外研版 (一年级起点)六年级下册Unit 1 My father flew into space in Shenzhou Ⅴ.教案及反思

这是一份外研版 (一年级起点)六年级下册Unit 1 My father flew into space in Shenzhou Ⅴ.教案及反思，共6页。教案主要包含了教学内容与学情分析，教学目标，教学准备，教学过程，教学反思，教材内容等内容，欢迎下载使用。
外研版新标准（一起）第十二册
Module7 Unit 1 My father flew into space in Shenzhou V. 教学设计
一、教学内容与学情分析
1．教学内容分析：本模块的主要内容是介绍人物生平事迹。Unit1的课文情境是杨利伟儿子介绍他父亲太空旅行的事迹，同时了表达他的自豪之感以及以父亲为榜样将来有一天也想飞上太空的愿望。
2．学生情况分析：对于中国的太空第一人，已布置学生课前通过网络进行了解。
二、教学目标
1．知识技能目标
(1) 能借助元音字母、辅音连缀等发音规律听懂、认读、拼写单词：flew, spent, video, someday；（教学重点）
(2) 能借助图片和文字听懂、读懂和朗读课文；（教学重点）
(3) 能运用My father flew into space in Shenzhou V. He spent about twenty-one hours in space.
He made a video. 等句型。能用一般过去式形式讲述杨利伟的事迹。（教学重、难点）
2. 学习策略目标
(1) 通过pair work, group work等活动形式，培养学生自主学习、合作学习的能力；
(2) 通过KWL阅读策略帮助学生建立阅读目的，提高阅读兴趣和培养阅读能力。
3. 情感态度目标
通过了解杨利伟的事迹，增强学生的民族自豪感；在谈论对杨利伟的认识中，树立以杨利伟为学习的榜样。
三、教学准备
PPT, worksheets, blackboard, CD-ROM
四、教学过程
Pre-reading
Stage 1 Warm-up
1. Greeting.
2. Free talk.
T: I’m glad to have an English class with you. But firstly, I have a riddle to share with you.
T: There’s a ship. But it can’t go on the water. It can fly. What’s that?
S: It’s a spaceship.
【设计意图】通过交谈猜谜吸引学生注意力。
Stage 2 Lead-in
1. Have the Ss watch the cartoon, and answer the question.
Q①: What can you see in the picture?
Q②: Where did the father alien fly to?
S: I can see…
S: He flew to the earth.
【设计意图】看课本导入部分的动画，感受主题。
2. Have the Ss read “flew”.
3. Invite the Ss talk about what they’ve known about Yang Liwei.
T: On the earth, there was a man flew into space, too. He’s China’s first man in space. Who’s he? All of you know him, I think he’s very famous. How much do you know about him? How did he fly into space? What’s the name of the spaceship?
【设计意图】通过与学生的交谈，让学生了解课题中的My fahter指的是杨利伟，Shenzhou V是杨利伟所乘坐的飞船，以消除学生在看到标题时的陌生感。学生谈谈他们所知的杨利伟，既激活学生的储备知识，又能帮助教师了解学生的掌握情况(Knowledge Ss have)。
Stage 3 Present the title, task and the way of evaluation.
1. Present the title and read it.
T: Do you know something about his child?
T: He has a son. His name is Ningkang and he wrote a story of his father.
T: And we’re going to learn this story. Module 7 Unit 1 My father flew into space in Shenzhou V.
2. Present the task: Write about Yang Liwei.
T: After learning the text, I hope that you can know more about Yang Liwei, and try to tell and write about Yang Liwei.
3. Present the way of evaluation.
T: You are divided into 4 groups. You are Spaceship 1/ 2/ 3/ 4, try to fly higher.
【设计意图】呈现课题。呈现任务：写一写关于杨利伟的故事。呈现评价方式：一个”spaceship”代表一组，比赛谁飞得更高。
While-reading
Stage 1 Reading about Yang Liwei’s space travel.
【设计意图】一看：看动画，回答学生自提的问题。看动画作为有声的阅读，是学生喜闻乐见的形式。
1. Have the Ss talk about what they want to know about Yang Liwei.
T: You’ve known something about Yang Liwei. What else do you want to know? Maybe you can ask about his personal information, space travel or more.
【设计意图】学生对杨利伟的个人信息、太空之旅或其它方面提自己想了解的问题。
2. Have the Ss watch and answer the questions they asked.
(If necessary, give the following questions: Q①: When did he fly into space in Shenzhou V?
Q②: How many hours was he in space?
