6A Unit 6 Holidays 教学设计及反思- 教师活动- 常州市武进区潘家小学

小学英语教学中培养学生语感的策略研究

课堂教学案例

教者	鲁利玲		执教时间		2013.11.27
教学内容	6A Unit 6 Holidays 第一课时
教学对象	六（1）班40位学生
教学目标	知识目标： 1. To grasp the meaning, spelling and the pronunciation of the new words about the holidays 能力目标： 2. To understand the main idea about the dialogue. 情感目标： 3. To know the culture about the dialogue.
教学策略	1、愉快学习法 2、合作学习法
教学过程（可续页）
教学步骤	用时	教师活动		学生活动		设计说明
Step1 Warming up	2	T: Good morning, boys and girls. Nice to see you. 2. Talk about my favourite month and the reason. T: What’s the date today? T: Yes. It’s October now. And October is my favourite month. Do you know why? T: Yes, October is my favourite month. I like it best because there are many holidays in it. Today let’s learn more about holidays. （Read the title of Unit 6）		1.Ss: Good morning. 2.Ss: It’s Oct. 28^th. S1: … S2: …(If the students can’t guess the reason, tell them the answer.)		通过师生之间的自由交谈进入学习状态。
*Step 2 Pre-task*	5	1. Check the students’ preparation of the dialogue. 1) The names of the holidays; T: Well, I think yesterday you read the dialogue many times. And you’ve known some holidays. Let’s check whether you have known these festivals. (Show the pictures of four holidays and let the students say out the names of them.) T: Let’s read them together. 2) Talk about their key questions about the dialogue. T: In your homework, I asked you to list some key questions about this dialogue? Could you tell us your questions? T: You have got many questions. All of them are very good. 2. Enlighten the students to discuss what they want to know about a holiday. T: You know, we are going to learn holidays, what do you want to know about a holiday. …		S1:… S2… S3… S4… S1:… S2:…		通过检查预习情况，解决一些新单词，并指导学生根据具体情景提出相应问题，并带着自己对话题的好奇心进入文本的学习。
*Step3 While-task*	20	1. First-Reading 1) Read by themselves, and raise their questions after reading in a group. T: Read with the tape, and discuss in a group. Raise the key questions about the dialogue. If you have some difficulties while reading, ask me. (Students read and discuss) T: Now, please tell us your group question. … 2) Discuss in the whole class, present the two key questions on the blackboard. When is the holiday? What do people usually do in the holiday? 2. Second-Reading 1) Read out the dialogue, write down the notes about different holidays. T: Now, let’s read the dialogue again, and try to answer these two questions with short notes. 2) Discuss in their groups. (Remind the students of the reading tip.) 3) Report their answers with complete sentences. (First Teacher asks and the students answer, then pair work.) 3. Third-Reading 1) Read together. Pay attention to the details. T: You’ve known the main idea of the dialogue, now please read it again. This time pay attention to the details. (Remind the students of the reading tip before their reading.) T: Our friends talked about their holidays. They’re…(Lead the students to say out.) David talked about New Year’s Day. Su Hai… Ben… Yang Ling… 2) Fill in the blanks. 3) Group checking.		S: Raise the key questions about the dialogue. S1:… S2:… S: Read the dialogue again, and try to answer these two questions with short notes. S: Talk about the holidays according to the text.		分步骤设计阅读任务，由易到难、循序渐进地解读文本，学生从整体感悟到细节分享再到整篇输出，符合学生的身心特点。
*Step 4 Post-task*	12	1. Describe the holiday in a group according to the riddle. Give each group a piece of paper which has a riddle on it. First guess the holiday according to the riddle, then introduce their holiday with the answer of their question in a group. At last report their work. 2. Try to repeat the passage together according to the notes on the blackboard. T: Look at the blackboard. Let’s repeat the dialogue. In your repetition, you should introduce when the holiday is, what things people usually do and what the student did last year. (Lead them to repeat New Year’s Day together as the example.) Then girls report Spring Festival, boys report Halloween, and the whole class report Mid-Autumn Festival.) 3. Try to finish a rhyme about holidays. Then read. 4. Present more western holidays to talk about if time limits.		S: Group work about the riddles of holidays and report it in groups. S: Retell the text. S: Finish the rhyme of holidays.		采用多种方式进行文本的复现以及话题的创编，提高学生综合语言运用的能力。
*Step 5 Homework*	1	1. Retell the passage individually. 2. Write a short passage about their favourite holiday.
板书设计	Unit 6 Holidays What’s your favourite holiday? My favourite holiday is… When’s …? It’s in/on… What do people usually do on/at… They usually …
教学反思	语感这一课题最早出现在母语研究中，为了给英语教学带来一定的启发，本学期我很多次的走进了语文课堂，的确也从中找到了英语和语文教学之间的契合点，也收到了一定的启发。这节课就是在这样思考的基础上的一种尝试：提前给学生预习单，布置一定的预习任务并要求孩子们记录下自己在预习过程中尚存的疑惑；阅读之前也是通过和学生之间的互动来唤醒学生的知识积淀，让学生在不知不觉中了解到就“谈论节日”这个话题可以从哪些方面下手，然后通过检查预习情况解决一些新单词，提出一些相关节日话题的问题；之后带着问题进入文本的解读，解读过程中遵循总整体到部分再到整体的方式，由易到难、循序渐进；文本后通过猜谜、复述等方式巩固对文本的理解，通过诗歌的创编提高学生对节日的热爱，渲染文化味，诗歌的创编和反复诵读也能极大的培养学生英语的语感。