人教版英语（三年级起点）六年级下册Unit 3 B Read and write教学设计

一、课时设计思路及依据说明

本节课依据王蔷教授“学生以主题意义探究为目的，以语篇为载体，在理解和表达的语言实践中，融合知识学习和技能发展，建构结构化知识，在分析问题和解决问题的过程中发展思维品质，形成文化理解，塑造正确的人生观和价值观，促进核心素养的形成和发展”的理念设计教学。

本节课的教材内容是PEP英语六年级下册Unit 3 Where did you go?的读写课。教材内容的开端呈现三幅图：吴一凡在外面骑车玩耍丢失了他的时帽子，幸好一只流浪狗捡到他的帽子，他很喜欢这只狗，把它带回家并全家人都喜欢这只狗。这三幅图为下面阅读的日记提供了阅读背景和创设了真实的意义情境。吴一凡的日记写了吴一凡和他的家人去乡村游玩，但是妈妈因吃错东西生病了，吴一凡与一凡爸，Robin 与小狗一起乔装打扮并表演了一场有趣的戏使妈妈开心。围绕探究的主题意义“凡事都有好坏两面，在生活中遇到糟糕的事情要积极面对”设计了主题意义统领下的教学活动。读前通过上一节课的知识和图片导入新课，引导学生观图说图，活跃气氛，激活现有的知识储备，了解故事发生的背景和创设语境。读中通过读前预测、图文匹配、思维导图、概括这一天发生在吴一凡一家好的事情和不好的事情及相应的对策等一系列活动帮助学生学习理解故事、解读文本和建构知识结构。读后与学生梳理整合文本信息，通过开放性问题引导学生围绕主题分析和判断，再由吴一凡的经历与自身的生活经验联系，输出“It was a bad day but also a good day”的语篇，进行有意义的书写活动。

二、教学背景分析

学情分析

1. 学生已有的认知水平：本课时教学对象为小学六年级学生，学生具有一定的抽象思维能力，能对分析和归纳所学内容，同时他们也具备了一定的英语学习技能，但在具体的学习中还需要教师引导他们主动探究学习主题并将所学知识运用到实践中。

2. 学生已有的知识储备：学生已经掌握较多的过去式的动词短语和基本掌握一般过去式句型的运用；已经能够运用过去时态谈论自己上周末的活动和描述过去假期做的事情，但对描述自己一天的活动没有系统的学习。

课时文本分析

[What] 主题意义和主要内容: 本单元学习的主题是谈论和描述人物在过去做的事情。本课时的主题是吴一凡过去的一天，主要讲述了这一天发生在吴一凡一家的三件好事和两件坏事。

[Why] 文本意图:体会到凡事都有好坏两面，我们的努力下坏事也能转化为好事；在学习中尝试描写自己福祸相依的一天。

[How] 文体结构和语言修辞：以日记形式记录吴一凡过去的一天，在承接第二单元内容的基础上，继续学习动词不规则变化。

三、教学过程设计

教学环节

教师行动

学生行动

设计意图

授课时间

导入

Review B let’s learn and lead Ss notice the dog, interest Ss’ willing to know something about the dog.

T: Boys and girls, do you remember Wu Yifan’s last summer holiday? What did he do?

S: He...

T: Who is with Wu Yifan in these pictures?

S: A dog.

Review what Wu Yifan do last summer holiday, try to find there is a dog in every picture of Wu Yifan’s last summer holiday.

复习旧知识，引出本课时的角色之一the dog，通过问题“Who is with Wu Yian in these pictures?”导入新课，激发学生的探索欲望；学习内容承上启下，体现了单元学习内容的连贯性。

1min

Show the pictures and talk about the pictures with Ss.

T: What is the dog’s name?

S: Max. (Ss find it in the pictures)

T: What is Wu Yifan doing? (Picture 1)

S: He is riding a bike. /He is looking for his cap.

T: What is Wu Yifan doing? (Picture 2)

S: He is talking to the dog.

T: What is Wu Yifan doing? (Picture 3)

S: He is showing the dog to his parents. /His parents are saying “Hello” to the dog.

Observe the pictures and try to say what they see in the picture by the teacher’s guiding.

观察图片，探索图片信息，激发学生阅读的兴趣，激活阅读背景。

1min

Guide Ss discuss how Wu Yifan met Max in groups and try to say with the help of the verb. Then show Ss the complete text.

T: How did Wu Yifan meet Max?

