6上Unit3教学设计

1、译林新版英语六年级上册Unit3 Holiday fun(Story time)教学设计镇江市丹徒区三山中心小学 李丹 邮编：212143教学内容：译林出版社义务教育教科书英语六年级上册Unit 3 Holiday Fun (Story time)教材分析：本课的主要教学内容是通过Mike 和Liu Tao国庆节假期后回到学校后聊起双方各自精彩的假期经历展开话题。把“过去所做事情”的日常交际用语，词汇和语言结构有机地结合起来，要求学生能准确的运用好did和was.在一定的情景下正确恰当地使用What/Where did I /he do/go for the holiday？询问伙伴及作出相应

2、的回答。能熟练运用一般过去时询问How was your holiday?和Why did you call me?并学会说明相应的原因。还重点引出了一般过去时的一般疑问句Did you/he?及其答语Yes, I/he did. No, I/he didnt.为了使学生更好地掌握本单元的句型和词汇，教师在教学过程中可尽量创设生动活泼并较为真实的情景引导学生理解和运用新新话题，新知识。要根据学生的年龄特点，充分利用多媒体课件，图片，幻灯等加上形象化的动作和语言，使所教的内容与学生的生活紧密结合，减少语言障碍，提高学生实际运用语言的能力。学情分析: 本节课的授课对象为六年级学生，这一年

3、龄阶段的学生在活泼好动的基础上，认知水平有了较大的发展，积累了一定的生活经验；学生的个性呈现出独立张扬的一面，明显有了独立的思想，爱表现自我，竞争意识强；在知识构成上，经过几年的英语学习，学生已掌握不少话题的语言点。因此教师在授课中应积极调度学生已有的知识经验，激活学生的语言积累，激发学生的参与意识，提供语言使用的平台，学生在学习的过程中，体验到成功的快乐。 教学目标：1、能听懂会说、会读、会写单词holiday, National Day.2、学生能听懂、会说、会读单词Bund , Shanghai Museum , caught , ate.3、学生能听懂、会说、会读、会写句型W

4、hat did you / he do/go for the holiday? I / He Did you / he ? Yes, I / he did. / No, I / he didnt 4、学生能读课文并理解课文的意思。教学重点与难点：1、学生能听懂、会说、会读、会写句型What did you / he do/go for the holiday? I / He Did you / he ? Yes, I / he did. / No, I / he didnt.2、学生能听懂、会说、会读单词Bund , Shanghai Museum , caught , ate.3、学生能读课

5、文并理解课文的意思。教学方式：本节课最主要的教学方式就是多媒体辅助教学，非英语国家的学生学习英语所面临的最大问题就是没有语言环境，他们难以获得大量而规范的语言输入，难以掌握正确的发音和良好的英语思维。运用多媒体可以提供纯正的语音材料，使学生能够接触到最地道的发音。另外，多媒体课件的恰当运用也使课堂更加生动，更能吸引学生的注意力，弥补教学条件的有限性，使整节课达到最佳效果。教学准备及手段：1教具准备：多媒体课件，单词卡片2教学准备：学生预习story time3板书准备：写好课题教学过程：Step 1 Free talk1、T: Boys and girls, welcome back to s

6、chool. It was National Day holiday last week. Did you have a good time for the National Day holiday? ( Teach : National Day , holiday ) How was your holiday? S: （在此可以学习It was great fun.）【设计思路】：在一开始的导入环节，我利用国庆假期直接进入课文的学习，在此教授了National Day和holiday两个单词，直截了当。接着询问学生他的假期过得怎么样？教授How was your holiday?的句型以及回

7、答。2、T: I took some photos on National Day. Look at these photos and you will know where I went for the holiday. (Show the pictures: Jinshanhu Lake, Darunfa Supermarket, Wanda Cinema)【设计思路】：这里利用多媒体向学生呈现一些图片，告诉学生老师在国庆期间干了什么事情，好为下文的Where did you go for the holiday? What did you do there?句型教学埋下伏笔。3、T: I

8、 went to Darunfa Supermarket. I went shopping.T: What about you? Where did you go for the holiday? What did you do there? S: 【设计思路】：初步教授学生此句型，要求学生能够听懂它，并会做出相应的回答。此处为了避免机械的语法讲解，就可以让学生在实际的语用中学习。Step 2 Presentation1、T: Just now we talked about our National Day holiday. Mike and Liu Tao talked in the cl

9、assroom. What did they talk about? Can you guess?2、Lets watch the cartoon. (1)What did they talk about? A: National Day holiday B: Planning for the weekend C: May Day holiday(2)Who ate the fish?A Liu Tao B Mike【设计思路】：开始进入语篇的学习，要求学生从整体上感知所学内容，初步学习所学课文。在此过程中还要培养学生听和看的能力，所以我设计了两个选择题，让学生带着任务去学习，并且在此过程中树

