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：f0205).doc

1、Unit3Unit3 HolidayHoliday FunFun (S(St toryory Time)Time) 教学目标：教学目标： 1.知识目标 能听懂、会说、会读和会拼写单词: holiday, National Day 能听懂、会说、会读和会拼写句型：What did you / he do for the holiday?I / He Did you / he ?Yes, I / he did. / No, I / he didnt 能听懂、会说、会读单词：call, Bund, Shanghai Museum, star 能听懂，会说，会运用日常交际用语：Where did yo

2、u / he go for the holiday ? I went to How was your holiday ? It was Why did you call me ? I 2.能力目标 通过课文重点语言知识点的学习，提高对语篇的阅读能力，进一步提高学生听、说、读、写综合 语言运用能力。能自然流畅地给课文内容配音和表演。 3.情感目标 引导学生学会用英语描述自己的假期生活， 了解同伴的假期经历， 激发学生了解祖国乃至世界的欲望。 教学准备教学准备: : 1.教师准备：ppt，板书。 2.学生准备：听 Story time 录音。 教学过程：教学过程： StepStep 1 1Warm

3、ingWarming upup 1.Lets enjoy T：Show the picture of holidays: Spring Festival, Dragon Boat Festival, May Day, Halloween and Childrens Day. 由此引出课题：Holiday Fun. Teach “holiday” 2.Ask and answer T：Ask: Whats your favourite holiday? Its. 引出新授：National Day, National Day holiday. StepStep 2 2PresentationPr

4、esentation 1.T: After National Day holiday, （出示背景句）The students came back to school after the National Day holiday. T: 教师出示 Liu Tao 和 Mike 交流图： Liu Tao and Mike are talking about their holidays. Guess, how were their holidays? 引导学生预测：Their holidays were. 2. T:How were their holidays? 教授：great fun. S

5、s：Their holidays were great fun. T: Would you like to know more about Liu Taos holiday? 鼓励学生用 Where, What,When 等词进行提问。 StepStep 3 3NewNew teachingteaching Read and learn(I) 1.学生自读前半段课文，找出问句： Where did you go for the holiday? What did you do there? 2.逐句出示两个问句（并板书） ，以听音方式出示答句 教授其中新词: did, the Bund, th

6、e Shanghai Museum. 3.逐句出示课文录音，学生跟读。 4.Think and write 出示 P28 填空练习第一题，学生做填空练习并校对。 （Liu Taos holiday） Read and learn (II) 1.T: How was Mikes holiday? 听音出示：It was great fun. T: Where did he go for the holiday? 出示图片，学生根据图片描述：He went to a farm. T:（顺接学生答句）Yes, his family went to a farm near Star Lake. 教授：

7、lake, Star Lake 2.T: What did he do on the farm? 继续看图引出 picked some oranges T: Did you pick any oranges before?（并板书） 教授：Yes, I did. / No, I didnt. T: What else did he do on the farm? 看图引出：went fishing T: Did you go fishing before? Ss: Yes, I did. / No, I didnt. T: Did you catch any fish? Look, Mike

8、caught a big fish. 教授：caught T: But wheres the fish? 听录音，教授 ate. 3. 逐句出示课文录音，学生跟读。 4.Think and write 出示 P28 填空练习第二题，学生做填空练习并校对。 （Mikes holiday） Step4 Reading time 1. 学生通篇读对话，注意语音语调。 2.Happy reading StepStep5 5 ConsolidationConsolidation 1.出示复述内容，学生根据课文内容填空。 2.Talk something about the National Day ho

9、liday. 给出关键句型： A: Where did you go for ? B: I went/visited. A: What did you do there? B: I (ed). A: Did you ? B: Yes, I did. / No, I didnt. StepStep6 6 HomeworkHomework 1.有感情地朗读课文，并进行录音传入班级 QQ。 2.将课文对话改编成英语小故事，讲给家长听。 3. 将课上新编的对话故事写下来。 板书设计板书设计： Unit 3Holiday Fun Where did you go for ?I went/visited.

10、 What did you do there?I (ed). Did you ?Yes, I did. / No, I didnt. 教学后记：教学后记： 1. 从节日图片引入本课教学，让学生初步感知本课的学习内容，通过观图预测，让学生进行合 理想象并敢于用英语发表自己见解。 其实， 也可以通过谈论暑假活动来导入话题， 这样学生有话可讲， 通过谈话引出本单元句型 What did you do for the holiday?Where did you go forthe holiday ? 适时进行教学。 2. 读前预测让学生进行合理想象，有助于发展学生的思维和想象能力，激发学生的好奇心，诱 发学生想进一步了解文章内容的欲望。学生带着任务找问句，学会从文章中搜索相关信息，在听故事 中找到答案，训练了听力。通过这两个环节，帮助学生理清文章脉络。 3. 引导学生观察图片，根据图片来回答教师提问，分步学习文章，帮助学生在完整的故事情境 中理解文本，随文教学，带着学生学习重难点句型。 4在设计语篇教学的拓展活动时，应将语篇材料中的重点内容与学生的生活实际相结合，引导 学生在完成任务或参与活动的过程中巩固语篇知识，提高语篇综合能力。