小学英语阅读教学策略研究教学观摩课优秀教学设计PEP六下U3PartB.docx

1、小学英语阅读教学策略研究教学观摩课教学设计课题PEP (六下)Unit3 Where did you go?(Part B Let，s talk)教学设计授课对象六年级教学设计教师教材简析本单元的Let s talk部分主要是讨论Amy寒假的三亚之行。通过 Where did you go over the winter holiday? How did you go there? How was the beach? What did you do there?等句型来展开 winter holiday 这一话题的。在教学中，老师要注意引导学生学会用where, who, how, what

2、等几大要素来讨论自己及他人的假期。老师在真实情境中帮助学生 内化语言知识，帮助学生达到学以致用。学情分析六年级的学生对英语学习兴趣整体有所下降，两极分化比较严重。一部分学生成绩优异，有好的学习习惯。另一部分学生基础较薄弱，缺乏 自信，学习英语的兴趣有所降低。所以老师可以在课堂中开展丰富多样的 教学活动，使学生能更好更快乐的学习英语。以学生的发展为宗旨，始终 把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度， 掌握良好的学习方法，培养学生良好的学习习惯。设计理念（教学策略）通过三年多的英语学习，有一部分基础较为薄弱的学生出现了缺乏 自信，学习英语兴趣降低的现象，所以两级分化越加明

3、显。因此，这一阶 段的重要任务在于让学生掌握目标语言的同时，重新激发学生学习英语的 兴趣。在设计课堂教学活动时可以采用多种多样的教学方法和活动来吸引 学生的注意力。采取的教学方法有图片法和思维导图法等，充分调动学生 的感觉器官和动作来达到记忆的目的。还有情景教学法和合作学习法，让 学生通过参加Pair work和group work活动能主动积极地参与课堂，充 分进行语言的操练。课堂上尽量以鼓励表扬为主，给基础薄弱的学生创造 机会，让他们尝试成功的喜悦。教学 目标1. 知识与技能：(1) 学生能掌握对话中出现的重点单词及短语，比如：over the winter holiday, far fr

4、om, took lots of pictures, sometime and so on.(2) 学生能熟练掌握和运用以下疑问句及相应的回答：Where did you go over the winter holiday? Who did you go with? How did you go there? What did you do there?(3) 学生能够听懂并能理解对话内容。2. 过程与方法：(1)学生能够通过思维导图，复述对话大致内容；(3)学生能够通过where, who, how, what等几大要素来介绍自己及他 人的假期。3. 情感态度与价值观：学生能热爱大自然，懂

5、得大自然的美。学会规划自己的假期生活，在旅 游中邂逅自己的心灵，从而更加的热爱生活。教学 重点、 难点1、能听、说、读、写及运用重点词汇及表达：over the winter holiday, far from, took lots of pictures, sometime 等。2、能掌握句型 Where did you go over the winter holiday? Who did you go with? How did you go there? What did you do there?及其相应的 回答。3、能把对话转换为小语段来介绍自己的假期生活(根据地点、人物、交 通方

6、式及活动等方面来进行描述)o教学准备1、教师准备Unit3 Part B Lef s talk (P26)的教学课件；2、教师准备本课时的教学视频及音乐；3、教师准备本课的相关卡片。教学过程教学环节教师活动Step 1. Warm-u p/Revi ew 热身/ 复习1. GreetingTeacher greets with the students,Good morning, boys and girls!What, s the weather like today?老师和学生进行问好，简单地询问同学天气状况，拉近师生的距离， 能较好的促进教师开展教学活动。2. Review the se

7、ntence patternsChoose some students and ask them some questions:Where did you go last weekend?I went to the .Who did you go with?I went there with my How did you go there?I went there by /on What did you do there?I .与学生进行Q&A的对话，询问他们“周末去了哪里？ ”“和谁去的？ ” “怎么去的？ ” “做了什么？”等句型，从而复习了重点词组及句型。并且让学生感知知识架构。park

8、, library, bookstorgrandparents9 home,cinema.family friends,: brother.AAliere did you go last weekend?I went to the. ATio did you go with?I went there with my How did you go there?bike, bus, train, subwajI went there by on plane, ship, foot. XATiat did you do there? bought gifts, read books, went fo

9、I I a walk, watched TV, cleaned therooms, saw a film.教学环节教师活动1. Show two pictures to lead out teacher9s weekend.（展示课件进行教授） 展示两张图片引出老师的周末做了什么。“I was very happy, because I went shopping and bought lots of clothes last weekend.59h y o i1 a dTeacher will let the students pay attention these red letters,

10、 “What word isStep 2. Presen tation 新课呈 现it? You can change the order.holidayToday lefs talk about Amys winter holiday.老师让学生注意红色的字母，引导学生把它们组成一个新的单词“holiday”，告诉学生我们今天来讨论Amy的寒假。2. Teacher shows some pictures of Sanya, and asks the students, “Guess, where did she go over the winter holiday?”（解释 over 的用

11、法：在期间，相当于during）This way leads out the sentence patterns of the dialogue.老师展示三亚的图片，然后让学生们猜她寒假去了哪里。从而引出对 话的重点句型，并让学生在真实情境中灵活的运用单词和句型。Wfee/e did v。 go over the win饨矿 holiday?Mp family and / 心说 to Simm ”Where did you go over the winter holiday?3. Teacher tells the students that Hainan is far from here.

