教案：六年級(jí)下冊(cè)英語第二單元教案.doc

.可編輯修改，可打印別找了你想要的都有！ 精品教育資料全冊(cè)教案，試卷，教學(xué)課件，教學(xué)設(shè)計(jì)等一站式服務(wù)全力滿足教學(xué)需求，真實(shí)規(guī)劃教學(xué)環(huán)節(jié)最新全面教學(xué)資源，打造完美教學(xué)模式Unit 2 Last weekend 教學(xué)設(shè)計(jì)（Period 1）廣東省東莞市寮步鎮(zhèn)石步小學(xué)王爵毅一、教材內(nèi)容分析本部分通過Mike和Grandpa在電話里談?wù)撝苣┗顒?dòng)的情境，提供學(xué)生要學(xué)習(xí)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?讓學(xué)生感知上述句型的語義及語用情景，教學(xué)目標(biāo)是通過學(xué)習(xí)讓學(xué)生能夠在動(dòng)畫和老師的幫助下理解對(duì)話大意，并能夠聽、說、讀、寫對(duì)話內(nèi)容；在情景中恰當(dāng)運(yùn)用以上重點(diǎn)句型。二、學(xué)生情況分析本課時(shí)是本單元的第一個(gè)課時(shí)，在此內(nèi)容學(xué)習(xí)之前，“周末活動(dòng)”這一話題在五年級(jí)的My week、My day等單元及六年級(jí)上冊(cè)My weekend plan都有所涉及；學(xué)生在PEP教材一至七冊(cè)里也學(xué)習(xí)了許多有關(guān)的動(dòng)詞詞組；學(xué)生對(duì)動(dòng)詞的一般現(xiàn)在時(shí)、現(xiàn)在進(jìn)行時(shí)、一般將來時(shí)都已經(jīng)掌握了。而本單元?jiǎng)t是一般過去時(shí)學(xué)習(xí)的開始，學(xué)生第一次接觸一般過去時(shí)的陳述句和一般疑問句形式，通過本課內(nèi)容有關(guān)周末活動(dòng)相關(guān)知識(shí)的學(xué)習(xí)，使學(xué)生談?wù)撝苣┗顒?dòng)的語言更加豐富、更加全面。1. 語言知識(shí)基礎(chǔ)學(xué)生在PEP教材一至七冊(cè)學(xué)習(xí)了有關(guān)活動(dòng)的動(dòng)詞詞組，如：clean the room, watch TV, wash the clothes等，學(xué)生能夠在情景中運(yùn)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，對(duì)周末的活動(dòng)知識(shí)比較豐富。2. 語言技能基礎(chǔ)通過前七冊(cè)的語言學(xué)習(xí)，學(xué)生具備一定的聽說讀寫能力。六年級(jí)學(xué)生對(duì)于對(duì)話學(xué)習(xí)大多以經(jīng)驗(yàn)感知型逐步轉(zhuǎn)向理性思考型，他們已經(jīng)具備豐富的周末生活經(jīng)驗(yàn)，教學(xué)可從學(xué)生的已有的生活經(jīng)驗(yàn)作為切入點(diǎn)。通過豐富的語言情景和啟發(fā)式問題的設(shè)置，有層次、有梯度培養(yǎng)學(xué)生的思維能力。3. 語言策略基礎(chǔ)學(xué)生喜歡和樂于開展小組合作學(xué)習(xí)技能，能夠在此基礎(chǔ)上進(jìn)行任務(wù)型學(xué)習(xí)。本課設(shè)計(jì)不同層次的活動(dòng)，顧及學(xué)生水平差異。開展了同伴合作、小組調(diào)查等活動(dòng)，發(fā)揮小組合作學(xué)習(xí)的優(yōu)勢(shì)。4. 情感態(tài)度基礎(chǔ)小學(xué)六年級(jí)學(xué)生對(duì)英語學(xué)習(xí)有濃厚的興趣。具備良好的語言學(xué)習(xí)習(xí)慣，敢于大膽表達(dá)，樂于參與語言實(shí)踐，學(xué)習(xí)的成功感逐漸成為本學(xué)段學(xué)生英語學(xué)習(xí)的內(nèi)驅(qū)力。能夠積極與他人合作，共同完成任務(wù)。三、教學(xué)目標(biāo)1. 知識(shí)目標(biāo)（1）能夠聽、說、讀、寫核心句型How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?（2）能夠在具體的語言情景中理解新詞drank tea, stayed at home, anything else等并能夠正確發(fā)音。2. 能力目標(biāo)（1）能夠在動(dòng)畫和老師的幫助下理解對(duì)話大意，并在情景中恰當(dāng)運(yùn)用以上重點(diǎn)句型。（2）能夠用正確的語音、語調(diào)朗讀對(duì)話，并能進(jìn)行角色表演。