《Unit 3 Holiday fun》写作教学设计
一、教学内容
本教学设计是苏教版小学六年级6A英语小作文。以Holiday fun为主题,利用所学词汇和句型介绍自己假期的活动,写明假期去了哪里,做了什么,以及假期的感受,不少于6句话。
二、教学目标
1、知识目标:
(1)学生能掌握地点名词: Bund ,Palace Museum, Summer Palace ,Shanghai Museum , Great Wall ,
(2)学生能掌握有关动词词组:go to the beach, collect shells, go swimming ,climb mountains ,go skating ,play with the snow ,make a snowman
(3) 学生能掌握有关假期名词:National Day holiday ,May Day holiday , summer holiday , winter holiday ;
(4)学生能熟练运用句型:Where did --- go for the ---holiday?I went to ---./What did ---do for ---holiday I ---.
(5)学生能熟练掌握一般过去时态,能正确使用动词过去式。
2、能力目标:
(1)学生能熟练掌握本课所涉及到的单词以及句型。
(2) 能尝试叙述自己假日的活动,并能询问他人假期去了哪里、做了什么。
(3)培养学生初步的写作能力、学会描述自己的假日活动及假期感受。
(4)能使用一般过去时态描述假期的活动。
3、情感目标:
(1)培养学生基本的英语写作能力,并通过讨论、交流、访谈、写作等描述自己的假期生活。
(2)通过表演活动和小组活动,学生学会协助与合作,从而提高学习效果,合作学习的意识得到进一步加强。
三、教学重、难点:
(1)通过对阅读内容的分析、理解,培养学生分析语篇的能力,掌握一些固定的语言表达。
(2)学生能够初步学会运用地点名词表述假期去了哪里,运用动词过去时描述假期活动。
(3)学生能够通过本课的写作,掌握如何描述假期生活的英语写作方法。
五、教学准备
(1)教师准备:单词卡片、PPT、课堂练习、图片等。
(2)学生准备:寒假你去了哪里?借用字典查一查这些地点名词吧。
(3)课前播放音乐《Old Mac Donald had a farm》
六、教学过程.
Step1 Warm up
1.Free talk:询问学生寒假的生活。
T:We came back after the winter holiday . Did you have a good time for the winter holiday Ss: Yes!
T: Let’s talk about your winter holiday .Hi, Jack ,Where did you go for the winter holiday
Ss: I went to Anhui.
T:What did you do there Ss: I climbed the Huang shan Mountain . (教师适时写一些地点名词及出示动词词组go skating/make a snowman)
(设计意图: 寒假刚过,学生对刚刚逝去的寒假历历在目,记忆犹新。通过谈话复习句型Where did you go for the winter holiday / What did you do--- 唤起学生对寒假的回忆,引导学生融入到对假期的讨论中来。)
2.Review.
T: The students came back after the National Day holiday .(PPT出示刘涛和Mike的图片)复习第三单元story time的内容。
T: Where did Liu Tao go for the National Day holiday
Ss: He went to Shanghai.
T:What did he do there
Ss: He went to the Bund and visited the Shanghai Museum .
T:How was his holiday Ss: It was interesting .
T:How do you know the holiday was interesting Ss: He saw many interesting things .
教师同样询问Mike的假期活动。
(设计意图:通过复习刘涛和Mike的国庆假期生活,进一步操练句型Where did you go for the winter holiday / What did you do--- ,并由Mike的假期引出作文教学。)
Step 2. Before writing
1.Read and order.
T:Mike wrote a passage about his holiday fun .Please read and order it .
(设计意图:由复习说说Mike的假期生活——读读Mike的作文,让学生初步感知作文的表述方式。)
2. “五步”教学作文
(1)教学Tip1: Use verbs in the simple past tense;使用一般过去时态,动词用过去式。
T:(圈出went)Can you find out any other words like “went”?
A.学生反馈,说出文中的动词过去式。
B.学生齐读动词过去式。
C.教师播放微课《动词过去式变化规则》。
D. Game :Let’s catch the fish
游戏规则:说出动词过去式,你将抓到一条鱼。一二组说动词原形,三四组说过去式,然后交换。
(设计意图:整体感知短文,通过微课帮学生进一步了解动词过去式的变化规则,并通过游戏检查同学们动词过去时的掌握情况,调动学生的积极性,活跃课堂气氛。)
(2)教学Tip2: Three points:、Where、What、How;写明去了哪里,看到什么,做了什么以及感受。
A .Ask and answer .教师通过Where、What、How询问Mike的假期生活。 Where did Mike go for the National Day holiday
What did he see What did he do How was his holiday
B.小结:描述假期生活时要写明三点:Where、What、How。
(3)教学Tip3: Use your imagination ;表达时,展开联想,适当补充。
A .Read and say .读句子并说说Mike在农场还能看到什么?
