Unit3 Holiday fun Story time 表格式教案（含教学后记）

教 时 第一教时
教学内容 Story time
教学目标 1.学生能够听、说、读以下新单词 : Bund , Shanghai Museum , caught , ate.2.在一定的语言情景铺垫下，学生能够整体感知和学习对话。3.初步感知核心句型和词汇。4.尝试小组合作表演对话。5.学生能够谈论自己的假期生活。
教学重点 1.在一定的语言情景铺垫下，学生能够整体感知和学习对话。2.初步感知核心句型和词汇。
教学难点 学生能够谈论自己的假期生活。
教学准备 教学光盘、多媒体课件等。
教学过程
Step 1 Free Talk T: What day is it today S: It is … … . T: What date is it S: It’s …. … T: What’s your hobby S: I like … … T: What do you like doing S: I like … … . T: I like travelling. I went to lots of places last year. I went to Beijing for my summer holiday. I visited the Great Wall. Do you know any famous places in Beijing Step 2 PresentationT: Do you know the places of interest 学生试着说出北京的一些著名景点 （出示新词汇的图片）S: ….T: Where did you go for your summer holiday S: I went to ….T: What did you do there S: I visited … … .We know something about summer holiday. Do you remember these festivals 图片出示五下学过的节日名称提问：Where did you go for … What did you do for the holiday 在这个环节中追问：How was your holiday 引导学生回答：It was … … .4.图片出示国庆节的图片T: Do you know this holiday S: National Day holiday. 教授：National Day holidayT: The Ss came back to school after the National Day holiday. How were their holidays Let’s watch a cartoon and find the answer.T: Our good friend, Liu Tao went to Shanghai for National Day holiday. You can ask him to know more .What do you want to ask 引导学生问出相关的问题？(Tip:. When/Where/what…do)S: 自读P.26课文，找到所有问题的答案，并读一读,了解含义。Let’s read.T : How was Liu Tao’s holiday S : It’s ________.(wonderful/great fun)T : Liu Tao had a good time. He didn’t stay at home at that time. So he didn’t answer the phone.Who called him S :Mike.7.T :How was Mike’s holiday 自读27页课文，找出关键词，完成Mike的国庆假期。T: 引导学生学习catch 的过去式caught.T: Where is the fish now S: Mike ate it.S: 跟录音朗读课文中的相关内容。Step 3 Consolidation and practiceWe know about Liu Tao and Mike’s National Day holiday. Do you want to know Miss Jin’s National Day holiday You can raise some questions to get the information.给出问题模板，让学生来参照。2.T: How about your National Day holiday Try to write something. You can use the words there.T: This time, please try interview your partner, and finish the passage here. You can use these questions to get the information.Step 4 Homework1.Read this dialogue after the tape.2.Try to retell this dialogue.3.Write an interview about your friend’s last summer holiday and share with each other.
作业设计 1.Read this dialogue after the tape.2.Try to retell this dialogue.3.Write an interview about your friend’s last summer holiday and share with each other.
板书设计 Unit3 Holiday funholiday, National Day, call, Bund, Tian’anmen Square, Palace Museum, Summer Palace.What did you / he do for the holiday I / He …Did you / he … Yes, I / he did. / No, I / he didn’t.
教学后记 Free talk的导入中，Where did you go for the holiday 学生能够比较好地陈述，但是在What did you do 的问题中，由于前面铺垫的内容比较少，学生能说的也就比较少，甚至遇到了冷场。课件中出现的四个节日是上个学期学过的，本来以为学生能够有话可说，但是在实际操练中发现学生其实对于之前学习过的知识遗忘比较多，也不能进行有效应用，特别是在提出第一个问题”What did you on Double Ninth Festival ”本来就是学生比较陌生的节日，时间也离得比较远了，因此问题下去孩子们都不知道要怎么来回答了。故事教学采用了详略分配。在Liu Tao的内容部分是详细讲的，通过一系列的带问题读，自读，划关键问题，让学生能够来提炼复述。而Mike的部分是让学生自读来学习，并能够完成复述。在这个过程中，学生自主学习的时间是比较多的，但是学生知识局限在课文文本中， 并没有触发学生真实的生活经验，因此在后面的升华环节中，学生的可用素材比较少。第三部分是在学生已经能复述文中的假日活动后，进行的一个由老师到个人再到他人的一个语段。但是对于学生来说难度略大，特别是在前面部分并没有铺垫太多的语料，学生并不能写出很多的内容，有部分孩子根本无话可说。在第一课时的教学中还是应该多以说促写，多说，触发学生的生活经验，真实的语言才能在课堂中流动。