重庆大学版六年级下册Unit 1 Our Winter Holidays-Story corner-教案、教学设计--(配套课件编号：a263d).docx

1、Unit1 Our winter holidays Lesson3 story corner 教学设计教学设计 教学内容：教学内容： 重大版小学英语六年级下册一单元 Our winter holidays Lesson3 story corner 是故事 课，旨在激励学生通过语篇学习，发展英语思维，拓展综合语用能力。 教学目标：教学目标： 1.语言知识目标： （1）能听懂、会说、认读新词及短语：bought, give, all day long, turn off（了解与 close 的 区别） 。 （2）能听懂并理解课文内容。 2.语言技能目标： （1）能根据情境合理运用现在时和过去时。

2、（2）能应用本课所学语言知识进行交际，形成一定综合语用能力。 3.学习策略目标： （1）通过主动参与学习活动，开展联系上下文获取信息等自主探究。 （2）能积极投入合作学习中，进行透过句型结构找规律等合作探索，逐步建构语言新知。 4.情感态度目标： （1）开展互学活动，感受学习的快乐，提升团队协作的意识和精神。 （2）初步树立“追求美好明天”的意识。 教学重难点：教学重难点： 1.教学重点：能根据语篇内容进行对话表演和拓展。 2.教学难点：能在情境中合理运用现在时和过去时；能用当堂所学进行口语交际。 教学准备：教学准备：单词卡片、导学单、音视频 教学过程：教学过程： Step1. Warmer

3、& Revision 1. Let them enjoy a video We are the champions. 2. T and the Ss greetings together warmly. 3.Arouse the Ss to revise. (1)Quick eyes-What did you do in your winter holiday? 复习：did homework, went to the zoo, read books, had a party, ate ice-cream (2)Free talk What did you do yesterday? 【设计意

4、图】师生互动热身，以旧引新，视频激趣（该班前一天获得班级足球联赛小组冠 军） ，复习相关词汇。 Step2.Lead in 1. Set up a suitable atmosphere at the beginning. T: Theres a new boy Dongdong. Lets see what did Dongdong do yesterday? 2. Self-study:学生听音并尝试回答问题：What did Dongdong do yesterday? 【设计意图】铺垫新知，问题导学，促进学生整体感知故事。 Step3.Presentation 1.Listen to

5、the story at the 1st time. (T: Dont read, just listen and try to finish the task1. ) (1) 播放录音，让学生听并完成 Task1 Listen and tick. What did Dongdong do yesterday? A. Did homeworkB. Read books.C. Washed hands. What did Mum buy? A. Milk.B. Ice-cream.C. Chocolates. (2)抽生检查完成情况。 2. Guide the Ss to learn the n

6、ew words by themselves(Task2: Mutual learning). step1. Listen and read independently. step2. “How to read?/Whats the meaning?” step3. Group leaders circle the difficulties. 3. Listen to the story at the 2nd time(Task3: Wonderful voice). step1. Listen and follow. step2. Pay attention to the emotion a

7、nd intonation. 强调语言、语调及人物角色：Pay attention to the intonation and the emotion of them. 4. Listen to the story at the 3rd time.And then catch key words. 遮盖关键词句，引导学生复述。 (1)生听音跟读。 (2)引导生简要复述（呈现留白句） ，粘贴妈妈及东东的关键句。 （齐读、分男女生读等） 【设计意图】三读文本，模仿语音、语调，激励小组合作提升学习效果。 Step4 Production 1.联系上下文分析、猜测，逻辑，创编结局。 【设计意图】任务驱

8、动，增加语用机会。 2. Task4:Read the story in roles. 3.结合“冠军”话题，帮助学生知晓“未来靠今天换取”的道理。 We were the champions yesterday. What can we do today? And tomorrow? Step5 Extension Homework 1.Retell or act out the story . （复述或表演故事。 ） 2. Read more warm stories . （阅读有关的绘本。 ） 【设计意图】回扣主题，承上启下；布置分层作业延展学习效益。 板书设计：板书设计： 导导 学学

9、单单 Story corner MumDongdong Dont watch TV. Time to do homework. Read books. Wash hands. Dont turn off the TV. I did it yesterday. I read one yesterday. I washed them yesterday. 姓名_ Task1:Listen and tick（听音打勾） 1.What did Dongdong do yesterday? A. Did homeworkB.Read one book.C.Washed hands 2.What did

10、Mum buy? A. MilkB. Ice-creamC. Chocolates Task2:Mutual Learning(互学提高). step1. Listen and read independently. 听音并跟读课文，勾画疑难。 step2. “How to read?/Whats the meaning?” 组内交流，说出疑难，相互帮助。 step3. Group leaders circle the difficulties. 组长上台圈出本组都不会的难点。 Task5: Read in roles（角色演绎）. 1.Act the story in roles.（选择喜欢的部分，分角色表演） 2. Try to create the ending.(尝试创编结局）