Unit 2 What a day！Story time 教案
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| 名称 | Unit 2 What a day！Story time 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 126.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-12-13 17:20:38 | ||
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Unit 2 What a day!
(Story time)教学设计
Teaching contents 教学内容
江苏译林版英语三年级起点六年级上册Unit 2 What a day! (Story time)
Teaching aims and learning objectives 教学目标
知识与技能:
1. 学生能初步理解并且会听、会说、会读和会拼写单词短语：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show, 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。
过程与方法：
1. 学生通过学习，增强英语情感朗读的能力。
2. 学生通过竞赛，增强小组合作的能力。
3. 学生通过活动参与，增加自己对于英语文本处理的能力。
4. 学生能够对英语书写日记格式有一定的了解。
情感态度与价值观：
1. 希望通过课文学习，增强学生用英语写日记的兴趣。
2. 通过学习，感受五彩斑斓的生活，并养成用语言记录的习惯
Focus of the lesson and predicted area of difficulty 教学重点和难点
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/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 procedures
教学过程：
Step 1 Warm up
listen to a song “How is the weather”
【设计意图：让学生预习天气的表达方法，带动学生在课堂开始时的学习热情，同时也学习了天气词汇，为下一步学习减少了障碍。】
Free talk
T: What day is it today
S: Today is ...
T: What date is it today
S: It’s ...
T: Today is ... I will play basketball with my friends this afternoon. I like playing basketball. What do you like doing
S: I like…
T: What does Yangling like doing Guess!
（She likes writing stories.）
【设计意图：通过与三个问题的互动，逐步引入日记的格式，并迅速将学生带入到文本中。】
Step 2. Presentation
1. How to write a diary
We should write: date, weather... learn “weather”
Teach: sunny, cloudy, windy, rainy.
We should write: date, weather and some special things.
For example: fly kites, watch TV, play basketball, draw pictures.
T: Today is ... It was windy in the morning. I flew kites with my family in the
park. It is very interesting. It was sunny in the afternoon. I played basketball
with my friends in the playground. I like playing basketball. I can play it well.
What a day! (点题)
Teach: flew, drew.
【设计意图：通过问题抛出，让学生产生怎样写英语日记的疑问，很自然的学习weather, cloudy，rainy, sunny等文本中学生需要学习的生单词】
2. Play a game.
Pick three cards and make some new sentences.
It was sunny. I played basketball in the playground.
S: It was cloudy. I drew pictures in the classroom.
S: It was windy. I flew kites in the park.
S: It was rainy. I watched TV in the bedroom.
S: It was windy. I drew pictures in the bedroom.
【设计意图：结合Fun time，对天气及部分不规则动词过去式进行巩固练习。】
3. How about Yang Ling’s diary
We know Yang Ling likes writing diaries. How about Yang Ling’s diary
Let’s read the diary, and answer the questions.
①About the date, what day/date is it today
②How is the weather in Yang ling’s diary
Let’s watch the cartoon and answer the questions.
Find the sentences. / Read the sentences.
③What did she do on the 20th of September
⑴It was sunny. Su Hai, Mike, Liu Tao and Yang Ling went to the park by bike.
There was a parrot show in the park. They saw some interesting parrots.
(If you are Yang Ling, you can say ...)
⑵The weather became windy ant cloudy, we flew kites high in the sky.
It was time for lunch, how about their lunch
Learn: dumplings, honey, brought.
Could they eat their lunch
No, they couldn’t. They saw some ants on the bread and honey. There were
some bees, too.
⑶There were black clouds. It rained. We were hungry and wet.
What do you think of their day What a day!
【设计意图：在学习了天气和部分不规则动词的过去式的基础上，由怎样写日记引入到杨玲的日记，以三个要素为抓手逐步对文本进行处理，同时以天气的变化为主线，结合杨玲所记录的活动梳理整篇课文。】
Step 3. Consolidation
1. Read after the recorder.
2. Happy reading.
You can read the story correctly.
