1、- 1 - 六年级上册六年级上册 Unit 2 What a day! 第第 1 课时课时 教案教案 Teaching contents 教学内容教学内容 Story time Teaching aims and learning objectives 教学目标教学目标 1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy, rainy, sunny, windy 和会运用句型：It was sunny / cloudy / windy / rainy.和 I/ We/ He/ She brought/ saw/ flew 2. 学生能初步听懂并且会说、 会读单词 sho
2、w, interesting, weather, high, honey, ant, bee, cloud, sky, rain。 3. 学生能初步感知动词过去式的不规则变化及读音。 4. 学生能初步感知天气表达的句型。 5. 学生能够对英语书写日记格式有一定的了解。 Focus of the lesson and predicted area of difficulty 教教学重点学重点和难点和难点 教学重点：1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组： cloudy, rainy, sunny, windy 和会运用句型：It was sunny / cloudy / w
3、indy / rainy. 和 I/ We/ He/ She brought/ saw/ flew 2. 学生能初步听懂并且会说、 会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain。 教学难点：1. 学生对本课重点词汇的听、说、读、写。 2. 学生对本课天气表达的句型的掌握。 3. 学生对动词过去式的不规则变化的认读。 Teaching aids教学准备教学准备 PPT 课件， 单词卡片，4 种天气图片 Teaching procedures 教教学过程学过程 Step1 Song time - 2
4、- T: Hello, boys and girls. S: Hello, Miss Cui. T: Nice to meet you. S: Nice to meet you, too. T: Lets learn to sing a new song, OK? S: Great! T: Lets enjoy the songHow is the weather?. (播放歌曲一遍) First, listen and watch carefully. You may follow it if you want. S: Enjoy the song and try to follow it.
5、 T：Whats the song about? S: Weather（Yes）（Teach：weather并贴词条）并贴词条） T: How is the weather in the song? Its cloudy/ rainy.（贴词条）（贴词条） S: Learn the new words. Read & spell them. T: How is the weather today?/How was the weather yesterday? S: Its （根据当天的天气情况回答，适时地学习 sunny, windy 等天气词汇。 ） 【设计意图：让学生体会表达天气的词汇，带
6、动学生在课堂开始时的学习热情， 同时也学习了天气词汇，也为下一步学习减少了障碍。 】 Step2 Leading T: Well, boys and girls. Would you like to know something about me? 1.T: You can ask me some questions around these words. (Hometown&Food&Animals&Hobbies) 【设计意图：契合“让学引思”的课堂，让学生自主的用已学句型提出问题】 2. S: Where do you live, Miss Cui ? T:Four years ago,
7、I was in She Yang.(This is the sign of She Yang, Hou Yi, do you kown? Now I am in Ting Hu.(This is our school) S:Whats your faviourite food? T:I like honey and dumplings.(Teach:honey&dumplings) - 3 - S: What animals do you like? T:I like dogs,but I prefer parrots. Because it can talk.(Teach:parrot)
8、S:Whats your hobby? T:Can you guess?Do you like. T: Bingo! I like drawing and writing diaries.(Teach: diarydiaries) 【设计意图：设计信息沟，调动学生的兴趣猜测关于老师的信息，解决了一些简 单的相关词汇，同时很自然地引出 Story time。 】 Step3 Story time 1、T: (Show a picture of Yang Ling) This is Yang Ling. She likes writing diaries, too. （出示日记抬头部分） T: T
9、his is a diary of hers. Please look carefully and tell me “How to write a diary?” S: “Date” “Weather” “Things” T:Good,youre clever.How about Yang Lings diary? T: Lets have a look.Can you find the date? T:What day was it?S: Its Sunday. T:What date was it?S: It was the 20th of September. T:How to read
10、?（渗透英文日记的书写格式） 【设计意图：让学生了解日记的组成，星期和日期的学习可以在平时的教学中逐 步渗透，每天点滴的认读学习、日积月累学生就能熟练掌握了。 】 2、AT: I knew diarys date. What about weather? Please watch the cartoon and answer the question“How was the weather in Yang Lings diary?” (1) T: How was the weather ? It was .( Who can answer?) S: It was sunny. (T:Yes,
