PEP 六下 Unit3 B Read and write
小学英语教学设计教学目标：
知识与能力目标
1、全部学生能在图片和文字的帮助下，完成给图片排序和填写表格的活动。
2、绝大部分学生能够按照意和正确的语音语调朗读短文。
3、绝大部分学生能够通过看图讨论预测故事的开端和进一步发展来激活相关知识背景或储备词汇；通过阅读问题提高在语篇中捕捉不同类型信息的能力。
4、大部分能够通过完成读后活动训练在语篇中捕捉不同类型信息和思考的能力。
5、能够从阅读中获取有用的句型口头描述自己一天的活动，并最终写出一个小语段。
过程与方法目标
1、学生通过读一读、圈一圈、划一划关键词和关键句等方法理解文本，完成任务，培养阅读理解的能力。
2、学生通过朗读技巧的指导，模仿正确的语音、语调，养成良好的朗读习惯。
3、学会运用听读、默读、细读、自主读、合作读等阅读技巧；
4、引导学生通过朗读、观察，培养学生按意阅读的意识，提高学生的阅读能力。通过回答问题，培养学生归纳整理能力，锻炼学生的英语思维。
学习策略和情感态度目标
1、通过一系列阅读和书写的教学活动，增强学生的阅读意识，培养良好的书写能力，培养学生的观察、归纳整理能力和英语思维能力。
2、能从不同视角认识世界，明白事物都有两面性，好事坏事没有绝对，可以互相转换，因此要保持乐观的心态去面对。
教学重难点
1.难点： 绝大部分学生能够用正确的语音、语调朗读短文，能综合运用本单元的核心句型。
2 重点：大部分学生能综合运用本单元的核心词句，根据阅读所获取的信息完成有意义的仿写活动。
教学准备：PPT，词卡
教学过程：
Step1 Preparation
PPT播放My holiday album
1.Free talk:
T: Just now you saw my photos from many holidays. Do you like holidays? I had wonderful holidays. How was your holiday? 
Ss: It was good/fine/…
T: Where did you go? How did you go there? What did you do there?
Ss: …
2.Lead-in:
T: Most of you had happy holidays. So do I. Last winter holiday, I had a fun time with my dog. Do you like dogs? Look, this is my  dog. Her name is Lele. Our friend Wu Yifan has a dog. Its name is…(PPT出示)
【设计意图：创设愉悦的情境，激发兴趣，回顾背景知识和相关话题词汇以及句型，并由dog自然过渡到下一环节读前的猜测活动】
Step2 Pre-reading
1. Look and discuss:
How did Wu Yifan meet Max? Look at the pictures and discuss in groups.
( 学生说不出时，给出Tips：What did Wu Yifan do one day? Then he lost his___. Who helped him find it? And he took it to___.)
2. What will happen next? Guess.
Wu Yifan wrote a diary about their time together. Let’s have a look.
【设计意图：通过观察图片来讨论How did Wu Yifan meet Max?稍微有点难度，所以给出提示让学生来说，这样就降低了难度，并让学生来大胆预测故事的发展，激发学生读的兴趣。】
Step3 While-reading
(1) Enjoy reading 1: Read and answer:
1. When did Wu Yifan write the diary?  Friday， April 23rd
2. Where did they go?                  countryside
3. How was Wu Yifan’s day?            bad but also good
（Tip：Read quickly and circle the key words or sentences. 教师板书，学生根据提示去读文章并同学来回答）
【设计意图：快速浏览，出关键信息When，Where，How，提高学生在语篇中捕捉关键信息的能力。】
(2) Enjoy reading2: Number the pictures.
T: It was a bad day but also a good day. What happened? There are 3 pictures about Wu Yifan’s day. Can you number the pictures?
Tips：1.Underline “—” the sentences about the pictures.
  2.Number them according to the sentences.
学生完成排序后引导学生观察三幅图片：How did they feel?
happy—not happy--happy
Why did their feelings change? What happened to Wu Yifan’s family on that day?
【设计意图：通过画出相关句子来给图片排序，这样教给学生阅读的方法，并观察和猜测三幅图人物的心情概括出整个故事的发展思路，为接下来的阅读做好铺垫。】
(3) Enjoy reading 3: Read and fill in the table.
Tips:
1. Enclose”（）” the words or Sentences.（用（）括出词或句）
2. Check with your group members.（和组内成员核对答案）
3. Choose one to tell me your answer.（选一名成员汇报答案）
（细读文章完成表格后汇报，学生汇报时讲解生词句sat in a basket,
dressed up and made a funny play, licked, laughed帮助学生理解。）
T: They did so many things on that day. And Wu Yifan said it was a bad day but also a good day. Can you sort them out? Please write on your book.
（对Wu Yifan’s family所做的事情进行分类：good/bad）
T：So it was a bad day but also a good day. Life is full of good news and bad news.
【设计意图:本环节是本节课的主要环节，通过小组合作完成表格，梳理Wu Yifan’s family所做的事情并对其进行归类，让学生能根据小组集体的智慧，自由发表自己的见解，并由此得出结论it was a bad day but also a good day.】
Step4 Post-reading
(1) Enjoy reading 4: Let's read.
Listen and repeat.
Choose one way to read：Read in groups，read with your
partner, or read by yourself.
(2) Analyze the diary:  If we write a diary, we need to write the date, weather, body and we usually use past tense.
(3) PPT show my diary：a bad but also a good day.
(4) Enjoy reading 5: Let's write and share.
Write a diary according to the tips and then share in groups and in class.
(5)Emotion education: Bad luck often brings good luck. Don’t be sad when it is bad. Let it be, please.
【设计意图：让学生自由选择读的方式并进行展示，这样做到以生为本，尊重学生的意愿。读后分析日记的格式并给出范例让学生仿写，这样给出一个支架，再让学生输出会相对降低了难度，而且由学生的日记引出情感的升华，衔接自然。】
Step5 Homework
Share your bad but good day with your friends.