Unit 3 Where did you go ?

Part B read and write

一、教材分析

      本课内容为读写课，教学内容选自人教版《英语》六年级下册第三单元Where did you go?中Part B的Read and write部分。本单元围绕话题“过去的假期生活”展开。本课由三个板块组成，第一板块要求学生通过看图预测故事的开端和发展，以此激活相关背景知识和储备词汇；第二部分提供一篇吴一凡的日记，内容是It was a bad day but also a good day!描述了吴一凡一家人经历的好事与坏事，要求学生通过读后活动培养在语篇中捕捉不同类型信息的能力，同时引导学生建立事物都有两面性的观念；第三部分要求学生书写自己糟糕但又美好的一天。教材旨在辅助学生运用扫读、细读、上下文理解词意、看图捕捉关键信息等阅读技能获取信息，运用相关知识完成书本练习。图片

二、学情分析

      本课授课对象为小学六年级学生，经过三年多的英语学习，他们已经具备一定的语言积累和知识储备，掌握了一些学习方法和阅读能力。“过去的假期生活”是学生比较感兴趣的话题，且与实际生活密切相关。通过第二单元和本单元A、B部分的学习，学生已经基本掌握了过去时的正确用法，并能描述一些假期活动。学生的生活经验和前期语言知识的积累都可以被迁移和运用到这堂课中，成为这堂课设计的起点，在此基础上，建构知识网络，培养思维品质，提升语用能力。

 

三、教学目标

1. 语言交际目标

（1）能够听、说、认读词汇：sat, basket, on the front of, played the part of, licked, laughed, dressed up等；

（2）能够运用It was good/bad because...分析事情的好与坏，总结一天的经历；

（3）能够正确运用过去时和I...with...等句型描述开心的事情，完成 “To be a positive student.”任务。

2. 思维认知目标

（1）能够通过回顾已知，回答问题等活动，培养理解层次的认知能力；

（2）能够通过看图预测故事的内容和发展等活动，培养分析层析的认知能力；

（3）能够通过转换思维，发掘事物美好的一面，完成日记等，培养应用及创造层次的认知能力。

3. 情感态度目标

  能够建立事物都有两面性的观念，以积极乐观的心态面对生活。

四、教学重难点

1. 教学重点

（1）能够通过不同阅读策略获取文本信息，培养阅读能力；

（2）能够通过书写日记，培养写作能力。

2. 教学难点

（1）能够看到事物的两面性，并正确运用过去时和I...with...等句型描述好事与坏事；

（2）能够培养学生的核心素养，尤其对语言和思维能力的培养。

教学准备

课件、词条、学习单

五、教学过程

Step 1. Pre-reading

Activity1: Warming up

(1) Enjoy a song

Ss enjoy a song about Amy’s and John’s holiday, then talk about the things they did in the holiday.

T: Let’s enjoy a song and answer the question “What did he/she do?”

Ss: ...

(2) Let’s play

Read and judge the good things and bad things.

T: If it’s a good thing, please say “It was good.”happily.

  If it’s a bad thing, please say “Oh, it was bad.” sadly.

【设计意图】通过歌曲呈现Amy和学生对话假期生活，展示他们经历的事情，让学生初步感知好事与坏事。再利用游戏引导学生判断事情的好坏，激活学生头脑中与文本相关的背景知识和体验，达到活跃课堂氛围，为下文学习做铺垫的目的。

Activity 2: Talk about the story between Wu Yifan and Max

(1) Wu Yifan’s summer holiday

Think and discuss something about Wu Yifan’s summer holiday.

T: Do you remember Wu Yifan’s summer holiday? What did he do?

Ss: He went swimming...

T: Look at the dog think and answer.

 The dog is Max, he is Wu Yifan’s good friend.

(2) Watch and choose

Watch the story between Wu Yifan and Max, then choose the correct answer.

T: How did Wu Yifan meet Max?

S1: Max found Wu Yifan’s caS1-S3: It was good/bad because...

T: To welcome Max, what did Wu Yifan’s family do?

