《单元习作指导》教学设计.docVIP

人教版六下Unit3 Where did you go? 单元主题作文“My Holiday”习作指导课 教材与学情分析：人教版六下共有四个单元，其中三个单元都在以一般过去时为主线引导学生们回忆过去时间里发生的事情。第二单元初步学习一般过去时，回忆并描述Last Weekend 发生的事情。六年级学生在听说读写方面已有一定积累，也具备了一定的语感。 教学目标：第三单元题目为：Where did you go?继续引导学生们回忆并描述在过去的某一个假期曾经去过那里?在这个单元学习结束后，作为六年级学生完全可以写一篇以“My Holiday”为题的习作，如何引导学生们水到渠成的完成这片习作，是本节课需达成的教学目标。 教学方法：采用领、辅、放的教学方法，以Free talking 的形式，轻松愉快的氛围下引导学生们水到渠成的完成习作。 教学过程： 导入：The world is so big,I want to see,Do you want to see? Did you have a good trip over your holiday? Now next, let’s talk about our holiday! Talking 1 Where did you go over your holiday? S1:I went to Shanghai. S2:I went to Sanya. 教师适时引导：Is Shanghai big ? Is Sanya beautiful? Is it warm there? 引导学生来描述所去城市的特点，那么当老师再问Where did you gou over your holiday?第三个学生可能就会说出：I went to Qinhuangdao, It is beautiful. 教师再次引导：Do you like it? 学生会说：Yes,I like it very much. 那么当老师再问Where did you gou over your holiday?第四个学生可能就会说：I went to Shanghai, It is beautiful.I like the city very much. 教师又一次引导,并鼓励学生们用简短的一段话来描述一下刚才的内容（教师出示模板）： I went to_____over my holiday,It is so____,I like it very much. Talking 2: Who did you go with? How did you go? 这个问题很简单，学生们会轻松地回答出：I went there with my parents. We went there by car.等等。尽管问题很简单，老师还是应该尽可能多的和学生们会话，也可找几个稍差的学生交流，以增加其自信。适时鼓励学生们把前两个话题内容整合成一段话，如：I went to_____with my parents over my holiday, We went there by car .This city is so____,I like it very much. Talking 3:What did you do there? 这个部分多于学生们交流，一是锻炼学生的口语表达能力，二是复习巩固过去式词组，学生们会纷纷回答：I took pictures there. I ate good food there. I rode a horse. I……等等。 适时鼓励学生们把前三个话题内容整合成一段话，如：I went to_____with my parents over my holiday, We went there by car .This city is so____,I like it very much.We ate good food,took beautiful pictures and bought gifts for my friends. Talking 4:How was your holiday? 学生们可以回答：It was good. It was fine. It was OK. 鼓励学生们把上述对话内容口头整理成一段话，题目为“My holiday” 大多数同学会中规中矩的这样表达：My family and I took a trip over my winter holiday.We went to Shanghai.Shanghai is far from here, so I went there by train.We rode a horse, watched a p