（3）能夠完成調(diào)查及填表活動(dòng)，描述自己上周末的活動(dòng)。3. 情感態(tài)度目標(biāo)（1）能有合理安排周末活動(dòng)，勞逸結(jié)合意識(shí)。（2）培養(yǎng)學(xué)生熱愛生活的積極態(tài)度。（3）體驗(yàn)分享與合作的樂趣。4. 策略目標(biāo)（1）注重新舊知識(shí)融會(huì)貫通，培養(yǎng)自主學(xué)習(xí)的能力。（2）培養(yǎng)學(xué)生的觀察，歸納和自主探究能力，激發(fā)多元思維。四、教學(xué)重難點(diǎn)1. 教學(xué)重點(diǎn)（1）能夠聽、說、讀、寫核心句型How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?（2）能夠用正確的語音、語調(diào)朗讀對(duì)話，并能進(jìn)行角色表演。2. 教學(xué)難點(diǎn)：新詞drank tea, stayed at home, anything else的正確發(fā)音。五、教學(xué)步驟1. 復(fù)習(xí)熱身（1）教師與學(xué)生談?wù)撝苣┗顒?dòng)及周末打算的活動(dòng)。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 快速說出相關(guān)周末的活動(dòng)動(dòng)詞詞組：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。設(shè)計(jì)意圖：課前的交談，自然引入本課主題，談?wù)撝苣┙?jīng)常開展的活動(dòng)以及自己的周末計(jì)劃。學(xué)生通過Sharp eyes快速說出與周末活動(dòng)有關(guān)的動(dòng)詞詞組，既熟悉了對(duì)話的主題，又為下面的對(duì)話學(xué)習(xí)，乃至調(diào)查交流做了很好的鋪墊。2. 導(dǎo)入（1）主情景圖引入對(duì)話（教師點(diǎn)擊課件）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從主情景圖引入并提問T：What do you think of Johns weekend? Was it interesting? How about Mikes weekend?引導(dǎo)學(xué)生讀題并猜測(cè)答案。播放錄音，學(xué)生選擇正確答案。設(shè)計(jì)意圖：通過討論課件展示的主情景圖所呈現(xiàn)的Zhang Peng and John.兩個(gè)主線人物在上周所做的事情，及Mike 和Sarah 打電話聊天初步感知一般過去式的用法，也為下一步Mike給爺爺打電話作好鋪墊，并為進(jìn)入正式的對(duì)話學(xué)習(xí)做好準(zhǔn)備。3. 呈現(xiàn)與操練（1）Look and guess 課件呈現(xiàn)對(duì)話插圖，引導(dǎo)學(xué)生猜測(cè)對(duì)話內(nèi)容。T: What are they doing? What are they talking about?What did they do last weekend?S: They are talking about weekend.（2）聽錄音，感知理解對(duì)話內(nèi)容。1st Listen and answer 聽錄音，初步感知對(duì)話。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 聽音，關(guān)注重點(diǎn)句子。挖空對(duì)話中的重點(diǎn)句子：How was your weekend? What did you do? Did you do anything else?3rd Listen and choose聽完之后再按順序把以上句子排列好。設(shè)計(jì)意圖：通過三次不同層次要求的活動(dòng)，第一次讓學(xué)生從初步感知對(duì)話內(nèi)容，完成簡單問題了解對(duì)話，第二、三次通過對(duì)關(guān)鍵句型的重點(diǎn)聽力，讓學(xué)生感受使用一般過去時(shí)的語境，加深對(duì)話的理解。（2）跟讀，理解對(duì)話內(nèi)容看視頻，學(xué)生跟讀，注意語音語調(diào)。遮住關(guān)鍵句型和單詞讓學(xué)生跟讀。當(dāng)讀到過去時(shí)句子時(shí)站起來，如：What did you do? I stayed at home. Drank tea. Watched TV. Cleaned my room and washed my clothes.學(xué)生分角色朗讀并表演對(duì)話。