S: ... (The teacher guide them)

T: Look! This is the process of their meeting. One day, ...(Guide Ss say it with the right tense)

Discuss in groups about how Wu Yifan met Max and try to describe the process in past tense by the given words

通过引导学生看图谈图，培养学生看图说话的能力，在谈图过程中培养学生在特定语境中使用动词过去式谈论事情的能力。

3mins

学习理解

Show Ss the pictures on Page 29 and make Ss predict.

T: What will happen next?

S1: They will play together.

S2: They will take the dog to the park.

....

Imagine what will happen between Wu’s family and Max according to the pictures.

引导学生根据图片发挥想象力预测事情发展的方向，培养学生的想象力和预测能力。

1min

Display the diary and have Ss to skim the diary for basic information, then try to tell what they want to know from the diary.

T: Look! What’s this?

S: It’s a diary.

T: Who wrote the diary?

S: Wu Yifan. (Ss skim the diary)

T: When did Wu Yifan write it?

S: On Friday, April 23.

T: What is the diary about?

S: It’s about Wu Yifan’s day.

T: How do you know that?

S1: It was a sunny day.

S2: In the morning.

...

Get to know the form of writing a diary and tell what they want to know from the diary.

通过整体出示引导学生观察日记的格式和获取日记写作的日期；通过略读，快速获取关键信息，达到训练学生捕捉基本信息的能力。再通过追问，激发学生他们主动探究的欲望，并让学生对文本形成整体性认识，从而提升其逻辑思维。

3mins

Show pictures on Page 29 again and talk about the pictures.

T: There pictures are about Wu Yifan’s diary. Look, where is Mom? What happens? (Picture 1)

S: Mom is in the bed. Maybe she is...

T: What are Robin and Max doing? (Picture 2)

S: They are ...

T: What are Wu Yifan’s family doing? (Picture 3)

S: They are riding a bike. (Lead Ss say ‘They are riding a bike for three people’)

T: Where is Max?

S: It’s in the basket.

Observe the pictures and describe them by using their knowledge storage.

通过观察和描述图片，激活学生的知识储备，扫除学生部分语言障碍，降低整体阅读的难度。

2mins

Make Ss read the diary and number the pictures, then check with Ss.

T：There are three pictures. Which is number 1/2/3? You can read the diary and number the pictures.

T: Which picture is number 1? How do you know that?

Read fast, number the pictures while underline the keys words or sentences.

学生整体阅读文本，提取关键信息，进行图文匹配，培养学生提炼信息的能力。

3mins

Guide Ss to read in detail and deal with the difficult points “dressed up, made a play, jumped on him, licked him, laughed and laughed” with the help of pictures.

T: What else did Wu Yifan’s family do on Friday?

S: They ...

Read careful and underline the other things Wu Yifan’s family did on Friday.

学生细读日记，获取细节性信息，理清日记主线，解读语篇，从而达到对文本的深层次理解和内化，拓展学生的思考空间，提升思维的深度和广度。

3mins

Ask Ss questions for more details with the combination of text and the picture.

T: They made a play. What part did Robin play?

S: He played the part of the dog.

T: What did Max to?

S: Max jumped on him and licked him.

T: How did Wu Yifan’s family feel at last?

S: They were ...

Ss read the text and answer the questions.

基于语篇内容和图片对学生提问，更为深入挖掘文本内涵，同时对本课时的主题意义进行初步探究。

3mins

Have Ss try to express what they think about Wu Yifan’s family.

T: Wu Yifan and his father did something to make mom happy. What do you think of his family?

Express their opinions.

学生感受吴一凡他们为了让妈妈快乐所做的事情，培养学生关爱家人的良好品质和面对困难保持乐观心态的品格。

1min

Have Ss think about “How was Wu Yifan’s Friday”, try to express their thinking.

T: How was Wu Yifan’s Friday? Was it good or bad?

Think about how Wu Yifan’s Friday was and find the key sentences in the diary.

学生思考吴一凡的一天是好还是坏，发散学生思维，也教会学生找文本的中心句的能力，训练学生综合概括能力。

3mins

By the questions “ What were the good things/bad thing of Wu Yifan’s day?” guide Ss finish the exercise.

T: What were the good things/ bad things? Write them down.

Write down the good things and the bad things on the book.

分析吴一帆一家的三件好事和两件坏事，培养学生对事件的分析和判断能力；梳理事情从good-bad-good的主线，理清文本思路，帮助学生建构知识框架。

3mins