6aunit6partA教学设计

1、牛津小学英语6A Unit 6 Holidays 教学设计一、教材分析 本单元围绕“谈论节日里所做的事”这一话题展开教学活动。在学习了重点句型：Whens ? Its in What do people usually do at on?TheyDid you last?Yes,I did. No, I didnt.和B部分的基础上，学习课文对话。同时，还要学习和操练Whats your favourite holiday? My favourite holiday is What holiday comes after? 词汇：eat lots of delicious food visit

2、 their relatives and friendsdress up eat moon cakesplay with lanterns watch the moon ,所幸的是，词汇中新单词很少，只是对原有词汇的扩展。可以用以旧带新的方法展开教学。 本单元是一个学生十分感兴趣的话题，教师在课堂上可采取轻松自由的交谈方式，引导学生运用新的语言表达方式谈论节日中人们的活动，尽可能多给学生自主发言的机会。另外，教学中要注意渗透相关的文化知识。二、教学目标 1、知识目标: 掌握句型：Whats your favourite holiday? My favourite holiday is What

3、 holiday comes after? 学习词汇：eat lots of delicious food visit their relatives and friendsdress up eat moon cakesplay with lanterns watch the moon 2、技能目标:能整体理解、感知课文内容；能用自己的语言表述节日里所做的事。 3、情感目标: 激发和保持学生的阅读兴趣，培养学生的阅读技能；了解中西方的节日风俗。三、教学内容及重点、难点教学内容：牛津小学英语6A Unit 6 Holidays Part A 第二课时教学重、难点：能正确理解、感知课文内容，并能熟

4、练朗读；能听得懂、会说、会读日常交际用语Whats your favourite holiday? My favourite holiday is四、教学策略新课程强调从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径达到发展学生对语言的综合运用能力。教学中，我创设宽松和谐的课堂气氛，给予学生积极的心理体验，从学生的已有知识水平出发，尽可能多给学生自主发言的机会，真正体现学生是活动的主体。为了更好地实现教学目标，有效突出重点，突破难点，培养学生综合语言能力，依据现代知识理论及教学模式，在教学过程中，我采用情景教学法，任务型教学法，以学生主动参

5、与学习，鼓励学生创造性地运用语言。五、教学过程： 1、ReviewSay a chant T: There are lots of holidays in a year. What are they? Lets have a look.(课件逐一出示节日图片) T：Now, lets say a chant about them. Ss:（打节奏）Sing and dance, laugh and play, eat nice food at New Years Day. Go to the hill, go to the bay, go to the park at May Day. “Le

6、ts play games.”We happily say. We have a good time at Childrens Day. Dear mum,China. Its your birthday. Happy birthday to you .Its National Day. 设计意图：根据学生已有的知识体系，结合所学的内容，安排一则chant作为整堂课的导入，营造宽松和谐的课堂环境，创设轻松的学习情景，激发学生的学习积极性，使学生产生良好的情感体验，为后面教学的进行打下坚实的基础。2、Teach the new lesson.(1)小对话 T: New Years Day is

7、the first holiday in a year. Do you know, what holiday comes after New Year? S1:Spring Festival.（老师补充：Spring Festival comes after New Years Day.） T:What do people usually do at Spring Festival? Ss: Teach: a. eat lots of delicious food b.visit their relatives and friends （通过学生的回答，教师在回答的基础上加以扩展和引导，进行新

8、单词delicious relatives 的教学。）设计意图：学习者主动建构知识的意义过程,是建构性、社会性和情境性的有机统一。安排“小对话”这一环节，使得学生的主观知识在情境中产生认知冲突，通过同化与顺应，逐步建立新的知识，从而达到新的平衡。 T: Whats delicious?学生自由说：delicious chicken duckfishlunch设计意图：语言技能的培养应该落实于课堂教学的每一个环节。通过“造词组”，激活学生原有知识，让学生学会运用知识，积累知识，从而提高语言能力。其次，在学生“你一个，我一个”的这种情况下，他们的竞争意识也逐渐产生，利用竞争心理激发学生学习英语的兴

9、趣。小对话：T：Did you eat lots of delicious food last Spring Festival? Ss:Yes, I did. T:Did you visit your relatives and friends last Spring Festival? Ss:Yes, I did.(2)Learn: My favourite holiday is Whats your favourite holiday? T: Do you know,what holiday comes after Spring Festival?（小组抢答） S1:Mid-Autumn

10、Festival.(教师引导学生完整地说Mid-Autumn Festival comes after Spring Festival.) T:Do you know, what holiday comes after Mid-Autumn Festival? S2:Halloween comes after Mid-Autumn Festival. T：Now，so many holidays ,my favourite holiday is Spring Festival.Teach:favourite 跟读 指名读 拼读设计意图：课堂上注重“学练”，让学生有一种学以致用的感觉。在连续几个

11、What holiday comes after?的问题下，学生对于comes after这一新词汇，已充分体会和运用。其次，也能巧妙地过渡到下一个新知的学习：Now，so many holidays ,my favourite holiday is Spring Festival.所以，这一环节的设计，几乎可以说是完美的。T：Whats your favourite holiday?(课件出示句子)学生自由说，齐读新句子。请一生站起，其他学生集体问：Whats your favourite holiday?Pair work 反馈 教师再问：Whats hisher favourite ho

12、liday?设计意图：牛津教材编排的目标是以学生为主体，课堂上给予学生足够的空间，以提高学生的语言交际能力。我围绕一项知识目标设计各种形式的问答，为得是给学生创造发言的机会，达到预期的目标。另外，hisher的引入，是对教材的延伸，也是为后一课的学习打下伏笔，提高教学效果。(3)Teach the dialogue.a.T: Now,Mr Green and his students had a good time last New Year and Spring Festial. What did they do? Lets listen and answer.Lets read them

13、together.Q1:What did David do last New Year?Q2:What did Su Hai do last Spring Festival?(Listen and answer,then askand answer together.)T:Lets listen again,then number them.(First, lets read them together.)( )They go to parties.I didnt go to a party last year. I had a big lunch with my family.( )New

14、Years Day and Spring Festival.( )Su Hai, what do people usually do at Spring Festival?( )Christmas is on the 25th of December.What holiday comes after Christmas?( )What do people usually do on New Years Day?( )They visit their relatives and friends, and eat lots of delicious food.Listen and number.设

15、计意图：设计灵活多样的阅读形式，激发和保持学生的阅读兴趣。如：在听完一遍的基础上，再听一遍进行排序，之后按正确顺序齐读一遍。将原来枯燥无味的跟读改成排序，一定意义上，无意注意变成有意注意，课堂教学效果得到了明显的提高。Read after the tape.(Open the books, read it together.)b.Teach another dialogue.T:Now, lets listen to the dialogue about the other students. Then answer the questions.First lets read them.Q1:

16、Whats Yang Lings favourite holiday?Q2:What do people usually do at Halloween?Q3:What do people usually do at Mid-Autumn Festival?(Listen and answer)Teach:dress up play with lanterns watch the moonT:Now lets read the dialogue together.(后一半)3.拓展与运用T:Lets say a rhyme: Its Spring Festival again! People visit their relatives and friends. Eat lots of delicious food.Ss:Read