英語人教版六年級下冊六年級下冊unit3Blet'slearn

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1、人教新版六年級下冊 Unit3 PartB LeS learn教學設計 丁德金 一、學習目標(Learning aims) 1 .聽說讀寫單詞和詞組： ate, took, bought, gift, took pictures. 2 .聽說認讀句子，并能使用這些句型進行交流： How was your summer holiday? It was good. I went fishing every weekend and took lots of pictures. 二、教學重難點(Important &difficult points) 1 .聽說讀寫單詞和詞組： at

2、e, took, bought, gift, took pictures. 2 .掌握不規(guī)則動詞的過去式。 三、情感、態(tài)度和能力目標(The goals of emotion,attitude and ability) 通過學習本課的詞匯和句型，并使用它們進行交流，對他們在假期中的活動 進行回憶和評價，獲得語言學習的成就感，從而培養(yǎng)它們的語言交流能力，激發(fā) 他們的學習興趣。 四、教學策略(Teaching strategies) 把多媒體教學資源、網(wǎng)絡資源，課本內容有效融合，合理調整課本內容，運 用PPT課件、圖片和視頻，積極創(chuàng)設英語學習情境，讓學生在聽、學、動、唱、 玩中快樂地學習

3、知識，培養(yǎng)合作學習的能力和英語表達能力。 五、教學準備(teaching aids) PPT課件，一些圖片和多媒體電子白板。 六、教學過程(teaching procedures) Step I.Warming up and revision 1,聽唱動畫歌曲。 2, Greetings T: Hello,boys and girls! What day is it today? Ss: Hello,teacher! Today is Tuesday. T: Good.What day was yesterday? Ss: It was Monday. T: You sa

4、id Was”,that s very good.What did you do yesterday? Ss: We had seven classes.We cleaned our classeoom… T: Sounds great.Les look at those words and sentences we leraned last class. 3,課件展示上節(jié)課所學的重點詞匯和句子，讓同學們反復誦讀。 went to Turpan rode a bike rode a horse went camping went fishing hurt my foot What

5、happend? Are you all right? I mKnow. It looks like a mule. Did you go to Turpan? Yes, we did. (設計意圖：通過聽歌曲調節(jié)學生的情緒，通過課件展示，讓學生誦讀，激活學 生已學的知識，使學生的思維快速集中到課堂上，為導入新課題做好鋪墊。) Step 2. Learning 1,單詞短語呈現(xiàn)和教學： (1)課件展示短語圖片教讀短語和單詞： ate fresh food went swimming took pictures bought gifts eat fresh food go sw

6、imming take pictures buy gifts (2)讓學生反復對比誦讀。 (3)運用教學，把這些短語運用到句子中，師生一起操練。 T: Eat fresh food. I often eat fresh food.I ate fresh food yesterday. Go swimming. I sometimes go swimming. I went swimming last Sunday. Took pictures. I often take pictures. I took some pictures last weekend. Buy gif

7、ts. My uncle often buy gifts for me.He bought some gifts for me yesterday. (4)課件展示網(wǎng)絡圖片，讓同學們快速說出短語和句子。 2,句型呈現(xiàn)和教學： (1)課件展示重點句型，師生、組組間互問互答操練。 T: How was your summer holiday? Ss: It was good. I went fishing every weekend and took lots of pictures. T: What did you do last Sunday? Ss: I ate fresh fo

8、od . /I went swimming./ I took pictures./I bought gifts. (2) Play the tape of Let s常Orn艮讀。 (設計意圖：通過教材圖片截取呈現(xiàn)本課要學的重點短語和句型， 從師生問到生 生間的反復操練，同時把短語融入到連貫的句子中，在具體的情境中加強語言輸 入，聽說互動，讓學生在輕松的氣氛中愉快的學習。) Step 3.Practice 1 (小組合作學習) Working in groups 1 .學生分小組活動做游戲，一人做動作，其他人用動詞的過去式說出短語。推 選一組在全班表演。 2 . Role pla