設(shè)計(jì)意圖：在充分聽的基礎(chǔ)上，讓學(xué)生跟讀，培養(yǎng)學(xué)生用正確的語音、語調(diào)朗讀對(duì)話，通過對(duì)過去時(shí)的關(guān)注及朗讀，讓學(xué)生感受一般過去時(shí)的形式，學(xué)生之間的角色扮演為下一步的個(gè)性化產(chǎn)出做好準(zhǔn)備。4. 拓展延伸（1）編寫一個(gè)新的對(duì)話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 設(shè)計(jì)意圖：在充分聽說的基礎(chǔ)上，為學(xué)生提供語言支架，讓學(xué)生根據(jù)實(shí)際編寫對(duì)話，進(jìn)一步感受一般過去時(shí)的形式，同時(shí)增加一般將來時(shí)練習(xí)，達(dá)到對(duì)比鞏固的效果。（2）Do a survey 學(xué)生相互采訪上周末的活動(dòng)了解Who had a good weekend? What did you do last weekend?（3）學(xué)生根據(jù)調(diào)查表作匯報(bào)Last weekend, 3 students washed their clothes 設(shè)計(jì)意圖：采訪活動(dòng)突出語用目的，以誰的周末更加合理這個(gè)任務(wù)驅(qū)動(dòng)，賦予學(xué)生調(diào)查更加真實(shí)的語用目的，在口頭交際中整體鞏固詞匯和主要句型。5. 小結(jié)與評(píng)價(jià)利用板書的評(píng)價(jià)引導(dǎo)學(xué)生運(yùn)用所獲得的詞組進(jìn)行編排合理的周末。6. 布置作業(yè)（1）跟讀Unit 2 A Lets talk對(duì)話。（2）運(yùn)用課文句子，采訪兩個(gè)同學(xué)上周末的活動(dòng)情況。六、板書設(shè)計(jì)板書以突出本課所學(xué)重點(diǎn)詞匯為主，利用簡單的思維導(dǎo)圖方式，直觀簡明地把本課的重難點(diǎn)呈現(xiàn)，幫助學(xué)生梳理鞏固，方便學(xué)生進(jìn)行概括鞏固和知記，同時(shí)起到在學(xué)生聽說讀寫活動(dòng)時(shí)給予充分支架作用。Unit 2 Last Weekend 教學(xué)設(shè)計(jì)（Read and write）廣東省東莞市莞城英文實(shí)驗(yàn)學(xué)校羅羽一、教學(xué)內(nèi)容二、教學(xué)設(shè)計(jì)整體思路整體思路與理念指導(dǎo)：本課為讀寫教學(xué)課。在整體教學(xué)設(shè)計(jì)中，遵循一般的讀寫教學(xué)的方式，讓學(xué)生由讀到寫，通過對(duì)讀的語文文字材料的感知，了解、掌握核心的語言知識(shí)，體會(huì)語言的運(yùn)用功能，再逐步開展由寫單個(gè)詞到在情境中補(bǔ)充完整文段的填寫，到最后輸出時(shí)相對(duì)更加完整的文句、文段的書寫的教學(xué)，夯實(shí)學(xué)生的讀寫技能。在整個(gè)課堂教學(xué)中，遵循以下幾個(gè)理念：遵循一般的讀寫教學(xué)的方式，對(duì)教材文本充分解讀并靈活處理；注重讀寫技能的滲透培養(yǎng)，如速讀、掃讀、跳讀等技能的培養(yǎng)；注重語用功能的理解；帶入解決問題的思考能力培養(yǎng)。（一）教材分析本課時(shí)是小學(xué)階段中第一次出現(xiàn)過去時(shí)態(tài)單元的最后一節(jié)課。文中選擇comments，即評(píng)價(jià)、反饋意見這樣一種體裁來進(jìn)行表達(dá)，非常適合于過去時(shí)態(tài)的運(yùn)用。因此，在教學(xué)中也有必要針對(duì)這點(diǎn)，讓學(xué)生體會(huì)明白過去時(shí)態(tài)這一語法形式是為了評(píng)價(jià)、給出意見這一語用功能而服務(wù)。而作為課型的要求來說，本課時(shí)的設(shè)置是用來幫助孩子提高本綜合語言運(yùn)用能力，特別是讀和寫兩方面的能力進(jìn)行。因此，教學(xué)中需滲透一定的讀寫技巧訓(xùn)練。在讀中，不僅包含默讀，也有朗讀的進(jìn)一步訓(xùn)練。（二）學(xué)情分析在使用PEP的學(xué)校中，學(xué)生到了本課上課的階段應(yīng)該是剛剛接觸了全新的過去時(shí)態(tài)這一學(xué)習(xí)內(nèi)容，對(duì)過去時(shí)態(tài)的動(dòng)詞比較敏感，了解一些動(dòng)詞的規(guī)則變化和不規(guī)則變化形式。對(duì)運(yùn)用過去時(shí)態(tài)所表達(dá)的話題內(nèi)容也有所了解內(nèi)容，如上個(gè)周末的活動(dòng)，昨天所發(fā)生的事情等。而本篇課文則是過去時(shí)態(tài)運(yùn)用的一個(gè)新的典型話題內(nèi)容，即對(duì)過去所發(fā)生的事情進(jìn)行評(píng)論和反饋。