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新版-牛津上海版六年级上册Unit 2 My summer holiday优秀教案及反思
展开Unite-based Teaching design
小学英语单元备课共享资源
Title: Book6A Module 1 Unit 2 My summer holiday
一、单元教学目标 （建议多使用英语课程标准中各级目标的描述语言）
语用任务 | 在summer holiday的语境中，理解和运用恰当的语言评价及介绍已过去的暑假生活。 |
知识与技能 | 1、理解和运用一般过去时询问、介绍和描述过去的情况。 2、学会运用英语知识完成任务的过程中，了解同学的暑假生活。 |
文化与情感 | 1、了解自己及他人的暑假生活，学会总结过去，规划好假期生活。 2、在小组活动中积极参与，养成合作学习、积极配合的好习惯。 |
方法与策略 | 1、理解和熟练运用所学语言进行表达与交流。 2、小组合作学习，共同完成任务。 |
二、单元基本架构
| Period 1 | Period 2 | Period 3 | Period 4 | ||||||||||||||||||||||||||||||||||||||||||||||
Objective 单课时目标 | 在Jimmy’s summer holiday的语境中：
| 在Jimmy和朋友谈论他们的暑假外出旅行的语境中： 1.熟练运用How was…? It was…I …(did)来评价及谈论暑假生活。 2.能初步运用一般过去时介绍自己的暑假活动。 3. 能初步掌握动词过去式的变化规则。 | 1、在第二课时Jimmy朋友介绍自己暑假生活的基础上，借助明信片谈论他人的暑假生活。 2、能较熟练运用一般过去时谈论他人的暑假生活。 3、能较好掌握动词过去式的变化规则。 | 1、能熟练运用一般过去时谈论暑假生活。 2、能较熟练掌握动词过去式的变化规则。 3、学会评价暑假生活，总结经验，学会规划寒假生活。 | ||||||||||||||||||||||||||||||||||||||||||||||
Topic 单课时话题 | Jimmy’s summer holiday | Jimmy’s friends’ summer holiday | Postcards from friends | Our summer holiday | ||||||||||||||||||||||||||||||||||||||||||||||
Content 单课时教学文本 | Alice： How was your summer holiday, Jimmy? Jimmy: It was fun. Alice: What did you do? Jimmy: During the summer holiday, I went to the beach with my family. We played ball games there and went swimming in the sea. I went to the museum by myself. Sometimes I did my homework and watched TV at home. I also visited my friends and went to the cinema with them. I had a good time in summer holiday! | Jimmy: What did you do in summer holiday, Alice? Alice: In August, I visited my uncle in Beijing. I went there by plane. I went to the Great Wall, Tian’anmen Square and the Palace Museum. I enjoyed my summer holiday. Jimmy: How about you, Peter? Peter: During the summer holiday, my family and I went back to the UK. We spent our holiday in London. We visited Big Ben and the British Museum. Everyone had a good time. Jimmy: How about you, Jill? Jill: During the summer holiday. I stayed with my grandparents in the countryside. I picked apples with my grandmother. | Look and read Think and write | Forms about summer and winter holiday | ||||||||||||||||||||||||||||||||||||||||||||||
Blackboard design 板书设计 | Unit 2 My summer holiday Period 1 Jimmy’s summer holiday How was your summer holiday? It was fun. What did you do?
I … | Unit2 My summer holiday Period 2 Jimmy’s friends’ summer holiday How was your summer holiday?
| Unit 2 My summer holiday Period 3 Postcards from friends
| Unit 2 My summer holiday Period 4 Our summer holiday
|
三、单课教学设计
Period 1
Procedures | Contents | Methods | Purpose |
Pre-lesson | 1.Phonics ：e→ bed pet a→ any many ea→ head bread 2. Sing a song: Over the bridge into the town. | 1、出示单词bed, pet, any, many head, bread，学生读后归纳划线字母、字母组合的发音。 2、全班一起唱Over the bridge into the town.这首歌。 | 1．通过读一读已学过单词，归纳不同的字母及字母组合发同样的音，帮助学生归纳、总结发音规律。 2．通过英语歌曲活跃课堂气氛，调动学生学习的积极性，同时培养学生学习英语的兴趣和英语语感。 |
Pre-task preparation |
(1) What do you do you in the school day, Jimmy? 2. Ask the Ss what they do everyday. |
|
2.引导学生用一般现在时描述日常做的事情，为接下来引入一般过去时的表达做好铺垫。 |
While-task procedure |
How was Jimmy’s summer holiday? What did Jimmy do on summer holiday？ 2. Listen and learn the words picture by picture: visited, went, played, watched, did 3. Guess what else might Jimmy do on his summer holiday? |
Questions: a. During the summer holiday, what did Jimmy do with his family? b. During the summer holiday, what did Jimmy do by himself? c. During the summer holiday, what did Jimmy do at home? d. During the summer holiday, what did Jimmy do with his friends? 在黑板上写上动词对应的过去式。 3. 运用学过的知识，猜一猜Jimmy在暑假还可能做了哪些事情。引导学生用：Maybe he did …来回答。 | 1. 第一遍听录音，图片引领，初步感知文本，找出Jimmy暑假都做了哪些事情。 2.第二遍听录音，根据图片及问题的提示，用简短的话语对所听及所见内容进行描述。同时将文本中的动词过去式写在黑板上，与前面所写的动词现在式作对比，初步感知一般过去时的意义和动词过去式的变化规则。 3.通过问题引导学生尝试运用所学的过去时变化规则新知猜一猜Jimmy还做了哪些事情。 |
Post-task activity | 1. Conclude the past forms of different verbs. 2.Lookat the paper sheet and talk about Jimmy’s summer holiday: It was… During the summer holiday, I… I like summer holiday very much! 3. Tick the phases and talk about what the Ss did in summer holiday.
