1、 1 Travel on Holiday 执 教： 田 静 学 校：陕西省西安远东一小 2 陕西省 田静 话 题: 假日 Holidays 文本体裁: 故事 教学对象: 六年级学生 教学目标: 了解某学生的一次有意义的假期经历(不单纯的旅游), 并就此表达不同看法. 关 键 词: 假期 经历 不同看法 教学材料教学材料: : Travel on Holiday Jay is eleven years old. Last month he went to Xian with his parents. He visited Dayan Pagoda and took many pictures.
2、He was very excited. An old man was selling Bingmayong at Dayan Square. Jay spent five Yuan on a Bingmayong. A little girl and her mother walked by Jay. She said, “Mom, I love them. Can I have one?” “Sure.” said the mother. “How much is it?” the mother asked the old man. But the old man did not spea
3、k any English. He thought for a while and showed her five fingers. The mother thought: “Is it five Yuan or fifty Yuan? ” She took out some money, one five and one fifty. A young man next to the old man whispered, “Fifty. Fifty.” “Take the fifty.” 3 The old man smiled and took the five. “Thank you.”
4、said the mother. They walked away happily. 内容分析：内容分析： 这是一篇小故事，讲述 Jay 来西安旅游时难忘的经历。通 过 Jay 的眼睛，看到诚信对我们的影响。故事主要采用一般过 去时进行叙述，在教学时应使学生明白一般过去时的使用方法。 设计理念设计理念 依据新英语课程标准的精神，结合学生特点，从激发学习 兴趣、培养良好的学习习惯、丰富生活经验和提高认知水平出 发，根据小学生的学习特点，将 PWP 和 PPP 教学方法结合运用， 以形式多样的活动帮助学生理解故事内容。在教学中通过多媒 体的展示，科学安排教学内容与教学任务，以形式多样的活动 让学生
5、亲身体验、积极参与，通过合作学习、合作做事，培养 学生合作学习、自主学习的能力。 4 年 级 六年级 时 间 30 分钟 教学目标 1、 语言技能目标： （1）培养学生的听力技能：Listening for gist. （2）培养学生阅读技能: skimming, scanning, inferring. （3）培养学生的口语表达能力：Expressing the different ideas about the people and the situation. 2、 语言知识目标： （1）学生掌握词语：square, excited, pagoda, visit, spend, whis
6、per. （2）学生理解和体验一般过去时的用法。 3、 情感、文化目标： （1）培养学生爱国主义精神和诚信意识。 （2）学生在学习过程中能够注意并理解他人情感。 （3）了解祖国的名胜古迹。 4、 学习策略目标： （1）积极与他人合作，在合作中完成任务。 （2）积极运用所学的英语进行表达和交流。 教学重点 阅读技能的培养：skimming, scanning, inferring. 教学难点 He was very excited. spent yuan on a He thought for a while and showed her five fingers. 5 The old man
7、smiled and took the five. 教学方法 视听法 情境教学法 听说法 交际法 PWP PPP 教具准备 景点小模型，图片，flash 多媒体课件等 Blackboard design Travel on HolidayTravel on Holiday visited was very excited. spent yuan on a He thought for a while and showed her five fingers. The old man smiled and took the five. excited spend visit whisper squ
8、are pagoda 6 Teaching procedure Stage Activity Purpose Interaction Time 、 Warm-up 1. Game: Simon says. 2. Greeting: 通过游戏与师生 问候， 帮助学生消 除紧张感， 尽快投 入到英语课堂中。 Plenary T-Ss Individual 1 、 Presentation 1. This is the first time I came to Wuhan. I am very excited. Do you know why? Ss try to guess. (Because I
9、 like ) New words: visit excited spend 2. CAI: Movie. Yesterday I visited my friend Jay. He was very excited. Last month he went to a beautiful city. Please watch the movie and guess. What are they? Where are they? Dayan pagoda Bingmayong New word: pagoda 师以介绍自己来 武汉的活动为话 题， 与学生谈话和 进行沟通的同时， 处理新单词。 老师
10、以看望朋友 听到的故事为线 索， 以听音、 看动 画相结合的方法 导入故事。 以培养 学生英语阅读的 兴趣为主要目的。 培养学生略读故 事的能力并能抓 住重点， 理解故事 大意。 在听音时， 师将学 生分为两大组进 Plenary T-Ss Plenary T-Ss 5 7 Last month Jay went to Xian. 3. Today we are going to have a competition between two groups. 4. Qs： Last month Jay went to Xian. He visited . He spent five yuan o
11、n a 5. CAI: Lead into story Reading for the first time.- Listen and watch. Answer the two questions. 6. Reading for the second time. (1) The 1st part; read the first part by yourself. ( Choose the correct pictures.) (2) The 2nd part; read after T. Role play. Ss act as the little girl and the mother.
12、 Q: The mother said: “How 行比赛，通过朗 读、 回答问题等形 式对学生的学习 进行评价与检测。 通过听力导出 篇章，培养学生 listening for gist. 培养学生阅读 技能。scanning 通过多样的活 动将故事进行分 解以便培养学生 skimming scanning inferring 能力， 以阅读为基 础， 有机的将听说 和阅读结合起来。 Group S-S Individual Plenary T-Ss 2 8 8 much is it? ” Did the old man understand her? Why? (He did not sp
13、eak any English.) (3) The 3rd part; listen and read in groups. Choose the questions to answer. Groups S-S Groups S-S 、 Practice 1. Reading for the third time. (1)Ss try to read the story in groups. (2)Ss try to stand up and read the story sentence by sentence. (3) Group work; put the pictures in the
14、 correct order. (4) Group work; read the story and fill in the missing words. 复习，巩固课 文。 Group S-S 5 9 Production. 1. Discussion; there are five people in this story. Who do you like best? Why? 2. When the young man whispered to the old man, what did he think? What did the old man think? 3. I like the old man. Because he was honest. 4. Honesty is the best policy. 培养学生阅读 inferring 能力， 鼓 励学生口头表达 对人物和事件的 不同看法。 Groups S-S Plenary 9
