《六下lesson 1》教学设计
课 题 本课为对话内容，主要通过Gao Wei和Kate开学后第一天见面相互讨论假期生活的场景。本部分主要表达了一般过去时的简单用法，通过师生之间，生生之间的对话，自主感知，模仿，理解和体验，来习得What did you do during your holidays? I went to 教学内 Sanya with my parents. How did you get there? Did you have a good time? What did you do 容分析 during your holidays? 等表示询问，描述等功能语句在真实语境中进行交际。 1. 能够读懂本文高伟和Kate就如何度过假期进行的对话，并就所读内容与他人展开对话交流；能够和同学分享自己某种心情；能够初步运用一般过去时的句子How did you get there? Did you have a good time? What did you do during your holidays? I went to Sanya.对过去的经历进行简单的问答，描述。 2. 能使用恰当的阅读策略理解文本信息，获取主要信息，并能与同学分享交流。 3. 通过本课学习活动的情景：通过和学生聊天，了解学生喜欢的旅游目的地，逐层渗透教授本课语言点，并通过展示教师自己的旅游攻略来作为突破口，习得文本中的语言。教学目标 在读后环节中，学生通过完善他人的旅游攻略，以及在小组内合作制作自己的旅游攻略并展示等环节等，来达到操练目标语言知识、技能的目的。同时学生也潜移默化了解中外文化差异，理解并尊重其文化，得体交际。 4. 能够通过有关旅游方面内容的讨论学习，了解祖国的大好河山，培养热爱祖国的情怀。 Lesson 1 年级 六年级 1
能够读懂本文高伟和Kate就如何度过假期进行的对话，并就所读内容与他人展开对话交流； 能够初步运用一般过去时的句子How did you get there? Did you have a good time? 教学重点 What did you do during your holidays? I went to Sanya.对过去的经历进行简单的问答，描述。 能够初步运用一般过去时的句子How did you get there? Did you have a good time? 教学难点 What did you do during your holidays? I went to Sanya.对过去的经历进行简单的问答，描述。 教具使用 课件、随堂练习、手绘海报、单词句子贴条 教学过程： 教学步骤 教师活动 1. Greeting 2. Show students some pictures of scenic spots both in China and all over the world. 1. Ask students where they want to go. 2. Tell students where I went in winter holiday. And present the new word “went” and past tense. 3. Ask students where they went before. 4. Present the phrases “with my parents, by plane”, and use the phrases to say the whole sentence. 学生活动 设计意图 1. Greeting 在热身环节中，师生明2. Students talk about 确本节课主题，并且在the pictures with teacher 聊天 和讨论的过程中，激发学 生对旅游这一主题的兴趣，激活语言能力。 1. Practice verbs and the knowledge they learned. 2. Students get to learn the new word “went” and past tense. 3.Exchange their experience of the past travel. 4. Try to understand and say the sentences in the situation of exchanging their experience in the past. Answer with a thinking map. 教师和学生自然交流此 刻的感受， 交流彼此心中的旅游目的地。利用一般 现在时，练习动词的用法学生初步了解并运用动 词go的过去式went。 简单运用一般过去时来表达自己去过哪里，达到联系生活，进行操练的目 的。 通过逐层推进落实语言点，词组，逐渐丰实自身语言。学生最终能用完整的一句话表达和谁，如何，以及去过何地。 通过逐层递进，一步步生成思维导图 Warm up Presentation I 2
Presentation II 1. Show a video. Teacher presents the task of the class “make a travel strategy on your own”. Before this task, teacher presents a travel strategy of her own. 2. Present new words by talking about the pictures, present the phrases and sentences gradually: enjoyed the sunbathing,enjoyed the moon and the stars, and enjoyed Spring Festival, had a party 3. Talk about their experience in the past travel. What did you enjoy? 4. Present the text again. 1. Enjoy the video and get to know the whole text and the task. 2. Answer the questions by observing the 通过观看教师自己制作的旅游攻略，学pictures. 生进一步了解接下来的任务。通过 声Learn the 音，图像的刺激，整体呈现文本，学生past tense 直观感受。 通过观察图片来自然生of the 成目标语言。过程中会有学生调动已有verbs”的知识储备，运用旧知进行大量交流，enjoy, stay, 通过旧知的运用自然生成习得本课新have”. 知。 通过学生在组内讨论在 过去的Practice 旅行经历中都看到并享受了什么事物，the 练习动词enjoy的过去式。学生讨论地sentences 兴致盎然，呈现百花齐放的景象，课堂by asking 气氛达到第一个高潮。 学生观看课文and 视频，跟读课文。 answering . 3.Students discuss in each groups and share their ideas. 4. Students watch the video of the text, and follow the 3 video, read it. Practice & Language use 1. Ask students to fill in the blanks according to the text: Kate and Gaowei’s unfinished travel strategy. 2. Make their own travel strategy 1. Students give the answers according to their understanding and then share the ideas in class. 2. Make their own travel strategy. 学生通过填词活动，进一步练习一般过去时和文本内容。接下来的小组汇报也是一个及时的反馈。 通过学生在组内完成旅游宣传海报，组内制作海报，全组成员汇报这些过程来操练，拓展，延伸，丰富本课语言。 板书设计： 作业布置： 1. Make a summary of your travel in the past years. 2. Make a travel plan for your summer holiday. 4
课后反思： 本节课为六年级下册的第一课，作为一个学期的起始课，如何将学生快速从假期的倦怠中调整为上课时的积极状态就显得尤为重要，方法只有一个，就是尽可能地将教学内容和学生假期生活的结合点找到，才能最大限度地激发学生兴趣，调动已有的知识储备。于是，我想到了以聊一聊学生的假期生活作为开端。幸运的是，本节课内容恰与假期生活紧密相关，所以整堂课的基调就是一节基于回忆愉快假期生活的会话教学课。本节课由一般现在时这个旧知开始切入，自然过渡到一般过去时的学习。学生在内容丰富的课件中，受到视觉，听觉等感官的高度刺激，在信息技术的教学辅助下，极大地参与了课堂学习，学生发言的机会多，小组合作学习，合作展示，听说读写样样落实。最后以小组内合作制作旅游攻略为语言的拓展运用。整堂课高潮迭起，学生乐在学中，不仅习得了语言技能，还领略到了异域文化，增加了热爱祖国大好山河的感情，并且提升了文化的理解度，包容度。
5