學(xué)生可能會(huì)對(duì)其中的某些詞匯感到陌生，但并不妨礙他們的基本理解。三、教學(xué)目標(biāo)1. 能通過讀前活動(dòng)激活相關(guān)背景知識(shí)和話題詞匯。2. 能讀懂賓館反饋意見，并在其中尋找出關(guān)鍵信息。3. 能根據(jù)示范意見書及語言提示填出所缺信息，補(bǔ)全反饋意見的郵件，并嘗試做進(jìn)一步問題解決的書面描述。四、教學(xué)重難點(diǎn)重點(diǎn)：能讀懂賓館反饋意見并正確尋找出關(guān)鍵信息。難點(diǎn)：能利用關(guān)鍵信息嘗試復(fù)述意見中主要存在的問題，并嘗試提出解決方法。五、教學(xué)輔助多媒體課件、學(xué)生閱讀練習(xí)材料、課文電子書視頻文件。六、教學(xué)流程七、教學(xué)過程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.【設(shè)計(jì)意圖】通過快速反應(yīng)活動(dòng)，激活學(xué)生關(guān)于動(dòng)詞過去式和一般現(xiàn)在時(shí)的復(fù)習(xí)，在課堂開始之前強(qiáng)化學(xué)生對(duì)過去時(shí)形式的記憶。2. Free talkHow was your last weekend?What did you do?【設(shè)計(jì)意圖】通過課前自由交談，在跟學(xué)生拉近距離的同時(shí)，激活有關(guān)本單元主話題知識(shí)：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:【設(shè)計(jì)意圖】通過談?wù)撜n文中出現(xiàn)的串線人物Mrs Broom的職業(yè)，對(duì)比能做的事和已經(jīng)做了的事，幫助學(xué)生先完成讀前的背景知識(shí)問題，同時(shí)巧妙引出難點(diǎn)comments的介紹。4. Introduce the commentsT shows the normal hotel comments card. Introduce the general form of it.【設(shè)計(jì)意圖】通過觀看一般的賓館意見表的形式，了解課文整體的文本體裁形式，先獲得整體的閱讀概念。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:【設(shè)計(jì)意圖】通過Mrs Broom的感受，巧妙引出問題：她讀了意見表為什么會(huì)難過？讓學(xué)生帶著問題進(jìn)行文本的第一次整體感知。通過聽音的方式，讓學(xué)生在聽力練習(xí)中去理解文章大意，然后通過小調(diào)查的復(fù)核，確認(rèn)學(xué)生是否獲得了語篇的中心意思。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.【設(shè)計(jì)意圖】通過承接上面的詞眼“bad”，引導(dǎo)學(xué)生默讀課文，畫出描述19頁3副圖片的句子來讀一讀，即讓學(xué)生帶著任務(wù)來查找關(guān)鍵信息。在讀之前，先讓學(xué)生嘗試著說一說，培養(yǎng)學(xué)生的口頭語篇表達(dá)能力，為快速查找先搭一步橋。然后在全班的核對(duì)答案中，引導(dǎo)學(xué)生關(guān)注 but 的這一語言表達(dá)形式在表示“抱怨”這一功能時(shí)的運(yùn)用。啟發(fā)學(xué)生運(yùn)用句型嘗試說出自己住酒店的不好經(jīng)驗(yàn)，最后通過提供的圖片幫助學(xué)生更好地表達(dá)。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:【設(shè)計(jì)意圖】通過點(diǎn)名文體“comments”的特征主要是表達(dá)已經(jīng)發(fā)生過的事情，需要用到過去時(shí)這一語言形式，來引導(dǎo)學(xué)生關(guān)注文中的動(dòng)詞。通過現(xiàn)在時(shí)和過去時(shí)兩種時(shí)態(tài)的對(duì)比，使學(xué)生對(duì)語言形式的變化更加清晰直觀。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.【設(shè)計(jì)意圖】通過先體會(huì)人物的情感來引導(dǎo)學(xué)生朗讀課文應(yīng)有的感情色彩、語氣等思考，接著進(jìn)行聽力原文的跟讀模仿，再進(jìn)行四人小組合作，互相聽評(píng)音、糾音等，使閱讀課上的朗讀指導(dǎo)落到實(shí)處，學(xué)生真正獲得朗讀能力的發(fā)展。III. Post-reading1. Retell the main problemsT: Did