dāng)。如果計(jì)劃太多怎么辦？同學(xué)們，為了避免我們寫出的文章太過(guò)冗長(zhǎng)，我們要對(duì)我們的計(jì)劃進(jìn)行適當(dāng)?shù)貧w類和取舍。突出我們最有特色、最想描述的計(jì)劃，如旅行,其余計(jì)劃我們可以用12句話簡(jiǎn)單概括，如果覺(jué)得不必要，有些計(jì)劃也可以省略。3.結(jié)構(gòu)完整，條理清晰。在描述我們的暑期計(jì)劃時(shí)，首先我們要注意篇章整體結(jié)構(gòu)的完整性，即有beginning(開(kāi)頭)、body(中間)、ending(結(jié)尾)三個(gè)部分。開(kāi)頭部分，我們要對(duì)整個(gè)計(jì)劃做一個(gè)簡(jiǎn)單的描述，如：I’llbebusyinthesummerholiday.結(jié)尾部分，我們可以描述心情或收獲，如：I’llhaveawonderfulsummerholiday.其次，對(duì)于主體部分的描述，我們可以先借助思維導(dǎo)圖，理清描述維度，使描述更有條理。最后，我們要注意段落間的銜接。如果描述多種計(jì)劃，可以用First,Next,Then...等表示順序的詞銜接，注重條理性。范文：MysummerholidayplansThissummerholiday,IwillgotoBeijingwithmyfamily.BeijingisabeautifulcityandI'mexcitedaboutit.Iwillgotherebytrainandstaythereforfivedays.Iwilldomanythingsthere.Firs