小學英語閱讀教學策略研究教學觀摩課優(yōu)秀教學設計（PEP六下U3 Part B ）

1、小學英語閱讀教學策略研究教學觀摩課教學設計課題PEP（六下）Unit3 Where did you go?(Part B Lets talk) 教學設計授課對象六年級教學設計教師教材簡析本單元的Lets talk部分主要是討論Amy 寒假的三亞之行。通過Where did you go over the winter holiday? How did you go there? How was the beach? What did you do there? 等句型來展開winter holiday這一話題的。在教學中，老師要注意引導學生學會用where, who, how，what等幾大要

2、素來討論自己及他人的假期。老師在真實情境中幫助學生內(nèi)化語言知識，幫助學生達到學以致用。學情分析六年級的學生對英語學習興趣整體有所下降，兩極分化比較嚴重。一部分學生成績優(yōu)異，有好的學習習慣。另一部分學生基礎較薄弱，缺乏自信，學習英語的興趣有所降低。所以老師可以在課堂中開展豐富多樣的教學活動，使學生能更好更快樂的學習英語。以學生的發(fā)展為宗旨，始終把激發(fā)學生的學習興趣放在首位，注意分層教學，引導學生端正學習態(tài)度，掌握良好的學習方法，培養(yǎng)學生良好的學習習慣。設計理念（教學策略）通過三年多的英語學習，有一部分基礎較為薄弱的學生出現(xiàn)了缺乏自信，學習英語興趣降低的現(xiàn)象，所以兩級分化越加明顯。因此，這一階段的

3、重要任務在于讓學生掌握目標語言的同時，重新激發(fā)學生學習英語的興趣。在設計課堂教學活動時可以采用多種多樣的教學方法和活動來吸引學生的注意力。采取的教學方法有圖片法和思維導圖法等，充分調(diào)動學生的感覺器官和動作來達到記憶的目的。還有情景教學法和合作學習法，讓學生通過參加Pair work和group work活動能主動積極地參與課堂，充分進行語言的操練。課堂上盡量以鼓勵表揚為主，給基礎薄弱的學生創(chuàng)造機會，讓他們嘗試成功的喜悅。教學目標1. 知識與技能：（1）學生能掌握對話中出現(xiàn)的重點單詞及短語，比如：over the winter holiday, far from, took lots of pi

4、ctures，sometime and so on.（2）學生能熟練掌握和運用以下疑問句及相應的回答：Where did you go over the winter holiday? Who did you go with? How did you go there? What did you do there?（3）學生能夠聽懂并能理解對話內(nèi)容。2.過程與方法：（1）學生能夠通過思維導圖，復述對話大致內(nèi)容；（3）學生能夠通過where, who, how，what等幾大要素來介紹自己及他人的假期。3. 情感態(tài)度與價值觀： 學生能熱愛大自然，懂得大自然的美。學會規(guī)劃自己的假期生活，在旅游中邂

5、逅自己的心靈，從而更加的熱愛生活。教學重點、難點1、能聽、說、讀、寫及運用重點詞匯及表達：over the winter holiday, far from, took lots of pictures，sometime 等。 2、能掌握句型Where did you go over the winter holiday? Who did you go with? How did you go there? What did you do there? 及其相應的回答。3、能把對話轉(zhuǎn)換為小語段來介紹自己的假期生活（根據(jù)地點、人物、交通方式及活動等方面來進行描述）。教學準備1、 教師準備 Uni

6、t3 Part B Lets talk（P26）的教學課件;2、教師準備本課時的教學視頻及音樂;3、教師準備本課的相關卡片。教學過程教學環(huán)節(jié)教師活動Step 1. Warm-up/Review熱身/復習1.GreetingTeacher greets with the students, “Good morning, boys and girls!Whats the weather like today?” 老師和學生進行問好，簡單地詢問同學天氣狀況，拉近師生的距離，能較好的促進教師開展教學活動。2. Review the sentence patterns Choose some stude

7、nts and ask them some questions:Where did you go last weekend?I went to the .Who did you go with?I went there with my . How did you go there?I went there by /on . What did you do there?I .與學生進行Q&A的對話，詢問他們“周末去了哪里？”“和誰去的？”“怎么去的？”“做了什么？”等句型，從而復習了重點詞組及句型。并且讓學生感知知識架構(gòu)。教學環(huán)節(jié)教師活動Step 2. Presentation新課呈現(xiàn)1