11、then,the weather became .) S: Windy and cloudy. T:Good.At last,the weather was .,listen（雷声） S: Rainy. T:Yes.Please read after me.(读一遍 4 种天气） (2) T:Ask and answer (work in pairs ) (3) T: Please find the sentences about the weather.(找出描写天气的句子） - 4 - S: .请学生说出句子 T: Good job.Can you read them? Lets read
12、 together.OK?(齐读句子） （Teach: became & clouds & rained） 【设计意图：通过看动画说出天气的变化，整体感知课文，并重点学习 It was . 这个句型。 】 3、 T:Just now, we also knew the weather about Yang Lings diary ?Next， We will learn the third part. special things. T: Please look at the form,there are three parts, “What was the time?”“How was th
13、e weather?” “What did they do?”Please,open your English books, read carefully and discuss with your group ,then fill in the form.OK? S: 讨论后完成表格 T: Have you finish？Lets check out. (Teach:went & saw & brought & rained ) T:You all did well. 【设计意图：日记的第三部分 Special things 的学习，从整体感知课文到细读课 文填写表格，学生能够掌握动词的过去
14、式，也能基本理解课文。 】 4、 T: The diary has been read. What do you think of Yang Lings day?Can you fill?For example： “What a happy day!” S: .(Can you read this feeling? ) T: (Good job! Wonderful!)Yang Ling had a happy day, a wonderful day,a bad day,an interesting day .So,she said:“What a day!” (贴课文标题并领读）贴课文标题
15、并领读） T: This is an unforgettable day.So,life is colorful! Step4Reading time 1、T: Now so much for this. Lets read and repeat. Please pay attention to your pronunciation and intonation. Ss: 跟读课文 2、T: Lets go into the happy reading time. Look at the rules. Read in groups of six and read the mood of dif
16、ferent weather. If you can read the story correctly. Ill give you one thumb.(Good job) (You have a good voice) - 5 - Step5Consoldion T：Boys and girls,look, whos she? S: Miss Cheng T: Yes,this is our beautiful Chinese teacher. Would you like to know, “What did she do on last Sunday?”Now,lets look and
17、 listen! T: What did you do on last Sunday? Please write it down. S:展示并读出日记 T: (What a haoppy day!)(What a day!)(What an interesting!) 【设计意图：通过学习杨玲的日记，让学生也能用英文写出自己的日记，特别是 巩固了动词的过去式】 Step6: Homework 1.Copy the weather words and the verbs of past tense. 2. Try to retell the diary according to Yang Lin
18、gs pictures. 3. Try to write a diary in English. Board writing板书设计板书设计 weather It wassunny.gowentflyflew cloudy.becomebecameseesaw windy.bringbrought rainy. - 6 - 说课说课 在本节课导入部分，是以歌曲导入新知，让学生通过How is the weather? 这首歌曲动画体会本单元天气词汇的意思， 课前几分钟的歌曲学习不仅能带动学 生课堂开始的热情， 也学习了本单元的 4 个天气的新词， 为后面的学习作了铺垫。 接下来是围绕四个词“h
19、ometown” “food” “animals” “hobby”让学生自由 地向老师提出问题，通过回答问题，解决了 dumplings, honey, parrot 等词汇，同 时也很自然地引到了本课的主题日记。在日记学习部分，让学生先通过观察 日记，让学生观察日记的组成部分，既调动了学生的好奇心，同时也为接下来文 本的学习作了铺垫。 之后， 从日记的三个组成部分，“date， weather， special things” 入手，整篇日记的学习分成了以总分总的形式呈现。在 date 部分，是 让学生看日记找出时间；在 weather 部分，让学生看动画，回答 How was ththe
20、weather in the diary？说出天气的变化，并学习了 It was.这个句型，再让学生 从文中找出描写天气的句子，学习 became、rained、clouds 这些新词；在 special things 部分，通过精读课文，小组讨论后填写表格的形式，培养了他们小组合作 的团队精神，同时解决了 went、saw、brought、flew 等动词的过去式。文本疏通 后， 通过 What do you think of her day？让学生说出杨玲度过了怎样的一天， 引出 课题“What a day” ，再以 Life is colorful 升华主题。 最后通过 Happy reading 和 Happy writing 两个环节巩固文本，在 Happy writing 部分，我是通过呈现成老师的日记，让学生写出上个星期日发生的事情， 通过此环节不仅让学生感受英文日记的写法， 也能让学生正确的使用动词的过去 式。
