PEP小学英语六年级下册BOOK8 Unit 4My Holiday全单元六课时优秀教案设计附反思.doc

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1、Unit 4 My Holiday第一课时Teaching Aims:1. 能够听、说、读、写以下动词短语：learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food.2. 能够询问别人在假期里所做的事情并做答。Teaching Importance and Difficulties: 1. 本课时的教学重点是掌握五个动词短语的过去式形式。2. 本课时的教学难点是以下六个单词的拼读和拼写：took, learned, sang, danced, ate, climbed。教师要多示范，通过

2、有针对性的反复操练知道学生熟练掌握。Teaching Medias:Teacher：本课时的动词短语卡片；一架照相机、食物、一首歌曲，一张照片；本课时的单词卡片。Teaching Procedures:.Warm-up1. 教师放五年级下册的歌谣“Lets go on a field trip 学生边唱歌边跟教师作相应的动作。2. 教师放Lets chant的录音，学生跟着录音说。.Preview1. “猜一猜游戏：教师呈现学生小时候的照片问：Whos he/she? 引导学生答复。然后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes, its me. I was year

3、s old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生答复。2. Lets start教师展示本局部的挂图问：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图答复。.Presentation and PractiseLets learn1. 教师问一名学生：Whats your hobby? 引导学生答复。教师指着自己说：I

4、like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书took pictures和take pictures，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。2. 教师拿出一张自己爬山的照片，说：I went to Xinjiang/last year. Guess. What did I do there? 请学生猜。如果有学生猜到climb a mountain，教师就向学生展示照片：Yes,

5、thats right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对东词原形和过去式形式进行比拟。教师继续问：Have you ever been to any famous mountains? Where have you been? 引导学生说：I climbed Hua/Yandang/Mountain.教师可继续提问：When did you climb Yandang Mountain? I climbed Yandang Mountain in spring/April 8th.3. 教师再次展示爬山的照片，说：I

6、climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes, I ate. I ate good food. 板书ate good food和eat good food，带着学生比拟不同之处。教师带读，注意强调ate的发音。4. 教师依次出示爬山和美食的照片说：I climbed a mountain. I ate good food, too. What else did I do there? Guess.

7、5. 教师放课前准备的歌曲录音，放完一遍后，问学生：Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生：What did we do just now? 引导学生答复：We sang a song. 教师板书sang和sing，带着学生进行比拟。教师带读单词。教师边做动作边说：People in Xinjiang like singing. They like dancing, too. 教师板书sang and danced，带读。6. 教师出示本局部的教学挂图，介绍说：Mike and John went

8、to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike学中文的图说：He learned Chinese. 板书 learned Chinese，带读。教师再问学生：What did John do? 引导学生答复：He climbed a mountain. He ate good food. He sang and danced.7. 教师放A Lets learn局部的录音，学生跟读。8. 教师带着学生说唱下面歌谣：What did you d

9、o on your holiday?What did you do on your holiday?I took, took pictures.What did you do on your holiday?I climbed, climbed a mountain.What did you do on your holiday?I learned, learned Chinese.What did you do on your holiday?I sang, sang and danced.9. 快速抢答：全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演

10、者的动作猜：He ate good food/ and climbed a mountain/ 哪个小组手先猜出正确答案就得一分，最后总分最高的小组获胜。10. 学生两人一组，轮流抽取学生卡片编对话。Lets play 学生两人一组，每人在长纸条上写过去式时的句子，然后把句子在单词间空隙处剪开。学生交换剪下来的单词，看谁能最先把同伴的两个句子排列好。Good to know1. 教师介绍普通相机一些根本零部件的名称和简单的摄影常识。2. 教师一边介绍摄影的根本步骤一边用相机给学生照一张照片。.Consolidation and Extension1. Activity Book2. 学生课后进

11、一步熟悉照相的根本步骤，教师鼓励有条件的学生拍下几张照片，下节课进行班级交流。3.课后反思：这课是涉及一些以往短语的融合，为此我在英语课堂中采用多样化活动教学，如课前留意观察学生喜欢玩什么游戏，有时学生的游戏，又能给我灵感，让我再把游戏加工后，用到课堂中去，会给自己更多的启发，带来很好的教学效果。此次课就是把音乐、简单的动作、游戏、小组间模仿比赛的等融入到课堂中，激发学生的求知欲，活泼课堂气氛，使每堂英语课真正地“活起来，每个学生都动起来，通过各组的即兴表演来完成。第二课时Teaching Aims:1. 能够听、说、读、写句型：Where did you go on your holiday