| 1.根据板书总结出哪些动词过去式是规则变化，那些事不规则变化。 2.根据表格复述Jimmy的暑假生活。 3.对照Jimmy的暑假，勾出暑假活动的词组，并尝试用过去时说一说暑假做了哪些事。 | 1.从初步感知动词的过去式，到总结过去式的规则变化及不规则变化，帮助学生感知一般过去时的意义，同时知道动词过去式一般是动词后加ed，但也有不规则变化。 2. 通过总结Jimmy的暑假活动，并结合自己的暑假生活，不断巩固练习动词过去式的运用。 |
Assignment | 1. Read the dialogue between Alice and Jimmy. 2. Talk about Jimmy’s summer holiday according to the paper sheet. 3. Talk about one’s own summer holiday according to the phrases he/she ticks. | ||
Period 2
Procedures | Contents | Methods | Purpose | ||||||||||||||||
Pre-lesson | 1.Phonics ：a→ any many a→ dad back apple black 2. Sing a song: Over the bridge into the town. | 1．出示单词any many dad back apple black，学生读后归纳划线字母a的发音。 2、全班一起唱Over the bridge into the town.这首歌。 | 1．通过读一读已学过单词，知道并理解同一个字母在不同的单词中会有不同的发音。 2．通过英语歌曲活跃课堂气氛，调动学生学习的积极性，同时培养学生学习英语的兴趣和英语语感。 | ||||||||||||||||
Pre-task preparation |
1) Show Jimmy’s paper sheet. Ask: What did Jimmy do in summer holiday? 2) Q: How was your summer holiday? What did you do in your summer holiday? | 1.根据第一课时关于Jimmy暑假生活的练习以及对个人暑假所做事情勾出的活动，尝试用一般过去时描述过去的活动。 | 1.通过对关键信息的回顾，尝试用完整的语言进行描述，有效提高学生口头表达能力。 2.复习Jimmy在家的暑假活动，为本课时引入暑假外出旅行的主题做好铺垫。 | ||||||||||||||||
While-task procedure | 1. Lead in: Did Jimmy travel in his summer holiday? But his friends did. 2. Listen and write down ‘places’ in the form.
| 1.对Jimmy的朋友暑假外出旅行创设语境。 2.听第一遍，填写Jimmy的三个朋友暑假都去了哪些地方。
3.第二遍听文本，根据所给出的活动，选择后填写入表格内。继而展示图片，学习景点：the Great Wall, the Palace Museum, Tian’anmen Square, Big Ben, the British Museum | 1.通过问题引导，创设语境，为暑假旅行进行铺垫。 2.初步感知新文本，通过听录音，找出关键的信息点。
3.再次感知文本，获取更具体的信息，由于此处有本课核心词汇，只需要学生能选出并不需要拼写。通过出示对话，学习关于北京及英国的部分景点。拓展更多的世界著名景点。欣赏世界之美，拓展国际视野。 | ||||||||||||||||
Post-task activity | 1. Role-read the dialogue. 2. Fill in the form with Ss’ trip in summer holiday. | 1.分角色朗读对话。 2.对应上面填写的表格，填写个人暑假外出旅行的地点、活动及感受。 | 1.通过朗读对话，进一步巩固一般过去时的用法。 2.从文本回归到现实生活，While-task部分为学生搭建框架，帮助学生借助表格内关键信息，模仿所给文本进行语言的整体输出。 | ||||||||||||||||
Assignment | 1. Read the dialogue. 2. Talk about one’s trip according to the form. | ||||||||||||||||||
Period 3
Procedures | Contents | Methods | Purpose |
Pre-lesson | 1. Sing a song: Over the bridge into the town. 2. Phonics ：e→ bed pet a→ any many ea→ head bread a→ dad back apple black 3. Listen and circle. | 1.歌曲热身
2.复习已学的字母及字母组合发音，列举出更多有相同字母/字母组合发同样的音素的单词。
3. 听录音，圈出句子中听到的那个单词。 | 1.激发兴趣，调动热情，进入学习状态。
2.通过复习已学过的两个音素，拓展到更多的单词，帮助学生归类。
3.在句子中进行辨音，比单纯的单词辨音简单，而且有助于学生通过情景理解单词的含义，符合语言认知规律。 |
Pre-task preparation | 1. Show the form and talk about Jimmy’s friends’ summer holiday.