Ss :He saw some horses /pigs/cows/flowers/trees---
B. Quick response .游戏:快速说出你看到的单词或词组。
(设计意图:引导学生展开想象:Mike在农场还能看到什么,培养学生的思维能力和创新能力,鼓励学生积极表达;游戏快速反应让学生注意力高度集中,同时复习已学过的地点名词等。)
(4)教学Tip4: Write in orders;表达时,按照顺序,层次分明。
A. Which one is better 出示两组句子,让学生比较哪组句子表达更合理。
B.学生反馈:A
C.小结: 写作时,按照顺序表述,层次分明。
(5)教学Tip5: Use vivid words ;表达时,用词求变,句式灵活。
A.出示great fun .T: Can you use any other words
Ss: interesting/wonderful
B.出示:It was great fun. T: Can you use any other sentences
Ss: I had a good time .We had a lot of fun .
C.小结:写作文时,用词求变,句式灵活。
(设计意图:精读语篇,通过句句分析,让学生在抽丝剥茧似的教学中感知写作的方法和要求,学习英语写作的方法,为下面学生能自己尝试写作埋下伏笔。)
3.Read and underline.读Tony的作文,划出关键词。
My holiday It was sunny last May Day holiday . I went to Shanghai by bus for the holiday. I visited the Shanghai Wild Animal Park . I saw many lovely animals there. They were tigers, monkeys, lions, elephants and pandas . I took some photos . I watched an animal show. It was wonderful!
(1)学生默读Tony的作文;
(2)学生划出关键信息词。
(3)学生反馈,教师讲解。
“sunny”——天气情况;last May Day holiday——时间
Shanghai——写明去了哪里 by bus——写明交通方式
visited the Shanghai Wild Animal Park——写明参观的地点
saw many lovely animals——写假期看到了什么
They were tigers, monkeys, lions, elephants and pandas ——展开想象
took some photos、watched an animal show——写假期做了什么
It was wonderful! ——写假期的感受
(设计意图:通过学习写作文的方法——读他人的作文,为下文自己写作文打下基础,也让学生胸中有丘壑:知道自己应该从哪些方面着手写作文。)
Step 3. While writing
1.Talk about our holiday fun .
(1)教师由Tony劳动节的活动过渡到询问学生们劳动节假期的活动。
T:Hi, Where did you go for the winter holiday
Ss: I went to ---.
T:What did you do there Ss: I---
提醒学生可以使用词组:go to the park /have a picnic /fly kites
(2)教师谈论自己的暑假summer holiday ,引出新词:go to the beach /collect shells .
(3)学生互相询问对方国庆假期的生活,并把自己假期的活动填到横线上。
Ask and answer, then fill in the blanks .
I went to ________for the ___________holiday . I saw __________________________________. I _____________________________________. It was _____________________.
提醒学生可以使用词组:climb mountains/go to a farm /pick oranges---
(4)Daily topic show 今日访谈
一人做主持人采访对方的假期生活,谈论节日的乐趣。
提醒学生可以使用词组:
go to the park /have a picnic /fly kites
go to the beach /collect shells/go swimming
climb mountains/go to a farm /pick oranges
go skating/make a snowman/play with the snow
(设计意图:通过让学生说四个假期的活动,为下面的写作提供语言支架和表达输出;学生谈论后缺词填空,其实就是简化写作难度的过程,为下面写作搭建桥梁。)
2.学生写写自己的假期趣事。教师写前出示“五步”写作教学的注意事项。 Writing:用英文介绍自己的假期活动,描述自己去了哪里,看到什么,做了什么以及假期的感受。不少于6句话。
Step 4. After writing
1.Read and check .自读并检查
(1)教师出示检查要求:
1.Use verbs in the simple past tense;
2. Three points:、Where、What、How;
3. Use your imagination ;
4. Write in orders;
5. Use vivid words ;
6. Use correct spelling of words;
7. Pay attention to punctuation(标点).
(2)学生拿红笔自己修改。
2. Read in pairs .互读评分
评分细则
1.Use verbs in the simple past tense;
2. Three points:、Where、What、How;
3.Use your imagination ;
4.Write in orders;
5.Use vivid words ;
6.Use correct spelling of words.
3.展示优秀作品
(1)投影,学生读优秀作品。 (2)教师讲评,并打星。
(设计意图:通过先自己检查——同桌互查互评——展评讲评,并给出自评细则,互评细则,让学生了解自己检查什么内容,给同桌打分又该从哪些方面打分,有据可循。最后的展评讲评给学生讲解什么样的作文是好作文。)
Step5.Homework
1.Talk about your holiday fun with your friends .和你的朋友谈论你的假日趣事。
2. Write an article about your holiday fun .写一篇关于你假期趣事的作文。
Blackboard design: