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2019-2020年六年级英语下册 Unit 3(1)教学反思 苏教牛津版本单元特点：生词较多，对话篇幅较长，牵涉到的句型也较复杂，学生学习有一定难度。我灵活处理教材，适当调整板块。第一课时先教B和C部分的“指路”句型。为达到预期效果，本课时的教学我力求达到以下几个方面的目的：1.创设宽松、愉悦的学习氛围。让学生参与其中，为学生的口语交际提供了一个平台. 复习部分的play a game中的听一听，做一做，说一说，使学生在轻松愉快的游戏中不知不觉复习巩固了旧知turn left/right,为新课的教授做了一些铺垫。同时自然的导入了新课。并利用旧知Whereis.?来引出.is on my left/right.而操练部分的Guessing game,既复习了地点类单词，又为引出新授单词“shopping centre”“history museum”打伏笔，使新知的呈现显得很自然，符合学生的心理特点。2. 创设真实情境，良好的语言氛围。新授时，我以“Miss xie is new here, but she wants to visit the middle school. Can you tell her way to the middle school?”这一真实的情境，并借助潘家镇的路线图，自然而然的引出“Go along this street, then turn left/right at the .crossing, the.is on your left/right.”的指路方式的教学。在操练环节，我预想到学生对于指路左右的辨别不清，故将教室布置成街道的形式，来问路（去公园，公厕，博物馆，购物中心，学校等的路）。让学生敢于说，乐于说，关键是有话可说。把机会给每一个学生，让学生体验学习的过程。在学生开口之前老师先做示范，同时注意知识的互动、和与学生情感的交流与互动，注重对学生合作精神的培养。农村的学生对stop和station难理解，我又以潘家到常州的路为主线来展开学习。 当然一节课绝不可能尽善尽美，谢老师说得好：如果能在教室里再立几个路线牌，那么语言交际就更显其真实性，另外，教师对学生的评价还应该趋于多元化。今后，我会注意这方面的问题，更多的关注学生的个体和情感。附送：2019-2020年六年级英语下册 Unit 3(1)教案 人教PEPPEP Book8 Unit 3 A Lets read学习目 标语言知识语言技能情感态度1、听、说、认读is 的过去形式was2.理解句子Wu Yifan was busy last weekend . It was his grandmas birthday . 等1.能够读懂Lets read部分的短文，并完成文后的填空和问答练习2能够完成Lets play中的游戏，通过游戏训练并提高学生的记忆能力3能够读懂Story time的故事。 树立勤劳、尊敬老人的思想意识。重点读懂Lets read部分的短文并能模仿短文描述自己上个周末所做的事情。难点is的过去式形式was的用法教具挂图、录音机、磁带、动词短语卡片、Lets read部分所用的表格教学过程环节师生活动设计意图Preparation准备活动Presentation新知呈现Consolidation and extension（巩固与拓展）板书设计教学反思1. Lets sing :At the zoo2. Free talk : What did you do last weekend?What did your mother do yesterday morning?Did you clean your bedroom yesterday?Where did you go last Sunday?（一） 分步学习短文中的语言知识点：1. 由Free talk 可以交流：What did you do last weekend?当学生回答：S1: I played football.S2: I cleaned my room. 师不失时机地评价，并说： S was busy yesterday .并板书 is 的过去式was 2. 师继续提问：T: What day is it today?S : Its T: What day was it yesterday?S : It was T: What did I do yesterday?S : You ( 学生自由猜想，自由发挥)T: Yes. I was busy yesterday, too. Because it was my sons birthday . What did I do? Guess. I cooked noodles. 板书，学生跟读。（二） Lets read 1. T: Did Wu Yifan have a busy weekend? 学生略读课文，判断（1）Wu Yifan was busy last weekend.( )(2) He played football Saturday morning. ( ) (3) He washed his clothes and cleaned his room Sunday afternoon. ( )2.细读课文完成课本题目Finish the sentences。 3第三次阅读完成下面的句子。 Wu Yifans weekend: Saturday morning he _. Saturday evening he _ Sunday morning he _. Sunday afternoon he _ 学生独立完成句子，投影显示答案，小组订正。4听录音，跟读。 5自由朗读。1Retell the text T: What did Wu Yifan do last weekend?学生根据上面练习三的提示复述课文 找几个学生展示2.Lets play :( 趣味操练 ) （1）每个学生每人准备一套A部分的动词过去时短语卡片。一个学生开头：Yesterday, I was very busy.然后抽取一张卡片，根据卡片描述，如：I watched TV Sunday morning.（2）三个学生一组，一个孩子准备问题卡片：What did you do Saturday morning?What did you do Saturday evening?What did you do Sunday morning?What did you do Sunday afternoon?What did you do last weekend?What did you do yesterday?另一个学生拿着动词短语过去式卡片，还有一个学生拿着时间卡片(Saturday morning, Saturday evening, Sunday morning, Sunday afternoon, last weekend, yesterday)。 第一个学生拿着问题卡提问，如：What did you do yesterday? 第二个回答：I washed my clothes yesterday? 同时拿出动词短语，第三个迅速找出yesterday卡片，读出时间。3.Story timeT: Wu Yifan had a busy weekend .Zoom had a busy weekend, too. Please read the dialogue and finish the sentences.（1）、Saturday morning Zoom _.（2）、Saturday afternoon Zoom _（3）、Sunday morning Zoom _.（4）、Sunday afternoon Zoom _（5）、How did he feel? He was _学生读故事，完成问题。 读、表演故事4. Homework :以Last weekend为题简单写一下自己上个周末的活动。 Unit 3 Last weekend A Lets read Wu Yifans weekend : Saturday morning -visited his grandmother Saturday evening - watched TV Sunday morning - played football Sunday afternoon - washed his clothes cleaned his room 创设轻松、愉快的学习环境，营造英语氛围。复习对话，训练学生的口语能力，帮助学生理解运用一般过去时态将单词放在句子中通过语言描述引出并反复使用，降低学生理解和运用的难度让学生在回答老师的问题中使他们的思维活跃起来由学生及老师所做的事情，自然过渡到短文内容
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