10、立自信。3、T: Mike and Liu Tao talked about National Day holiday, where did they go? Lets listen to the tape and answer! Where did Mike go?Where did Liu Tao go?【设计思路】：第二遍听课文录音，让学生再对课文内容有进一步了的了解，并且设计了问题让学生带着问题去听，这样能培养学生良好的倾听习惯。T: Liu Tao went to Shanghai and Mike went to a farm. What did Liu Tao and Mike

11、do there? ( Show Think and write )Please read the story by yourselves and try to fill in the blanks.Liu Tao went to .He went to the and the .He saw many .Mike went to a .He picked some .He went too. He caught . ( Teach : Bund , Shanghai Museum , catchcaught )【设计思路】：接下来让学生自己读课文，完成“写”的任务，高年级语篇教学侧重于对学生

12、“写”的技能的培养。教师指导学生填空，从而将语篇中掌握的词汇、语法和文化知识内化为自身的语篇综合素质。 4、T: Nancy wants to know how do Mike and Liu Tao spend their holiday. So she asks Su Yang some questions about the two boy s holiday. Can you help Su Yang to answer the questions? ( Show “ Ask and answer “ ) Where does Liu Taos aunt live?Where

13、 did Liu Tao go in Shanghai?Where did Mike go for the holiday?Did Mike catch a big fish?Why did Mike call Liu Tao?Please read the story again and try to underline the answers. S: 【设计思路】：在前面的看、听、写训练后，这里让学生对课文的了解更加具体深入，针对性更强，可以引导学生去进一步关注语篇的细节，帮助学生理清语篇内容。由提问入手，用一个个的问题串联起整个语篇，学生在寻找答案、回答问题的过程中对语篇有了更整体的了解

14、。整个学习过程锻炼了学生快速敏捷的概括、判断、推理等思维能力，有助于学生养成良好的倾听和朗读的习惯。Step 3 Consolidation1、 Ss read after the tape. 【设计思路】：听音跟读活动旨在让学生模仿正确、地道的语音语调，培养英语语感，加深对课文整体印象。Ss read after the teacher. Ss read together.Ss read in roles.【设计思路】：接下来指导学生完成各种形式的朗读，做到让学生快乐朗读，快乐学习。2、Try to retell the story. Mike and Liu Tao talked abou

15、t their National Day holiday. Liu Tao went to .andMike 【设计思路】：语篇的学习就是让学生在学会本课知识的基础上，要求学生能根据提供的关键词会复述课文内容，做到把课文的知识真正变成自己的知识。Step 4 Homework:1、Read after the tape and try to recite.2、Talk to your classmates about your National Day holiday.【设计思路】：作业的设计面向各层次学生，从学生的实际出发，设计不同层次、类型、形式灵活多样的弹性作业，能让学生的多种感官动起来

16、，满足不同层次学生的需要。作业的内容由浅入深，由易到难、由简到繁，让学生在获得知识的过程中犹如登高一般拾级而上，学生通过自身的努力获得成功，感受其中的乐趣，增强其完成作业的内驱力。3、有效性练习：根据课文填空。Mike: Hi, Liu Tao. Where_ you _during the National Day holiday? I called you, but you _at home.Liu Tao: I_ and _Mike: What _ you do there?Liu Tao: I _and _ How _ your holiday?Mike: It_, too! I _

17、with _I _ .Liu Tao: Oh, you also had a great fun holiday. _ you catch any fish?Mike: Yes, I _. I wanted _the fish. But you _ at home. So I_ it.【设计思路】：这道题其实是一道灵活对待的题，如果课堂时间充足，可以在课堂上学完，时间不够，只好放到课后。在语篇教学中，教师让学生通读语篇以后，往往会根据语篇的内容设计一个“缺词填空”的练习活动，旨在检测学生对于语篇的理解情况，特别是空出一些关键词与部分，让学生在理解的与归纳语篇的意义上去补充所缺单词。通过填空，其

18、实就是把整个语篇的内容在关键词的串编之下对语篇的意义进行浓缩，达到了提纲挈领的作用，涵盖了整个语篇的内容。板书设计：Unit 3 Holiday Fun（Story time） went to Shanghai visited his aunt visited the Shanghai Museumwent to the Bund went to a farm picked some oranges went fishingIt was great fun.教学反思：在预备课时，已经交过National Day和其它的一些中国传统节日单词，以及节日时间和人们通常所做的事情，为本节课做了铺垫。新授课文前，不需要把所有生词都教