2. Show one’s form about the trip in summer holiday. Talk about it with past tense. | 1.通过上一课时的表格用一般过去时描述Jimmy的朋友们暑假外游的活动。 2.回顾上一课时的作业，用一般过去时描述各自的暑假旅程。 | 1.复习旧知，巩固对一般过去时的理解与运用。 |
While-task procedure | 1. Lead in: Jimmy receives postcards from his friends Jill, Alice and Peter.
2. Listen to Jill’s summer holiday and show her postcard to Jimmy. | 1.以Jimmy收到朋友们暑假去旅行的明信片，学习明信片的格式。 2.通过Jill对暑假生活的描述，引出她写的明信片。 | 1.通过创设情境，引出明信片这一话题。
2.通过完整的语段，转换成Jill给Jimmy写的明信片，又以第三人称描述转换成第一人称对过去事情的描述。 |
Post-task activity | 1. Read Alice and Peter’s trip in summer holiday and complete their postcards to Jimmy. 2. Write the Ss’ own postcards to friends according to the paper sheets of Periods 1 &2.
3. Recieve friends’ postcards and talk about their summer holiday. | 1.通过Jill的明信片为例，读描述性文本，完成Alice和Peter的明信片。 2.以上两课时所填写关于自己的暑假活动的paper sheet，给朋友写一张暑假生活的明信片。 3.通过朋友送来的明信片谈论朋友的暑假生活。 | 1.通过Jill的范例，帮助学生从文本转换到明信片的书写。
2.结合上两课时对自己暑假生活的总结，将关键信息运用一般过去时对暑假生活进行描述。
3.再次通过明信片的信息，描述他人暑假生活并进行评价。 |
Assignment | 1. Talk about friends’ summer holiday with postcards. 2. Bring photos of one’s summer holiday. | ||
Period 4
Procedures | Contents | Methods | Purpose |
Pre-lesson | 1. Listen and fill in the blanks with words in ‘Learn the sounds’ to complete the poem. 2. Read the poem. | 1.通过听录音，填空完成小诗。 2.齐读小诗。 | 1.通过听录音，填空完成小诗，巩固对本课所学音素及单词的掌握及运用，同时检测学生对相似音素的辨认。 2.通过齐读小诗，感受小诗的韵律。 |
Pre-task preparation | 1. Show the postcards from Jill, Alice and Peter to talk about their summer holiday. 2. Show postcards from friends and talk about summer holiday. | 1.出示Jill, Alice and Peter的明信片，复习上一课时学习内容。 2.出示朋友送来的明信片，用一般过去时谈论他人的暑假生活。 | 1.通过上一课时内容，回顾文本，巩固一般过去时的掌握。 |
While-task procedure | 1. Show photos. Talk about summer holiday with answering: How was your summer holiday? What did you do in your summer holiday? 2. Write about ‘My summer holiday’. 3. Share. | 1.展示暑假的照片，通过借助第一、二课时所填写的paper sheet来谈论暑假生活。 2.对照片、所列举的活动收集后，进入写作训练。 3.写作完成后，进行小组内分享。 | 1.作为第四课时，结合前面三个课时学生对自己暑假生活的活动的回顾，通过回答两个问题，用完整的语言、正确的时态描述暑假所做的事情，同时对暑假活动进行评价。 2.以主题下列出的关键信息为蓝本，用正确的语言进行描述，帮助学生进行写作的训练。 3、小组内的分享与交流帮助学生更好地训练口语表达能力及增强自信。 |
Post-task activity | 1. Conclude the life in summer holiday, arrange winter holiday. 2. Further reading. | 1.对暑假生活进行评价，学会规划寒假生活。 2.主题下的拓展阅读。 | 1.对高年级的学生来说，既要回顾过去，也要学会总结经验，做好假期生活的规划。 2.对高年级学生来说，主题下的拓展阅读有助于增加学生的阅读量。 |
Assignment | 1. Writing ‘My summer holiday’. 2. Share to parents. | ||
四、阅读素养评价
A
It’s September and we are back to school. It’s good to see all my classmates and teachers again. They are all fine and happy. We are in Grade Eight this term. There are twenty-six girls and twenty-eight boys in our class.
