六年级下册英语教案Unit 8 What.docx

1、Unit 8 Whats Your Dream Part A 教材分析本单元的教学内容是以梦想为主要话题，通过对职业的复习，引入对新课的讲，让学生展望未来、畅谈理想，在学习语言知识的同时，努力帮助学生形成积极的情感态度，树立将康的人生观，并鼓励他们为实现梦想而努力奋斗，使之具备明确的学习目标。本单元的主要功能结构有：What is your dream? I want/hope to be a / an and Did you have a dream when you were young? Yes. I wanted / hoped to be a / an . and .要求学生能熟记本

2、单元的新授词汇，能理解并熟练使用本单元的功能语句进行会话，并完成相关的语用活动。 教学目标【知识与能力目标】能听、说、读、写以下词汇：become a tour guide, travel around the world, land on the moon, go to college, join the National Team, study the stars。【过程与方法目标】Warming-up: Ask and answer, Lets learn, Lets chant【情感态度价值观目标】一、引导学生从小树立远大的理想，并为之努力奋斗，具备明确的学习目标。二、培养学生的自信心

3、，鼓励其大胆、真实地表达想法。三、引导学生积极与他人合作，共同完成学习任务。 教学重难点【教学重点】来源:二、能听懂、会说、会读、会用下列句型：1. What is your dream?I want / hope to be a/an. and.2. Did you have a dream when you were young?Yes. I wanted / hoped to be a / an. and.来源:学|科|网Z|X|X|K【教学难点】能用英语真实地表达自己的梦想。 课前准备 图片，PPT 教学过程课程导入(Leading In)(1)课前问答Part A Warming-u

4、p: Ask and answer1. 教师借助本部分的对话示范，挑选三四个学生进行问答，复习已学过的职业词汇：T: What is your father?S1: He is a driver / police officer /.T: What does your mother do?S1: She is a teacher / nurse / reporter / .2. 请学生结合实际情况就彼此家人的工作自由会话。(2)新课导入教师检查学生的会话情况，并继续话题，逐步引人新课。S1: Whats your father?S2: He is a doctor.T: Your father

5、 is a doctor, so do you want to be a doctor?S2: No. (根据学生的回答教师随机发问。如果回答是Yes. 教师可以总结为：Well. You want to be a doctor.)T: What do you want to be then?S2:1 want to be a singer / an actor /. (引导学生回答)(1)课前热身Part A Warming-up: Think and circle课件出示本部分的图片，带领学生快速说出每幅图片中的职业，学生容易忘记或混淆的，需要多重复几遍。之后尽可能多地使用本节课将要学习到

6、的语言知识，采访个别学生，其间可通过肢体语言帮助学生理解，逐步导入新课。T: Boys and girls, we will have an English class meeting today. Lets talk about your future. What do you want to be? What would you like to be in the future? Circle the picture, please.(让学生圈出各自理想中的职业)OK. What do you want to be, S1? Can you tell us?S1: Yes. I want

7、to be a scientist.(引导学生回答)T: Sounds great.(竖起大拇指夸学生) Would you like to be a scientist and study the stars?S1: Yes. I would like to be a scientist. / I would like to study the stars.T: What would you like to be, S2?S2:I would like to be .结合学生对语言知识的运用情况与学生进行自由地交流，也可以帮助学生回答，引导学生尽量回答完整，并尽可能多地重复would you

8、 like .和课文中将要出现的语句，加深学生的理解。之后，让学生根据圈选结果进行会话。(1)新课展示Part A Lets learn1. 教授词组study the stars, land on the moon, travel around the world, become a tour guide和go to college。教师借助课件和图片，讲述“我的梦想”，尽可能真实地将五个词组串起来。以下内容可供教师参考：(1)课件展示句型I wanted to .并做陈述：T: when I was 12.I wanted to be a scientist. I liked little

9、 stars very much. I watched the little stars in the sky and wondered what they are. I wanted to study the stars.课件同步呈现短语study the stars和图片。(2) T: I wanted to study the stars. I wanted to fly up to the sky. I wanted to land on the moon.课件呈现航天员登上月球的图片，引出词组land on the moon，引导学生先发好land的音，并记住意思“落地、着陆”，从而

10、记住整个词组。(3) T: When I was sixteen，I hoped to become a tour guide because I hoped to travel around Shanxi Province, and I hoped to travel around the world.课件中在wanted旁边出现hoped，以示意思相近。课件出示导游图片，教师也可手拿旅行社的旗子帮助学生理解，课件出示所在省份的著名景点和相应表达，继而呈现词组travel around the world。领读几遍，并鼓励加以运用，如：travel around China / the US

