Unit 3 Holiday fun-Checkout time & Ticking 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：004aa).doc

1、6AUnit3 Holiday fun 写作课教案写作课教案 教学教学内容：内容：基于 6AUnit3 Holiday fun 单元内容，写一篇自己的假期生活 教学目标教学目标： 1. 复习动词过去式， 能够回答出Where did you go for the holiday? What did you do? 等问句。 2. 学会写作技巧，正确使用过去时态表达自己的假期生活。 3. 正确运用英文书写要求进行写作。 教学教学重难点：重难点： 1. 能够掌握本单元的重点词汇、短语、句型，并熟练运用。 2. 能够运用过去时态说一说、写一写自己的假期生活。 3. 规范写作要求，如大小写、标点符号等

2、。 教学过程：教学过程： Step1: Pre-writing 课前观看有关时光穿越的视频，告知学生我们今天也将进行一次穿越，但穿 越过程中困难很多，需要大家共同完成任务，才能到达目的地。 Greetings: T：Lets go into the time tunnel. 1. 第一段穿越第一段穿越： （1）在时光隧道里：Review the past tense of some vebs. T: There are some words in the time tunnel, say out the past tense of them and spell the words. For e

3、xample: is. Whats its past tense word.?And how to spell it? Ask the Ss to spell all the words from the time tunnel. 【设计意图：创设情境，通过情境游戏复习动词过去式，激发学生的兴趣，同时 为下面的环节打好基础】 （2） 遇见黑洞： T：Good, everyone. But what a a pity! We meet the black hole. How can we run away from the black hole? Lets see. A. Fill in the

4、 blanks. Use the words to finish Liu Tao and Mikes articles.(review story time) B. Discuss: How do Liu Tao and Mike write their articles? From what aspects? 总结出问句： Where? Who? What? How? 教授： How long? 【设计意图：以遇见黑洞，解决问题才能逃离黑洞为情境，复习 story time, 巩固 旧知， 为了引出下面学生对文本的分析，从而得出想要写一篇假期作文可以从哪 些方面入手。下面将会对这些方面进行重

5、点操练】 2. T:You did a good job. We leave the black hole. Lets go on the travel. 第二段穿越第二段穿越： （1）在时光隧道里：T：What can you see in the tunnel this time? Oh, there are some sentences, can you change them to past tense? 【设计意图：第一段时光隧道里是词，第二段进一步升级到句子，每一段时光 隧道的任务都将步步升级，将词运用到句子里，进一步操练过去式的使用。同 时为下面遇见黑洞提供文本支撑。 】 （2）

6、遇见黑洞：What should we do this time? According to what we summarized just now, analyze SHs article. Where did she go for the holiday? Who did she go there with? How long did she stay there?新授： stay there for. What did she do?新授：go to a theme park，图片呈现 How was her holiday? 【设计意图： 运用 5w 问题来分析文本， 进一步加深学生对

7、假期文章写作的理解， 为学生在自己写作时提供指导】 3. 第三段穿越第三段穿越： （1）在时光隧道里 T：We run away from the black hole successfully again. Wonderful! Lets go on the travel. What will we see in the tunnel? Oh, these is a passage, Lets read. 【设计意图：第三段时光隧道，由句到篇，同时这一语篇是对之前苏海文章的进 一步修改，文章更佳，提高学生欣赏优秀文本的能力】 （2）遇见黑洞：compare the two compositi

8、ons and find the differences. A. Structure: title-beginning-main body- ending a) 分析文章结构，总结组成部分. Give more beginnings and endings. b) Give tip1 B. Contents: a) Find the phrases about time and some adverbs which can make the passage more clear. b) Give tip2 C. Sentences: a) Read the sentences in passa

9、ge 1, and find out that how to change them in passage 2. Give tip3: the importance of conjunctions. b) Read the sentence again and find out the other difference: use the adjectives, give tip4 c) Choose some other sentences to add some adjectives. 【设计意图：通过两篇文章的对比，让学生总结如何安排文章更具清晰性、如何 安排文本内容更具条理性、如何书写句

10、子更具生动连贯性，为后面学生的写作提 供理论指导。 】 4. 第四段穿越第四段穿越：Enjoy the studentsphotos of their holidays. 【设计意图：继续以时光隧道为背景，但这次却是让学生欣赏自己的假期生活照 片，使本节课与学生的生活相联系，并再一次吸引学生的注意力】 Step2:While-writing 1. Ask, answer and fill in a form. Choose one student and ask some questions about his or her holiday. Write the key points on t

11、he blackboard while answering. 2. Make an outline: Ask the Ss to pick a holiday and write down the key information about his/her holiday. What holiday? Where did you go ? Who did you go with? 3. Lets write According to the outline, write an article. T: When we write our compositions, we should pay a

12、ttention to some details. Lets watch a video 观看泰微课写作指导之细节决定成败 【设计意图：写作之前让学生观看泰微课，旨在提醒同学们在书写时容易忽视的 小细节，确保写作过程能够更加顺畅。 】 Step3: Post-writing 1. Correct one of the articles to correct and judge. 2. Ask the Ss to correct and judge each other. 3. Choose some Ss to share his or her article in class. 【设计意图：

13、对学生的习作一定要及时做出反馈和评价。老师评讲、学生互评， 提高学生的认知能力、观察能力、语言运用等综合能力。 】 Step4: 情感渗透情感渗透 1. Enjoy your holiday, enjoy your life. 2. No way is impossible to courage. 结束语：Lets look forward to the next time travel. Step5: Homework 1. Make your articles better. 2. Share your articles to more students. How long did you stay there? What did you do? How was your holiday?