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1、2021-2022年六年級英語下冊 Unit 3(1)教學(xué)反思 蘇教牛津版本單元特點:生詞較多,對話篇幅較長,牽涉到的句型也較復(fù)雜,學(xué)生學(xué)習(xí)有一定難度。我靈活處理教材,適當調(diào)整板塊。第一課時先教B和C部分的“指路”句型。為達到預(yù)期效果,本課時的教學(xué)我力求達到以下幾個方面的目的:1.創(chuàng)設(shè)寬松、愉悅的學(xué)習(xí)氛圍。讓學(xué)生參與其中,為學(xué)生的口語交際提供了一個平臺. 復(fù)習(xí)部分的play a game中的聽一聽,做一做,說一說,使學(xué)生在輕松愉快的游戲中不知不覺復(fù)習(xí)鞏固了舊知turn left/right,為新課的教授做了一些鋪墊。同時自然的導(dǎo)入了新課。并利用舊知Whereis.?來引出.is on my l
2、eft/right.而操練部分的Guessing game,既復(fù)習(xí)了地點類單詞,又為引出新授單詞“shopping centre”“history museum”打伏筆,使新知的呈現(xiàn)顯得很自然,符合學(xué)生的心理特點。2. 創(chuàng)設(shè)真實情境,良好的語言氛圍。新授時,我以“Miss xie is new here, but she wants to visit the middle school. Can you tell her way to the middle school?”這一真實的情境,并借助潘家鎮(zhèn)的路線圖,自然而然的引出“Go along this street, then turn le
3、ft/right at the .crossing, the.is on your left/right.”的指路方式的教學(xué)。在操練環(huán)節(jié),我預(yù)想到學(xué)生對于指路左右的辨別不清,故將教室布置成街道的形式,來問路(去公園,公廁,博物館,購物中心,學(xué)校等的路)。讓學(xué)生敢于說,樂于說,關(guān)鍵是有話可說。把機會給每一個學(xué)生,讓學(xué)生體驗學(xué)習(xí)的過程。在學(xué)生開口之前老師先做示范,同時注意知識的互動、和與學(xué)生情感的交流與互動,注重對學(xué)生合作精神的培養(yǎng)。農(nóng)村的學(xué)生對stop和station難理解,我又以潘家到常州的路為主線來展開學(xué)習(xí)。 當然一節(jié)課絕不可能盡善盡美,謝老師說得好:如果能在教室里再立幾個路線牌,那么語言交
4、際就更顯其真實性,另外,教師對學(xué)生的評價還應(yīng)該趨于多元化。今后,我會注意這方面的問題,更多的關(guān)注學(xué)生的個體和情感。附送:2021-2022年六年級英語下冊 Unit 3(1)教案 人教PEPPEP Book8 Unit 3 A Lets read學(xué)習(xí)目 標語言知識語言技能情感態(tài)度1、聽、說、認讀is 的過去形式was2.理解句子Wu Yifan was busy last weekend . It was his grandmas birthday . 等1.能夠讀懂Lets read部分的短文,并完成文后的填空和問答練習(xí)2能夠完成Lets play中的游戲,通過游戲訓(xùn)練并提高學(xué)生的記憶能力3
5、能夠讀懂Story time的故事。 樹立勤勞、尊敬老人的思想意識。重點讀懂Lets read部分的短文并能模仿短文描述自己上個周末所做的事情。難點is的過去式形式was的用法教具掛圖、錄音機、磁帶、動詞短語卡片、Lets read部分所用的表格教學(xué)過程環(huán)節(jié)師生活動設(shè)計意圖Preparation準備活動Presentation新知呈現(xiàn)Consolidation and extension(鞏固與拓展)板書設(shè)計教學(xué)反思1. Lets sing :At the zoo2. Free talk : What did you do last weekend?What did your mother d
6、o yesterday morning?Did you clean your bedroom yesterday?Where did you go last Sunday?(一) 分步學(xué)習(xí)短文中的語言知識點:1. 由Free talk 可以交流:What did you do last weekend?當學(xué)生回答:S1: I played football.S2: I cleaned my room. 師不失時機地評價,并說: S was busy yesterday .并板書 is 的過去式was 2. 師繼續(xù)提問:T: What day is it today?S : Its T: Wha
7、t day was it yesterday?S : It was T: What did I do yesterday?S : You ( 學(xué)生自由猜想,自由發(fā)揮)T: Yes. I was busy yesterday, too. Because it was my sons birthday . What did I do? Guess. I cooked noodles. 板書,學(xué)生跟讀。(二) Lets read 1. T: Did Wu Yifan have a busy weekend? 學(xué)生略讀課文,判斷(1)Wu Yifan was busy last weekend.( )
8、(2) He played football Saturday morning. ( ) (3) He washed his clothes and cleaned his room Sunday afternoon. ( )2.細讀課文完成課本題目Finish the sentences。 3第三次閱讀完成下面的句子。 Wu Yifans weekend: Saturday morning he _. Saturday evening he _ Sunday morning he _. Sunday afternoon he _ 學(xué)生獨立完成句子,投影顯示答案,小組訂正。4聽錄音,跟讀。 5
9、自由朗讀。1Retell the text T: What did Wu Yifan do last weekend?學(xué)生根據(jù)上面練習(xí)三的提示復(fù)述課文 找?guī)讉€學(xué)生展示2.Lets play :( 趣味操練 ) (1)每個學(xué)生每人準備一套A部分的動詞過去時短語卡片。一個學(xué)生開頭:Yesterday, I was very busy.然后抽取一張卡片,根據(jù)卡片描述,如:I watched TV Sunday morning.(2)三個學(xué)生一組,一個孩子準備問題卡片:What did you do Saturday morning?What did you do Saturday evening?W
10、hat did you do Sunday morning?What did you do Sunday afternoon?What did you do last weekend?What did you do yesterday?另一個學(xué)生拿著動詞短語過去式卡片,還有一個學(xué)生拿著時間卡片(Saturday morning, Saturday evening, Sunday morning, Sunday afternoon, last weekend, yesterday)。 第一個學(xué)生拿著問題卡提問,如:What did you do yesterday? 第二個回答:I washed
11、 my clothes yesterday? 同時拿出動詞短語,第三個迅速找出yesterday卡片,讀出時間。3.Story timeT: Wu Yifan had a busy weekend .Zoom had a busy weekend, too. Please read the dialogue and finish the sentences.(1)、Saturday morning Zoom _.(2)、Saturday afternoon Zoom _(3)、Sunday morning Zoom _.(4)、Sunday afternoon Zoom _(5)、How di
12、d he feel? He was _學(xué)生讀故事,完成問題。 讀、表演故事4. Homework :以Last weekend為題簡單寫一下自己上個周末的活動。 Unit 3 Last weekend A Lets read Wu Yifans weekend : Saturday morning -visited his grandmother Saturday evening - watched TV Sunday morning - played football Sunday afternoon - washed his clothes cleaned his room 創(chuàng)設(shè)輕松、愉快的學(xué)習(xí)環(huán)境,營造英語氛圍。復(fù)習(xí)對話,訓(xùn)練學(xué)生的口語能力,幫助學(xué)生理解運用一般過去時態(tài)將單詞放在句子中通過語言描述引出并反復(fù)使用,降低學(xué)生理解和運用的難度讓學(xué)生在回答老師的問題中使他們的思維活躍起來由學(xué)生及老師所做的事情,自然過渡到短文內(nèi)容