PEP版小学六年级英语下册第四单元《My Holiday》教学设计

第六课时 Teaching Aims:1. 能够读懂Lets read部分的短文并完成文后的练习。2. 能够听、说、认读句子：It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.3. 能够完成Lets find out部分的练习。4. 能够完成Lets check部分的练习。Teaching Importance and Difficulties: 1. 本课时的教学重点是听、说、认读句子：It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.2. 本课时的教学难点是认读以下单词和短语：relaxed, prepared to , go back, for the last day of the holiday.Teaching Medias:Teacher：录音机和录音带；本课时的单词卡片和教学挂图。Teaching Procedures:.Warm-up1. 教师放Lets sing部分的歌曲录音，学生一起跟唱。2. 教师放Lets chant部分的歌谣“Where did you go on your holiday?”学生有节奏地说唱。.Preview1. 学生听录音跟读B Lets talk部分的对话。2. “拼句子”游戏学生分成若干小组。教师报一个四会句子，如：How did you go there? 各组第一名学生起立拼读句子的第一个单词，第二名学生拼读第二个单词，以次类推，拼得又快又正确的小组得一分。3. 教师出示A、B部分Lets learn的短语卡片和地名卡片，学生就卡片内容进行问答练习。.Presentation and PractiseLets read1. 教师接上一个话题问学生：When did you go to Beijing? I went there on October 2nd. 教师接着学生的问答说：That means you left Ningbo/ on October 2nd .When did you get to Beijing? 引导学生回答：I got there on October 3rd. 教师板书left和got，告诉学生left是leave的过去式，got是get的过去式。教师问：When did you come back? 引导学生回答：I came back on October 6th. 教师说：It was a long holiday. 并板书：It was a long holiday. 带读该句子。2. 教师询问学生的作息时间表：Where were you at 7 oclock yesterday? 引导学生回答：I was at home.教师可询问学生一天的行程安排，从而引出relaxed，对话设计如下：T：Where were you from 12:15 to 12:45?S：I was on the playground.T：What did you do？S：I played ping-pong.T：You relaxed.3. 教师呈现以下问题，学生集体读一遍，然后阅读Lets read部分。 When did they leave Beijing? When did they get to Harbin? What did they do on February 2nd? What did they do on February 3rd? When did they do on February 4th? When did they do on February 5th?4. 学生回答以上六个问题。教师放Lets read部分的录音，学生跟读，并提出不理解的句子，教师解惑答疑。5. 教师指导学生完成补充句子的练习。Lets find out1. 教师请学生仔细观察图画。教师提问：How did people travel years ago? 请学生试着问答。如果学生答不出，教师可继续问：Did they travel by plane? 引导学生回答。然后教师继续问类似的问题，带领学生找出古代不存在的交通工具。2. 学生四人一小组做该游戏。Lets check教师指导学生完成Lets check部分的练习。.Consolidation and Extension1. Activity book2. 学生课下查阅交通工具发展史的相关资料。课后反思：对话教学中可以看做教师前后观点一致、逻辑连贯的“独白”，课前需要认真备课，写成讲稿，甚至要熟记在心，打“腹稿”。对话教学带有相当程度的“生成性”特征，它不是上演充分准备好的“教案剧”，而更多的是即兴创作，注重临场的发挥与学生的及时有效的互动，能按学生的反应及各班之间的整体差异及时调整教学思路，不断促进学生富有积极意义地建构，这才是最为重要的，也是因材施教最为突出的一点。灵活施教，不等于不要备课，不能将对话教学作为自己备课不充分的替代方案。采取对话教学，对作教师我就有更进一步的要求即对教学内容要有一定的背景知识，认真考虑向学生提出哪些问题最好是将前面的内容能有效的融入为今天的课打基础做铺垫，并要积极设想学生在主动学习的过程中可能会碰到哪些问题等，需做好课前的准备工