六年級(jí)英語(yǔ)下冊(cè) Unit 1(3)教案 閩教版

閩教版六年級(jí)英語(yǔ)下冊(cè)教案Unit 1 Talking about the Winter Vacation教學(xué)內(nèi)容：閩教版英語(yǔ)第八冊(cè)Lesson 1 教學(xué)目標(biāo)：1. 知識(shí)目標(biāo)： 掌握詞組the ice carvings, a flower show，能夠聽(tīng)懂、會(huì)說(shuō)并能夠默寫。 掌握句型：How did you spend your winter vacation? I went to Harbin to see the ice carvings. How was the weather there? It was cold and snowy. 能夠用所學(xué)句型流利問(wèn)答。2. 能力目標(biāo)：能在語(yǔ)境中正確運(yùn)用所學(xué)句型。3. 情感目標(biāo)：培養(yǎng)學(xué)生熱愛(ài)生活、熱愛(ài)大自然的情操。教學(xué)重點(diǎn)：在語(yǔ)境中正確運(yùn)用所學(xué)句型。教學(xué)難點(diǎn)：詞組the ice carvings 的讀音，特別是在ice 前the的發(fā)音。教學(xué)方法：情境教學(xué)法、指導(dǎo)自主學(xué)習(xí)教學(xué)法教具準(zhǔn)備：導(dǎo)學(xué)提綱、相關(guān)單詞及詞組卡片、課件、一幅中國(guó)地圖、磁帶。學(xué)情分析：六年級(jí)學(xué)生已經(jīng)具有一定的自學(xué)能力。在教學(xué)中可適當(dāng)放手，讓他們自主進(jìn)行學(xué)習(xí)，為他們今后的學(xué)習(xí)打下基礎(chǔ)。一般過(guò)去式學(xué)生已經(jīng)學(xué)過(guò)。上學(xué)期學(xué)生還學(xué)過(guò)：Where were you in the summer vacation? 本節(jié)課學(xué)習(xí)另一種問(wèn)法：How did you spend your winter vacation？教師可以先從已學(xué)句型進(jìn)行師生問(wèn)答，然后引入新課進(jìn)行學(xué)習(xí)。教學(xué)過(guò)程：Step1: Warm up.1. Greeting.2. Free talk.T: How is the weather today? S: Its sunny.3. Revision.1）由師生自由對(duì)話，引入有關(guān)天氣的課件，進(jìn)行復(fù)習(xí)。2）教師出示一張中國(guó)地圖，將天氣單詞卡片放在地圖上不同的地點(diǎn)（如：北京、上海、福州、海南等）用How is the weather in ?進(jìn)行對(duì)話。 3) 課件呈現(xiàn)：1月1日北京、上海、廣州、福州等地天氣，引出一般過(guò)去時(shí)進(jìn)行師生問(wèn)答。T: How was the weather in Beijing?S: It was .Step 2: Presentation and learning.1. T: In the summer vacation, Sally went to the USA. She visited the White House. And she took some photos. （教師邊說(shuō)邊做動(dòng)作，讓學(xué)生回憶起上學(xué)期所學(xué)。） In the winter vacation, How did Chen Ling and Wang Tao spend their winter vacation ? Today were going to learn Lesson 1. Talking about the Winter Vacation. 板書課題。2. 請(qǐng)學(xué)生拿出導(dǎo)學(xué)提綱，檢查學(xué)生預(yù)習(xí)情況。 齊讀：預(yù)習(xí)目標(biāo)1，檢查學(xué)生掌握情況。 由檢查預(yù)習(xí)目標(biāo)2 (1 )，引入動(dòng)詞過(guò)去式并進(jìn)行復(fù)習(xí)。a. 教師出示動(dòng)詞卡片is, do, go, snow, watch, read, make，學(xué)生拼讀，教師將卡片貼在黑板上，然后請(qǐng)幾位學(xué)生上臺(tái)寫出它們的過(guò)去式，教師與全體學(xué)生共同訂正，并復(fù)習(xí)它們的變化規(guī)則后，請(qǐng)學(xué)生范讀或當(dāng)“小老師”領(lǐng)讀。