Task 1-2教学设计与反思

精通版六年级英语下册

Unit 4 Task1 & 2教学设计

滨海新区塘沽于庄子小学

英语教师

张欣

精通版六年级英语下册

Unit 4 Task1 & 2教学设计

一、教学内容及学情分析

第四单元是第一个综合复习单元，任务一二是模仿李艳来谈论自己的日常生活。六年级学生已具备初步的语言组织及表达能力，与daily life相关的学习内容在六年级上册第一单元email的学习过程中已接触过，并不陌生。所以,本节课旨在通过听、说、读、写等多种形式来唤醒孩子们的记忆，进一步巩固、复习和深化之前所学，从而发展学生的语言能力、学习能力、思维品质和文化素养。

二、教学目标

（一）100%学生能够在掌握语调、语音、语义的基础上正确而流利地朗读全文。

（二）80%学生能够在教师的任务引导下，对与日常生活相关的知识进行整体复习。

（三）70%学生能够根据自己的日常生活向他人做介绍或与他人展开交流,完成习作。

（四）通过引导学生谈论自己的日常生活，渗透养成教育。

三、教学重点

（一）能够根据自己的日常生活向他人做介绍或与他人展开交流。

（二）引导学生积极健康的生活习惯。

四、教学难点

能够根据自己的日常生活实际向他人做介绍，完成习作。

五、教学过程

Step 1. Warming up 1.

Play a game. There are three elements. They are time, place and activity. Choose one your groups like. And give me a quick answer. 【设计意图】通过三要素来复习与本课相关的单词与短语，通过游戏来增加教学趣味性，调动学生运用已有语言知识进行表达的欲望, 同时营造良好的课堂氛围。

2.

Draw lots and form new sentences. Students come to draw lots from three elements and others are ready to form sentences. Some of them are amazing. 【设计意图】运用三要素——活动、时间和地点，借助抽签组句的方式，帮助学生建构句子模式，保持学习兴趣。 Step 2. Presentation We can use activity, time and place to make a lot of sentences .These sentences can tell us that we do many things every day. This is our daily life. We are going to talk about Li Yan’s daily life.

1. Listen to the record carefully and try to fill in the blanks in pairs. 2. Students summary the title for the first paragraph. 3. Students talk about their personal information by use of

their family photos. 【设计意图】通过问答、填空等形式考查学生对Li Yan个人信息及家庭信息的掌握情况。借助关键词和照片，指导学生完整地介绍自己的家庭情况。

4. Students answer the three questions by use of skimming skills. 5. Students read the second paragraph loudly and then finish the timeline by use of intensive reading in groups. 6. Four students do the timeline on the blackboard and then check together. 7. Students retell LiYan’s activities on weekdays. 8. Students write down the sheet first and then talk about their daily life on weekdays. 【设计意图】让学生通过略读、自读、精读课文，完成任务，考察他们对本段的理解程度，深化学生的思维训练。在此基础上充分利用三要素表格，帮助学生练习复述自己的平日生活，初步达成语言技能。

9. Talk about what Li Yan does on weekends. Highlight the key words of the time and answer: What does Li Yan usually/sometimes/also do on weekends? Sum up: Li Yan has a_____ life. 【设计意图】自然过渡到Li Yan周末活动的学习，引导学生通过找

一找、画一画、说一说等活动发散其思维，为介绍自己的周末生活做铺垫。

Step 3. Practice 1. Read the whole text. 2. Students share their weekday life and weekend life. 【设计意图】设计不同层次的活动，让不同梯度的学生都能根据自己的现有水平进行表述，发展学生的语言能力和思维素养。 Step 4. Production 1. Students make a speech about their daily life and then assess their performance with the teacher. 2. Teacher guides them how to write an essay. 【设计意图】采用多元化、多维化评价，注重思维品质的培养，发展学生的英语核心素养。

Step 5. Homework: 1. Write your daily life on the paper. 2. Share it on we-chat or blog. 3. Preview Task 3 and Task 4. 六、板书设计

Unit 4 Task1 & 2 My daily life

My family My weekdays My weekends