小学英语牛津译林版六年级上册Unit 3 Holiday fun第4课时教学设计

Unit3 Holiday Fun （Period 4）

Teaching contents教学内容：

Sound time, Checkout time &Ticking time

Teaching aims and objectives教学目标：

1. 能听懂、会读、会说日常交际用语:  Where did you go? I….

Did you…? Yes, I did. No, I didn’t. What did you …?I ….

2. 能熟练运用本课所学的词汇过去式和日常用语来询问有关节日做了哪些事。

3. 能初步根据提示写出过去所做事情的短文。

4. 能正确使用降调来朗读句子。

Focus of the lesson and predicted area of difficulty教学重难点：

1. 能熟练运用本课所学的词汇过去式和日常用语来询问有关节日做了哪些事。

2. 能初步根据提示写出过去所做事情的短文。

3. 能正确使用降调来读句子。

Preparation课前准备：

挂图，头饰，多媒体（PPT）

Teaching procedures教学过程：

Step1 Warm up

1. 学生表演对话，要求用已经学过的语言编演。

2.  Do you want to take part in the programmer? If you want the ticket, you should fininsh the game.

Step2 Presentation

1. Review the text.

T: Do you remember what did Mike and LiuTao do on the holiday?(教师展示一些有关课文的图片，启发孩子的记忆)

S: Yes.

T: Introduce the rules. Say yeah yeah yeah,或者no no no.

2. 出示图片录音引导学生问答。

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

S: Because Mike ate them.

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

Watch and answer:

What does Mike want?Let’s have a look.

S:Mike wants an orange and a fish.

T: Look at the signs here.（注意读音的降调符号，提示学生在肯定句和感叹句要用降调来读）

S: （跟读句子，齐读句子）

完成ticking time中的一项。

Step3 Checkout time

1. Write and say

T:Congratulation! Now you get the ticket.

There are nine eggs here, You can choose one. Maybe you can get some presents,and maybe not.you should answer some questions.Let’s look.

1. (砸到空的金蛋，需要看图完成填空，才能获得3颗星。)

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

2. 选一人作答，然后齐读。

2. Think and write

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

S:Yes, we do.

a.  Ask and answer.

T:Last 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

b.  Try to wirte.

T: I know a lot about your holiday. Do you want to know something about my holiday. S: Miss Ang, where did you go? What did you do ?...

（给予学生时间相互讨论想问的问题）

T: I went to  BeiJing for the holiday.

I saw 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，给予学生后面写作做个示范)

Step 4 Consolidation

1. 再次仿照范例将对话改编成自己的短文。

                               My holiday

I went              for the holiday. I saw                  there. I                                    . It was great fun,

展示并完成ticking time中内容。

Homework:

1.向你的家人或者朋友说说自己在节日中做的事情。

2.根据课堂范例，尝试写出自己节日中所做的事情。

Blackboard design板书设计： 

Unit 3 Holiday fun

I went to  BeiJing for the holiday.

 I saw the summer palace.

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

It was great fun.

教学反思：

在指导学生进行作文的过程中发现，培养学生养成规范的书写习惯很重要。英文是拼音文字，与汉字截然不同，与汉语拼音字母也有许多差异，因此要让学生及早了解这一点，严格按照英语的要求书写出一手漂亮、流利的英文。需要强调的是，有些学生在书写时往往忽视具体的要求，如大小写混淆、单词之间无间隔、标点符号漏写或错写、增减单词中的字母，造成词不达义、句不达义的尴尬现象。拼背单词时，都应要求学生先读一遍单词，再拼读字母，然后再读一遍单词。培养学生拼读单词的良好习惯，十分有益于学生认读单词，正确拼写单词。从三年级学写字母时，教师就应十分重视培养学生按照规范笔顺书写，在四线三格中位置正确书写。小学生由于写汉字的习惯，横平竖直，有棱有角有顿笔，四方端正，因此，在书写英文时，常出现直、方、角现象。对此我们进行研究，运用“比较法”教学，及时指正，教学效果很好。随着学习的进展，进入高年级后，教师应继续坚持不懈地抓好单词、句子、段、篇的书写及标点符号的正确使用，切实做到英文书写规范、美观，使学生养成良好的书写习惯。