12、（解释 far from： 离.远）And then ask students How did she go there?教师告诉学生海南离这里很远，然后问他们Amy怎样去海南的？从而引 出文本内容。“Haimm is far front here. How did vo“ ro there?We went there by plane.Hainan is far from here. How did you go there?4. Teacher describes the beach according to some pictures, and ask students, “How wa

13、s the beach?Students answer, aIt was beautiful.老师通过图片描述沙滩的景象，然后问学生:“你认为沙滩怎么样？ 学生回答：“沙滩非常的漂亮。”JHow was the beach?It was beautiful.、J5. Lefs move to the last part. What did she do there? Now lefs listen it and you can find the answers.让学生听录音回答Amy在那里做了什么？“What did do there?I took lots of uictures and /

14、 also wezit swhnm诚”Jihat did you do there?让学生做任务型的听力，训练了学生的听说读的能力。教授他们通 过听关键信息回答相关问题。6. Teacher shows PPT to lead out the content of the dialogue. And then explain the word sometime.老师继续展示PPT内容，引出对话的结束语，从而解释“sometime”的 意思及用法。Sounds great! 听上去很棒！Can I see your pictures sometime? v哪天我能看看你的照片吗？sometime

15、未来的某个时候“在某日”教学环节教师活动1. New expressions: Teacher let the students read loud and make some sentences to practice.新授表达的操练：老师开展多种多样的教学活动来操练短语，比如说“大 声读、造句子”等。2. Dialogue: Let the students repeat the dialogue according the mind map. And then make a dialogue.对话：让学生通过思维导图来进行对话的复数，之后让学生做对话练习。Step3. Prac tice

16、 操 练Sarah： Where did you go over the winter holiday?Amy： My family and I went to Sanya.Wu Yifan： Really? bid you like it?Amy： Yes, it was so warm.Sarah：Amy： Wu Yitan：Amy：Hainan is far from here. How did you go t We went there by plane.How was the beach? What did you do there?It was beautiful. I took

17、 lots of pictures, and I also went swimming.Sounds great! Can I see your pictures sometime? Sure.Sarah：Amy：3. Passage:This is a dialogue about Amy s holiday. Let the students change the dialogue into a short passage.让学生把对话变成小语段，为写自己的假期生活做铺垫。Amyfs HolidayAmy went to Sanya with her family over the win

18、ter holiday. It was so warm in winter. They went there by plane , n was beautifiilat the beach. Amy tookjots of pictures and went swimming. It was a happy holiday!4. Teacher shows some pictures to introduce last Labour Day holiday.老师展示一些图片去介绍自己的劳动节假期，进一步强化语篇概念。学 生感觉贴近老师真实生活，所以比较感兴趣。教学环节教师活动1、Pair wo

19、rk: Two students can be in a group. And then organize the students to take part in aIntroduce your holiday activity. Students can fill in the blanks and complete a short passage. After that, come to the front to introduce their holiday.团队活动：两个学生为一组，然后组织学生进行“介绍我的假期”活动。 在小组中，学生可以从Word bank里面摘选信息填空完成小语

20、段，也可 以创造自己的假期。2.情感态度与价值观：The world is like a book, waiting for you to read.Travel is to meet your heart.世界就像是一本书，等待你去翻阅。旅行，去邂逅你的心灵。教学环节教师活动1. Let s make a conclusion about what we have learnt today (group work). And let the students read them together.小组形式总结今日所学，并让学生齐读重点内容。Step5.Conclu sion 总 结2. Ho

21、mework.布置家庭作业。Read this passage with your partner according to the mind map; Talk about your holiday with your partners;(where, who, how, what) Do some exercises to improve yourself.本课时为对话教学板块，此部分在拓展学生知识面的基础上，复习有关讨论假期生活的表达，考察学生对本单元综合掌握情况。在课堂中教师采用了丰富的教学活动来支撑课堂，比如：生生对话，师生问答，绘制思维导图进行语篇再创造等。学生能通过思维导图进行语篇的复述（体现 教学设 计特 色）和重组，让学生掌握了语言知识和语篇架构。学生们在实践运用当中掌 握语言，教师注重了学生语言综合应用能力的培养。但是本节课也存在 一些不足的地方，学生在做通过思维导图复述对话的活动时，应该不给 学生看原文，让学生开拓思维，用自己的语言再造语篇，这样可以使语 篇的内容更加丰富多彩，而不是仅仅局限于课本。课堂时间感的把控也 需要继续加强，把课堂真正的还给学生。在今后的课堂中，我会尽量拓 展学生的视野，把相关知识点连接起来，让学生反复运用，真正地内化 新知识，使每一个学生都能学有所获。