人教精通版英語六下Unit 1I went to Sanya for my holidaysLesson 1教學(xué)設(shè)計(jì)精修版

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1、人教精通版英語精品資料（精修版） Lesson1 教學(xué)設(shè)計(jì) 一、教學(xué)內(nèi)容與分析 Just read and talk 本部分通過Gao Wei和Kate開學(xué)后第一天見面相互談?wù)摷倨谏畹膱鼍?，引出要學(xué)習(xí)的目標(biāo)語言What did you do during your holidays? I went to Sanya with my parents.通過師生之間、生生之間的對話，自主感知、模仿、理解和體驗(yàn)，學(xué)生能夠運(yùn)用How did you get there? Did you have a good time? What did you do during your holidays

2、? 等表示詢問、描述等的功能語句在真實(shí)語境中進(jìn)行交際。 主要目標(biāo)語言： What did you do during your holidays? I went to Sanya. How did you get there? We get there by plane. Did you have a good time? Sure. 二、課前準(zhǔn)備 1. 準(zhǔn)備家人旅游、度假、過節(jié)的照片，為開展小組合作學(xué)習(xí)提供資源。 2. 準(zhǔn)備關(guān)于在海邊度假的教學(xué)圖片，創(chuàng)設(shè)情境，引導(dǎo)學(xué)生學(xué)習(xí)。 3. 準(zhǔn)備白天和夜晚天空的圖片，將學(xué)生分成太陽、月亮和星星小組，獎(jiǎng)勵(lì)表現(xiàn)出色的同學(xué)畫有太陽、月亮和星星

3、的小卡片。 4. 準(zhǔn)備音頻、教學(xué)課件，用于給學(xué)生創(chuàng)設(shè)情境，為趣味操練等活動提供依據(jù)。 5. 練習(xí)教學(xué)簡筆畫，力求板書主題突出。 6. 通過網(wǎng)絡(luò)下載一般過去時(shí)態(tài)的英文兒童歌曲This Little Pig。 三、教學(xué)步驟與建議 1. 熱身/復(fù)習(xí)(Warm-up / Revision) 1) 播放英語歌曲This Little Pig。歌曲播放過程中，教師要適時(shí)引導(dǎo)學(xué)生關(guān)注歌曲中的關(guān)鍵詞did, went, stayed, had。同時(shí)，讓學(xué)生初步感知一般過去時(shí)。 2) 創(chuàng)設(shè)訪談節(jié)目錄制現(xiàn)場的主題情境，引導(dǎo)學(xué)生走入情境。 T: Look, I am a hostess of TV

4、programme. Would you like to be my honored guests? I hope we can have a good time during today’s TV programme. If you do a good job, you may have a star or a moon card. (在隨后的環(huán)節(jié)中，只要學(xué)生能夠積極回答問題，教師就以小星星和月亮卡片獎(jiǎng)勵(lì)，旨在自然習(xí)得單詞star和moon ) 2. 新課呈現(xiàn)(Presentation) 1) 情境導(dǎo)入，以舊引新 (1) 利用節(jié)日圖片聚焦本期電視訪談節(jié)目的主題“我們的假日”，電視節(jié)目主

5、持人利用嘉賓先前學(xué)過的一般現(xiàn)在時(shí)句式介紹每年度假經(jīng)歷，并在黑板上呈現(xiàn)一般現(xiàn)在時(shí)的基本句式： Every summer I go to Dalian. I go there by plane. I stay with my friends in Dalian Hotel. I have a good time. T: Every summer I go to Dalian. I go there by ship. I often stay with my friends. I always have a go

6、od time. What about you, my honored guests? (2) 作為電視節(jié)目主持人的教師利用一般過去時(shí)介紹自己去年的度假經(jīng)歷，引發(fā)學(xué)生對一般過去時(shí)及課文涉及的相關(guān)動詞過去式(go—went, stay—stayed, have—had) 的感知、理解、識記。 T: Every summer I go to Qingdao. But last year, I went to Sanya. I went there by plane. I stayed with my parents in Sanya Hotel. I had a good time. (3)

7、 教師適時(shí)用醒目的彩色粉筆將原先的時(shí)間狀語替換為last summer，然后將板書中原有的動詞（go, stay, have）改為一般過去式（went, stayed, had），隨后教師作簡要說明。 T: When we talk about the past, can we use “I go to ...”? No, we should use “I went to ...” “I stayed ...” “I had ...” These are the past forms of the verbs. (4) 教師帶領(lǐng)學(xué)生認(rèn)讀動詞的過去式，朗讀黑板上的句式。 Last summ

8、er I went to Dalian. I went there by plane. I stayed with my friends in Dalian Hotel. I had a good time. 2) 呈現(xiàn)會話，整體感知 (1) 教師可以通過動畫、PPT、實(shí)物投影或教學(xué)圖片等方式呈現(xiàn)本課的會話，讓學(xué)生在真實(shí)情境中整體感知并初步理解會話。為了使學(xué)生快速有效地理解會話，教師可以在呈現(xiàn)會話前提出1?2個(gè)問題，如 Who are in the dialogue? What are they talking about? 從而激發(fā)學(xué)生的好奇心和求知欲，以達(dá)到短時(shí)高效教學(xué)的目的。

