Unit 3 Holiday fun-Story time-教案、教学设计-市级公开课-新牛津译林版六年级上册(配套课件编号：31a2f).doc

1、6 上 Unit 3 Holiday fun 教学设计 (Period 1) Teaching contents教学内容教学内容 Story time Textbook analysis教材分析教材分析 本课的话题是谈论节日，通过 Liu Tao 和 Mike 的对话讲述在国庆节发生的 事情，课文内容贴近学生现实生活，学生容易理解和接受。主要语言功能是引导 学生尝试运用过去式描述过去发生的事情。在教学中，教师应尽可能地创设与实 际生活相似的场景，引导学生运用本课所学内容谈论他们节假日所做的事情。在 学生熟练听说的基础上，鼓励学生在日常生活中运用所学内容“Where did you go? Wh

2、at did you do ? Did you .? Yes, I did.等日常交际用语。注重社会交往和文 化渗透，能够体现英语新课程标准的人文性和工具性。 Learning situation analysis学情分析学情分析 本节课的授课对象为六年级学生，这一年龄阶段的学生在活泼好动的基础 上，认知水平有了较大的发展，积累了一定的生活经验；学生的个性呈现出独立 张扬的一面，明显有了独立的思想，爱表现自我，竞争意识强；在知识构成上， 经过几年的英语学习，学生已掌握不少话题的语言点。因此教师在授课中应积极 调度学生已有的知识经验，激活学生的语言积累，激发学生的参与意识，提供语 言使用的平台，

3、学生在学习的过程中，体验到成功的快乐。 Teaching aims and learning objectives教学目标教学目标 1. 能听懂、会说、会读、会写单词：holiday, National Day。 2. 能听懂、会说、会读、会写句型：What did you do for the holiday?；I ；Did you ?；Yes, I did./No, I didnt.。 3. 能听懂、会说、会读单词：call, Bund, Shanghai Museum。 4. 能听懂、会说、会运用日常交际用语：Where did you go for the holiday? I wen

4、t to How was your holiday? It was 。 5. 能初步感知一般过去时的疑问句。 6. 能理解课文内容，并能尝试复述课文，能尝试用过去式谈论假期趣事。 Focus of the lesson and predicted area of difficulty教学重点和难点教学重点和难点 教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文。 教学难点：能理解课文内容，并能尝试复述课文，用过去式谈论假期趣事。 Teaching procedures教学过程教学过程 Step 1 Warm-up and free talk T: Hello,boys and

5、 girls! What s the weather like today ? S1: It is sunny. T: What do you usually do on sunny days? S2: I usually. S3: I usually. S4: I usually. T: But I like traveling and taking photos. Let me show some pictures to you. 2. Enjoy some pictures. T: Where did I go? S1: Shanghai. T: Yes. I went to Shang

6、hai last National Day holiday. Teach: National Day holiday 【设计意图设计意图：通过师生之间的自由谈话自然导入到刚刚结束的十一长假， 学生对 刚过去的节日感触比较深，有话可说，也拉近了师生之间的距离。】 Step 2 Presentation 1. T: I went to Shanghai last National Day holiday. I visited the Bund and the Shanghai Museum. (呈现相关的图片）Teach：the Bund, the Shanghai Museum) 2. T: I

7、 had a lot of fun in Shanghai. It was great fun. Teach: a lot of fun=great fun It was great fun. 【设计意图设计意图：通过以旧带新的方式，由 a lot of fun 引入生词 great fun 的教学，过 渡自然，学生易于理解。】 3. T: How was your holiday? Lets talk about holiday fun. (教学句型) A: How was your holiday? B: It was great fun. A: Where did you go? B:

8、I went to . A: What did you do there? B: I . 【设计意图：设计意图：通过感受老师的国庆假日，渗透本课的三个重点句型。通过师生、 生生互相谈论各自的国庆假期、设置开放性的内容等环节，给学生提供了很多表 达的机会，也为下面的新授内容作了很好的铺垫。】 Step 3 Story time 1. T: Just now we talked about our National Day holiday. Our friends Liu Tao and Mike had holiday fun too. (出示课文图片) Look! Where are they

9、? S1: They are at school. T: Yes. The students came back to school after the National Day holiday. 2. Listen and read Teach: The students came back to school after the National Day holiday. 【设计意图：设计意图：通过出示课文图片回答相关的问题，自然过渡到引言部分的学习。 并在句子上呈现重读，升降调符号，以视、听结合的方法，帮助学生正确朗读， 培养学生的语感。】 3. Listen and answer T：

10、They are talking about the National Day holiday too. But where did they go? Lets watch and answer. (播放动画) 【设计意图：设计意图：以问题引领，帮助学生整体感知课文内容。】 4. Read and underline the key words. (带着问题自读课文，画出关键词) Q1: What did Liu Tao do in Shanghai? (板书 visited his aunt, went to the Bund, visited the Shanghai Museum) T:

11、 He saw many interesting things in the Shanghai . (板书 saw many interesting things) T: How was his holiday? Ss: It was great fun. (板书 great fun) Q2: What did Mike do on the farm? (板书 picked some oranges, went fishing) 【设计意图设计意图：引导学生关注课文中的细节信息，并且在情境中感受、学习新知。】 5. Read and answer (学生再读课文，边读边抓取关键句并回答问题)

12、Q1: Did Mike catch any fish? S: Yes, he did. He caught a big fish. (教学 catch, caught) (板书 caught a big fish) Q2: Who did he want to give the fish to? S: Liu Tao. Q3: Did Liu Tao get the fish? S: No, he didnt. 6. Listen, read and answer. T: Why didnt he get the fish? Lets listen and read. S: Mike ate

13、 it. (教学 eat, ate) 【设计意图设计意图：通过读找“细节”、听找“答案”的环节，帮助学生深度理解课文 内容，并培养学生自主学习的能力。】 7. Make an ending for the story. 8. T: Mike ate the fish, what can Liu Tao say? Lets make an ending for the story. Liu Tao: Where is the fish now? Mike: I ate it! Liu Tao: . 【设计意图设计意图：通过让学生续编故事，在挖掘学生知识储备的同时，有效地提高了 学生的发散性思维能

14、力，同时也增加了故事的趣味性，活跃课堂气氛。】 9. Try to retell the story. (根据板书进行复述) 10. Happy reading. Read the story in roles. 【设计意图设计意图：通过复述课文和分角色阅读课文的方式，有效地进行复习和巩固课 文的学习。】 Step 4 Consolidation 1. Fill in the blanks Liu Tao and Mike _ back to school after the National Day _. They are talking about their holidays. Liu

15、Tao _ his aunt in Shanghai. He went to the _ and _ the Shanghai _. He saw many _ things. Mike and his family went to a _ near Star Lake. They _ some _ and went _. And Mike _ a big _. He _ to give the fish to Liu Tao. But Liu Tao _ at home. So Mike _ the fish!Ha! Ha! Their holidays were great _. 【设计意

16、图设计意图：帮助学生更好地梳理课文脉络，掌握重点的词句，从而将语篇中掌 握的词汇、语法和文化知识内化为自身的语篇综合素质。】 2. Emotional education: Civilization tourism, stars from me! T: Their holidays were great fun, and my holiday was great fun, too. Because I took many photos. T：(出示优美的风景图片) Look! Are they beautiful? S: Yes. T:（出示人们随意攀爬、 乱丢垃圾等不雅图片） But the

17、y usually climb everywhere, they put the rubbish everywhere. Can we do these? S: No! T: Civilization tourism, stars from me! Teach: Civilization tourism, stars from me! 【设计意图设计意图：通过图片的强烈对比，引起学生心灵的共鸣，呼吁文明旅游从我做 起，让我们都积极行动起来，从自己做起，从小事做起，争当文明旅游的使者， 传播文明旅游的正能量，让不文明现象远离我们。】 3. Choose and write. write a st

18、ory about Mikes and Liu Taos holidays . 【设计意图设计意图：高年级语篇教学侧重于对学生“写”的技能的培养，在设计练习的 时候注重循序渐进，此处的练笔有助于提高学生的写作能力。】 Step 5 Homework 1. Read this dialogue after the tape. 2. Try to retell the dialogue. 3. Write a diary about your last National day holiday and share with me. 【设计意图：设计意图：作业的设计面向各层次学生，从学生的实际出发，

19、设计不同层次、 类型、形式灵活多样的弹性作业，能让学生的多种感官动起来，满足不同层次学 生的需要。】 Teaching aids教学准备（含板书设计）教学准备（含板书设计） 教学准备：图字卡、教学课件 板书设计： 6 上 Unit 3 Holiday fun visited his aunt Shanghaiwent to the Bundgreat fun visited the Shanghai Museumsaw many interesting things picked some oranges a farmgreat fun went fishingcaught a big fis

20、h 教学反思：教学反思： 本课时的教学，我在设计上遵循了“以人为本”的理念，倡导体验、实践、 参与、 合作与交流的学习方式和任务型的教学途径，在教学过程中注重小组合作 互助学习，将课堂与生活相互结合。对于小学英语教学来说，首先要培养的是学 生的听说能力，因此在教学时，我把学生的听视为课堂一重要的教学环节，希望 学生在听的过程中能够培养主动获取信息的能力，并且能加强听读的能力。当学 生有了一定的听说基础后，就需要不失时机的加强阅读教学。在阅读教学过程中 结合了任务教学法进行教学，学生在完成任务的过程中实现了对知识的构架，同 时也培养了学生的自主学习能力。进行任务教学首先要为学生创设真实语言情 境， 要培养学生在真实生活中运用语言的能力，就应让学生在教学活动中参与和 完成真实的生活任务，因此在设计任务时要提供给学生明确、真实的语言信息， 使学生在一种自然真实或模拟真实的情景中体会和学习语言， 这样就可以使学生 直接感受语言的交际用途，把语言的学习和运用自然而有机地结合起来。