S4-S6: They went shopping/had a big dinner.

T: Life is always full of good things and bad things.

【设计意图】采用B Let’s learn的情境图片与Read and write第一板块的图片相衔接，设置合理完整的故事情节，使学生获得更加丰富的语言体验。教师通过图片关联式读图、情节推演式读图、分析并整合图片信息，培养学生分析归纳的思维能力。

Step 2.While-reading

(Ss check the answer.在校对时，教师在PPT上画出关键句，圈出关键词并标序号。)

【设计意图】通过阅读验证学生的猜测，自然呈现文章，再引导学生关注文章体裁，明确日记的正确书写格式。将读图和读文相结合，通过划关键句子，圈关键词，标序号等方式，培养学生的略读和读图能力。

Activity 1: Read choosetheright pictures about para. 1

Activity 2: Read for the general idea

 Read and number

Number the pictures according to the diary.

Let’s read fast and underline the key sentences about the pictures. Then number them.

 

rode a bike/took pictures/bought gifts/ate delicious food)

T: Which bike is for three people?

Ss: B.

T: The bike was for three people. Where was Max?

S1: ...(当学生提到Max sat in a basket.跟读basket--basketball)

T: Sit--sat.Look at the boy and the girl, who sat?

Ss: The boy.

T: Where was the basket?

S2: ...  

(2) Read and think

T: When did Wu Yifan’s family do these things?

S1: In the morning.

T: How was that morning?

S2: It was fun/good because...

(e.g. It was good because Wu Yifan’s family rode a bike. 教师将rode a bike板贴归类到good的

(3) Read and imitat

Listen to the record and pay attention to the pronunciation, intonation and pause.

【设计意图】学生通过阅读判断正误，梳理文本显性信息；教师追问，引导学生精读细节，进一步挖掘文本内容，在不断深入剖析文本的过程中，提升学生的阅读能力和思维品质。在学生听和读的过程中重点关注语音、语调和停顿。使学生掌握长句断句和按照意群朗读的能力。

Activity 3: Read for details about Para. 2

(1) Guessing game

Guess the things Wu Yifan’s family would do in the afternoon.

T: Wu Yifan’s family had great fun in the morning. What did they do in the afternoon?

S1-S4: ...

T shows the picture of Wu Yifan’s family.

T: What happened in the afternoon?

S1: Mum was ill.

(2) Listen and answer

Listen to the record and choose the correct answer.                        

T：What happened? Let’s listen and choose the correct answer.

(Ss check the answer.)

T: Mum didn’t feel well. How did Wu Yifan and dad feel?

Ss: They were sad/worried...

T: What will they do?

Ss: ...

(3) Read and match

Match the things Wu Yifan’s family did in the afternoon according to para.2.

T: Wu Yifan and dad wanted to make mum happy. Let’s read and match the things they did.

T: What did Wu Yifan and dad do?

S1: They ...

T shows the picture of Wu Yifan and dad’s play, ask Ss to choose the meaning of dressed up.

T: What did Robin do?

S2: He played the part of a dog.

(引导学生使用played the part of扮演的角色Robin andMax.)

(4) Read and think

T: How was that afternoon?

S1: It was good because we laughed and laughed. (跟读laughed)

S2/S3: It was good /bad because...

(e.g. It was bad because mum didn’t feel well. 教师将 didn’t feel well板贴归类到bad的方框里。)

(5) Read and imitate

Listen to the record and pay attention to the pronunciation, intonation and pause.

【设计意图】导读部分，通过猜测活动激发学生阅读兴趣。由读图(Mum was ill.)到听力任务(What happened?)最后创设阅读任务What did they do for mum?环节设置层层递进，使学生在情境中有目的地进行阅读，进行深入思考。阅读时学生将人物和事情配对的过程也是解构文本信息，发展思维能力的过程。同时，教师合理利用各种图片直观展示生词含义，易于学生理解，也有助于强化学生记忆。

Activity 4: Think and discuss

Make a summary of Wu Yifan’s day.