9、 (2) 教師還可以采取畫簡筆畫的方式，讓學(xué)生在認(rèn)真觀察簡筆畫的基礎(chǔ)上，根據(jù)圖片所顯示的信息猜測Where did she go? What did she do during the trip? How did she get there? Did she have a good time? T: Look, this is Kate. Guess, where did she go during the holidays? She went to Shanghai? (教師一邊畫海灘和椰子樹，一邊呈現(xiàn)語言范例進(jìn)行引導(dǎo)) S: No, she went to Sanya. T: Ho

10、w did she go there? Did she go there on foot? (教師畫出飛機(jī)) S: No, she went there by plane. T: What did she do during the holidays? Did she enjoy the sunbathing or make a sandcastle? (教師畫出凱特日光浴的場景) S: She enjoyed the sunbathing. T: Right. She didn’t take a bath. She enjoyed the sunbathing. She enjoye

11、d... S: She enjoyed the sunbathing. (學(xué)生此時(shí)會順勢而答，教師可以快速擦去太陽，改畫出月亮和星星。) T: Did she enjoy the sunbathing? S: No. She enjoyed the moon and stars at night. T: What about her good friend Gao Wei? Did he do the same? Where did he go? How did he I go there? What did he do? Let’s watch the video. 3. 趣味操練

12、(Practice) 會話操練分三個(gè)步驟： 步驟一：視聽并舉，跟讀模仿 教師播放本課對話的音頻或動畫，讓學(xué)生跟讀對話，模仿語音語調(diào)。教師注意指導(dǎo)學(xué)生帶有真實(shí)情感地朗讀會話，切勿生硬地拉長聲音唱讀會話。 步驟二 ：角色朗讀，展示會話 在模仿跟讀的基礎(chǔ)上，教師布置學(xué)生兩人一組，先按角色讀對話，然后展示對話。 步驟三：角色會話，真實(shí)表演 在角色朗讀對話的基礎(chǔ)上，學(xué)生再以兩人一組分角色脫離或半脫離書本進(jìn)行真實(shí)對話，最后到臺前進(jìn)行角色表演。 4. 語言運(yùn)用(Language use) 1) 交際應(yīng)用階段慢熱化：體悟結(jié)構(gòu)，發(fā)現(xiàn)規(guī)律，重在運(yùn)用 請嘉賓在主持人的引導(dǎo)下利用“I went

13、 to…by…I stayed…I enjoyed…I had…” 紛紛介紹自己假期生活。主持人在不斷追問與對話的過程中潛移默化地引導(dǎo)學(xué)生感受祖國好河山的壯美。 2) 回歸生活，利用照片，相互交流，分享度假經(jīng)歷 請嘉賓利用自己準(zhǔn)備的照片，相互進(jìn)行交流。 語言范例： S1: Look at my photo. S2: Wow, it’s beautiful. Who’s this? S1: This is my brother John. We went to Yunnan this summer together. S2: How did you get there? S

14、1: We went there by plane. S2: Did you have a good time? S1: Sure. We stayed in a town. It’s quiet and nice. We enjoyed the different kinds of fruits there. S2: That sounds wonderful. 5. 課堂評價(jià)(Assessment) 1) 課堂教學(xué)過程中的評價(jià) (1) 教師可以引導(dǎo)學(xué)生積累自己學(xué)習(xí)動詞過去式的小檔案。 動詞過去式規(guī)則變化 動詞過去式不規(guī)則變化 stay stayed do did

15、enjoy enjoyed go went have had (2) 教師可以利用發(fā)給學(xué)生的星星和月亮的評價(jià)卡與教學(xué)內(nèi)容進(jìn)行有機(jī)整合，充分發(fā)揮評價(jià)工具的有效性。在星星和月亮的卡片背后是動詞和它的過去式。學(xué)生每得到一張這樣的評價(jià)卡，就會多一次和動詞及其過去式見面的機(jī)會。 (3) 課堂表現(xiàn)自我評價(jià)表范例： 評價(jià)項(xiàng)目 ★ ★★ ★★★ 我的學(xué)習(xí)信心比上學(xué)期更強(qiáng)了，學(xué)習(xí)興趣更濃了 我能按照教師要求將假期拍攝的旅游照片或錄像帶到學(xué)校， 供教師教學(xué)時(shí)使用 我能夠根據(jù)相關(guān)信息積極參與各種競猜活動，為本小組爭光 我學(xué)會了如何用過去時(shí)

16、來記英文日記 (4) 教師簡要記錄學(xué)生的課堂表現(xiàn)以便進(jìn)行教學(xué)反思。 評價(jià)項(xiàng)目 ★ ★★ ★★★ 學(xué)生已經(jīng)很快回到英語學(xué)習(xí)狀態(tài)中來 學(xué)生能夠很好地完成教師所布置的任務(wù)，并能很好地利用自己所帶來的照片進(jìn)行語言交流 學(xué)生小組活動的積極性很高 學(xué)生能用一般過去時(shí)正確表達(dá)過去某個(gè)時(shí)間所從事的活動或所到過的場所 2) 教師指導(dǎo)學(xué)生完成《活動手冊》中的相關(guān)內(nèi)容，并進(jìn)行評價(jià)。 6. 拓展活動(Extended activities) 1) 鼓勵(lì)學(xué)生建立動詞小檔案，將前七冊書中的動詞過去式進(jìn)行歸納，逐步學(xué)會分類積累。 動詞過去式規(guī)則變化 動詞過去式不規(guī)則變化 stay stayed do did enjoy enjoyed go went have had 2) 學(xué)生將度假的照片以組為單位張貼在大白報(bào)紙上，并為照片配上簡單的文字。