译林版《英语》六（下）Unit 8 Our dreams（第一课时）

文|顾 云

一、教学内容

译林版《英语》六（下）Unit 8 Our dreams Story time

二、教学目标

1.能听懂、会说、会读单词:dream,future,care about,astronaut,dentist,football player,spaceship,the World Cup,dancer,pianist,come true.

2.能听懂、会说、会读句型：What do you want to be in the future? I want to be a/an...

3.通过课文重点语言知识点的学习，能理解课文内容，能自然流畅地朗读课文。

4.通过课文的学习，引导学生树立正确的价值观，能够心怀梦想，并为实现梦想而努力奋斗。

三、教学重难点

1.能正确掌握，灵活运用“I want to be”句型表达真实情境。

2.能运用所学语言谈论自己的梦想。

四、教学准备

多媒体课件，板书

五、教学过程

Step 1.Warming-up

1.Enjoy a song“What do you want to be?”.

设计意图：歌词“I want to be a...”与本课的语言内容相匹配，歌曲中的动画提供了生动的故事场景，通过动画中幽默、反转的故事，言简意深地体现了本课主题“Dreams”。

2.Guessing games.

T:Guess,what do they do?

（1）make us happy,always wear white clothes,cook nice food（cook）.

（2）help people get well,work in the hospital,take care of our teeth（dentist）.

（3）help people,drive a car,have a gun（policeman）.

设计意图：通过逐步呈现关键词组信息，让学生猜测职业类名词，先出示一个涉及职业范围最广的词组，最后出示该职业明显的特征，学生在反转式猜谜的过程中，激活本课的相关词汇，体会到参加游戏的乐趣。

Step 2.Text-learning（1）

1.Look and say.

Who are they?（看插图，认识故事人物）

2.Listen and learn.

T:Miss Li only asks one question today.What’s her question?

S:What do you want to be in the future?（学生跟读，板书句型）

设计意图：利用插图直观、直接的特点，更清晰、简明地直指故事的人物、时间、起因等要素，开门见山地进入故事。

3.Watch and answer.

T：What are they talking about?

S:They’re talking about their dreams.（教师顺势揭示并板书课题）

4.Match and say.

××× wants to be a/an...

T:What do they want to be in the future?

S:Liu Tao wants to be a football player.

...

板贴生词卡player,writer,dancer（-er）,dentist,pianist（-ist）,astronaut（astro-）。

（词根和前缀/后缀用不同颜色表示，通过色彩的区别引起学生的注意，不作语法讲解）

设计意图：语言是一个整体，语言能力的发展和培养是整体的。引入对话时，教师应重视对话呈现的整体性，通过观看课文动画，引导学生在此过程中整体感知故事，获取故事大意，理解故事主题“Dreams”。接着配合书上的练习获取主要信息，从“Dreams”到“What do they want to be in the future?”，进一步推进学生对主题意义的理解。

Step 3.Text-learning（2）

1.Read and find.

Why do the boys have these dreams?

（相机学习新词句care about,spaceship,the World Cup，教师根据学生的回答同步呈现板书）

T:Read quietly and find out the reason.Who does Miss Gu ask first,girls or boys?

S:Boys.

T:Let’s focus on boys’dreams first.Why does Mike want to be a dentist？

S:Many children don’t care about their teeth.He wants to help them.

T:Why does Wang Bing want to be an astronaut？

S:He wants to fly a spaceship to the moon.

T:Why does Liu Tao want to be a football player？

S:He wants to play in the World Cup some day.

设计意图：从“寻梦”到“探梦”，学生从文本中找寻男孩们梦想的成因，从故事内容中能感受到“梦想之花根植于爱好、经历等”。从“What do they want to be in the future?”到“What do they want to do in the future?”“Dreams”的主题意义在阅读中再一次被深化。

2.Listen and repeat.

设计意图：听录音跟读模仿故事。跟读既能引领学生进一步掌握词汇和句型的发音，形成正确的语音语调，促使其更流畅地表达，也能帮助学生更深入地体会人物的思想感情和故事的情节。

3.Retell.

Whose dream do you like best? Why？

设计意图：学生通过交流故事中三个男孩的梦想，使复述故事这一相对枯燥的语言活动因附着学生的情感体验而不再乏味。

Step 4.Text-learning（3）

1.Read about the girls’dreams.

2.Quick response.

（1）Who is good at playing the piano?

（2）Who likes writing?

（3）Who dances well?

S1:Yang Ling is good at playing the piano.She wants to be a pianist.

S2:Nancy likes writing.She wants to be a writer.

S3:Su Yang dances well.She wants to be a dancer.

3.T:Why do the girls have these dreams? Whose dream do you like best? What is Miss Li’s dream?

设计意图：高年级学生具有一定的自主阅读能力，让学生自读后半篇故事，进行快速反应的趣味活动，发展学生的记忆和逻辑推理等能力。

Step 5.Practice and extension

1.Read and judge.

（ ）a.Wang Bing has a big dream.He wants to fly a spaceship.

（ ）b.Liu Tao doesn’t like sport.

（ ）c.Mike and Nancy both care about children.

（ ）d.Maybe Su Hai and Yang Ling will go to an Art school in the future.

设计意图：这些都不是教材中现成的内容，但都与单元主题和文本内容息息相关。这种基于主题意义的链接和延伸，对学生而言，不仅仅是英语语言的发展，更是一种素养的培育。

2.Discuss in groups.

What should they do?

设计意图：将主人公的梦想和学生们的梦想实现链接，并通过创设问题情境“How to make their dreams come true?”引导学生们说出为实现自己的梦想应该做出怎样的努力，让学生逐渐懂得：人生，需要仰望天空，但更需要脚踏实地。这样的课堂，发展的不仅是学生的语言能力和思维品质，更体现了一种文化品质。

3.Dream show.

T:Let’s talk about our dreams.

S1:Do you have any dreams?

S2:Sure.

S1:What do you want to be in the future?

S2:I want to be a doctor.

S1:Why?

S2:Because I want to help sick people.I want to make the world a better place.

S1:Good.What will you do?

S2:I’ll do more sports and read more medical books.

S1:OK.I hope your dream will come true!

S2:Thanks.

设计意图：通过学习故事，学生能够谈论自己的梦想，以“寻梦—探梦—追梦”的话题链进行连贯而有逻辑的表达，运用新学语言进行真实而有意义的对话交流。笔者呈现模拟制作的《中国日报》，画面中两位学生美梦成真，分别实现了作教师和当医生的理想。这样的梦想不仅秀出学生当下的理想，还秀出他们对未来的期盼。这样学生本位的调整，把教材的范式表达具化为教学的个性真实存在，用予学生自身息息相关的人与事，最大限度地调动其参与互动的热情。

Step 6.Homework

1.Help Miss Li finish her notes about her students’dreams.

2.Write down your dreams and share them in your group.

附：板书设计

设计意图：故事教学的板书突出“情境”和“对话”，帮助学生把握重点，厘清思路（storyline），使其“过目不忘”，遇到相关故事内容时能“触景生情”。