小学PEP新教材六年级下册unit4教学设计.doc

Unit4 My Holiday一、教学理念和教学方法凸显任务型教学原则，培养学生综合运用语言的能力。以人为本，关注每位学生在英语学习的情感体验。感知多元文化，和谐课堂氛围。在教学活动的设计过程中主要应用了任务型教学法，TPR教学法，情景法，交际法，视听法等外语教学方法。二、设计思路(一) 教材分析本单元围绕My holiday这一话题，进一步学习动词的过去式went/ bought/ ate 等和句型Where/How/What did you go on your holiday?及其答句。在教学中，教师设计Describe your holiday这一主任务，让学生通过感知、体验、实践、参与和合作等方式去实现教学目标。(二) 教学内容(1) 中心话题：“My holiday”(2) 相关语言：Where /How/ What did you go on your holiday？及其答句。(3) 新学词汇： learned Chinese, sang and danced, ate good food, took pictures, climbed a mountain, bought presents, rowed a boat, went skiing, saw elephants, went ice-skating.(三) 教学重点：(1) 重点词汇- 假日活动相关词汇的动词过去式形态；(2) 语言结构- What did you do on your holiday ? I rowed a boat. Where did you go on your holiday ? I went to Xinjiang.(3) 语言功能- 询问别人曾经去过的地方与曾经参加过的活动。能用英文书信形式与人交流。(四) 教学难点：单词过去式的教与学，多种语言结构的综合运用。三、教学目标1、知识技能：掌握课文单词和句子结构；掌握英文书信的基本格式。能读懂文章Lets read两部分内容，并能依照图文或范文进行仿说或仿写。 2、情感态度：科学合理有效地安排假日活动，注重培养学生良好的生活休闲方式和积极的生活态度。 3、学习策略：认知策略：帮助学生学会在学习中利用规律来扩大词汇量交际策略：帮助学生学会用英文书信与西方国家的孩子交朋友。 文化策略：了解中西方书信格式的区别；了解西方国家的基本度假方。四、课堂组织的主要形式：以任务型教学活动为主要组织课堂的教学手段，以小组合作学习为主要的课堂组织形式，坚持生活化、活动化、体验化的教学。通过课堂评价来确保任务型教学活动的完成质量。五、教学策略：（一）词汇、句型与会话教学针对词汇、句型与会话两块教学内容可设计以下活动：1词汇教学活动一：“语言阶梯”目的：通过不同音高的方式朗读单词，激发词汇操练兴趣过程：在进行词汇的巩固操练时，让学生的朗读随教师手势由低自高或由高自低走阶梯，(当然教师的手势随意性很高)，手势往高处走，学生音量加强；反之则是音量减弱。将此游戏与评价机制相联系，效果更佳，如：哪一组犯规满三次（手势往高，音量却低，则为犯规），其它组加星，这样有效吸引学生的注意，达到寓教于乐的目的。活动二：“击掌读单词” 目的：有节奏的朗读单词，激发词汇操练兴趣。过程：有节奏的朗读单词，学生读完两遍单词，击掌两下，读完三遍单词，击掌三下，如：apple apple ,pear pear ear ear ear eye eye eye ，使单调的朗读趣味化，学生的注意力得到有效地控制。活动三：我是小特工活动目的：培养学生的听力与观察能力。活动准备：韵律感强，节奏较快的音乐带；10张以上本单元的有关动作词汇的小卡。活动过程：（1）将学生分成8组，每组分别派一名代表上来，其中七个代表先从老师手中抽一张小卡站在教室中间，音乐声一响便各自按小卡沙锅内的内容做动作。另外代表当特工在一旁认真观察其他7位代表的动作。（2）音乐声一停，7位学生停止动作。下面的学生指令其中一个动作，全班同时指令，如：learned Chinese， sang and danced，ate good food， took pictures， climbed a mountain， bought presents， rowed a boat， saw elephants， went skiing， went ice-skating 等，当小特工的学生务必在这段指令的时间内抓住刚才这位做该动作的同学。（3）被抓的学生当小特工，表演学生互相交换卡片，活动继续。如果小特工连续两次抓不到敌人，则被淘汰出场。活动结束，师生反馈评价，留在台上的学生为最佳特工，他们所在的小队为最佳特工队。活动四：老歌新唱活动目的：通过歌曲来巩固所学词汇活动过程：曲同Row a boat，翻唱词汇，活跃课堂气氛，增强学习兴趣Rowed, rowed, rowed a boat，gently down the stream. Merrily, merrily, merrily, merrily, life was interesting.Went, went, went ice skating, gently down the ice. Merrily, merrily, merrily, merrily, life was interesting.Skiing, skiing went skiing, gently down the snow. Merrily, merrily, merrily, merrily, life was interesting.Saw, saw, saw elephants, went toward the animal. Merrily, merrily, merrily, merrily, life was interesting.2句型、会话教学活动一：长鼻子活动目的：发挥学生想象力，对词组和句型进行滚动练习。活动过程：适当扩大一点课外的相关内容、适当的引申。eg:I went to the restaurant. I ate chicken/ beef/ mutton/ tofu/. I went to t he zoo. I saw the animals/ elephants / bears / giraffes .活动二：小鬼当家活动目的：承接活动一，让学生发挥想象力，对词组和句型进行滚动练习，并培养学生关心他人的品质。活动过程：播放课件，创设孩子当家的情景，让学生发挥想象：I went shopping. I bought . For my mother/ grandma/ grandpa/ friend/ classmate.活动三: 忆苦思甜活动目的:和贫苦地区的孩子比较度假的情节,引导学生珍惜美好生活。活动过程：播放课件，在教师的提示下，学生运用英语进行比较：We sang and danced on the holidayHe/ She didnton the holiday.