人教精通版英语六下Unit 1《I went to Sanya for my holidays》(Lesson 6)教学设计

Lesson6 教学设计
一、教学内容与分析
Just practise
本课是在前一课涉及学习活动的示范文章并进行初步讨论的基础上，利用图文，拓展the English learning in primary school的语言内容。

学生通过以前的学习，已对过去时态有了初步的了解，掌握了一些动词的过去式，如talked, learned, read, wrote等，能初步运用一些动词的过去式表述过去所做的事情，结合学生已有的语言知识、语言技能及对过去学习生活的回顾，本课引出How did you learn English? 的问句和答语，旨在进一步丰富和拓展语言内容。

主要目标语言：
How did you learn English? We learned English by doing things. We learned from each other.
二、课前准备
1. 准备本课的教学图片
2. 准备本课书涉及do tasks, have an English party, act in drama, learn from each other等动词短语的照片。

三、教学步骤与建议
1. 热身/复习(Warm-up / Revision)
1) 聚焦英语学习的三个问题，提炼特殊疑问词，聚焦语音学习教师设置三个问句：
Ql: When do you have English classes?
Q2: When did you learn English?
Q3: Where do you learn English?
让学生在会话交流的过程中意识到when和where这两个单词中都含有/w/的读音。

在此，教师带领学生朗读本课书关于/w/的唱谣，充分感知它的读音。

2) 通过唱歌谣学习语音，诱发学生对英语学习方式的思考
唱谣结束时，教师可以引发学生思考：How are we learning English now? 学生在此情境中，自然会意识到We are learning English by chanting.
2. 新课呈现(Presentation)
1) 短片赏析，语言输入：
教师利用国外儿童英语学习的短片或图片向学生介绍他们的学习方式，旨在呈现新知，进行语言输入。

T: Look at them. They are students of Japan. Do you want to know how they learned English? You may ask like this, “How did you learn?”
教师请学生提问，然后教师开始介绍日本学生学习英语的方式。

学生边听边在学案相应的学习方式处作记录。

T: They learned English by doing tasks. They learned English by acting in drama. They learned English by having English parties. They learned English from each other.
2) 加深理解，语言内化
教师请学生汇报日本学生学习英语的方式，在对话交流过程中，帮助学准确理解单词task和drama的含义。

T: How did the students learn English?
S: They learned English by doing tasks.
T: Can you do tasks?
S: Yes, I can.
T: What kind of tasks can you do?
S: I can …
T: Did they learn English by acting in drama? (领读单词task的基础上继续提问)
S: Yes.
T: Is it drama? (教师呈规学生表演的短剧《小红帽》的照片)
S: Yes.
T: How did they learn English? (在领读单词drama的基础上进行提问)
S: They learned English by acting in drama.
3) 会话交流，语言输出
教师请学车思考他们各自的英语学号方式，在进行语言示范的基础上，请同学之间相互交流。

T: How did you learn English? Did you learn English like Japanese students? Talk about your ways of learning with your desk mates. For example, How did you learn English, Gao Wei？
G: I learned English by having English parties.
T: Yes, that’s a good way.
3. 趣味操练(Practice)
1) 快乐转盘，操练语句
教师制作一个大转盘，转盘每一个扇面上都是一个英文短语。

转动转盘，指针指向哪个短语，学生就要立即用这个短语造句。

2) 句子接龙，操练语句
教师请学生在听、说、读、写、玩、演、视听的过程中进行学习方法接龙。

如：
T: I learned English by singing English songs. How did you learn English? (教师先唱英文歌曲的两句歌词，然后再介绍自己的学习方法，之后教师问一名学生) S1: I learned English by chanting. How did you learn English? (学生先说唱歌谣，然后介绍学习方法，之后询问另一名同学)
S2: I learned English by reading and writing.
4. 语言运用(Language use)
1) 问卷调查，经验分享
教师向学生呈现学习方式问卷调查表，要求学生至少采访5位学生然后教师为学生做一个语言示范。

语言范例：
T: Hi, Yang Ming. We began to learn English three years ago. Were you interested in English learning?
S1: Yes. I was very interested in it.
T: How did you learn English?
S1: I learned English in many ways. I learned it by singing English songs and doing tasks.
T: That’s good. Thank you.
2) 征文比赛，个人演讲
作为本单元的最后一课书，教师可以有意识地让学生动笔用英文写一些小作文。

例如，在本课书的学习中，教师可以为学生布置命题作文My English Learning。

为便于学生写好小短文，教师可以为学生提供写作提纲。

学生在写作的基础上，进行个人演讲。

My English Learning
Hints: When did you begin to learn English?
Were you interested in English learning?
What did you often do in English lessons?
How did you learn English?
Did you do a good job in English learning?
5. 课堂评价(Assessment)
1) 课堂教学过程中的评价
教师在课上设计演讲比赛，评选最佳口才奖、最佳学习方法奖
小组合作制作海报，评选最佳设计奖，最佳学习方法奖和最佳合作小组。

组织学生，根据自己的课上表现，开展自评活动：
2) 教师指导学生完成《活动手册》中的相关内容，并进行评价。