12、? I went to Xinjiang.2. 能够听懂Lets try局部的录音并完成练习。3. 能够理解、说唱歌谣“Where did you go on your holiday?。4. 会使用英汉字典查新词。Teaching Importance and Difficulties: 1. 本课时的教学重点是句型：Where did you go on your holiday? I went to Xinjiang.2. 本课时的教学难点是在实际情景中正确运用所学对话。Teaching Medias:Teacher：录音机及磁带；Lets learn局部的单词卡片；调查表格；几张地名卡

13、片；几张照片；英汉字典。Teaching Procedures:.Warm-up1. 教师与学生的日常会话。2. 复习上一课时新课呈现局部所学的歌谣。.Preview1. 教师放A Lets learn 局部的录音，学生跟读并拼读动词短语。2.“打擂台游戏 请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I learned Chinese at school. 不能正确造句的学生即被淘汰出局。然后教师出示另一张卡片，留在台上的学生继续比赛。能最后留在台上的学生成为擂主。.Presentation and PractiseLets try1. 学生听Lets

14、try局部的录音，完成练习。2. 教师提问：What do people in Xinjiang like doing? 引导学生答复：They like singing and dancing. Lets talk1. 教师出示一张新疆的风景照说：Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教师再拿出一张公园的照片，说：This is a park. I went to the park last weekend. 教师板书：I went to指导学生拼写单词we

15、nt。2. 教师出示一张中国地图说：This is a map of China. I went to a city last year. Its in Guangdong province. Its a new city. Guess. Where did I go? 引导学生用句型Did you go to ,? 猜一猜，然后教师说：Yes, I went to3. 教师邀请一名学生到讲台前面来描述自己曾经去过的一个地方，教师问：Where did you go on your holiday? 引导这名学生答复。再请几名学生轮流上台，台下的学生其问：Where did you go on

16、 your holiday? 教师指导讲台上的学生答复。4. 教师在请一名学生上台，随意抽取一张地名卡片举起来，不要让台上的学生看到卡片的内容。台下的学生一起问：Where did you go on your holiday? 台上的学生用I went to 答复。猜对地名后，这名学生指定另外一名学生上台继续游戏。教师再拿出上一课时的单词卡片，在学生猜出地点名称后，任意抽取一张动词短语过去式的卡片，带着台下学生问：What did you do there? 请台上的学生答复。教师注意强调there的发音。5. 听录音，跟读Lets talk局部的内容。6. 学生操练对话，教师引导学生根据本

17、局部插图的提示进行替换练习。7. 教师出示能拼成重点句型的单词卡片，要求学生在最快的时间内组合成句。Lets chant1. 教师问：Where did you go on your holiday? Did you have a good time? 引导学生答复：I went to Yes, I had a lot of fun.2. 教师放歌谣录音，全班跟唱。3. 学生男女生各一组，一组唱问句，一组唱答句，看那组唱得好。Pronunciation1. 教师出示英汉字典，问：Whats this? Its a dictionary. Yes. Its an English dictiona

18、ry. Words in a dictionary are in alphabetical order. 教师用中文介绍查英汉字典的方法。2. 教师指导学生完成练习，然后让学生在词典理查一查练习中的单词，看谁查得最快。.Consolidation and Extension1. Activity Book2. 学生课后询问同学或老师曾经去过的地方，完成调查表。课后反思：“书本是死的，人是活的，我们应该运用课本来教，而不是单纯的教课本。所以我们教师在教授内容时，可以适当地对教材进行删除添补，可以把一些内容提前或者推后。比方说，在这堂Lets talk英语课上，我们不要急着要学生记单词、学句子，可

19、以把一些有趣的活动lets do提前。如把“swimming，running，flying等这一环节提前，再渗透今天的是句式：I like swimming and so on。激发学生学英语的兴趣，让他们觉得学英语原来是如此地有趣第三课时Teaching Aims:1. 能够听懂、会读Lets read中信的内容并独立完成信后的书写练习。2. 能够完成Lets find out局部的练习。3. 能够听懂、会唱歌曲“A trip to China。Teaching Importance and Difficulties: 1. 本课时的教学重点是能读懂Lets read局部的一封信。2. 本课

20、时的教学难点是能正确认读以下句子：Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow Ill be back home.Teaching Medias:Teacher：录音机和录音带；A Lets learn局部的动词短语卡片。Teaching Procedures:.Warm-up教师放前一课时学过的歌谣，学生边作动作边说。.Preview1. 日常口语练习。T：What day is it today?S：Its T：What are you going to do this we

