小学英语人教精通版六年级下册Lesson 1教学设计

这是一份小学英语人教精通版六年级下册Lesson 1教学设计，共5页。教案主要包含了教学目标，教学重点，教学难点，教学方法，教学过程，课后小结，板书设计，课后作业等内容，欢迎下载使用。
《Lessn 1》教学设计
【教学目标】
1.Knwledge bjectives：通过创设真实语境使学生理解有关假期活动的动词短语及相关动词的过去式stayed、enjyed、had、went等，并运用What did yu d during the hlidays? I went t …Hw did yu get there ? Did yu have a gd time?等句型对过去的经历进行交流。
2.Skill bjectives：通过本课的学习,学生能够用本课所学语言完成各项任务活动,如调查活动,描述个人及他人的假期生活活动等,培养学生用所学语言进行交流的能力。
3.Emtinal bjectives：通过本课内容的学习及活动的开展,进一步体验英语学习的乐趣,了解祖国大好河山，培养热爱祖国的感情。
【教学重点】
能够理解并表演本课的对话;能够用What did yu d ? Hw did yu get there ? Did yu have a gd time ? 等句型及所学词汇,谈论自己及他人的假期生活,初步使用一般过去时态谈论过去发生的事情,培养学生用所学语言进行交流的能力。
【教学难点】
能够用What did yu d ? Hw did yu get there ? Did yu have a gd time ?等相关句型及所学词汇谈论自己及他人的假期生活,初步掌握动词的过去式的变化规律。
【教学方法】
讲授法、讨论法、情景表演
【教学过程】
Warming up
1) Sing a sng播放英语歌曲Tell me abut yur hliday。歌曲播放过程中，教师要适时引导学生关注歌曲中的关键词did, went, stayed, had。同时，让学生初步感知一般过去时。
2) Free talk (Talk abut yur hliday frm 4 parts.)
Where did yu g?
Hw did yu get there?
What did yu d?
Did yu have a gd hlidays?
T: We just had a wnderful winter hliday , yu had a gd time, and tday we’ll have a new lessn.
[设计意图] 通过生活化的交流自然的切入本课话题,将学生带入情境,并初步感知一般过去时态的用法。
Presentatin
1.情境导入，以旧引新
(1) 利用图片用先前学过的句式，询问她每天的经历并在黑板上呈现一般现在时的基本句式：What des she d everyday?
根据图片回答：She stays at hme.
She enjys the mn and stars at night.（学习短语）
（2）教师利用一般过去时介绍她去年的度假经历，引发学生对一般过去时及课文涉及的相关动词过去式(g—went, stay—stayed, have—had) 的感知、理解、识记。
句式：What did she d last hlidays?
回答：She stayed in Sanya.
She enjyed Spring Festival with friends.
（3）Teach the new structures: Where did yu g ? I went... What did yu d during the hlidays? I went t … Hw did yu get there ? I went there by …Did yu have a gd time? Yes,I did.
Interview sme students t present these part.
e.g. Hi, ... What did yu d during yur hlidays? I guess yu were very happy .
( Help him/her say ) I went t …
Hw did yu get there ?
I went there by ( plane ,train, car …)
Did yu have a gd time?
Yes, I had a gd time.( N, I had a car sick…)
Oh, that sunds wnderful.( interesting / bring)
[设计意图]
通过采访部分学生的假期生活,自然的导入核心句式的学习,进一步感知并学习使用一般过去时态讨论假期中做了什么。并通过对同伴经历的评价,在使用中操练交际语言That sunds wnderful!并适当扩充交际语言,使交流更趋于真实自然。
呈现会话，整体感知
(1) 教师可以通过动画、PPT、实物投影或教学图片等方式呈现本课的会话，让学生在真实情境中整体感知并初步理解会话。为了使学生快速有效地理解会话，教师可以在呈现会话前提出1〜2个问题，如 Wh are they? What are they ding ? 从而激发学生的好奇心和求知欲，以达到短时高效教学的目的。
(2) Read and answer
Get the students t read the recrding and try t find what Gawei and Kate did during the hlidays.
[设计意图]
借助电脑课件,引出课文文本的学习,声像并貌、动静结合地整体感知文本;培养学生带着问题去读的学习习惯,提高阅读理解能力。
（3）Teach the new expressins : stayed in a htel, by the sea, enjyed the mn and stars at nigh, enjyed sunbathing during the day, stayed at hme, had a big party;
Shw sme pictures abut Miss Han’s winter hlidays. Get the students t talk abut it.
e.g. What did I d ? Can yu guess?
( Help them answer sme questins with the structures learnt in step1)
(Shw them the pictures and get them t talk abut them)
stayed in a htel by the sea
enjyed sunbathing during the day
enjyed the mn and stars at night
stayed at hme and had a big party
[设计意图]
通过了解教师的假期生活学习新词汇,理解其含义并会将之用于一般过去时态的表达。
（4）教师板书动词的原形（g, stay, have...） 改为一般过去式（went , stayed, had...）,随后教师作适当简要说明。
（5）再次播放视频录音，让学生模仿跟读。
（6）读课文并复述课文。
[设计意图]
教师随穿插背景范读课文, 帮助学生在情境中品味语言、丰富语感,激发其朗读欲望,培养其朗读能力;跟读培养语感;理解课文文本内容。
Practice
步骤一 ：角色朗读，展示会话
在模仿跟读的基础上，教师布置学生两人一组或者小组齐读的方式，先按角色读对话，然后展示对话。
步骤二：角色会话，调查表演
在角色朗读对话的基础上，学生再以两人一组分角色脱离或半脱离书本进行调查对话，最后到台前进行角色表演。
步骤三：根据表格，写旅行计划
[设计意图]
通过角色扮演,充分落实朗读训练,把英语语言学得扎实有效。调查表演可以让学生更熟悉运用句型，进一步深化本课所学内容,落实书面表达,并通过小组活动谈论自己的假期生活,拓展延伸所学语言,实现综合语用能力的提升。
【课后小结】
总结本课所学短语和句子，以及动词过去式变化规则
【板书设计】
Lessn 1
What did yu d during yur hlidays?
I went t Sanya with my parents.
动词原形 一般过去式
g — went
stay — stayed
have — had
【课后作业】
1.观看课文动画，按照正确的语音、语调熟读本课课文。（一星）
2.运用句型和朋友交流假期生活。（两星）
—What did yu d during the hlidays?
—I …
【设计意图】梯度作业,满足不同学生的不同需求。
【教学反思】
本节课学生在上课的过程中能够积极地回答老师的问题，对知识点的实际和理解，很不错，课堂氛围很好。教学内容的主题是围绕着旅行，是学生感兴趣的话题。不足的地方是有一部分学生的课堂纪律不够好。