六年级下册英语第二单元教案.doc

精品教育Unit 2 Last weekend 教学设计（Period 1）广东省东莞市寮步镇石步小学王爵毅一、教材内容分析本部分通过Mike和Grandpa在电话里谈论周末活动的情境，提供学生要学习的核心句型How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?让学生感知上述句型的语义及语用情景，教学目标是通过学习让学生能够在动画和老师的帮助下理解对话大意，并能够听、说、读、写对话内容；在情景中恰当运用以上重点句型。二、学生情况分析本课时是本单元的第一个课时，在此内容学习之前，“周末活动”这一话题在五年级的My week、My day等单元及六年级上册My weekend plan都有所涉及；学生在PEP教材一至七册里也学习了许多有关的动词词组；学生对动词的一般现在时、现在进行时、一般将来时都已经掌握了。而本单元则是一般过去时学习的开始，学生第一次接触一般过去时的陈述句和一般疑问句形式，通过本课内容有关周末活动相关知识的学习，使学生谈论周末活动的语言更加丰富、更加全面。1. 语言知识基础学生在PEP教材一至七册学习了有关活动的动词词组，如：clean the room, watch TV, wash the clothes等，学生能够在情景中运用功能句型What do you do on the weekend? I often . 及what are you going to do on the weekend? I am going to 等，对周末的活动知识比较丰富。2. 语言技能基础通过前七册的语言学习，学生具备一定的听说读写能力。六年级学生对于对话学习大多以经验感知型逐步转向理性思考型，他们已经具备丰富的周末生活经验，教学可从学生的已有的生活经验作为切入点。通过丰富的语言情景和启发式问题的设置，有层次、有梯度培养学生的思维能力。3. 语言策略基础学生喜欢和乐于开展小组合作学习技能，能够在此基础上进行任务型学习。本课设计不同层次的活动，顾及学生水平差异。开展了同伴合作、小组调查等活动，发挥小组合作学习的优势。4. 情感态度基础小学六年级学生对英语学习有浓厚的兴趣。具备良好的语言学习习惯，敢于大胆表达，乐于参与语言实践，学习的成功感逐渐成为本学段学生英语学习的内驱力。能够积极与他人合作，共同完成任务。三、教学目标1. 知识目标（1）能够听、说、读、写核心句型How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?（2）能够在具体的语言情景中理解新词drank tea, stayed at home, anything else等并能够正确发音。2. 能力目标（1）能够在动画和老师的帮助下理解对话大意，并在情景中恰当运用以上重点句型。（2）能够用正确的语音、语调朗读对话，并能进行角色表演。（3）能够完成调查及填表活动，描述自己上周末的活动。3. 情感态度目标（1）能有合理安排周末活动，劳逸结合意识。（2）培养学生热爱生活的积极态度。（3）体验分享与合作的乐趣。4. 策略目标（1）注重新旧知识融会贯通，培养自主学习的能力。（2）培养学生的观察，归纳和自主探究能力，激发多元思维。四、教学重难点1. 教学重点（1）能够听、说、读、写核心句型How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?（2）能够用正确的语音、语调朗读对话，并能进行角色表演。2. 教学难点：新词drank tea, stayed at home, anything else的正确发音。五、教学步骤1. 复习热身（1）教师与学生谈论周末活动及周末打算的活动。T: Do you like weekends?Ss: Yes.T: How is your weekend? What do you often do on the weekend?S: I often T: What are you going to do this weekend?S: I am going to （2）Sharp eyes 快速说出相关周末的活动动词词组：clean my room，wash my clothes, cook a meal, watch TV, climb mountains, play football, read a book, see a film, go to a park, go hiking等。设计意图：课前的交谈，自然引入本课主题，谈论周末经常开展的活动以及自己的周末计划。学生通过Sharp eyes快速说出与周末活动有关的动词词组，既熟悉了对话的主题，又为下面的对话学习，乃至调查交流做了很好的铺垫。2. 导入（1）主情景图引入对话（教师点击课件）T: Hello! Children, look at the main scene. Who are they?S: Zhang Peng and John.T: What day was it?S: I t was Saturday and Sunday.T: Did they have a nice weekend? What did they do?S: He cleaned his room. He watched TV. He （2）Lets try: Listen and circle从主情景图引入并提问T：What do you think of Johns weekend? Was it interesting? How about Mikes weekend?引导学生读题并猜测答案。播放录音，学生选择正确答案。设计意图：通过讨论课件展示的主情景图所呈现的Zhang Peng and John.两个主线人物在上周所做的事情，及Mike 和Sarah 打电话聊天初步感知一般过去式的用法，也为下一步Mike给爷爷打电话作好铺垫，并为进入正式的对话学习做好准备。3. 呈现与操练（1）Look and guess 课件呈现对话插图，引导学生猜测对话内容。T: What are they doing? What are they talking about?What did they do last weekend?S: They are talking about weekend.（2）听录音，感知理解对话内容。1st Listen and answer 听录音，初步感知对话。T: How was grandpas weekend? What did he do?S: It was good. He stayed at home. He drank tea and watched TV.T: How was Mikes weekend? What did he do?S: It was good. He watched TV, cleaned, and washed clothes.2nd Listen and choose 听音，关注重点句子。