21、ekend?S：I am going to T：Have a good time!S：Thank you.T：I will this weekend.2. 教师让学生用句型I am going to this weekend. 或者I will this weekend.造句。.Presentation and PractiseLets read1. 教师问：What did you do last Saturday? 学生答复：I 教师指导学生用单词last组词，如：last week, last month, last year等。2. 教师请学生说说以下词组的反义词：next week-

22、last week, last Monday-next Monday, last month-next month, next holiday-last holiday, next trip-last trip.3. 教师描述自己一个星期内的活动：On Monday I played football. On Tuesday I played ping-pong. On Wednesday I 然后教师问学生：What did I do on Monday/ Tuesday/ 让学生凭记忆答复。最后教师说：I did a lot of things last week. Everyday I

23、had fun. 板书had 和have，指导学生拼写这两个词。4. 教师放Lets read局部的录音，学生跟读。 John had fun with his parents. On Monday, he went to a cinema. He went to a park on Tuesday. He went swimming on Wednesday.5. 教师指导学生完成短文后面的练习。Lets find out1. 教师说：I went to last month. I went there by I climbed a mountain there. When was your

24、 last trip? 引导学生答复：My last trip was to I went there by I sang and danced there.2. 学生两人一组调查对方最近一次旅行的相关情况并在课本的表格里做记录。教师鼓励学生尽可能多地获取信息。3. 教师请几名学生做汇报： went to . in . He. 师生共同评选出最正确“小记者奖。Lets sing1. 教师放歌曲“A trip to China的录音，第一遍学生先仔细听，教师简单讲解歌词，注意以下单词和短语得读音：came back, Urumqi, old jade ring, a green silk til

25、e, a colourful cap.2. 学生跟录音学唱歌曲。3. 教师介绍我们局部省市的标志性商品。.Consolidation and Extension1. Activity Book2. 学生听Lets sing歌曲，唱给家长或同伴听。3. 学生搜集我国不同地区的风景名胜等相关知识。教学反思：小学六年级的学生，由于其生理和心理都在发生着急剧的变化，因此，英语课堂上表现出来的性格也渐渐由外露变得比拟内敛、害羞和敏感。根据这种细微的变化，我抓住学生争强好胜的心理，以朗读教学为突破口，以小组学习、比赛为根本形式，力求使每一位学生都积极主动参与到教学活动中来，在读中练，在交流中提高。 并给读

26、的最棒的一组发星星以作为奖励，暂时取得了点成就，当还需要在以后的教学中不断的探索和改良方法，来提高教学水平。第四课时Teaching Aims:1. 能够听、说、读、写动词词组：bought presents, rowed a boat, saw elephants, went akiing, went ice-skating.2. 能听、说、认读句子：What did you do on your holiday? I bought presents.3. 能够听懂、说唱歌谣“Today I went to school。4. 能够完成Task time中的任务。Teaching Impor

27、tance and Difficulties: 1. 本课时的教学重点是四会掌握五个动词词组的一般过去式形式。2. 本课时的教学难点是掌握四会单词bought, rowed和saw的读音和拼写。Teaching Medias:Teacher：录音机和录音带；动词短语卡片，动物单词卡片和文具卡片；几张不同类型的贺卡；议长哈尔滨的雪景照片。Teaching Procedures:.Warm-up1. 教师放歌曲“A trip to China的录音，师生齐唱。2. 教师放歌谣“Today I went to school的录音，师生齐唱。 .Preview1. 教师出示A Lets learn局部

28、的短语卡片，同桌以“开火车的形式拼读动词短语。2. 教师放Lets read局部的录音，学生跟读。3. 日常口语会话。.Presentation and PractiseLets learn1. 教师出示哈尔滨雪景照片问：Guess. Where did I go last winter? 学生猜：You went to Harbin. 教师继续说：Yes, thats right. I like snow. I can ski. 教师板书ski，然后出示went skiing的卡片，问：What did I do in Harbin? 引导学生答复：You went skiing.教师板书：

29、went skiing带读单词skiing，学生拼读。2. 教师出示went ice-skating的教师卡片问：What did do on her/his holiday? Did she /he go skiing? 引导学生答复：No, she/He went ice-skating.教师板书：went ice-skating，学生拼读。3. 教师问：When do we go ice-skating? Can we skate in the summer？引导学生作答。教师继续说：No, we cant. We can row a boat in the summer. 教师出示ro

30、wed a boat的卡片问：What did do on this/her holiday? 引导学生答复：He/She rowed a boat. 教师板书：rowed a boat，指导学生拼写。4. 教师出示礼物盒问：Whats this? 引导学生答复：Its a present.教师板书present，带读。教师继续说：I bought it yesterday.在present前写bought，领读。请学生比拟动词原形和它的过去式，教师指导书写。5. 教师依次出示几张文具的卡片，提问：What did you buy in the bookstore? 引导学生用I bought

