2019-2020年六年級英語下冊 Unit 1(1)教學(xué)反思 蘇教牛津版.doc

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2019-2020年六年級英語下冊 Unit 1(1)教學(xué)反思 蘇教牛津版 本單元的主要話題是兩種事物的比較。初次涉及到形容詞的比較級，有人的比較，也有物的比較。在教學(xué)中，我結(jié)合學(xué)生的生活實際，引導(dǎo)學(xué)生比較年齡、身高和體重等，給學(xué)生創(chuàng)設(shè)一個“比較”的情景，引出本單元的新授內(nèi)容，并引導(dǎo)學(xué)生運用于生活實際尋找比較的人和物，逐步掌握形容詞的比較級。在具體的教學(xué)中，我是這樣做的： 首先，有“兒童立場”，能根據(jù)學(xué)生的生活實際進行教學(xué)設(shè)計。由于本課涉及了形容詞的比較級，課前和備課組的老師進行了多次討論，決定從學(xué)生的生活實際（年齡、身高和體重）入手，教師通過詢問“How old are you？”了解學(xué)生的年齡，很自然地進行學(xué)生年齡的比較，從而引出形容詞的比較級。這樣新課的導(dǎo)入自然順暢，降低了學(xué)習(xí)難度，學(xué)生也比較感興趣，也樂于表達。 其次、有結(jié)構(gòu)意識，句型練習(xí)有層次性。本單元主要圍繞兩個句型“Who’s taller than … ? … is.” “Whose … is bigger, A’s or B’s? A’s is.”展開。在教學(xué)句型“Who’s taller than … ? … is.”時，我制作了一張表格用于調(diào)查學(xué)生的年齡、身高和體重，如下表： Helen Age Height Weight 利用表格調(diào)查學(xué)生的信息，引導(dǎo)學(xué)生用陳述句表達“…is taller than …”，初步理解than的含義，并嘗試運用比較級，再過渡到疑問句式，給學(xué)生以一定的坡度來掌握這一新的句式。從陳述句到疑問句，再從疑問句到用幾句話來描述自己的朋友，讓同學(xué)從自己的描述中猜測朋友是誰，逐步增加難度，使得句型的學(xué)習(xí)和運用有一定的層次性，符合學(xué)生的認知規(guī)律。 抓住差異資源生成新的語言。在教學(xué)設(shè)計時，只考慮到本單元的重點內(nèi)容是形容詞的比較級，都是運用“than”去幫助學(xué)生來比較。但在教學(xué)時，出現(xiàn)了學(xué)生年齡、身高和體重相同的情況，我就把原先打算放在課文中學(xué)習(xí)的句式“… is as … as …”提前進行了教學(xué)，為學(xué)生提供了比較的不同表達方式。 學(xué)生能很好的運用所學(xué)知識來描述人物的不同和相同之處，總體寫得不錯，但是許多學(xué)生對自己所寫句子的細節(jié)不夠關(guān)注，錯誤較多，也反映出學(xué)生平時對知識點的積累不夠重視，在具體運用時錯誤就暴露了出來，下面是學(xué)生的具體錯誤歸納： 1．He’s eyes is smaller than her.正確的應(yīng)是：His eyes are smaller than hers.學(xué)生對形容詞性物主代詞和名詞性物主代詞不會正確使用。單復(fù)數(shù)概念不清晰，具體運用就出錯。 2．My mother eyes are bigger then my father. 正確的應(yīng)是：My mother’s eyes are bigger than my father’s.對于名詞所有格的表達尚不會，不知道加’s.其實上學(xué)期一直強調(diào)，學(xué)生之所以不會運用，是沒有表達的機會，等到要用時，根本不會。單詞than與then發(fā)音相近，學(xué)生還是習(xí)慣性的使用了原來的單詞。 3．Like fatter than me. I’m eyes bigger than like. 正確的應(yīng)是：Like is fatter than me. My eyes are bigger than Like’s.整個句子都沒有be動詞，沒有用形容詞性物主代詞來修飾名詞，而是習(xí)慣性的用I’m. 對于以上的錯誤給學(xué)生及時正確的指導(dǎo)，同時讓學(xué)生重新給自己喜歡的人物進行描寫。相信有了良好的開端，就有良好的延續(xù)。 當(dāng)然，在教學(xué)中還感到很多不足和遺憾，還需要不但地改進和提高。比如：在本單元的教學(xué)中，還缺少一個大的語言情景。新基礎(chǔ)的英語教學(xué)要求每節(jié)課給學(xué)生創(chuàng)設(shè)一個大的語言情景，尋找一個主題。在教學(xué)設(shè)計時，我們備課組也一直在討論給學(xué)生提供一個什么樣的主題，但是一直沒有找到合適的主題，最后我們只能把“比較級”這一概念作為本節(jié)課的主題。在句型教學(xué)中，這種螺旋上升過程體現(xiàn)的還不夠。這都是我在以后的教學(xué)中要不斷學(xué)習(xí)和改進的地方。 