人教新版六年级下册Unit3 PartB Let’s learn 教学设计

一、学习目标(Learning aims)
听说读写单词和词组： ate, took, bought, gift, took pictures.
听说认读句子，并能使用这些句型进行交流：
How was your summer holiday?
It was good.
I went fishing every weekend and took lots of pictures.
二、教学重难点(Important &difficult points)
听说读写单词和词组： ate, took, bought, gift, took pictures.
掌握不规则动词的过去式。
情感、态度和能力目标(The goals of emotion,attitude and ability)
通过学习本课的词汇和句型，并使用它们进行交流，对他们在假期中的活动进行回忆和评价，获得语言学习的成就感，从而培养它们的语言交流能力，激发他们的学习兴趣。
教学策略(Teaching strategies)
把多媒体教学资源、网络资源，课本内容有效融合，合理调整课本内容，运用PPT课件、图片和视频，积极创设英语学习情境，让学生在听、学、动、唱、玩中快乐地学习知识，培养合作学习的能力和英语表达能力。
教学准备(teaching aids)
PPT课件，一些图片和多媒体电子白板。
六、教学过程(teaching procedures)
Step 1.Warming up and revision
1，听唱动画歌曲。
2，Greetings
T: Hello,boys and girls! What day is it today?
Ss: Hello,teacher! Today is Tuesday.
T: Good.What day was yesterday?
Ss: It was Monday.
T：You said “was”,that’s very good.What did you do yesterday?
Ss: We had seven classes.We cleaned our classeoom...
T: Sounds great.Let’s look at those words and sentences we leraned last class.
3,课件展示上节课所学的重点词汇和句子，让同学们反复诵读。
went to Turpan rode a bike rode a horse went camping
went fishing hurt my foot
What happend? Are you all right? I’m OK now.
It looks like a mule. Did you go to Turpan? Yes, we did.
（设计意图：通过听歌曲调节学生的情绪，通过课件展示，让学生诵读，激活学生已学的知识，使学生的思维快速集中到课堂上，为导入新课题做好铺垫。）
Step 2. Learning
1，单词短语呈现和教学：
（1）课件展示短语图片教读短语和单词：
ate fresh food went swimming took pictures bought gifts
eat fresh food go swimming take pictures buy gifts
（2）让学生反复对比诵读。
（3）运用教学,把这些短语运用到句子中，师生一起操练。
T: Eat fresh food. I often eat fresh food.I ate fresh food yesterday.
Go swimming. I sometimes go swimming. I went swimming last Sunday.
Took pictures. I often take pictures. I took some pictures last weekend.
Buy gifts. My uncle often buy gifts for me.He bought some gifts for me yesterday.
（4）课件展示网络图片，让同学们快速说出短语和句子。
2，句型呈现和教学：
课件展示重点句型，师生、组组间互问互答操练。
T：How was your summer holiday?
Ss: It was good. I went fishing every weekend and took lots of pictures.
T: What did you do last Sunday? Ss: I ate fresh food . /I went swimming./ I took pictures./I bought gifts.
Play the tape of Let’s learn. 学生跟读。
（设计意图：通过教材图片截取呈现本课要学的重点短语和句型，从师生间到生生间的反复操练，同时把短语融入到连贯的句子中，在具体的情境中加强语言输入，听说互动，让学生在轻松的气氛中愉快的学习。）
Step 3.Practice 1 （小组合作学习）
Working in groups
学生分小组活动做游戏，一人做动作，其他人用动词的过去式说出短语。推选一组在全班表演。
Role play: 课件展示功能句型，让学生在小组内灵活运用本课时词组表演Amy和Wu Yifan的对话：
A: How was your summer holiday?
B: It was good/OK.
A: What did you do over the summer holiday?
B: I ate fresh food . /I went swimming./ I took pictures./I bought gifts.
（设计意图：安排了一个游戏，一个角色表演，让学生们在乐中学，学中乐，激发学生的英语兴趣，培养他们的听说能力和互动合作学习能力。）
Step4.Practice 2 （小组合作，拓展学习）
聚焦教材图片，课件展示Look and say 的图片，点名学生完成每个句子。师作适当解释。
小组合作，作拓展练习：师发给每个小组一张卡片，分别是：I went to Sanya last summer holiday. I went to Turpan last summer holiday. I went to Mt.Zipeng last winter holiday. I went to Hangzhou last summer holiday. 课件展示拓展句型，让同学们在小组内交替交流操练，同时带动本组学困生共同交流，合作学习，共同提高。
A: How was your summer holiday?
B: It was good/OK.
A: Where did you go?
B: I went to ...
A: How did you go there ?
B:I went there by...
A: What did you do there?
B: I ate fresh food . /I went swimming./ I took pictures./I bought gifts.
3.小组展示，师检查学困生掌握情况。
（设计意图：综合二、三单元知识，设计了一个小组活动，课件展示活动任务，每小组各自有不同的目标内容，让学生在小组内充分表演，同时进行帮带作用，关注学困生，让每一个学生都到展示和进步。）
Step5.Summary
师引导学生小结：同学们这节课学到了哪些知识呢？师引导学生我们一起来小结一下：
短语： ate fresh food, went swimming,
took pictures, bought gifts.

单词： eat-ate go---went
take-took buy -- bought
句型：-- How was your summer holiday?
-- It was good.
-- What did you do ?
--I went swimming every weekend and took lots of pictures...

Step6.Homework
1，抄写并背诵本课时四个四会短语
2，朗读本课所学的句型。



板书设计：
Unit 3 Where did you go?

ate fresh food, went swimming, took pictures, bought gifts.
eat—ate go---went take—took buy -- bought
-- How was your summer holiday?
-- It was good. I went swimming every weekend and took lots of pictures.

教学反思：
本节课通过运用多媒体畅言电子白板操作技术把有关本课的电子课本内容、课程资源内容以及网上资源内容有效整合利用，共制作了十张教学ppt，把教学内容有效地融合到音乐动画、情境动画和游戏活动中，让同学们在欣赏感知、学玩做互动中获得知识，培养英语的听说读写能力。
“Tell me, I forget；teach me ,I know ；involve me ,I remember.”多年的教学实践证明：在课堂教学中，教师尽管努力地去教，去讲解，但学生实际上掌握的甚少，且很不牢固，还会导致学生的学习兴趣日趋减弱。只有创设有趣的学习情境，让学生在学与动，玩与说的交流互动中真实感受到知识的获取过程，真心体会到学到了知识、提高了能力的自豪情感，这样学到的知识才立体的，牢固的。因此，在这一课教学中，我只是扮演了一个导演的角色，把学生推向课堂的主讲台，充分突出学生的主体地位，让学生自己在老师创设的情境中互动复习旧知，互动学习新知，互动总结巩固，合作互进，寓教于乐。同时，在这节课中，通过小组学习，我让小组长等同学带动和帮助本组的学困生，鼓励学困生主动积极参与活动，共同提高。
反思这节课，预设的教学目标达成度还是高的，教学效果比较明显，但也有不足之处：展示活动没有组织好，有个别学生的积极性还是没有调动起来。
总之，教学是动态的，教改是不断前进的，需要我们一线教育工作者们始终保持与时俱进的思想，不断转变观念，不断学习探索，结合新的教育理念，从自身的教学实际出发，不断探索出一套行之有效，行之高效的教学方法。