挖空对话中的重点句子：How was your weekend? What did you do? Did you do anything else?3rd Listen and choose听完之后再按顺序把以上句子排列好。设计意图：通过三次不同层次要求的活动，第一次让学生从初步感知对话内容，完成简单问题了解对话，第二、三次通过对关键句型的重点听力，让学生感受使用一般过去时的语境，加深对话的理解。（2）跟读，理解对话内容看视频，学生跟读，注意语音语调。遮住关键句型和单词让学生跟读。当读到过去时句子时站起来，如：What did you do? I stayed at home. Drank tea. Watched TV. Cleaned my room and washed my clothes.学生分角色朗读并表演对话。设计意图：在充分听的基础上，让学生跟读，培养学生用正确的语音、语调朗读对话，通过对过去时的关注及朗读，让学生感受一般过去时的形式，学生之间的角色扮演为下一步的个性化产出做好准备。4. 拓展延伸（1）编写一个新的对话T: Boys and girls, Mike had a nice weekend. What about you? How was your weekend? What did you do? What are you going to do next weekend? Talking with your friend.A: Hi, . How was your weekend?B: It was good/fine/nice, thank you.A: What did you do?B: Well, I What about you?A: I B: Thats nice. Did you do anything else?A: Yes, I B: Greet! Weekend is coming, what are you going to do this weekend?A: I am going to Do you want join me?B: Sure. / Sorry, I am going to 设计意图：在充分听说的基础上，为学生提供语言支架，让学生根据实际编写对话，进一步感受一般过去时的形式，同时增加一般将来时练习，达到对比巩固的效果。（2）Do a survey 学生相互采访上周末的活动了解Who had a good weekend? What did you do last weekend?（3）学生根据调查表作汇报Last weekend, 3 students washed their clothes 设计意图：采访活动突出语用目的，以谁的周末更加合理这个任务驱动，赋予学生调查更加真实的语用目的，在口头交际中整体巩固词汇和主要句型。5. 小结与评价利用板书的评价引导学生运用所获得的词组进行编排合理的周末。6. 布置作业（1）跟读Unit 2 A Lets talk对话。（2）运用课文句子，采访两个同学上周末的活动情况。六、板书设计板书以突出本课所学重点词汇为主，利用简单的思维导图方式，直观简明地把本课的重难点呈现，帮助学生梳理巩固，方便学生进行概括巩固和知记，同时起到在学生听说读写活动时给予充分支架作用。Unit 2 Last Weekend 教学设计（Read and write）广东省东莞市莞城英文实验学校罗羽一、教学内容二、教学设计整体思路整体思路与理念指导：本课为读写教学课。在整体教学设计中，遵循一般的读写教学的方式，让学生由读到写，通过对读的语文文字材料的感知，了解、掌握核心的语言知识，体会语言的运用功能，再逐步开展由写单个词到在情境中补充完整文段的填写，到最后输出时相对更加完整的文句、文段的书写的教学，夯实学生的读写技能。在整个课堂教学中，遵循以下几个理念：遵循一般的读写教学的方式，对教材文本充分解读并灵活处理；注重读写技能的渗透培养，如速读、扫读、跳读等技能的培养；注重语用功能的理解；带入解决问题的思考能力培养。（一）教材分析本课时是小学阶段中第一次出现过去时态单元的最后一节课。文中选择comments，即评价、反馈意见这样一种体裁来进行表达，非常适合于过去时态的运用。因此，在教学中也有必要针对这点，让学生体会明白过去时态这一语法形式是为了评价、给出意见这一语用功能而服务。而作为课型的要求来说，本课时的设置是用来帮助孩子提高本综合语言运用能力，特别是读和写两方面的能力进行。因此，教学中需渗透一定的读写技巧训练。在读中，不仅包含默读，也有朗读的进一步训练。（二）学情分析在使用PEP的学校中，学生到了本课上课的阶段应该是刚刚接触了全新的过去时态这一学习内容，对过去时态的动词比较敏感，了解一些动词的规则变化和不规则变化形式。对运用过去时态所表达的话题内容也有所了解内容，如上个周末的活动，昨天所发生的事情等。而本篇课文则是过去时态运用的一个新的典型话题内容，即对过去所发生的事情进行评论和反馈。学生可能会对其中的某些词汇感到陌生，但并不妨碍他们的基本理解。三、教学目标1. 能通过读前活动激活相关背景知识和话题词汇。2. 能读懂宾馆反馈意见，并在其中寻找出关键信息。3. 能根据示范意见书及语言提示填出所缺信息，补全反馈意见的邮件，并尝试做进一步问题解决的书面描述。四、教学重难点重点：能读懂宾馆反馈意见并正确寻找出关键信息。难点：能利用关键信息尝试复述意见中主要存在的问题，并尝试提出解决方法。五、教学辅助多媒体课件、学生阅读练习材料、课文电子书视频文件。六、教学流程七、教学过程I. Pre-reading1. Warm-up: Quick responseT shows the past tense verbs or present tense verbs, have Ss to say out their present tense or past tense form.【设计意图】通过快速反应活动，激活学生关于动词过去式和一般现在时的复习，在课堂开始之前强化学生对过去时形式的记忆。2. Free talkHow was your last weekend?What did you do?