Q③: What did he do in space? )
T: We have a lot of questions. And you must be very interested in Yang Liwei. Ningkang, Yang Liwei’s son, can tell us about his father. Let’s watch the cartoon and try to answer these questions. Pay attention to the tips. You could make notes on this paper on page 2 if necessary.
【设计意图】教师则根据实际情况选择性地提问题。
3. Ask the Ss for feedback and present some words or full sentences on the blackboard.
Q①: When did he fly into space?
Q②: How many hours was he in space?
Q③: What did he do?
T: Great! In October 2003, he flew into space.
T: Wonderful! From 9:00 in the morning on 15th, to 6:28 in the morning , he spent about twenty-one hours in space.
T: Yang Liwei spent about twenty-one hours in space. How many hours did he spend in sleeping/ making a video.
【设计意图】学生看动画，尝试寻找黑板上问题的答案。教师适时地渗透学习策略：教师提醒学生在必要的时候可以适当做笔记。
4. Ss answer some questions and try to read the new words and new sentences.
Ss: In October 2003, he flew into space.
Ss: He spent about twenty-one hours in space.
Ss: He made a video.
Ss: …
【设计意图】在学生回答问题的过程中逐步教授生词生句并梳理文本结构：1. 引导学生理解 “In October 2003, he flew into space.”并适时补充杨利伟进入太空的具体日期。从PPT呈现的完整句到教师呈现的只有重点单词或词组的句卡，逐步培养学生说的能力。2. 通过展示电子钟，引导学生理解“spent”, “video”和“Yang Liwei spent about twenty-one hours in space.”以spent为媒介，了解杨利伟在太空所做的事。
Stage 2 Reading about Yang Ningkang’s feeling and what he wants to do someday.
【设计意图】二读：默读课文，回答问题。
1. Have the Ss read and answer.
T: Yang Liwei’s space travel was so important. To him, it was a great experience. Everyone was excited.
Q①: How did Ningkang feel?
Are you proud of him? You may say “I am proud of him.” Pay attention to your emotion. Be proud!
Q②: What does he want to do someday?
T: “Someday” means one day in the future.
Pay attention to the tips: Underline key points. After that, you may discuss with your partner.
T: What do you want to do someday?
T: I believe your dream will come true.
【设计意图】通过提问题呈现生词someday, 利用英英互译帮助学生理解someday的含义。教师适时地渗透阅读策略：划出重要信息，有助于培养学生在阅读过程中迅速捕获信息、分析提取信息的意识。
2. Remind the questions the Ss want to know.
T: Can we find the answers to these questions?
T: Never mind. Maybe we’ll find later.
【设计意图】提醒孩子黑板上仍有悬而未决的问题，也提示孩子能在后续环节中找到问题的答案。
Stage 3 Read the main information about Yang Liwei.
Help the Ss summarize the strategy of writing a story of a famous person.
T: We’ve learnt about Yang Liwei from Ningkang. But how did Ningkag write about his father? He wrote about personal information, great experience and his own feeling.
【设计意图】通过引导孩子归纳宁康是怎么介绍杨利伟的，提示文章结构，渗透写作策略。
Stage 4 Read the text loudly.
Listen and imitate.
【设计意图】三读：听音跟读，模仿语音。
Post-reading
Stage 1 Tell Yang Liwei’s story.
1. Have the Ss talk about Yang Liwei.
(1) T and Ss talk about Yang Liwei.
T: (Point to the blackboard)
You’ve known a lot about Yang Liwei. Can you try to introduce him?
Let’s try together!
(2) Have the Ss talk about Yang Liwei in groups.
T: Now, it’s your turn to do it.
T: Pay attention to the tips: Work in four. Talk together or one by one. Be proud. Help others in difficulties.
(3) Feedback.
T: Who can try?(请单个反馈)
【设计意图】引导孩子根据黑帮上呈现的板书谈论杨利伟。
2. Story Chain.
T: We’ve learnt a lot about Yang Liwei. Now, I’d like to check whether you know Yang Liwei well.
T: I cut the story into 4 parts. Each of you has got a part. Only one of you got the full beginning. And one of you got the full ending. Read the part you’ve got first. Then read out and make up the story in groups.
T: Which group can show us the story?
【设计意图】重组课文，巩固文章结构，齐读文章，巩固语言。
Stage 2 Extended Reading.
Have the Ss read some material about Yang Liwei and find the answers to the rest of the questions.
T: Here some questions left. Now, read more about Yang Liwei and maybe you’ll find the answers.
