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1、译林小学英语6A Unit3 Holiday fun 一、教材分析本课的话题是谈论节日，通过Liu Tao和Mike的对话讲述在国庆节发生的事情，课文内容贴近学生现实生活，学生容易理解和接受。主要语言功能是引导学生尝试运用过去式描述过去发生的事情。在教学中，教师应尽可能地创设与实际生活相似的场景，引导学生运用本课所学内容谈论他们节假日所做的事情。在学生熟练听说的基础上，鼓励学生在日常生活中运用所学内容。“Where did you go for the holiday?” “ What did you do for the holiday ?” “Did you.? ”“ Yes, I did
2、.”等日常交际用语。注重社会交往和文化渗透，能够体现英语新课程标准的人文性和工具性。二、教学内容译林出版社义务教育教科书英语六年级上册Unit3 Holiday fun第一课时Story time.三、 教学目标1 .知识目标1）能听懂、会说、会读单词Bund 、museum、holiday以及掌握动词不规则过去式。2）能正确使用句型 “Where did you go for the holiday?” “ What did you do for the holiday ?” “Did you.? ”“ Yes, I did./No, I didnt. ”并运用这些句型就节日话题与他人交流。
3、2. 能力目标1）能听懂、读懂和朗读课文，能自然地给课文内容配音和表演课文。2）能尝试运用英语描述过去的假期生活，了解同伴的假期经历，进一步提高学生的综合语言运用能力。 3. 情感目标1）培养学生学习英语的兴趣，使学生树立学习英语的自信心。 2）培养学生的合作交流能力，共同完成学习任务。四、教学重难点1.教学重点1.能听懂、会说、会读单词Bund 、museum、holiday以及初步掌握动词不规则过去式。2.能正确使用句型 “Where did you go for the holiday?” “ What did you do for the hoilday?” “Did you.? ”“
4、 Yes, I did./No, I didnt. 并运用这些句型就节日话题与他人交流。3.能用不同的形式来复述课文，并表演。2.教学难点1.能正确使用句型 “Where did you go for the holiday?” “ What did you do for the hoilday?” “Did you.? ”“ Yes, I did./No, I didnt. 并运用这些句型就节日话题与他人交流。2.尝试仿照故事口头描述过去发生的事情。四、设计理念围绕真学课堂的设计理念，在教学过程中注重小组合作互助学习，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，将课堂与生活
5、相互结合。五、设计思路1、通过欣赏歌曲，师生之间的互动，调到学生学习英语的积极性，提高课堂气氛，拉近师生关系。2、通过自己的假期生活引出本课中的话题，学生的积极性很高。3、通过看、听、说、写以及小组合作形式来整体感知语篇意境，从而使学生能初步运用所学知识，并运用到现实生活中。六、教学工具 Smart课件 白纸 七、教学过程Step1 Warming up1) Enjoy s song ：Summer holiday设计意图：通过欣赏欢乐的歌曲，有助于调动学生学习英语的积极性，提高课堂气氛。同时为接下来揭题作好铺垫。2) Free talkT: Do you like this song?Ss:
6、 Yes, we do.T: This song is namedSummer holiday.Teach: holiday.T: We have great fun on holidays. Today well learn Unit3 Holiday fun.教师领读课题后问：Do you like holidays?Ss: Yes, we do.T: We know，a long holiday is coming, look at the calendar. October the first is the National Day. And the National Day holi
7、day lasts seven days. It is from the first of October to the seventh of October .T: What do you usually do in your National Day holidays?S1: I often.T: I took some photos last National Day. Look at these photos and you will know where I went for the holiday.Ss: Shanghai.设计意图：通过师生间的互动，拉近了学生和老师间的距离。并在
8、与学生自由交谈中，自然地引出“假期趣事”这一话题，为新课的展开作好铺垫。Step2: Presentation1）T: What did I do there? I visited the Bund , Shanghai Museum.教师根据自己上海旅游的照片教授单词 Bund Shanghai Museum2）T: My National Day holiday was fun .Do you want to know something about Liu Taos and Mikes National Day holidays(国庆假期)?3) T: Lets watch the ca
9、rtoon and answer: Where did Liu Tao go? Where did Mike go?4) Check out the answers设计意图：引导学生看动画回答问题，既集中了学生的注意力，又在听的过程中提高了学生整体感知语篇的能力和概括能力。5) T: This time open your books, read the text, and then underline the answer.What did Liu Tao do in Shanghai？What did Mike do with his family on the farm？Did Mike
10、 catch the fish?Why did Mike call Liu Tao？Did Mike catch the fish?6）Ask and answerTeach : catch(过去式)caught7) Listen to the tape and follow it. Pay attention to the pronunciation and intonation8) T: This time is reading time ,you can choose one ( A Read in groups . B Read in roles .C Dub for the text
11、)设计意图：听录音跟读课文，让学生模仿正确的语音语调，培养英语语感，加深学生对课文整体印象。让学生带着问题自主阅读，学会从文章中搜索相关信息，在同桌合作讨论交流后全班进行反馈，让每个学生都有发言的机会，做到人人参与。通过不同形式来表演课文，既做到了人人参与，又提高了课堂气氛。Step3: Consolidation1) Retell the storyMike and Liu Tao talked about their National Day holiday.Liu Tao went to . , he visited.Mike went to . , he .What great fun
12、!教师可以根据板书设计示范，再请学生来复述设计意图：通过板书设计来复述课文，既避免了枯燥无味的背诵课文。又检查学生对本堂课知识的掌握。2) Write a story T: Its was the first day after the National Day holiday. Mr Green asked the students to write a story about their holiday life. How do Mike and Liu Tao to write? Can you help them? I went to.for the holiday .I .设计意图：
13、高年级语篇教学侧重于对学生“写”的技能的培养。通过引导从而将语篇中掌握的词汇、语法和文化知识内化为自身的语篇综合素质。Step 4 Homework1. Listen to the tape and try to repeat it.2. Talk to your classmates about your National Day holiday.3. Write a story about your holiday life.设计意图：从学生的实际出发，设计由浅入深，由易到难的作业，能让学生的多种感官动起来，满足不同层次学生的需要。八、板书设计 Unit 3 Holiday FunA: Where did he/you go for ?B: He/I went(visited).A: What did he/you do there?B: He/I (ed).A: Did he/you ?B: Yes, he/I did. No, he/I didnt.
