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    Unit 2 What a day ! (Story time)(教案) 译林版六年级上册

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    新版-牛津译林版六年级上册Unit 2 What a day!教学设计

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    这是一份新版-牛津译林版六年级上册Unit 2 What a day!教学设计,共3页。
    1. T help the students master fur-skill wrds: sunny, windy, cludy, rainy, becme and fur-skill sentences: It was sunny / cludy / windy / rainy. I/ We/ He/ She brught/saw/flew …and s n.
    2. T train the students master the three-skill wrds: hney, weather, clud, rain, went, flew, saw.
    3.T perceive the irregular change and prnunciatin f past verbs.
    4. Be able t understand the cntents f the diary and describe yur life in the past day.
    【Imprtant pints】
    1.T help the students master fur-skill wrds: sunny, windy, cludy, rainy, becme and fur-skill sentences: It was sunny / cludy / windy / rainy. I/ We/ He/ She brught/saw/flew … and s n.
    2. Be able t understand the cntents f the diary and describe yur life in the past day.
    【Difficult pints】
    1.T perceive the irregular change and prnunciatin f past verbs.
    2. Be able t understand the cntents f the diary and describe yur life in the past day.
    3.Be able t understand statements in the past tense.
    【Teaching aids】
    PPT, learning list
    【Teaching steps】
    Step1: Warming up
    Review the wrds f the days:
    打乱顺序快速闪动星期类单词,学生大声读出来对应单词。
    2. The teacher and the students have a free talk:
    T: What day is it tday?
    S1:It is ….
    T: Last Friday was Children’s day. What did we d?
    Ss: We …
    T: Oh, what a day !What a happy day!
    (由复习星期类单词导入,为下一步学习日记做铺垫。引导孩子回忆六一儿童节的活动既在情感上拉近了与孩子们的距离,又借机复习了动词的过去式。这样既可以消除孩子们的紧张情绪,又可以旧带新,减少新知识的陌生感。)
    Step2: Presentatin and practice
    1.T:This is Yang Ling. She wants t jin us. D yu want t knw smething abut Yang Ling? What d yu want t knw abut her?
    学生发散思维自由提问,比如:Hw ld is she? Where des she live? What des she like? What’s her hbby? When is her birthday?…
    (“学贵有疑”,小疑有小进,大疑有大进,质疑是“思维”的路标、“创造”的基石。此环节教师引导学生自我“设疑―析疑―释疑”,鼓励学生大胆想象,敢于提出问题、思考问题、解决问题,并巧妙地设疑,创设刺激思考的情境,激发学生的创造性思维的火花。正如爱因斯坦所说:“提出一个问题往往比解决一个问题更重要。)
    Listen t the tape.
    2.Say smething abut Yang Ling :
    (1)Where des she live?
    (2) What’s her favrite fd?
    (3)What’s her favrite animal?
    (4)What’s her hbby?
    a. T:Yang Ling is gd at drawing .Ww, what beautiful pictures. Oh, they are very beautiful.
    The Ss read: sunny \rainy.
    b. There are many black cluds乌云.It is cludy.
    Teach: clud---cludy。
    The students read the wrds ne by ne.
    c. T:Lk, the wind is blwing and blwing. It’s windy.
    Teach: wind---windy---It is windy.
    d. They are all weather. Teach: weather
    Teach: What’s the weather like tday ?
    引导学生举一反三习得句型:What was the weather like yesterday?
    Ask and answer in pairs.
    Checkut time.(利用软件中的光荣榜对小组进行评价)
    T:What was the weather like last weekend?(S1)
    T:Yes,it is sunny. I went t the park by bike.
    Teach: went, flew(利用软件中的英汉词典功能教学单词)
    Make a sentence like this: It was …,I…
    e. Yang Ling likes writing diaries t.
    Teach: diary 日记---diaries(利用软件中的英汉词典功能教学单词)
    3. T:But hw t write a diary? Yu must write dwn the date, the weather and sme special things. Let’s read her diary.
    (1)T:It’s Sunny. What’s the date?
    领读:the 20th f September(9月20日)
    September the 20th(9月20日)
    讲解:写英文日记必须要在第一行写清星期、日期。
    (2)Watch the cartn.
    T:What was the weather in the mrning/then/afternn?
    Ss: It was…
    (3)T: What happened then? Please read the diary by yurselves. And try t find the past tense f verbs and circle them.
    学生自读课文,圈画课文中动词的过去式
    T:Wh can find them?
    Checkut time: Past 1 was/went/saw/became/flew…(教学单词:saw)
    Past 2 brught/were/culd/rained/…(教学单词:brught)
    4.T: Can yu read the past tense f the verbs?
    Read in grup.( 利用软件中的光荣榜对小组进行评价)
    5. Chse and cmplete.
    Wrk in grups.
    Checkut time:一组学生到讲台前与软件互动手动完成选择,软件判断答案正误。(利用软件中的光荣榜对小组进行评价)
    6.Listen and rder.
    The students listen t the Stry time and rder the sentences with their partners.
    T:I will give yu five minutes.利用软件计时。
    (教师应该在学生练习时适当开展限时活动,这样可以有效地提高课堂效率,有效运用限时能够使学生注意力更集中,更积极有效参与课堂教学。)
    Checkut time:利用软件随机选择一个小组与软件互动完成排序,并利用软件中的光荣榜对小组进行评价。
    7.Reading time.
    Chse the best way t read the text .
    Checkut time: Ask tw grups t read the text . (利用软件中的光荣榜对小组进行评价)
    8.Read in grup and judge.
    Checkut time. (利用软件中的光荣榜对小组进行评价)
    Step3: Cnslidatin:
    1.Fill the blanks in grups.
    It was in the mrning. The children t the park. They a parrt shw. Then the weather became and . They kites high in the . They sme fd and drinks t the park. But they sme ants and bees n the lunch, s they didn’t have lunch .In the afternn, there black cluds ,it . They hungry and wet.
    将一小组答案上传到屏幕中,集体订正答案。(利用软件中的光荣榜对小组进行评价)
    2. Summary evaluatin利用软件中的光荣榜对获胜小组进行总结,表彰获胜小组。
    3.结合具体语境,体会“What a day”的用法。
    4.T:What d yu think f Yang Ling’s day? Ss
    5.Write and share.
    T: What did yu d with yur family and yur friends last Sunday? Write abut it in yur diary.
    Check time.
    Step4: Hmewrk
    1.Try t make a mind-map.
    2.Try t retell the text

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