T: Pay attention to the tips: Underline key information. Discuss with our partner about the answers.
T: Can we know …?
(T: We can’t find the answers to these questions. Never mind! You can search from the internet and share with us next time, OK?)
【设计意图】学生通过拓展阅读，深入了解杨利伟，并尝试解决黑板上有可能遗留的问题。若仍有问题未能解决，教师提醒孩子可在网络上寻找答案，并在下节课交流。
Stage 3 Write about Yang Liwei.
1. Give instructions.
T: You know a lot about Yang Liwei from your classmate, the text and reading material. It’s time for you to write about Yang Liwei.
T: Do you know how to do it? We can write about his…
(Personal Information, Great Experience, Writer’s Feeling)
T: Try your best to write more.
(1) Have the Ss write about Yang Liwei.
(2) Have the Ss share their stories.
2. Invite some Ss to share in front of the class.
【设计意图】学生根据板书尽可能多地谈论杨利伟。
Stage 4 Summary and evaluation.
Have the Ss summarize what they’ve learnt and give evaluation.
T: Let’s stop here. Today, we’ve learnt about Yang Liwei’s story, and knew him well. Yang Liwei is a great man. I hope you can learn something from him. Here are some websites for you, and you can know more about Yang Liwei.
T: Let’s see which group is the winner.
【设计意图】总结和评价。
Stage 5 Homework
Assign the homework.
Type A:
1. Listen and repeat the text.
2. Introduce Yang Liwei to your friends.(向朋友介绍杨利伟。)
Type B:
1. Listen and repeat the text.
2. Surf the internet and read more about Yang Liwei.
【设计意图】以生为本，分层布置作业，以满足各层次学生的发展需求。


板书设计：
Module 7 Unit1
My father flew into space in Shenzhou V.
Personal Information
taikonaut, …
Yang Liwei
When did he fly into space?
How many hours was he in space?
What did he do in space?
…
…
Great Experience
In October 2003, …flew into…
…spent about 21 hours…
…made a video.
…
Writer’s Feeling
…proud of…

五、教学反思
大家好，我执教的课题为Module7 Unit1 My father flew into space in Shenzhou V, 本模块的主题为Famous People，文本情境为杨宁康介绍他的父亲---杨利伟。在阅读教学的主题下，我从学情和教材特点出发，融阅读策略指导于文本学习中，帮助学生养成良好的阅读习惯，积累有效的阅读方法。
一、主动设疑，自证疑问。
本课伊始，学生从谈论已知的杨利伟的信息到自主提问了解更多有关杨利伟信息，在“我已知道”到“我要知道”的递进中，学生的学习欲望得到了激发，主动提问的意识得到了培养，思维能力和语言表达能力也获得了发展。借由学生的问题创设问题情境，以问题作为学生学习的动力、起点及贯穿整个学习过程的主线。同时，着力在课堂学习的稳步推进中逐步解决学生的自主提问，并鼓励学生在课后通过网络、报刊等途径尝试解决个别悬而未决的问题，凸显学习的主动性、独立性和自控性，弘扬学生的主体性和自主精神。同时，通过这一开放式提出问题和解决问题的形式培养学生积极思考、乐于参与的意识。
二、师生共读，建构框架。
在阅读活动的逐步推进中，我引导学生感知文本主题、理解文本内容、归纳文本结构，师生共同完成了层层递进、由繁入简的有序的阅读之旅。学生在老师的引导下深入了解了杨利伟的经历，进而体验作者的情感，老师则相机进行情感教育。有层次有梯度的阅读活动帮助学生在读中逐步构建文本框架，提纲挈领地掌握了重要内容。
三、渗透策略，培养习惯。
在阅读过程中, 我根据阅读活动的不同，有针对性地辅以阅读小贴士，其中“速记关键信息”有助于培养学生通过听觉、视觉快速捕捉信息的能力，既发展了学生的听力、培养其读动态图的能力，还培养孩子综合分析信息的能力。“划出关键词”则有助于培养学生在无声阅读中寻读的能力。
在本课中，我能激发孩子的阅读欲望、渗透阅读技巧并引导孩子初步养成良好的阅读习惯，能关注孩子对课外知识的需求及时补充相关的阅读材料，如果是我的学生，我会把拓展阅读放在while-reading的部分，之后才进行读后的语言训练。在本课中，我的板书设计仍不够凝练，望各位专家给予点评和指导，谢谢！
六、教材内容
张贴教材电子版内容(要不要删减)