Unit 2 What a day！Story time 教案（含设计意图）
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| 名称 | Unit 2 What a day！Story time 教案（含设计意图） |  | |
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| 更新时间 | 2021-12-14 14:51:10 | ||
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Unit 2 What a day!
Story time (Period 1)教案
教学内容：
译林2011版 六上Unit 2 What a day! Story time
教学目标：
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 ... 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。
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。
情感目标：
学生能在阅读中体验到乐趣。
学生能爱上写日记。
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：cloudy, rainy, sunny, windy, interesting, honey, ant, bee, cloud, sky, rain，bring, drinks
教学难点：
一般过去时陈述句。
不规则动词的过去式构成及其读音。
复述课文内容。
教学准备：
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
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.
T: What day is it today
S1: It’s Monday.
T: What’s the date today
S2: It’s the sixteenth of September.
T: We can also read like …
S3: It’s 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: How’s the weather today
Ss: It’s …
T teaches “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.Let’s talk.
Enjoy a song and memorize the order of the weather
T: Do you like rainy days
Ss: No.
T: Why
S1: We can’t play outside.
T: Yes, we can only stay indoors, but I think listening to music is good. Let’s enjoy and tell me the order of the weather later.
T: You have a good memory. Do you remember last week’s weather
S1：It’s sunny.
S2: It’s rainy.
S3: It’s snowy.
S4: It’s cloudy.
S5: It’s 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 remember last week’s 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 sunny.
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 park
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 diary
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 cartoon 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 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 Let’s 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 teaches “saw”.
T asks Ss to listen to the sound of the parrot show.
T: Is it interesting
Ss: Yes, it’s 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 kites 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 sad.
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 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 (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 Let’s 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 rained 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 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.Let’s 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作格式。
3. Correct Liu Tao’s diary
T: Read Liu Tao’s diary. Did he make any mistakes
Mistakes made in Liu Tao’s 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 about 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 didn’t.
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 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. Let’s retell.
T: Su Hai is telling 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 Hai’s 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
Story time (Period 1)教案
教学内容：
译林2011版 六上Unit 2 What a day! Story time
教学目标：
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 ... 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。
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。
情感目标：
学生能在阅读中体验到乐趣。
学生能爱上写日记。
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：cloudy, rainy, sunny, windy, interesting, honey, ant, bee, cloud, sky, rain，bring, drinks
教学难点：
一般过去时陈述句。
不规则动词的过去式构成及其读音。
复述课文内容。
教学准备：
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
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.
T: What day is it today
S1: It’s Monday.
T: What’s the date today
S2: It’s the sixteenth of September.
T: We can also read like …
S3: It’s 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: How’s the weather today
Ss: It’s …
T teaches “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.Let’s talk.
Enjoy a song and memorize the order of the weather
T: Do you like rainy days
Ss: No.
T: Why
S1: We can’t play outside.
T: Yes, we can only stay indoors, but I think listening to music is good. Let’s enjoy and tell me the order of the weather later.
T: You have a good memory. Do you remember last week’s weather
S1：It’s sunny.
S2: It’s rainy.
S3: It’s snowy.
S4: It’s cloudy.
S5: It’s 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 remember last week’s 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 sunny.
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 park
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 diary
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 cartoon 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 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 Let’s 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 teaches “saw”.
T asks Ss to listen to the sound of the parrot show.
T: Is it interesting
Ss: Yes, it’s 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 kites 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 sad.
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 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 (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 Let’s 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 rained 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 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.Let’s 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作格式。
3. Correct Liu Tao’s diary
T: Read Liu Tao’s diary. Did he make any mistakes
Mistakes made in Liu Tao’s 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 about 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 didn’t.
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 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. Let’s retell.
T: Su Hai is telling 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 Hai’s 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