论文 (3).doc

Unit3 Holiday fun(Story time)教学设计句容市葛村中心小学 郭娟 212431一、课题：译林版英语六年级上册Unit3 Holiday fun Story time第一课时二、教材简介：本课围绕“假期趣事”，国庆假期结束后，Liu Tao和Mike交流自己在假期的活动，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? What did you do ? Did you .? Yes, I did.等日常交际用语。三、目标预设1.知识目标（1）能通过联想、迁移、构词法等学习策略初步掌握过去式：gowent, visit-visited, see-saw, pick-picked, catch-caught, eat-ate及词汇：bund, museum.（2)能在具体的情景中运用句型：Where did you go? What did you do? Did you ? 提问并用过去式结构回答，并运用这些句型就节日话题与他人交流。2.技能目标（1）能模仿课文录音，增强英语语感。（2）能尝试运用英语描述发生在过去的行为。（3）能借助图片和文字听懂、读懂和朗读课文，能对课文进行提问3.文化意识能享受生活，享受假期，体验假期旅游中的趣事。四、教学重点：借助图片，通过预测故事、完成连线、填空，同桌相互对课文提问，学生能理解课文。教学难点：通过不同形式的读、根据板书复述课文，学生能用正确的语音语调朗读故事或表演故事。五、设计理念：1.体现英语的价值性：学生的英语学习内容应当是现实的，有意义的、富有挑战性的。通过假期趣事这个素材，吸引学生的注意力，激发学生主动参与学习活动的热情。2.体现学生的主体性：本着学生为主题的思想，敢于放手，让学生的多种感官参与学习活动，让学生在讨论中进一步体验节假日中的趣事。3使学生形成自身技能：给学生提供了充分的自主探索的空间，引导学生利用自身的经历自己去发现和交流，使学生在思维的碰撞和交流中得出结论。六、设计思路：在本节课的设计中，我着眼于学生的发展，注重发挥多媒体教学的作用。通过课件演示、观察思考、探究意义、归纳比较、提高运用、小结拓展等环节让学生获取知识，发展能力。通过设置不同的问题情境，大大增强了学生在生活情境中感受英语知识的能力。七、教学过程Part One Pre-readingStep1.Warming-up and presentation1Sing a song: Old Macdonald had a farm. Then the teacher asks SS a quesiton: What did you see just now ?引导学生说：I saw2Playing a game: 信息大碰撞（出示一些爱好及节日类图片，让老师或学生来猜彼此的爱好或最喜欢的节日）T: Im your new English teacher .I want to know something about you. Do you want to know something about me?S: Yes.T: Great! Now, lets play a game to know each other. The game is Bingo Game: 如果你猜对了，就说Bingo Game. Ready? Go!T：This time, lets talk about some holidays. (学习新单词holiday,并在黑板右上角板书)Whats your favourite holiday? Look and think. (师与一生先交流)T：Do you know my favourite holiday? （生猜）Yes，because there is a long holiday.T：I like travelling and taking photos in my holiday. Do you want to enjoy my photos?Step2. Leading intoShow the topic and let the students read itT: Was it fun? Today we are going to learn Unit3 Holiday funStep3 PredictionT: Our friends , Liu Tao and Mike came back to school after the National Day holiday. What do you want to know? You can ask ：What, Where, How，When.?小组内提问，一个同学汇报你们的问题。T: I love your questions. Here is my question. Where did they go? Can you guess? Library, park, cinema, zoo?小组内猜测。预测Mike和Liu Tao 国庆节去的地方。Part Two While readingStep1 整体感知Listen and answer:1.Where did Mike go ? 2. Where did Liu Tao go?Step2分层理解What did Liu Tao do there?教师利用插图呈现两个景点，让学生预测Liu Tao在上海做了什么？PPT出示动物园、公园，外滩，博物馆图片及单词，教学bund和museum，接着让学生细读课文28页，打勾，一起完成填空，说出来。（可以先请几名学生说）What did Mike do with his family on the farm?T: Did he catch any fish?出示 He caught a big fish.教师利用插图让学生说一说，接着让学生细读29页，先填表格再总结。We know Mike called 刘涛，and they talked about their Holiday，but Why did Mike call Liu Tao? This time，lets watch the cartoon。Step3整体Read and judgeAsk and answer.同桌间进行提问比赛，教师先交代比赛规则，即两人轮流发问，对方回答。请一组男女生PK，黑板上标星评价！ Step4 Listen and imitate让学生看文本听音模仿跟读，在跟读过程中教师要注意指导学生的朗读，注意纠正学生不准确的读音。Step5 Happy readingPart3 Post-readingFill in the blanks（第三人称）Step 3 Make a new story结合照片，小组内选一人，试着编一个新的对话故事。Eg：A: Where