11、A / Australia / the countries in the southeast(4) T: When I was 18, I wanted to go to college.课件同步呈现某一知名师范大学的背景和go to college短语。T: I wanted to go to college because I wanted to be a teacher.2. 带领学生再次回顾自己不同年龄段的梦想，进行这五个词组的学习。学生跟读，并尝试用I want to . 练习、巩固这五个词组。教师在确保大部分学生已经掌握了五个词组之后，引导学生根据实际情况更真实地表述各自的梦想，如

12、：S1: I want to become a police officer.S2:1 want to travel around Beijing.S3:1 want to go to Tsinghua College (University).（可以适当为学生讲解这两个单词的区别，让学生有所了解）来源:ZXXKS4: I want to study the.教师可结合学生的回答，与他们谈论更多关于理想的话题，在拉近师生间距离的同时有效延伸课本知识。3. 教授词组join the National Team课件呈现姚明进人国家队的图片，并用He wanted to join the Natio

13、nal Team. He wanted to join the Basketball Team of China. 帮助学生理解National Team的意思。在确保学生能顺利说出短语之后，引导学生用更丰富的语言表述其梦想。S1: I want to join the National Swimming Team.S2:I want to land on Mars. （Mars之前没有the，教师可用repeat的方式纠正）(2)巩固活动1. 教师播放Lets learn部分的录音，让学生边看图边跟读本部分的词汇。2. 采用学生领读、组内互助学习等方式拼读短语。(1)新课展示Part A:

14、Lets talk1. 承接上一话题，课件呈现师范大学的背景，教师讲解生词dream, come true帮助学生理解：T: When I was 18, I wanted to go to college because I had a dream. I like English and children very much, so I wanted to be an English teacher. I wanted to help my students realize their dreams. I studied hard, and then 1 went to college. I

15、 made my dream come true. You see, Im a teacher now.板书并领读单词dream,继续讲解T: Can you guess my dream when I was 12?课件出示我12岁的照片和study the stars的图片。T: I wanted to be a scientist. I wanted to study the stars.Whats your dream, S1?（课件出示课题，并板书，观看学生的反应，如果不懂，可以用What do you want to be in the future?再提问一遍，让他们逐渐明白这两

16、句话意思相近）S1:I want to be a scientist.(引导学生回答)T: Sounds great. But its not easy to be a scientist.(用手势环绕全班所有的人，并摇头) The dream is very difficult to come true.(面露难色) You must study hard.(握拳做努力状) Maybe you will make your dream come true one day, and you will become a scientist.(用肯定、激励的眼神看着学生)板书并领读短语come t

17、rue。T: Whats your dream, S1?S2: I want to be a .T: Why?S2: Because .（根据学生应用英语的能力与学生进行交流，也可以帮助学生回答，为学生提供更丰富的话题，并为后续的教学做铺垫）T: Boys and girls, we will have an English class meeting today. We will talk about the topic “Our Dreams”.向学生出示英语版本的课程表，注意突出显示课程安排中的“班会”课，帮助学生理解class meeting的意思。然后板书本节课的话题Our Drea

18、ms，帮助学生理解talk about的大致意思。2. 出示Lets talk部分的挂图，介绍新课：T: This is Wu Chen. She had a class meeting today. They also talked about their dreams at the class meeting. Lets try to know Wu Chens dream.(1) 课件出示问题：Whats Wu Chens dream? Whats her fathers dream? 然后播放Lets talk的教学视频。要求学生认真听，认真看，并在看完对话视频后，回答问题。教师通过学

19、生的回答情况，了解学生对对话的理解情况。适时进行情感渗透，告诉学生为了实现自己远大的理想必须付出必要的努力，从现在开始要刻苦学习，为实现自己的理想而奋斗。3. 整体回顾对话，全面理解，并进行听说练习，可以以两人对话(Pair work)的形式重点练习功能句：S1: Did you have a dream when you were young?S2: Yes. I wanted / hoped to be a / an . and .死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师

20、们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。巩固活动1） 播放Lets talk部分的录音，要求学生模仿其语音语调跟读对话。2）课件呈现如下内容，讲解知识点：talk about 谈论want to be 想成为travel around the world 环球旅行来源:ZXXKcome true 实现3）最后让学生尝试复述对话并进行对活表演。语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。来源:ZXXK 教学反思略。