课题: 译林版六年级上册Unit3 Holiday Fun
课时: the first period(Story Time)
教学目标：
1.知识目标
①能听懂、会说、会读和会拼写单词: holiday, National Day
②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 didn’t
③能听懂、会说、会读单词：call, Bund, Shanghai Museum, star
④能听懂，会说，会运用日常交际用语：Where did you / 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:
1.教师准备：ppt，板书。
2.学生准备：听Story time 录音。
教学过程:
教学步骤 |
教学活动名 称 |
活动组织 |
活动目的 活动时间 |
二次修改 |
Step 1 Before reading
Step 2 While reading (Liu Tao’s holiday)
Step 2 While reading (Mike’s holiday)
Step3 Post reading
Step4 Assignment
|
1.Free talk
2.Look and say
3.Leading in the topic.
1.Read and learn
2.Look and guess
3.Listen and complete
4.Look and learn
5.Try to read
6.Think and write
7.Think and say
1.Think and ask
2.Look and say
3.Guess and drill
4.Look and answer
5.Complete the dialogue
6.Think and write
7.Think and read
1.Happy reading
2.Retell the text
3.Make a new dialogue
|
What is/was the weather like...?What day is/was it ...?What date is it today?What holiday is nearly here?
Teach: “holiday” “National Day” “the National Day holiday” Ask: Do you like the holiday?Why? (do a lot of interesting things and have a lot of holiday fun) 由此引出课题：Unit3 Holiday fun.
T:（出示背景句）The students came back to school after the National Day holiday.
教师出示Liu Tao 和Mike交流图：Look, Liu Tao and Mike are talking about their holidays. Guess, were they at home all holiday? 引导学生预测并学习weren’t=were not Yes, they were./No, they weren’t.
Mike is asking about Liu Tao’s holiday.Listen! 教授：Where did you go for the holiday? What did you do there?
学生听录音完成对话，学习： the Bund, the Shanghai Museum,thing
Follow the tape. Read in roles.
出示P28填空练习第一题，学生做填空练习并校对。（Liu Tao’s holiday）引导学生关注景点的书写。
How was Liu Tao’s holiday? (What do you think of Liu Tao’s holiday?)
学生根据思维导图提问有关Mike的假期： Qs:Where did Mike go for the holiday? What did he do there? How was his holiday? ... 教师板书问题
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 with his family. T:（顺接学生答句）Yes, his family went to a farm near Star Lake. 教授：lake, Star Lake, a farm near Star Lake T: What did he do on the farm? Ss: He picked some oranges.
T: What else did he do on the farm? You can ask as more questions as you can. 引导学生利用一般疑问句：Did he+动原？进行猜测。教师板书学生的问题。 Ss：Did he pick any apples?Did he see any cows? Did he fly kites?Did he go fishing?... 出示另外一副插图，引导学生自问自答： Yes, he did./No, he didn’t. （关于钓鱼的问题最后一个询问） T: Did he catch any fish?/Did he go fishing? Look, he caught a big fish. 教授：catch-caught
Liu Tao is asking Mike about his holiday. Can you be Mike? 教学fish的词意及对应词性： 鱼（单复同形）；鱼肉（不可数）
出示P28填空练习第二题，学生做填空练习并校对。（Mike’s holiday）
教师提问：Who ate the big fish?学生猜。 学生带着问题自读课文，找出答案并划出关键句：Did Mike want to eat it at first?Who ate the fish at last?Why？ 教学：eat-ate Why...?Because.... 教师追问：What do you think of Mike? 学生通篇读对话，注意语音语调。
出示复述内容，学生根据课文内容填空。
Talk about the National Day holiday. 给出关键句型： A: Where did you go for …? B: I went/visited….with... A: What did you do there? B: I/We …(ed)…. A: Did you …? B: Yes, I did. / No, I didn’t.
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。
|
通过自由对话复习日常交际用语，也为引出国庆假期做好铺垫。2’
通过图片，学习新词： the National Day holiday 教师追问，引出与国庆有关的活动，为下文的学习做好知识和情感上的准备。3’
学生齐读背景句，读准：came; 理解：after the National Day holiday2’
通过观图预测，让学生展开合理判断并敢于用英语发表自己见解。2’
本段对话生词较少，可以利用听读法，帮助学生习得正确语音的同时展开听力训练。 图文结合教学景点，有助学生识记。 逐句跟读，培养良好的语音语调。分角色读，提高朗读熟练度，增强语感。8’
以练习巩固所学内容，将所学内容从口头落实到笔头。2’
设置评价性问题，旨在检测学生对内容的掌握程度，并训练学生的高阶思维。1’
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。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，随文识字。 5’
鼓励学生猜测，是在激发学生旧知，既操练了一般疑问句，也培养了学生的发散思维能力。
让学生看图回答，是在创设机会让学生自己去寻找答案，增强学习的积极性和主动性。
以缺词填空的方式检测学生的学习效果，有助于培养学生的识记能力，增强成就感。 让学生自己比较发现fish的词意及词性，有助知识点的有意识记。
|