b. 快速反應(yīng)。教師出示動(dòng)詞原形卡片或過(guò)去式卡片，學(xué)生快速搶答，說(shuō)出它的過(guò)去式或原形，反應(yīng)快者為勝。 由檢查預(yù)習(xí)目標(biāo)2 (2 )、2 (3 ) 引入詞組：winter vacation, the ice carvings, a flower show的學(xué)習(xí)。教師指著圖上的“冰雕”說(shuō)：Wang Tao went to Harbin to see the ice carvings. 引出 the ice carving，see the ice carvings并教學(xué)，將 the ice carvings的卡片貼在圖的旁邊。然后教師指著掛圖上的“花展”說(shuō)：Look. There are many flowers. There is a flower show. Chen Ling went to see a flower show. 引出a flower show, see a flower show并教學(xué)，將a flower show的卡片貼在圖的旁邊。教師指圖，采用不同的形式操練the ice carving,和 a flower show。3. T: In winter vacation, I was in Fuzhou. I went to Yushan. I went to see a flower show. How did you spend your winter vacation? 請(qǐng)學(xué)生說(shuō)說(shuō)自己是如何過(guò)春節(jié)的。并請(qǐng)學(xué)生注意老師是怎么提問(wèn)的，誰(shuí)能夠問(wèn)一問(wèn)。教師請(qǐng)已經(jīng)會(huì)讀的同學(xué)帶讀句型How did you spend your winter vacation? 運(yùn)用多種形式操練句型。學(xué)生不停地讀該句型，教師板書。4. 課文教學(xué)在播放課文錄音前先出示下列問(wèn)題，讓學(xué)生帶著問(wèn)題聽(tīng)錄音。先請(qǐng)學(xué)生讀讀這四個(gè)句子，理解意思。How did Wang Tao spend his winter vacation?How did Chen Ling spend her winter vacation?How was the weather in Harbin?How was the weather in Guangzhou?1) 播放課文錄音一遍，要求學(xué)生只聽(tīng)不看書。2）請(qǐng)學(xué)生看課本第1頁(yè)，劃出答案后請(qǐng)個(gè)別學(xué)生回答問(wèn)題。3）教師再播放錄音，學(xué)生聽(tīng)音模仿跟讀。Step 3: Consolidation.1. 完成課本第二頁(yè)的Look and say.1）教師出示see the ice carvings, see a flower show, went to the fair, watched New Year programs , read interesting books, made snowmen , at Spring Festival等詞組卡片，采用不同的形式操練詞組。2）請(qǐng)學(xué)生看書第2頁(yè)，聽(tīng)音跟讀。2. 完成課本第3頁(yè)的Ask and answer.全班學(xué)生先自讀本頁(yè)內(nèi)容，遇到不懂的地方可舉手提問(wèn)。教師解答完學(xué)生的問(wèn)題后，播放錄音，全班跟讀。3完成課本第4頁(yè)的Read. Tick or cross.1）先請(qǐng)學(xué)生自讀短文，劃出不懂的地方，由同學(xué)或教師幫助學(xué)習(xí)。2）學(xué)生獨(dú)立完成判斷正誤的練習(xí)，然后核對(duì)答案。3）教師播放錄音，學(xué)生小聲默讀短文。4）引導(dǎo)學(xué)生體會(huì)祖國(guó)山河的壯美秀麗。Step 4: Homework.1聽(tīng)錄音，熟讀課文。2完成活動(dòng)手冊(cè)上本課的練習(xí)。3參考課本P4，用英語(yǔ)寫一寫自己的寒假經(jīng)歷，如：去了哪里，進(jìn)行了哪些活動(dòng)，那里的天氣如何 Step 5: Blackboard Design Le