T: Wu Yifan did lots of things, was he happy? How was that day?

Ss: ...

图片

【设计意图】在整体阅读后，要求学生总结Wu Yifan一天的经历，导入主题“It was a bad day but also a good day!” 引用成语 “Bad luck often brings good luck.”帮助学生建立事物都有两面性的观念，好事坏事没有绝对，可以相互转换。

Activity 5: Retell the story

Retell according to the pictures and key words.

【设计意图】引导学生利用结构框架和图片提示复述文章内容，促使学生在思考和表述的过程中建构对语篇的整体理解，从而内化语言知识。

Step 4 Post-reading

Activity 1: Be a positive student.

Try to be a positive student and turn bad things into good things.

T: Life is full of good things and bad things. We should face life positively! I am a positive teacher. Look!

（播放视频：I had a cold so I stayed at home. Oh, it was bad. But I watched TV with my parents. It was good. I was happy again.）

T: Can you be a positive student? Please discuss in your group, think more ways to be happy.

【设计意图】总结Wu Yifan的经历，升华本课情感主题Let’s face life positively.

创设To be a positive student的任务，将情感主题与实际生活相衔接。通过小组合作发散学生思维，积极发掘事物美好的一面，培养学生积极面对生活的乐观心态。

Activity 2: Let’s write

1 .Share teacher’s bad but good day.

T: I wrote a diary about my bad but good day. I’d like to share it with you.

(2) Share your bad but good days.

Be a positive student in real life.

T: Were you a positive student in real life? Please choose one and write. Then share your bad but good days with us.

Activity 3: Let’s write

塞翁失马，焉知非福 欣赏英语故事并引申拓展

【设计意图】以教师“bad but good day”的日记作为示范，请学生分享自己的日记作为语言输出。学生借助语言支架，书写日记，达到学以致用的目的。提供不同星级的写作任务，体现分层教学，鼓励学生个性化书写。

Step 5 Homework

【设计意图】通过作业1复习巩固所学知识；通过作业2达到学以致用的目的。

板书设计

 

【设计意图】板书随着教学过程的推进逐步生成，本课以 “Wu Yifan’s bad but good day”为话题，通过学生初读获取吴一凡一家人的活动，引导学生再读并思考 “How was that day?” 将活动归类为good/bad. 最后总结It was a bad day but also a good day! 直观展现本课的重点与主旨，帮助学生整体理解文本内容。

 

教学反思

      本课属于小学高年级英语读写课。教师基于教材解读创设完整的阅读情境，结合学情分析设置教学活动，关注对学生核心素养，尤其是情感教育的渗透。

（一）巧用补白策略，创设完整的阅读情境

      运用补白策略有助于推进教学环节，能够帮助学生挖掘隐含在问题情境中的各种可能性。本课第一板块的学习内容是“How did Wu Yifan meet Max?”第二板块则是一篇关于Wu Yifan家人和Max外出游玩的日记。两者之间没有直接关联。笔者对此进行补白式逻辑性解读，设问“What did Wu Yifan’s family do to welcome Max?”恰当的补白不仅自然过渡到阅读环节，也交代了故事发生的背景，为学生阅读创设完整的阅读情境，有助于激发学生学习的主动性和积极性。

（二）挖掘阅读信息，关注思维品质培养

      读写课能有效地培养学生的思维品质。本课在读前通过切入话题，启动认知，培养学生理解层面的认知能力；读中通过判断对错、连线等活动有梯度地解读文本，打造层级型自主思维空间，培养学生分析层面的认知思维能力；读后链接实际生活，加以延伸拓展，培养学生应用与创造层面的认知思维能力。

（三）丰富情感内涵，提升文本的育人价值

      读写课不仅仅要关注语言能力和思维品质的发展，更要向学生渗透情感教育，实现文本的育人价值。本课的主题情感是”笔者充分挖掘文本中蕴含的情感素材，让学生认识到事物具有两面性，应该学会看到事物美好的一面，从而树立积极乐观的生活态度。