9、y:課件展示功能句型，讓學生在小組內靈活運用本課時詞組表演 Amy 和Wu Yifan的對話： A: How was your summer holiday? B: It was good/OK. A: What did you do over the summer holiday? B: I ate fresh food . /I went swimming./ I took pictures./I bought gifts. （設計意圖：安排了一個游戲，一個角色表演，讓學生們在樂中學，學中樂，激 發(fā)學生的英語興趣，培養(yǎng)他們的聽說能力和互動合作學習能力。） Step4.Prac

10、tice 2 （小組合作，拓展學習） 1 .聚焦教材圖片，課件展示Look and say的圖片，點名學生完成每個句子。師作 適當解釋。 2 .小組合作，作拓展練習：師發(fā)給每個小組一張卡片，分別是：I went to Sanya last summer holiday. I went to Turpan last summer holiday. I went to Mt.Zipeng last winter holiday. I went to Hangzhou last summer holiday. 課件展示拓展句型，讓同 學們在小組內交替交流操練，同時帶動本組學困生共同交流，合作學習

11、，共同提 ―、_. 耳 問0 A: How was your summer holiday? B: It was good/OK. A: Where did you go? B: I went to ... A: How did you go there ? B:I went there by... A: What did you do there? B: I ate fresh food . /I went swimming./ I took pictures./I bought gifts. 3.小組展示，師檢查學困生掌握情況。 （設計意圖：綜合二、三單元知識，設計了一

12、個小組活動，課件展示活動任務， 每小組各自有不同的目標內容，讓學生在小組內充分表演，同時進行幫帶作用， 關注學困生，讓每一個學生都到展示和進步。） Step5.Summary 師引導學生小結：同學們這節(jié)課學到了哪些知識呢？師引導學生我們一起來 小結一下： ★ 短語： ate fresh food, went swimming, took pictures, bought gifts. ★ 單詞： eat-ate go---went take-took buy -- bought ★ 句型：--How was your summer holiday? - -It was good

13、. - -What did you do ? - -I went swimming every weekend and took lots of pictures... Step6.Homework 1,抄寫并背誦本課時四個四會短語 2,朗讀本課所學的句型。 板書設計： Unit 3 Where did you go? ate fresh food, went swimming, took pictures, bought gifts. eat—ate go---went take—took buy -- bought --How was your summer holid

14、ay? --It was good. I went swimming every weekend and took lots of pictures. 教學反思： 本節(jié)課通過運用多媒體暢言電子白板操作技術把有關本課的電子課本內容、 課程資源內容以及網(wǎng)上資源內容有效整合利用，共制作了十張教學 ppt,把教學 內容有效地融合到音樂動畫、情境動畫和游戲活動中，讓同學們在欣賞感知、學 玩做互動中獲得知識，培養(yǎng)英語的聽說讀寫能力。 “Tell me, I forget； teach me ,I know ； involve me ,I remember，多年的教學實 踐證明：在課堂教學中，教師

15、盡管努力地去教，去講解，但學生實際上掌握的甚 少，且很不牢固，還會導致學生的學習興趣日趨減弱。只有創(chuàng)設有趣的學習情境， 讓學生在學與動，玩與說的交流互動中真實感受到知識的獲取過程，真心體會到 學到了知識、提高了能力的自豪情感，這樣學到的知識才立體的，牢固的。因此， 在這一課教學中，我只是扮演了一個導演的角色，把學生推向課堂的主講臺，充 分突出學生的主體地位，讓學生自己在老師創(chuàng)設的情境中互動復習舊知， 互動學 習新知，互動總結鞏固，合作互進，寓教于樂。同時，在這節(jié)課中，通過小組學 習，我讓小組長等同學帶動和幫助本組的學困生， 鼓勵學困生主動積極參與活動， 共同提高。 反思這節(jié)課，預設的教學目標達成度還是高的， 教學效果比較明顯，但也有 不足之處：展示活動沒有組織好，有個別學生的積極性還是沒有調動起來。 總之，教學是動態(tài)的，教改是不斷前進的，需要我們一線教育工作者們始終 保持與時俱進的思想，不斷轉變觀念，不斷學習探索，結合新的教育理念，從自 身的教學實際出發(fā)，不斷探索出一套行之有效，行之高效的教學方法。