8、. Show two pictures to lead out teachers weekend.（展示課件進行教授） 展示兩張圖片引出老師的周末做了什么?！癐 was very happy, because I went shopping and bought lots of clothes last weekend.”h y o i l a d Teacher will let the students pay attention these red letters, “What word is it? You can change the order.” holiday Today le

9、ts talk about Amys winter holiday. 老師讓學生注意紅色的字母，引導學生把它們組成一個新的單詞“holiday”，告訴學生我們今天來討論Amy的寒假。2. Teacher shows some pictures of Sanya, and asks the students, “Guess, where did she go over the winter holiday?”(解釋over的用法：在期間，相當于during) This way leads out the sentence patterns of the dialogue.老師展示三亞的圖片，然后

10、讓學生們猜她寒假去了哪里。從而引出對話的重點句型，并讓學生在真實情境中靈活的運用單詞和句型?！癢here did you go over the winter holiday?My family and I went to Sanya.”3. Teacher tells the students that Hainan is far from here. (解釋far from：離遠) And then ask students, “ How did she go there?”教師告訴學生海南離這里很遠，然后問他們Amy怎樣去海南的？從而引出文本內(nèi)容?！癏ainan is far from

11、here. How did you go there?We went there by plane.”4. Teacher describes the beach according to some pictures, and ask students, “How was the beach?”Students answer, “It was beautiful.”老師通過圖片描述沙灘的景象，然后問學生：“你認為沙灘怎么樣？”學生回答：“沙灘非常的漂亮。”5. Lets move to the last part. What did she do there? Now lets listen

12、it and you can find the answers.讓學生聽錄音回答Amy在那里做了什么？“What did you do there?I took lots of pictures and I also went swimming”讓學生做任務型的聽力，訓練了學生的聽說讀的能力。教授他們通過聽關鍵信息回答相關問題。6. Teacher shows PPT to lead out the content of the dialogue. And then explain the word “sometime”.老師繼續(xù)展示PPT內(nèi)容，引出對話的結(jié)束語，從而解釋“sometime”的

13、意思及用法。教學環(huán)節(jié)教師活動Step 3.Practice操練1. New expressions: Teacher let the students read loud and make some sentences to practice.新授表達的操練：老師開展多種多樣的教學活動來操練短語，比如說“大聲讀、造句子”等。2. Dialogue: Let the students repeat the dialogue according the mind map. And then make a dialogue.對話：讓學生通過思維導圖來進行對話的復數(shù)，之后讓學生做對話練習。3Passa

14、ge: This is a dialogue about Amys holiday. Let the students change the dialogue into a short passage. 讓學生把對話變成小語段，為寫自己的假期生活做鋪墊。4. Teacher shows some pictures to introduce last Labour Day holiday.老師展示一些圖片去介紹自己的勞動節(jié)假期，進一步強化語篇概念。學生感覺貼近老師真實生活，所以比較感興趣。 教學環(huán)節(jié)教師活動Step4. Production1、 Pair work: Two students c

15、an be in a group. And then organize the students to take part in “Introduce your holiday” activity. Students can fill in the blanks and complete a short passage. After that, come to the front to introduce their holiday.團隊活動：兩個學生為一組，然后組織學生進行“介紹我的假期”活動。在小組中，學生可以從Word bank里面摘選信息填空完成小語段，也可以創(chuàng)造自己的假期。2.情感態(tài)

16、度與價值觀：The world is like a book, waiting for you to read. Travel is to meet your heart.世界就像是一本書，等待你去翻閱。旅行，去邂逅你的心靈。教學環(huán)節(jié)教師活動Step5. Conclusion總結(jié)1. Lets make a conclusion about what we have learnt today (group work).And let the students read them together.小組形式總結(jié)今日所學，并讓學生齊讀重點內(nèi)容。2. Homework.布置家庭作業(yè)。Read this passage with your partner according to the mind map; Talk about your holiday with your partners; (where, who, how, what) Do some exercises to improve yourself.教學反思（體現(xiàn)教學設計特色）本課時為對話教學板塊，此部分在拓展學生知識面的基礎上，復習有關討論假期生活的表達，考察學生對本單元綜合掌握情況。在課堂中教師采用了豐富的教學活動來支撐課堂，比如：生生對話，師生問答，