Unit 2 What a day!-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：7123f).docx

1、六上六上 Unit 2 What a day! Story time (Period 1) 教教学学内容：内容： 译林 2011 版 六上 Unit 2 What a day! Story time 一、一、教学目标：教学目标： 1. 知识目标：知识目标： 学生能初步理解并会听、会说、会读和会拼单词及短语：cloudy, rainy, sunny, windy, interesting, honey, ant, bee, cloud, sky, rain 和 会 运 用 句 型 ： It was cloudy/rainy/ sunny/ windy. The weather became .

2、We went to .It was time for . 学生能通过看图、听录音和阅读等方式理解故事内容。 学生能有感情地朗读课文并用一般过去式谈论故事内容。 2. 能力目标：能力目标： 学生能根据思维导图复述日记内容。 学生能初步掌握英语日记的格式及写作思路。 3. 情感目标：情感目标： 学生能在阅读中体验到乐趣。 学生能爱上写日记。 二、二、教学重点：教学重点： 1.句型：It was cloudy/rainy/ sunny/ windy. We brought . The weather became . We went to .It was time for . 2. 词汇：clou

3、dy, rainy, sunny, windy, interesting, honey, ant, bee, cloud, sky, rain， bring, drinks 三、三、教学难点：教学难点： 1. 一般过去时陈述句。 2. 不规则动词的过去式构成及其读音。 3. 复述课文内容。 四、四、教学教学准备准备： 教师准备：课件、板书设计 学生准备：了解过去一周的天气情况 五、五、教学过程：教学过程： Step 1. Pre-reading 1. Free talk a. T leads Ss to review how to ask and answer the day and date

4、. T: What day is it today? S1: Its Monday. T: Whats the date today? S2: Its the sixteenth of September. T: We can also read like ? S3: Its September the sixteenth. T leads Ss to review the two ways of reading the date. b. T leads Ss to talk about the weather. T: Hows the weather today? Ss: Its T tea

5、ches “rainy” 设计意图：复习旧知日期的两种读法，开启今日天气话题。 2.Lets talk. Enjoy a song and memorize the order of the weather T: Do you like rainy days? Ss: No. T: Why? S1: We cant play outside. T: Yes, we can only stay indoors, but I think listening to music is good. Lets enjoy and tell me the order of the weather later

6、. T:You have a good memory. Do you remember last weeks weather? S1：Its sunny. S2: Its rainy. S3: Its snowy. S4: Its cloudy. S5: Its windy. T: Well done! You have a good memory. b. Practice the sentence pattern “How was the weather on (the date in the past)?” “It was ” with the calendar. T: Do you re

7、member last weeks weather. Look at the calendar. T: How was the weather on the tenth of September? S1: It was cloudy. T: Can you ask together? （指着课件上的下个日期） Ss : How was the weather on the twelfth of September? S2: It was windy. Ss : How was the weather on the fourteenth of September? S3: It was sunn

8、y. 设计意图： 通过过去一周天气的问答复习日期的读法， 并教授与天气相关的词汇。 3. Watch and learn T leads Ss to learn the difficult words and phrases in the story time by a vedio. T: It was sunny last Saturday, so I went out. What did I do last Saturday? Please watch carefully. S1: You went to a park. T：What food did I bring to the par

9、k? T teaches “brought” Phrases: went to a park, saw an animal show, had an animal show 设计意图：通过老师上周六的活动短片激发学生的学习兴趣，学习不规则动词 brought, had, saw,went 及相关活动内容短语 have a picnic, go to the park, see an animal show 和食物类生词 honey。学生在真实地语言环境中化解本课重 难点。 Step 2. While-reading 1.Watch and answer Q: Who wrote the dia

10、ry? T: Last Saturday I had a good time, so I wrote a diary after I came back. T teaches the pronunciation and meaning of “diary” T: Do you like writing diaries? Ss: No. T: But my friend likes writing diaries very much. T teaches the plural form “diaries” of “diary” Then, T leads Ss to watch the cart

11、oon of story time. 设计意图：通过问题让学生从整体上理解故事内容。 2. Fast reading (Para.1) T leads Ss to read the first paragraph and find out what did Yang Ling write in the paragraph. Ss gives the key words like “how” , “who”, “where”, “when” T elicits Ss to ask those questions together and summarize the focuses in this

12、 paragraph. Then, T leads Ss to underline the sentences about time in the whole diary. S1: It was sunny in the morning. S2: It was time for lunch. S3: In the afternoon And then, T summarizes that Yang Ling wrote the three period “in the morning”, “at lunch time” and “in the afternoon”. 设计意图：通过快速阅读的方

13、式让学生了解日记的时间顺序。 3. Look and say (Para.2 and Para.3) T leads Ss to describe things they did in the morning by pictures and flash. T: How many things did they do in the morning? Lets read in details. S1: Two. T shows the pic of a parrot show. T: What did they do at first? S2: They saw a parrot show. T

14、teaches “saw”. T asks Ss to listen to the sound of the parrot show. T: Is it interesting? Ss: Yes, its interesting. T: So Ss: They saw an interesting parrot show. T shows Ss another picture. T: Then, what did they do? S3: They flew kites in the sky. T teaches “flew”. T leads Ss to say “They flew kit

15、es high in the sky” with a flash. T: Why could the kite fly high in the sky? S4: Because the weather became windy and cloudy. T teaches “became”. Then, T leads Ss to retell what did they do in the morning according to the keys words on the blackboard. T: How were they in the morning? Ss: They were s

16、ad. 设计意图：通过问答和图片提示引导学生思考，理解本课难点 become, windy, cloudy 等词的用法及含义。在阅读中指导学生细读课文，理解课文，通过板书 关键词的提示引导学生复述日记中上午发生的事情。 并引导学生关注作者情绪的 变化。 4. Listen and judge (Para.4 and Para.5) T uses to the ringing of the clock to lead Ss to think about what happened at lunch time. T asks Ss to listen to the radio and judge

17、the following two sentences. a. They brought lunch to the park. b. They had a nice lunch in the park. After Ss make the judgement, T leads Ss to talk about the reasons of their judgement. T teaches “could”. 设计意图：通过听录音方式理解日记中午饭时间发生的事情，并以判断题的形式 检验学生对课文的理解，掌握不规则动词 brought,could 的用法。 5. Read and choose

18、(Para.6 and Para.7) T leads Ss to read the last two paragraphs and choose whether they were happy in the afternoon. T: Were they happy in the afternoon? Lets read. S1: They were sad. T: Why were they sad? S2: Because they were wet and hungry? T: Why were they wet? T teaches “wet” S3: Because it rain

19、ed in the afternoon. T: How do you know it became rainy in the afternoon? S3: There were black clouds in the sky. T teaches “black clouds” T: How do you think of their day? S1: They were sad. S2: They were unhappy. T summarize the use of “what a day” in the last paragraph, and then leads Ss to read

20、it vividly. T gives Ss a learning tip like this. Tip:这一句是感叹语，需要与前后文相连来理解意思。可以是糟糕的一天，忙碌 的一天，累人的一天，倒霉的一天等等。但是肯定这一天是要让人难忘的！ T elicits Ss to forget the bad day and move on to the next day. Then, T gives Ss an old saying “Tomorrow is another day”. 设计意图：以作者的情绪变化作为线索带着问题细读最后两段，体会作者情绪的 变化及思考变化的原因。 文末最后一句让学生

21、揣测作者心情并引导学生拥有不怕 困难，明天又是新的一天的积极心态。 Step 3.After-reading 1.Lets read. Listen and repeat. Read the whole diary together. 2. Summary of the diary T leads Ss to summarize how to write a diary. Tips: a. Day and date b. How, Who, Where, When c. Special things (simple past tense) d. feelings 设计意图：初步了解英语日记的写

22、作格式。 3. Correct Liu Taos diary T: Read Liu Taos diary. Did he make any mistakes? Mistakes made in Liu Taos diary are the following points: a. Day and date have been missed, b. whether is forgotten to write, c. the order should be changed. 设计意图：巩固日记的写作格式和检测学生对课文的理解。 4.Ask and answer the questions abo

23、ut the diary T: Mike went home and his mother asked about his day. Can you be Mike? Mother: Did you have a good day, dear? S1: No, I didnt. Mother: Where did you go? S2: I went to the park. Mother: Who did you go with? S3: I went with Su Hai, Liu TAO and Yang Ling. Mother: What did you do? S4: I saw

24、 a parrot show. Mother: What else did you do? S5: I flew kites high in the sky. Mother: Did you have lunch in the park? S6: Yes, I did. Mother: You were all wet. Why? S7: Because it rained in the afternoon. Mother: Oh, what a day! 设计意图： 通过人机对话复习课文内容， 巩固一般过去式陈述句的基本句型结构。 5. Lets retell. T: Su Hai is t

25、elling her parents about her day. a.Write a mind map for Su Hai. b.Work in groups of three and take turns to retell Su Hais day. Tips： 用自己的语言复述故事。 注意语音语调和人物的感情变化。 讲故事时可以适当加入肢体语言。 设计意图：锻炼学生提炼文章关键词和理清写作思路的能力，通过口语复述表达 的形式在生生合作间提高语言运用能力。 6. Look and write T leads Ss to write a diary according to the pictures. 设计意图：在真实情景中锻炼学生的英语日记写作能力。 Step 4. Homework 1. Retell the diary to your friends. 2. Try to write a diary about your daily life. (Before writing, you can make your mind map.) 七、板书设计七、板书设计