附送： 2019-2020年六年級英語下冊 Unit 1(1)教案 湘少版 Teaching Contents 1. New words and phrases: pictures/ good idea / watch a film 2. New sentences: I’m good at… You’re good at … 3. Functions: Talk about what somebody’s good at. Teaching aims: Intellective aims: Know the meaning of the new words and phrases and know to read and spell .Understand the meaning of the new sentences and know to use them to talk about what somebody’s good at. Moral educational aims: To arouse the interest of English learning. Encourage them to learn more useful activities to enrich the life. Capability aims: Develop the abilities of English learning and try to municate in English in the real life. Teaching importance and difficulties New words and phrases, new sentences. Talk about what somebody’s good at. Teaching Method: Task-Based Teaching Method Teaching Tools: Pictures/Tape recorder Teaching Time: 3 periods Teaching Steps Period 1 Step 1 Warming up Greetings. Sing a song London Bridge Step 2 Lead in Show some pictures about some activities such as drawing, swimming and so on, then ask Ss: What do you like doing? Step 3 Presentation and drill Show a picture which a boy is swimming, say I’m good at swimming. Writing on the Bb, help Ss to understand the meaning of the sentence. Reading. Then ask Ss: What are you good at? Help Ss to answer like this；I’m good at… Step 4 Practice Work in pairs to practice the new sentences we’ve learnt today. Step 5 Consolidation and extension Homework Make sentences with “be good at” Period 2 Step 1 Warming up Greetings. Games: Dragon game S1: I’m good at drawing. S2: I’m good at drawing and playing football. S3: I’m good at drawing, playing football and reading. S4: Step 2 Presentation and drill Learn these new words and phrases: Pictures/good idea/watching a film Practice. Step 3 Fast reading SB Page 1 Part A Lead in Listen to the tape just once; try you best to remember what Anne, Peter and Peter good are at. Check the answers. Step 4 Intensive Reading Read the story alone; underline the places you don’t know. Explain if possible. Answer the questions in Part C. Discuss the questions. Listening and reading. Step5 Consolidation Work in groups to retell the story Homework Listening and reading. Period 3 Step 1 Warming up Greetings. Role play. Step 2 Practice Talk about ourselves. Pair work. Ask and answer the following questions in Part D on Page 2. After that, call several pairs to act in front. Step 3 Writing practice SB Page 3 Part E Look at the picture in Part E. Ask Ss to make sentences about themselves ,for each one ,write whether they are good or not. Ask 5 Ss to write on the Bb. Check the answers. Step 4 Listening and writing SB Page 4 Part F Lead in. Listen to the tape carefully .Put a tick or a cross in the correct boxes. Report. Step 5 Task time 1. Work in groups to finish the table. Names Likes Good at Not good at Call a student to report the result of the survey from each group. Homework Revise Unit 1. Preview Unit 2.