31、 答复。6. 教师出示saw elephants的短语卡片说：went to a zoo yesterday. What didsee? 引导学生答复：He/She saw elephants. 教师板书saw elephants, 需强调单词elephants的拼写和单词saw的读音。教师依次出示动物的卡片，提问：What did you see at the zoo?引导学生根据卡片的提示问题答复。7. 教师放lets learn局部的录音，学生跟读。Lets play1. 教师让学生把九个动词短语分别填入任一个空格内，每个空格填写一个短语。2. 教师按任意顺序读短语，学生在教师念到的短语

32、上划叉，如果划叉的短语连成了一条直线，学生就大声喊Bingo！即获胜。Task time1. 教师介绍贺卡的相关知识；贺卡有很多种类，朋友身体不适合可以送抚慰卡；朋友心情不畅送幽默卡；失败送鼓励卡；成功有庆贺卡；出行的有平安卡。贺卡除了有纸制的，也有电子和卡。为了节约用纸，现在更提倡使用电子贺卡。2. 教师带着学生一起阅读本局部贺卡的内容，请学生说一说Mike在旅行过程中都做了什么事情。3. 教师布置一个情景：如果式你出行在外，想向父母和朋友报平安，并简单介绍旅游的情况，该如何设计一张贺卡。.Consolidation and Extension1. Activity book。课后反思：词汇

33、教学应采用全方位教学法, 即在教学一个词时, 应尽可能多地将该词与学生已有的旧知识建立起各种联系。这种方法特别适用于有了一定的词汇量之后的词汇教学及词汇总复习。注意一词多义现象, 一个单词用在不同的场合有不同的含义,如:by一词可作在.旁、乘(车、船等)、不迟于、被,由等解释。第五课时Teaching Aims:1. 能够听、说、读、写句型：How did you go there? I went by train.2. 能够完成Lets find out中的调查活动。3. 能够完成Lets try局部的录音，完成听音，圈图的练习。4. 了解Story time中的故事。Teaching Im

34、portance and Difficulties: 1. 本课时的教学重点是四会掌握句型：How did you go there? I went by train.2. 本课时的教学难点是在实际情景中正确运用并能书写所学对话。Teaching Medias:Teacher：录音机和录音带；本单元的动词短语卡片和教学挂图；假设干纸片；各种交通工具的单词卡片和城市名称的卡片；调查表。Teaching Procedures:.Warm-up1. 教师放41页歌谣的录音，学生听录音齐唱。2. 教师出示B Lets局部的短语卡片，提问学生：What did you do on your holida

35、y? 学生看图答复以下问题；然后根据实际情况答复，操练该句型。3. 教师放六年级上册第一单元的录音，学生听录音说唱歌谣。.Preview1. 教师将全班分成A、B两组，先由A组学生提问，B组学生答复。A组的学生可以提与本课的中心话题有关的问题，如：How do you go to the zoo? 也可以提其他问题，如：Where did you go last year? 如果B组学生答复正确那么可以加一分，然后由B组学生提问，A组答复。得分高的小组为胜者。2. 学生展示自己的贺卡。.Presentation and PractiseMain Scence教师引导学生看主情景图，扮演Zhan

36、g Peng和John表演对话。Lets try学生听录音，完成练习。Lets talk1. 教师问：Whats the weather like in Harbin in the winter? 学生答复：Its cold and snowy. 教师继续问：How can you go to Harbin? 引导学生答复：I can go there by plane or by train. 教师说：Thats right. Sarah went to Harbin on her holiday. How did she go there? Lets listen.2. 教师放本局部的录音

37、，引导学生答复：She went there by train. 教师板书：How did you go there? I went by train. 教师再放一遍录音，学生听录音跟读。3. 请一名学生说一个曾去过的城市，教师放在黑板上。然后教师引导其他学生一起提问：How did you go to ? 帮助该学生答复：I went by 教师再提问其他学生，依照这种方式带着学生用主句型进行问答。4. 教师任意抽一张城市名称的卡片，问：Where did you go on your holiday? 全体学生根据卡片内容一起答复：I went to 教师继续问：How did you g