Mr Hu is our new English teacher and Mr Li will teach us physics. Physics is a new subject. I hear physics is not easy， but it’s interesting. I’m going to work hard on it. I’m good at maths， but I don’t do well in English. I like English. I’ll ask Lucy for help.
Lucy is my good friend and I can help her with her Chinese, too. I’m going to do my best this term. I think I can do better than last term.
判断下面句子正确与否，正确的写"T"，错误的写“F”。
1. The new term begins in September.
2. They are back to school， so they are unhappy.
3. They have five new subjects.
4. Lucy is good at English and Chinese.
5. Lucy can help me with my English.
B
One day, George Bernard Shaw met a lovely little girl in the street of Moscow(莫斯科). He liked the little girl very much. So he played with her happily. It was getting duck. It was time for them to say goodbye. At this time, George Bernard Shaw said to the little girl, “Go home and tell your mum you played with George Bernard Shaw today.” The little girl looked at him and said like an adult(成年人), “Go home and tell your mum you played with Anina today!”
When George Bernard Shaw heard this, he thought much. And he said, “No matter how great we are, we should be always modest(谦虚的).”
根据故事内容，判断下列句子正（T）误（F）。
（ ）1. George Bernard Shaw didn’t like the little girl.
（ ）2. The little girl was clever.
C
Read and think
Once there was an old farmer, with a horse which was almost as old as himself.
He set out one morning with his son to sell the horse before it died. Father and son walked, because the farmer did not want the horse to be too tired.
They met two men on the road who said, "Why are you walking, farmer? You have a horse, It's a long way to market(市场). "The farmer know that this was true, so he rode on the horse, while his son walked.
Then they met two old women, "What are you doing up there, farmer? Can't you see how tired boy is?" So the farmer got down, and his son rode instead.
Next, three old men stopped them, one said, "Why are you walking, farmer? Get up, It's too hot for an old man like you to walk today," So the farmer got up behind his son, and they rode on.
Some time later, a young woman passed them, "Why aren't you walking?" she asked, "It isn't far to the market. Give your poor horse a rest."
So the farmer, and his son, got down once again. It is a fact that you cannot please all the people all the time.
Q: What should the farmer do with his son and the horse?
D
Read and answer
These days, people who do manual work often receive far more money than people who work in offices.
People who work in offices are frequently referred to as "white-collar workers' for the simple reason that they usually wear a collar and tie to go to work. Such is human nature, that a great many people are often willing to sacrifice higher pay for the privilege of becoming white-collar workers.
This can give rise to curious situations, as it did in the case of Alfred Bloggs who worked as a dustman for the Ellesmere Corporation. When he got married, Alf was too embarrassed to say anything to his wife about his job.He simply told her that he worked for the Corporation. Every morning, he left home dressed in a smart black suit.He then changed into overalls and spent the next eight hours as a dustman. Before returning home at night. He took a shower and changed back into his suit. Alf did this for over two years and his fellow dustmen kept his secret Alf's wife has never discovered that she married a dustman and she never will, for Alf has just found another job. He will soon be working in an office. He will be earning only half as much as he used to, but he feels that his rise in status is well worth the loss of money. From now on, he will wear a suit all day and others will call him 'Mr. Bloggs', not 'Alf'.
1. Why did Alf want a white-collar job?
2. What’s Alf’s secret?
3. Will his wife discover his secret? Why?
五、推荐阅读
1. 推荐阅读绘本：My holiday Mr Bear’s holiday
2. 推荐相关主题电影：《假期历险记》、《飞屋历险记》
设计思路：第一课时以主人公Jimmy在家度过暑假为语境，在复习旧知的基础上，引出本单元的新知：动词过去式的规则及不规则变化，学会把文本中的关键信息提取出来，并能根据这些关键信息初步尝试运用一般过去时描述过去已发生的事情，最后结合实际情况勾出暑假所做的活动并尝试用一般过去时描述；第二课时在第一课时谈论Jimmy暑假在家活动的基础上，创设Jimmy朋友暑假外出旅行的语境，在文本的感知中学习地点、景点等新知，学生通过听、读等活动理解文本，结合暑假外出旅行情况填写表格，并用完整语言进行描述；第三课时在Jimmy收到朋友们寄来的明信片为语境下，学习明信片的格式，外出旅行给朋友寄明信片，在此基础上根据自己的旅行经历完成送给朋友的明信片；第四课时学生回顾前三个课时对各自暑假生活所列举的关键信息，将这些信息转换成完整的语言，完成My summer holiday的写作。同时在总结、评价自己的暑假生活，学会规划寒假生活。本单元的四个课时实现从整体语言到局部信息，再对分散的信息从局部回归到整体，有效对学生从文本中提取关键信息、整合信息、到整体表达，达到完整口头表达及书面表达的提升。同时就本单元主题，培养学生学会总结过去、规划未来的能力。
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