活动四：火眼金睛教具准备：课件过程：播放课件，教师提问：How did people travel years ago? Whats wrong with the picture? 学生答问：People didnt travel by plane.They didnt travel by.活动五：快乐大转盘教具准备：大转盘过程：把各个地名和各种交通工具做成圆盘，转动圆盘问Where did you go？ How did you go there？学生根据指针上的显示答问。活动六：John 的旅游周活动目的：培养学生听说读写的能力活动内容：巩固操练句型What did you do on Monday/ TuesdaySunday?活动过程：（1）教师事先制作一同套(7张)卡片,每张卡片上记载着John在某一天中的某个行为。（见下四例），并将他们复制份数。MondaySang and dancedTuesdayWednesdayThursdayFridaySaturdaySundayS1 S2Learned ChineseMondayTuesdayWednesdayThursdayFridaySaturdaySundayS3 S4MondayTuesdayAte good foodWednesdayThursdayFridaySaturdaySundayMonday TuesdayWednesdayBought presentsThursdayFridaySaturdaySunday（2）让每个学生扮演John，把自己一周的活动拼凑完整。（3）教师示范任务的操作，将学生分组,每组7人，每位学生领取一张卡片，跟同组学生对话。例如：S1：Excused me. What did you do on Tuesday?S4: Ah! Its a secret.S1: excuse me. What did you do on Tuesday?S3: Ah! Its a secret.S1: Excused me. What did you do on Tuesday?S2: I sang and danced.学生将获得的信息卡填在卡中相应的位置。（4）教师巡视，将信息卡的填写情况进行反馈和评价。活动七： Interview活动内容：Where did you go？ How did you go there？ What did you do？活动过程：两个同学组成，一人采访，一人作答。Eg. S1：Where did you go on your holiday？S2： I went to Qingdao .S1： How did you go there？S2： I went by bus.S1： What did you do there？S2： I rowed a boat.活动八：To be a guider过程：拿出照片，向别人介绍你曾经度假时去过的地方。四人小组问答进行。 Eg. Where did you go on your holiday? I went to Harbin. Its a beautiful city.What did you do there？ I went skiing with my friends there. How did you go there? I went by bus/train活动九：Lets find out活动目的: 培养学生写词汇的能力活动过程:（1）Think of four places you have been to.（2）Tell how you went and what you did.Where Hang ZhouHowby busWhatrowed a boat活动十：美好的假日旅行 目的：回忆自己最美好的一次假日旅行，简单记录下来,以此培养学生写英语短文的能力。过程：记录自己的旅游路线和自己喜欢的旅游景点，游玩的项目及出行方式，并说出原因，记录下来，整理成文。活动十一：制作明信片活动过程：（1）让学生收集自己喜欢的旅游地点和风景图片。（2）把卡纸剪折成明信片的样子，然后把图片贴在纸上（图片也可以让学生自己动手画）。（3）学生填写假日旅行的内容，并写上寄信人及收信人的地址与姓名。（二）阅读教学1阅读教学的目标：新课标中对二级读的要求是，能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯。对课外视听、课外阅读等课外英语学习的要求是能看懂英语动画片和程度相当的英语节目，每学年不少于10小时。2在阅读教学中开展研究性学习：设置问题情景；自主参与探究；归纳、拓展、交流。（1）设置问题情景： 设疑激趣 My holidayI have a pen friend. His name is John. He comes from England. He wrote a letter to me. Do you want to know what he has written？ 创境诱学给学生出示一组老师度假的照片，创设情景，诱导学生来提问：Where did you go ? What did you do？ 看图听文Watch Videotape1, answer questions: Where did they go? What did they do?（2）自主参与探究： Group work: guessing game （让更多的学生参与语言的练习）Where did he go?He went to. What did he do? He ate good food. Group task:Where did you go on your holiday? Name123S1Ate good foodSang and dancedRowed a boatS2S3S4 Using tools(将P47发音教学部分更改内容，移到阅读教学中来。)Words in a dictionary are in the alphabetical order. For example, the word “apple” is before the word “banana”, The word “cat” is before the word “coat”.Look up the words below and order them.Cousins mountain restaurant tomorrow（3）归纳、拓展、交流：试着把John一周的度假经历画成一张图文并茂的表格。MondayrestaurantAte good foodTuesdayparkSang and dancedWednesdayPlayed ping-pongThursdayClimbed