Unit3 Holiday Fun the first period(Story Time) 教案 英语六年级上册

Unit3 Holiday Fun
the first period(Story Time)教案
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。
Step 1.Warming up
1. Let’s enjoy
Show the pictures of holidays: Spring Festival, Dragon Boat Festival, May Day, Halloween and Children’s Day.由此引出课题：Holiday Fun.
2. Ask and answer
Teach “holiday”
Ask: What’s your favourite holiday It’s….
引出新授：National Day, National Day holiday.
Step 2.Presentation
1. Leading in the topic.
T: After National Day holiday, （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：Liu Tao and Mike are talking about their holidays. Guess, how were their holidays
引导学生预测：Their holidays were....
2.Watch the cartoon
How were their holidays
教授：great fun. Ss：Their holidays were great fun.
T: Would you like to know more about Liu Tao’s holiday
3. Read and learn(I)
1.) 学生自读前半段课文，找出问句：
Where did you go for the holiday
What did you do there
2.) 逐句出示两个问句（并板书），以听音方式出示答句，并教授其中新词: did, the Bund, the Shanghai Museum.
3.) 逐句出示课文录音，学生跟读。
4.) Think and write
出示P28填空练习第一题，学生做填空练习并校对。（Liu Tao’s holiday）
4. Read and learn (II)
1.) T: Would you like to know more about Liu Tao’s holiday Try to ask
鼓励学生用Where, What, When等词进行提问。
2.) T: How was Mike’s holiday 听音出示：It was great fun.
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.
T:（顺接学生答句）Yes, his family went to a farm near Star Lake.
教授：lake, Star Lake
3.) T: What did he do on the farm 继续看图引出picked some oranges
T: Did you pick any oranges before （并板书）
教授：Yes, I did. / No, I didn’t.
T: What else did he do on the farm 看图引出：went fishing
T: Did you go fishing before Ss: Yes, I did. / No, I didn’t.
Look, Mike caught a big fish.
教授：caught
T: But where’s the fish
听录音，教授ate.
4.) Think and write
出示P28填空练习第二题，学生做填空练习并校对。（Mike’s holiday）
5.) 逐句出示课文录音，学生跟读。
Step3. Consolidation
1. Happy reading
1.) 逐句出示课文录音，学生跟读。
2.) Read after the teacher
3.) 学生通篇读对话，注意语音语调。
2. Summary: 看着板书师生一起总结本课内容。
3. Retell the text
出示复述内容，学生根据课文内容填空。
4. Make a new dialogue
Talk something about the National Day holiday.
给出关键句型：
A: How was your holiday
B: It was…
A: Where did you go for …
B: I went….
A: What did you do there
B: I …(ed)….
A: Did you eat/ take photos/…
B: Yes, I did. / No, I didn’t.
Step4. Homework
1. 读熟课文。
2.将课文对话改编成英语小故事，讲给家长听。
板书设计：
Unit 3 Holiday Fun
National Day holiday
Liu Tao Mike
Where went to Shanghai went to a farm near Star Lake
What went to the Bund picked some oranges
visited the Shanghai Museum went fishing
caught(catch的过去式) a big fish
ate(eat过去式) the fish
How great fun
教学反思：
本节课通过试上，让学生自己提问的环节往后挪了，对学生降低了学习的难度，学起来比较轻松。本课话题是假期乐趣，贴近学生生活实际，学起来兴趣较高。课堂效果不错。以下几点我觉得是比较好的：
1. 单词的教学方法采取分音节拼读法。从五年级开始，教到新单词，我就采取这样的方式，如我说/w/, 学生说w。一直坚持到现在，我觉得学生对于辨音题这一难题，现在情况有所好转，班内大部分学生能根据音标拆读单词，提高了做题的正确率。
2. 板书清晰，同步生成，边教边写，体现了课文的脉络。最后，根据板书做了总结，为之后的复述打下了伏笔。
3. 课上环节紧凑，学生倾听习惯好。
当然也有不足之处，如对于学生的作业设计还欠考虑，环节上由易及难，还可以增加点难度。如，课后的填空，可让学生自读完就做。