You can read the story correctly and fluently.
You can read the story correctly, fluently and vividly.
【设计意图：通过跟读录音，小组竞赛朗读，针对学生语音语调进行训练，并培养学生小组合作竞争意识。】
Step 4. Exercises
1. Read and order.
2. True or false.
【设计意图：结合书本所提供的题目，通过反复阅读做题，不仅能让学生加深文本的印象，还能培养学生做阅读题的习惯。】
3. Fill in the blanks
It was in the morning. The children to the park. They
a parrot show.
Then the weather became and . They kites
high in the .
They some ants and bees on the lunch.
In the afternoon, there black clouds, it . They
hungry and wet.
【设计意图：本节课不做过多的知识拓展，只是通过各种练习加深学生对文本的印象，通过填空练习可以加强学生对于生单词学习的巩固】
Step 5. Homework
1. Copy the new words.
2. Try to read the text.
3. Try to write a story in English.
【设计意图：作业中第三题为延伸题目，可以让学生学以致用，要注意的是学生语法错误会有，所以可以尝试让学生先用简单的句型进行记录。】
学情分析：
学生通过第一单元的学习，对于一般过去时已经有了初步的理解，并且知道动词过去式的规则变化；第二单元以日记的方式呈现一般过去时，方式对于学生来说非常的易于理解，同时在本单元中出现了大量的不规则动词的过去式，尽管学生在第一单元的练习中碰到了一些动词过去式的不规则变化，但是并不能够很好的理解，所以课前让学生对于这一类词进行了简单的预习。
所选班级学生稍显沉闷，课堂变现不太活泼，所以设计了一些竞争类活动，希望能提高学生的积极性，并对于课堂有所帮助。
板书设计：
Unit 2 What a day!
【设计意图：板书设计以整洁明了为目的，以天气变化为主线，结合杨玲所记录的活动，让学生对整篇课文可以通过板书一目了然，并且可以结合板书对文本进行复述。】
第1页
(Story time)教学设计
Teaching contents 教学内容
江苏译林版英语三年级起点六年级上册Unit 2 What a day! (Story time)
Teaching aims and learning objectives 教学目标
知识与技能:
1. 学生能初步理解并且会听、会说、会读和会拼写单词短语：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show, 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。
过程与方法：
1. 学生通过学习，增强英语情感朗读的能力。
2. 学生通过竞赛，增强小组合作的能力。
3. 学生通过活动参与，增加自己对于英语文本处理的能力。
4. 学生能够对英语书写日记格式有一定的了解。
情感态度与价值观：
1. 希望通过课文学习，增强学生用英语写日记的兴趣。
2. 通过学习，感受五彩斑斓的生活，并养成用语言记录的习惯
Focus of the lesson and predicted area of difficulty 教学重点和难点
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/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 procedures
教学过程：
Step 1 Warm up
listen to a song “How is the weather”
【设计意图：让学生预习天气的表达方法，带动学生在课堂开始时的学习热情，同时也学习了天气词汇，为下一步学习减少了障碍。】
Free talk
T: What day is it today
S: Today is ...
T: What date is it today
S: It’s ...
T: Today is ... I will play basketball with my friends this afternoon. I like playing basketball. What do you like doing
S: I like…
T: What does Yangling like doing Guess!
（She likes writing stories.）
【设计意图：通过与三个问题的互动，逐步引入日记的格式，并迅速将学生带入到文本中。】
Step 2. Presentation
1. How to write a diary
We should write: date, weather... learn “weather”
Teach: sunny, cloudy, windy, rainy.
We should write: date, weather and some special things.
For example: fly kites, watch TV, play basketball, draw pictures.
T: Today is ... It was windy in the morning. I flew kites with my family in the
park. It is very interesting. It was sunny in the afternoon. I played basketball
with my friends in the playground. I like playing basketball. I can play it well.
What a day! (点题)
Teach: flew, drew.
【设计意图：通过问题抛出，让学生产生怎样写英语日记的疑问，很自然的学习weather, cloudy，rainy, sunny等文本中学生需要学习的生单词】
2. Play a game.
Pick three cards and make some new sentences.
It was sunny. I played basketball in the playground.
S: It was cloudy. I drew pictures in the classroom.
S: It was windy. I flew kites in the park.
S: It was rainy. I watched TV in the bedroom.
S: It was windy. I drew pictures in the bedroom.
【设计意图：结合Fun time，对天气及部分不规则动词过去式进行巩固练习。】
3. How about Yang Ling’s diary
We know Yang Ling likes writing diaries. How about Yang Ling’s diary
Let’s read the diary, and answer the questions.
①About the date, what day/date is it today
②How is the weather in Yang ling’s diary
Let’s watch the cartoon and answer the questions.
Find the sentences. / Read the sentences.
③What did she do on the 20th of September
⑴It was sunny. Su Hai, Mike, Liu Tao and Yang Ling went to the park by bike.
There was a parrot show in the park. They saw some interesting parrots.
(If you are Yang Ling, you can say ...)
⑵The weather became windy ant cloudy, we flew kites high in the sky.
It was time for lunch, how about their lunch
Learn: dumplings, honey, brought.
Could they eat their lunch
No, they couldn’t. They saw some ants on the bread and honey. There were
some bees, too.
⑶There were black clouds. It rained. We were hungry and wet.
What do you think of their day What a day!
【设计意图：在学习了天气和部分不规则动词的过去式的基础上，由怎样写日记引入到杨玲的日记，以三个要素为抓手逐步对文本进行处理，同时以天气的变化为主线，结合杨玲所记录的活动梳理整篇课文。】
Step 3. Consolidation
1. Read after the recorder.
2. Happy reading.
You can read the story correctly.
You can read the story correctly and fluently.
You can read the story correctly, fluently and vividly.
【设计意图：通过跟读录音，小组竞赛朗读，针对学生语音语调进行训练，并培养学生小组合作竞争意识。】
Step 4. Exercises
1. Read and order.
2. True or false.
【设计意图：结合书本所提供的题目，通过反复阅读做题，不仅能让学生加深文本的印象，还能培养学生做阅读题的习惯。】
3. Fill in the blanks
It was in the morning. The children to the park. They
a parrot show.
Then the weather became and . They kites
high in the .
They some ants and bees on the lunch.
In the afternoon, there black clouds, it . They
hungry and wet.
【设计意图：本节课不做过多的知识拓展，只是通过各种练习加深学生对文本的印象，通过填空练习可以加强学生对于生单词学习的巩固】
Step 5. Homework
1. Copy the new words.
2. Try to read the text.
3. Try to write a story in English.
【设计意图：作业中第三题为延伸题目，可以让学生学以致用，要注意的是学生语法错误会有，所以可以尝试让学生先用简单的句型进行记录。】
学情分析：
学生通过第一单元的学习，对于一般过去时已经有了初步的理解，并且知道动词过去式的规则变化；第二单元以日记的方式呈现一般过去时，方式对于学生来说非常的易于理解，同时在本单元中出现了大量的不规则动词的过去式，尽管学生在第一单元的练习中碰到了一些动词过去式的不规则变化，但是并不能够很好的理解，所以课前让学生对于这一类词进行了简单的预习。
所选班级学生稍显沉闷，课堂变现不太活泼，所以设计了一些竞争类活动，希望能提高学生的积极性，并对于课堂有所帮助。
板书设计：
Unit 2 What a day!
【设计意图：板书设计以整洁明了为目的，以天气变化为主线，结合杨玲所记录的活动，让学生对整篇课文可以通过板书一目了然，并且可以结合板书对文本进行复述。】
第1页