小学英语新版-牛津译林版六年级上册Unit 3 Holiday fun教学设计

《英语》（六年级上册）

Unit 3 Holiday fun

Sound time, Checkout time & Ticking time

Teaching aims and learning objectives  教学目标

1. 学生能熟练掌握和运用语法知识：一般过去时的句型。

2. 学生通过做练习复习和巩固本单元所学词句。

3. 加强学生在朗读英语时运用升降调的能力。

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点：1. 能熟练运用本课所学词汇的过去式和日常用语来询问节日安排。

          2. 能正确使用降调来读句子。

教学难点：能初步根据提示写出过去所做的事情。

Teaching procedures  教学过程

Step 1 Warm-up

1. Free talk

(PPT出示学生以前拍的照片，大家自由交谈，老师指导过去式的读音和形式)

T: How old were you in the photo?

S: I was ten.

T: Where were you?

S: I was in Beijing.

T: What did you do in Beijing?

S: I ...

T: Did you go to Tian’anmen Square?

S: Yes.

(同桌之间或小组之间展开讨论，比比谁说得又好又多)

Step 2 Presentation

1. T: Let’s review Story time. (出示图片，引导学生问答)

T: Why didn’t Liu Tao have the big fish? (请学生讨论)

S: Because Mike ate it.

T: So Mike felt sorry about that. He wants to go to the farm again.

T: What does Mike want? Let’s watch and answer.

S: Mike wants an orange and a fish.

T: Let’s listen again, and try to fill in the blanks!

(学生边听边填空，填完之后自主朗读)

T: Look at the signs here. (呈现读音的降调符号，提示学生肯定句和感叹句要用降调来读，(学生跟读句子，齐读句子)

T: Good. Pay attention to these words. They’re the rhyming words.

→me, tree, me, sea

(让学生来对比不加降调符号和加了降调符号后的朗读效果，(完成Ticking time中相应的一项)

Step 3 Checkout time

1. Write and say

T: We know, on the National Day Mike got some fish and some fruit, and he was happy. Look at those children. They were happy too. What did they do in the holiday?

(呈现小图)

(1) T: Let’s check the answer.

Picture 1  Mike and Liu Tao went to the Car Museum. They ( saw) many cool cars.

          短语：go to the Car Museum, many cool cars

Picture 2  Yang Ling and Helen (went to the cinema). They (watched) a new film.

          短语：go to the cinema, see/watch a film

Picture 3  Yang Ling (visited) Su Hai and Su Yang.

Picture 4  Miss Li (had/gave) a birthday party. She ( saw) many friends.

Picture 5  Tim visited his cousin Jim. They (played with toy cars).

          短语：play with…

Picture 6  Mr Green was at home. He (cleaned his / the car).

          短语：be at home= be in

(2) T: Let’s read the sentences together.

2. Think and write

T: Hello, class. They had a lot of fun in the holiday. Do you like the National Day holiday?

S: Yes, we do.

(1) Ask and answer.

T: In the last summer holiday, where did you go?

S: I went to…

T: How was your holiday?

S: It was…

T: What did you do there?

S: ….

(教师先问学生问题，接着让同桌之间相互询问, 请几组同学对话)

(2) Try to write.

T: I know a lot about your holiday. Do you want to know something about my holiday? (给学生时间讨论想要问的问题)

S: Where did you go for your holiday? What did you do? ...

T: I went to Beijing for the holiday. I visited the Summer Palace.

  There were many flowers and trees. I had a lot of nice food with my family.

  It was great fun. (教师边说，边板书句型，给学生后面写作做个示范)

Step 4 Let’s write

完成教材P35 Think and write                           

Homework 家庭作业

1. 试着仿照范例，编写有韵脚的歌谣。

2. 根据课堂范例，尝试写出自己和朋友节日中所做的事情。

Teaching aids  教学准备（含板书设计）

教学准备：教学课件、练习纸。

板书设计：                 Unit 3 Holiday fun

              I went to Beijing for the holiday.

I visited the Summer Palace.

There were many flowers and trees. I had a lot of nice food with my family.

It was great fun.

说课

    本课时单元的第五课时，教师将语音语调和片段描写结合在一起讲解，首先是为了避免单纯的片段描写教学的枯燥感。本课先由同桌和小组的讨论入手，再进入到对课文的复习，再由课文中的句子过渡到Sound time的内容，并通过学生的对比朗读，感受正确的语音语调，并由此进入学生的填空环节，再慢慢过渡到根据范例进行英语写作，整个过程层层推进，内容不断在旧知上翻新，学生不会感到枯燥，同时也减少写短文的畏难情绪，整节课的节奏把握比较适宜。