人教英语六下Unit3 B Lets talk说课.docx

人教英语六下Unit3 B Lets talk说课六下Unit3 B Lets talk说课稿 一、说教材 Lets talk是人教版小学英语六年级下册第三单元B部分的内容,属于对话教学，是与本单元话题" Where did you go、 "有关联的对话。本单元前三个课时，学生已经学习了多个动词短语的过去式。和句型What did you do ?Where did you go? How did yougo there?并询问他人在过去的时间里做过什么事情。我所设计的第四课时，是在前面个课时基础上的拓展和延伸，旨在复习巩固本单元A部分的主要词汇和句型,并适当扩展语言,增大语言输入量。据此,我确定以下教学目标: 1、能够在图片和教师的帮助下理解对话大意，并回答读后问题。 2、能够按照正确的语音、语调及意群朗读对话，并能进行角色表演。 3、能够听、说、读、写，并在情景中运用句型 Where did you go ? How did you go there? What did you do?谈论假日安排；能够通过对话学习了解新疆的风土人情。 4、能够在语境中理解生词beach的意思，并能正确发音。 5、能够运用所学句型谈论自己的寒假生活。 1、能够用一般过去时描述自己在过去的时间里所做的事情。 2、能够用主要句型询问他人在过去的时间里所做的事情并作答。 3、学会阅读短文，并从中获取信息，同时能互相谈论有关上个假期所做的事情。 能合理安排假期，懂得热爱生活，热爱每一天！ 二、说学情 经过三年半的英语学习，六年级学生已经具备一定的知识储备，对于英语已经有了一定的自主学习能力。但是，他们生理和心理都在发生着急剧的变化，英语课堂上表现出来的性格也渐渐由外露变得比较内敛、害羞和敏感。本课的教学内容语法性比较强，内容比较枯燥，针对六年级学生羞于表达的特点，我设计了游戏、歌曲，还有多个任务来增强趣味性，力求使每一位学生都积极主动参与到教学活动中来，并能在完成任务的过程中体会到学习英语的乐趣。 三、说教法、学法 为了完成以上教学目标，突出重点，突破难点，在教学中，我首先采用游戏教学法使学生感受新知激发学生学习兴趣；接下来用任务型教学法、情景教学法让学生学习、巩固、操练句型；最后，采用交际法让学生自创情景进行对话练习，运用英语进行交际。 同时我利用小学生活泼好动、好奇心强等特点，采用了集游戏、音乐、英语学为一体的TPR 学习方法来热身，遵循视、听、说领先的原则，让学生采用听读法来巩固操练， 在学习过程中,我从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与和交流, 让学生采用合作学习的方式，在真实的语境中进行模仿、操练、交流，培养学生的英语综合语言运用能力。 四、说教学过程 根据学生的认知规律，我把教学过程分成了以下几个环节： Step 1 Pre-task: 1.Sing a song.：Tell me about your holiday. 2.T: Where did I go on my holiday ? How did I go there? What did I do there? Can you guess? I bought many postcards when I went traveling. If you can answer my questions clearly, you can get a postcard. Try your best, OK? (让课堂评价与教学内容紧密结合，又能激励学生的学习兴趣。) T: Lets have a brainstormWhere did I go over my winter holiday? Ss: Hong Kong. T: Where did you go over your winter holiday? Did you go to Hong Kong ,too?How did I go there? Ss: By train. T: Yes, Hong Kong is far from here. So I went there by train. What did I do on the first day/the second day/ the third day /the fourth day? Ss: You. on the first day/the second day/ the third day /the fourth day. T: So I had a good time over the winter holiday. (在头脑风暴环节中，教师引入How was your winter holiday? Did you have a good winter holiday? Where did you go on your holiday ? How did you go there? What did you do there? Who did you go with?等问题，通过师生交谈，让学生在轻松欢快的氛围中开始新的课程,通过询问where, who, how ,what等与旅游相关的话题，让学生回忆、感知所学过的相关词汇和句型，并让学生初步了解旅游可以谈论的话题。) 3.What about my friends?听前预测，教师出示人物图片，介绍听力活动背景:Wu Yifan and Amy are at school. They meet Sarah.教师播放第一遍录音，要求学生回答两个问题:What are they talking about? Where did Sarah go? Who did she go with? 4.教师追问：How was Sarahs winter holiday? Who did she buy gifts for? 然后教师第二遍播放录音，学生回答问题，并核对第二题答案。 Step 2 While-task 1.完成Lets try后，教师提问：Sarah went to Hangzhou last winter holiday. What about Amy? Where did she go? How did she go there? What did she do?要求学生带着问题观看动画或阅读文本后回答问题。 (设计意图：初读文本，了解文本大意。让学生先带着三个较简单的问题从听上整体感知故事内容，再通过看录像进一步完整清晰地了解了故事内容。激发学生的阅读兴趣，吸引学生由浅入深地整体感知故事内容.目标激发学生的阅读兴趣，树立学生阅读的自信心，为下一步的细读作好铺垫) 2.跟读，学生分组谈论Amy的三亚之行。教师呈现A Lets talk 板块的插图，提出问题：What did Amy do on the first/second.day? How did she feel? What was the weather like there? What did she eat there? Did she.? 引导学生结合图片，发挥想象，对Amy在三亚旅游的细节进行对话，并引导学生根据Amys trip的思维导图，发挥想象，描述Amys trip。此活动先在四人小组内进行，然后全班分享。 （设计意图：细读文本，通过回答问题，让学生寻找信息，对Amy的三亚之行进行系统梳理，为学生语言输出搭建支架。同时在回答问题时，引导学生在文中做标记，教会学生阅读方法。) Step 3 Post-task 1.Role-play 2.寒假分享活动。教师让学生课前带回一些寒假时照的照片，让学生在私人小组里分享自己寒假里做的事情，然后课在全班内分享。教师可提供示范和语言支架，如： Task6: Who is the best reporter? 学生两人一组调查对方寒假的活动并作记录，请同学上台汇报，选出“最佳小记者奖”。 A: Where did you go over the winter holiday? B: I went to. A: How did you go there? B: I went there by. A: Who did you go with? B；I went with. A: What was the weather like there? B: It was A: What did you do there? B: I saw. I bought. I ate. I had. A: How was your holiday? B: It was. Let me tell you something about my winter holiday. On the first day, I .It was a long holiday. I enjoyed it very much. (设计意图：学生在问答过程中，老师在黑板梳理出采访的思维导图，为学生的调查采访提供思路。) 五、说板书 板书设计是课堂教学的重要组成部分，也是教学过程的重要体现，因此我设计了下面的板书，它清晰、直观、明显、重点突出，符合小学生的认知规律和心理特征，能给学生们留下深刻的印象。 Unit 3 Where did you go ? A: Where did you go over the winter holiday? B: I went to. A: How did you go there? B: I went there by. A: Who did you go with? B；I went with. A: What was the weather like there? B: It was