英语人教版六年级下册六年级下册英语教学设计

英语骨干教师示范课教学设计英语骨干教师示范课教学设计 双滦一小张海云 课题课题 Unit 3 Where did you go 教学内容教学内容 Part BLet s try Let s talk 教学重点教学重点 1 学生能够四会掌握主句式 Where did you go I went to How did you go there By What did you do there I 并在对话交流中应用 2 学生能够听懂 会说 会表演 Let s talk 的内容 并在真实情境中运用所学语 言进行真实交流和运用 3 在对话交流中 养成学生用英语交流的习惯 培养良好的语音 语调和语感 教学难点教学难点 1 The using of the question words and the past form of the verbs 2 The understanding and using of the new words in the dialogue 教学设计 教学设计 Step1 Warming up 1 Ss listen to the song What did you do last weekend 2 Greetings 3 Ss go over the words and phrases in Unit 2 1 The words about the past form of the verbs 2 Students talk about their weekend Pairwork Step2 Presentation Let s try 1 Going on with the pair work T says I know wen to over the winter holiday Let s listen to the dialogue and circle the right answer 2 Listen to the tape for the second time and correct the answer Let s talk 1 Going on with Let s try Teacher guides the topic to Sanya and presents the new words like beach sometime lots of and took pictures Students guess the meaning and read and grasp them 2 Ss watch the teaching cartoon and answer the question Where did Amy go last winter holiday How did she go there What did she do 3 Students read and find and solve the problems 4 Ss watch the teaching cartoon and follow the tape to correct their pronunciation for two times 5 Ss read in groups 6 Teacher checks the reading Step 3 Consolidation Dialoguesinlife Our holidays Where did you go I went to How did you go there By What did you do there I Step4 Homework 记录自己与朋友的交流 板书设计板书设计 Unit2 Ways to go t o school Where did you go I went to How did you go there By What did you do there I 课后反思 另附 关于教学设计 本堂课的教学设计 基于学生的生活真实 教学环节突出的是在知识的 复现与巩固的基础上 呈现 学习并掌握新知 本课是对话教学课 教师在教学设计过程中 尽量避免学生孤立地处理对话中的新单词 而是充分利用语境 让学生在应用中感受 学习 并且掌握单词 并用之和起哦能够合理地进行对话交流 来自教学过程中的感受与思考 本堂课 教学情境真实自然 学生学得轻松愉快 实现 了预设的教学目标 学生们基本掌握了教学目标中要求掌握的知识 形成了基本的交流能力 学习兴趣很浓厚 不过这堂课其实教师可以做得更好 比如学生关于景点景物的讨论 教师 可以再放得开一些 让学生课前准备一下 小组解决自己能解决的问题 课堂尝试展示 这 样更利于学生的兴趣 学法的生成 好的学习习惯的养成 所以以后教学中 教师要把学生 自学能力的培养有效地融入教学情境中 顾虑 偶尔有学生大胆尝试着想把语言表达得更丰满 想自