【设计意图】通过课前自由交谈，在跟学生拉近距离的同时，激活有关本单元主话题知识：last weekend activities.3. Lead-inT shows the picture of Mrs Broom. Introduce the details about the possible difficult points: housekeeper, hotel.Talk about what a housekeeper can do and what Mrs Broom did yesterday, compare the verb phrases again. Ask Ss to circle out the answers of the background question:【设计意图】通过谈论课文中出现的串线人物Mrs Broom的职业，对比能做的事和已经做了的事，帮助学生先完成读前的背景知识问题，同时巧妙引出难点comments的介绍。4. Introduce the commentsT shows the normal hotel comments card. Introduce the general form of it.【设计意图】通过观看一般的宾馆意见表的形式，了解课文整体的文本体裁形式，先获得整体的阅读概念。II. While-reading1. First readingHave Ss listen to the tape of the comments. Try to answer two questions:Q1: Who wrote the comments?Q2: Why did Mrs Broom feel sorry?Ss answer the two questions and read the survey part of the comments. Have Ss circle out the Wu familys choice:【设计意图】通过Mrs Broom的感受，巧妙引出问题：她读了意见表为什么会难过？让学生带着问题进行文本的第一次整体感知。通过听音的方式，让学生在听力练习中去理解文章大意，然后通过小调查的复核，确认学生是否获得了语篇的中心意思。2. Second readinga. Read and underline the sentences which described the three pictures on P19.T: Wu Yifan circled “bad”. How bad it was? Look at the pictures, what do you know from them? Can you read and underline the sentences match to them?Ss underline the sentences and check the answers together. Focus on the sentence pattern: but Have Ss try to use it to make some new sentences.【设计意图】通过承接上面的词眼“bad”，引导学生默读课文，画出描述19页3副图片的句子来读一读，即让学生带着任务来查找关键信息。在读之前，先让学生尝试着说一说，培养学生的口头语篇表达能力，为快速查找先搭一步桥。然后在全班的核对答案中，引导学生关注 but 的这一语言表达形式在表示“抱怨”这一功能时的运用。启发学生运用句型尝试说出自己住酒店的不好经验，最后通过提供的图片帮助学生更好地表达。b. Circle all the verbs in the letter and complete the table.T focus Ss attention on the tense of the comments. Have Ss circle and write:【设计意图】通过点名文体“comments”的特征主要是表达已经发生过的事情，需要用到过去时这一语言形式，来引导学生关注文中的动词。通过现在时和过去时两种时态的对比，使学生对语言形式的变化更加清晰直观。3. Third readingT: How did Wu yifan feel when he wrote the comments?Can you act Wu Yifan to read the comments?Have Ss follow the tape to read the text aloud sentence by sentence. Then ask Ss form groups of four to practice it. T chooses one group to demonstrate it.【设计意图】通过先体会人物的情感来引导学生朗读课文应有的感情色彩、语气等思考，接着进行听力原文的跟读模仿，再进行四人小组合作，互相听评音、纠音等，使阅读课上的朗读指导落到实处，学生真正获得朗读能力的发展。III. Post-reading1. Retell the main problemsT: Did Mrs Broom understand why the Wu family were not happy? What are the main problems?Lead Ss to say the answers while T writes down the key words on blackboard:room was bigeverything was oldwanted to readlamp was too smallgot hamburgers but were cold and tasted badwanted to watch TVdidnt workwanted to sleeproom was noisy【设计意图】通过板书的形式再次让学生对语篇整体内容加深印象。对语言形式 but 的运用更加清楚。2. Rewrite the comments by given informationHave Ss help Mrs Broom to finish the letter on P19. Check the answers together.【设计意图】通过课文提供的练习，让学生完成反馈意见表的邮件。在此过程中，再次引导学生读一段重构的文本，并在原文中提取信息进行补充，既训练了学生的摘抄写能力，又达成了意义目的上的完整。3. HomeworkAsk Ss to write an email back to Wu Yifan and his family.T designs two grades of the exercise. One is easier with more given information, one is more difficult with more requirements.Easier:more difficult:【设计意图】通过模仿经理给Wu Yifan写道歉信的方式，引发学生对后续处理问题的思考，激发他们的想象力，锻炼写作能力。同时分层作业给予不同学生不同发展空间，促进全体学生的提高。八、板书设计-可编辑-