38、o there? 学生继续问答：I went by 教师再换其他卡片，继续练习。5. 学生两人一组做替换练习，教师鼓励学生尽可能地丰富对话内容。6. 教师将全班学生分成四组，各组分别写地点、时间、交通工具、动词短语的过去实形式。写好后，请一名学生分从四个组的纸条里抽取一张，用动作表演纸条上的内容，其他学生根据其表演猜想四张纸条上的内容。表演的学生一边做动作一边问：Where did you go on your holiday? 其他学生猜：I went to 如果有人答复正确，表演的学生就依次提问：How did you go there? What did you do there? 其他

39、学生继续猜。Lets find out教师请一名学生说出曾经去过的地方和所乘坐的交通工具，然后示范填写表格。学生两人一组进行调查。如果时间允许，教师可请几名学生汇报调查表格。Story time教师向学生展示Story time局部的挂图，指着图中的人物问：How did Zoom go to the moon? What did Zoom see? Did Zoom take any pictures? 然后教师放该局部的录音，学生看图，听录音。教师再放一遍录音，学生听完后答复教师提出的问题。学生跟录音朗读故事，再分角色朗读。.Consolidation and Extension1. Ac

40、tivity book2. 完成Lets find out局部的调查任务。课后反思：直观教具是创设情境最直接、最经济和最有效的手段，它能使英语课堂教学形象化、趣味化、交际化。 以汉语为母语的学生最初接触英语时，都免不了用汉语为中介把英语和所表达的事物联系起来，这实际上还是用汉语进行思维；充分利用各种教具直接比照英语的词和句，那么可以防止这种心译过程。 直观教学缩短了英语与所表达事物的距离，加快了教学的节奏。第六课时 Teaching Aims:1. 能够读懂Lets read局部的短文并完成文后的练习。2. 能够听、说、认读句子：It was a long holiday. We left B

41、eijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.3. 能够完成Lets find out局部的练习。4. 能够完成Lets check局部的练习。Teaching Importance and Difficulties: 1. 本课时的教学重点是听、说、认读句子：It was a long holiday. We left Beijing on February 1s

42、t and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.2. 本课时的教学难点是认读以下单词和短语：relaxed, prepared to , go back, for the last day of the holiday.Teaching Medias:Teacher：录音机和录音带；本课时的单词卡片和教学挂图。Teaching Procedures:.Warm-up1. 教师放Lets sing局部的歌曲录音

43、，学生一起跟唱。2. 教师放Lets chant局部的歌谣“Where did you go on your holiday?学生有节奏地说唱。.Preview1. 学生听录音跟读B Lets talk局部的对话。2. “拼句子游戏学生分成假设干小组。教师报一个四会句子，如：How did you go there? 各组第一名学生起立拼读句子的第一个单词，第二名学生拼读第二个单词，以次类推，拼得又快又正确的小组得一分。3. 教师出示A、B局部Lets learn的短语卡片和地名卡片，学生就卡片内容进行问答练习。.Presentation and PractiseLets read1. 教师接

44、上一个话题问学生：When did you go to Beijing? I went there on October 2nd. 教师接着学生的问答说：That means you left Ningbo/ on October 2nd .When did you get to Beijing? 引导学生答复：I got there on October 3rd. 教师板书left和got，告诉学生left是leave的过去式，got是get的过去式。教师问：When did you come back? 引导学生答复：I came back on October 6th. 教师说：It w

45、as a long holiday. 并板书：It was a long holiday. 带读该句子。2. 教师询问学生的作息时间表：Where were you at 7 oclock yesterday? 引导学生答复：I was at home.教师可询问学生一天的行程安排，从而引出relaxed，对话设计如下：T：Where were you from 12:15 to 12:45?S：I was on the playground.T：What did you do？S：I played ping-pong.T：You relaxed.3. 教师呈现以下问题，学生集体读一遍，然后阅

46、读Lets read局部。 When did they leave Beijing? When did they get to Harbin? What did they do on February 2nd? Wh did they do on February 3rd? When did they do on February 4th? When did they do on February 5th?4. 学生答复以上六个问题。教师放Lets read局部的录音，学生跟读，并提出不理解的句子，教师解惑答疑。5. 教师指导学生完成补充句子的练习。Lets find out1. 教师请学生仔

47、细观察图画。教师提问：How did people travel years ago? 请学生试着问答。如果学生答不出，教师可继续问：Did they travel by plane? 引导学生答复。然后教师继续问类似的问题，带着学生找出古代不存在的交通工具。2. 学生四人一小组做该游戏。Lets check教师指导学生完成Lets check局部的练习。.Consolidation and Extension1. Activity book2. 学生课下查阅交通工具开展史的相关资料。课后反思：对话教学中可以看做教师前后观点一致、逻辑连贯的“独白，课前需要认真备课，写成讲稿，甚至要熟记在心，打“腹稿