Unit 8 Our dreams 教学设计（Sound time & Cartoon time）-六年级英语下册同步备课资料包 译林版（三起）

英语（六年级下册） Unit 8 My dreams Sound time & Cartoon time 吴江市盛泽实验小学 戴建琴 Teaching contents 教学内容 Sound time & Cartoon time Teaching aims and learning objectives 教学目标 1. 能理解并体会单词在句子中的连读。 2. 能理解Cartoon time的内容并表演。 3. 能熟练运用What do you want to be/do?、I want to be/do …谈论梦想。 Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：1. 能理解并体会单词在句子中的连读。 2. 能理解Cartoon time的内容并表演。 教学难点：能熟练运用What do you want to be/do?、I want to be/do …谈论梦想。 Teaching procedures 教学过程 Step 1 Have a free talk T: Today, we will continue to learn “Our dreams”. Last class we finished a survey. Do you remember what job is popular in our class? Why? S1: … T: Who wants to be a teacher? S2: … T: Is there a student who wants to be an astronaut? S3: Yes./No. … 【设计意图：围绕上节课的调查进行日常会话，能够提高英语的实用性，让学生实现真交际。又通过日常会话自然地过渡到Sound time。】 Step 2 Sound time T: Listen to the rhyme carefully and find: What does the girl want to be? Why? Ss: Listen to the tape carefully. T checks the answer. S1: She wants to be an astronaut. T: Why? Fly to the moon? S2: No, she wants to walk on Mars, and look at all the stars. T: Do you know Mars? (T shows a picture of Mars.) T: Listen to the rhyme again and think: What does “” mean here? T invites some students to say freely. (Chinese is acceptable here.) S1/2: 连读. T: Most of you have found it. T: Please listen and imitate the rhyme. (Ss listen and imitate it. Ss practice it in pairs after imitating.) T: Let’s have a competition. Who can read the best? (Ss practice then some students read.) S1: … T: How about his reading? Who wants to try? S1/S2: … … T: Read the rhyme again. Can you tell the rules about “Word linking”? S1/2: … (PPT shows the rule.) T: Please look at the screen and read it by yourself. Ss: Read it. T: Let’s try to read more linking words. (PPT shows more words.) Ss try to link and read. 【设计意图：由日常会话引出Sound time，通过听读模仿让学生感知连读，并尝试寻找规律；通过拓展练习，让学生尝试进一步感知连读。】 Step 3 Cartoon time 1. Watch and match (T shows some pictures.) T: Look, who are they? Ss: They’re Bobby, Sam,