六上unit2what-a-day-Story-time教案.doc

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1、六年级上册 第二单元第1课时 教案Teaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 学生能初步理解并且会听、会说、会读和会拼写单词短语：cloudy, rainy, sunny, windy和会运用句型：It was sunny/cloudy/windy/rainy.和I/We/He/She brought/saw/flew 。2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, r

2、ain。3. 学生能初步感知动词过去式的不规则变化及读音。4. 学生能初步感知天气表达的句型。5. 学生能够对英语书写日记格式有一定的了解。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy, rainy,sunny, windy和会运用句型：It was sunny/cloudy/windy/ rainy.和I/We/ He/She brought/saw/flew 。2. 学生能初步听懂并且会说、会读单词show, interesting

3、, weather, high, honey, ant, bee, cloud, sky, rain。教学难点：1. 学生对本课重点词汇的听、说、读、写。2. 学生对本课天气表达的句型的掌握。3. 学生对动词过去式的不规则变化的认读。Teaching procedures 教学过程Step 1 Song timeT: Hello, boys and girls.S: Hello, T: Do you like singing? Lets enjoy the song Rain rain go away.(播放歌曲，学生欣赏视频歌曲并跟唱)T: How is the weather in the

4、 song?S: Its rainy. (学习新词，跟读，拼读并板书图片和单词以及It was.)T: There are some other weather. （拿出提前准备好的天气图片,并学习sunny,windy,cloudy天气词汇，板书单词与图片）【设计意图：让学生体会天气的表达方法，带动学生在课堂开始时的学习热情，同时也学习了天气词汇，为下一步学习减少了障碍。】Step 2 Lead-in1. T: Well, boys and girls. We know some weather now. Could you tell me todays weather. Whats the

5、 weather like today? S: Its windy and cloudy. T: Yes, thats right. What was the weather like last Sunday? S: It was rainy. T: Yes, thats right. It was rainy. And I watched TV at home. What did you do last Sunday? (PPT提示，Free talk师生问答)【设计意图：由天气引入上周末做的事，利用简单的对话，让学生感受过去做的事，感受时态的变化，为Story time的学习做铺垫。】2.

6、 T: Yes, we did many interesting things on Sunday. Yang Ling also did some interesting things at the weekend. Do you want to know more about her weekend?Now lets Unit2 What a day!(呈现标题，板书并跟读学习)【设计意图：教师谈话自然而然地引出Story time。】Step 3 Story time1. Learn how to write a diary T: (出示杨玲的照片) This is Yang Ling.

7、 She likes writing diaries.I like writing diaries too. Do you like writing diaries? S: Yes.T:Do you know how to write stories?(和学生谈话交流，并总结，PPT呈现三条写日记重点：date; weather;special things并板书。)【设计意图：让学生回顾和了解写日记的要点，为学习本篇杨玲的日记做好铺垫打下基础。】2. Skipping reading.(略读)A:Look and sayT: Look at the pictures and the whol

8、e diaries. What can you see in the picture?S: I can see (根据学生的回答，教授新词in the sky, some drinks, black clouds) T: Look at the whole diaries. Can you find out the date. S: Yes.Its the 20th of September. (PPT呈现日期和读音，教学英语日期的读法，渗透英文日记的书写格式)【设计意图：学生通过观察图片和整体内容初步了解日记内容，同时解决了部分词汇，为进一步完成日记打下基础。同时也解决了写日记的第一步日期。

9、】 B.Watch and answer.T:We know the date now. Lets learn the second point:the weather.Now please watch the video and answer one question for you. Was it sunny all the day?(PPT呈现，让学生清晰问题)After watching the video, ask ss to answer. C.:Listen and choose.Ss listen to the tape and try to choose the weathe

10、r words appeared in the text.T: OK, can you give your answer.S: Its. D.Read and underline. T:Now please read quickly and try to underline the sentences about the weather in Yang Lings diaries. Are you ready? Can you give me your answer?S:It was sunny in the morning.S: Then, the weather became windy

11、and cloudy.S:In the afternoon, there were black clouds in the sky. It rained.T:Can you read the sentences? Teach the past tense: became ,rained. And read the sentences.【设计意图：学生通过观看卡通、整体听力、速读等方式学习日记第二要素：天气，同时解决了部分词汇，感知了部分动词过去式，为进一步完成日记打下基础。】3.Intensive reading 精读T:We have learned the weather in Yang

12、Lings diaries. Now lets go on learning the things in the diary.Please read carefully,find out the activities happened in Yang Lings diary and finish the blank.TimeWeatherActivitiesIn the morningsunnyThenwindy& cloudyIn the afternoonrainy (1) T: What did they do in the morning? S: The children went t

13、o the park by bike. T: What did they do in the park? S: There was a parrot show in the park. They saw some interesting parrots. (2) T: What did they do then? S: They flew kites high in the sky. (T: It was windy, so they flew kites high in the sky, right? 教授high)(3) T: What was the weather like in th

14、e afternoon? (教授in the afternoon) S: There were black clouds in the sky. It rained. T: How were the children? S: They were hungry and wet.(4) T: Did the children bring lunch? S: Yes. T: What did they bring? S: They brought some dumplings, some bread and honey and some drinks. T: Why were the childre

15、n hungry? S: Because there were some ants and bees on the bread and honey. T: What a pity! So they could not eat their lunch. (教授cancould)(教师问答，让学生找出答案，并且PPT呈现链接的课文内容，答案有依据)【设计意图：学生再次阅读Yang Ling的日记，详细了解了他们那天的活动和状况，进一步巩固了用动词过去式来进行口语交际的能力。】4. Consolidate and exercise. Read carefully again and finish t

16、he exercise. Read and order. Ture and false. Fill in the blanks of the whole text.(再次阅读课文，完成课后的练习，让学生找出正确和错误理由，PPT呈现链接内容。)【设计意图：学生进一步阅读课文，体现学生对文本的理解能力，同时培养学生正确阅读文本的习惯，进一步巩固。】5. T: What do you think of her day? Happy? Interesting? Terrible? Bad? (引出What a day!，这个句子可以应用在很多的场景中，它可以根据上下文翻译为“多么糟糕的一天！”“多么

17、忙碌的一天！”“多么美好的一天！”等) T: Read the title together.【设计意图：让学生根据对整篇日记的理解来判断题目的意思，有助于他们更好地理解这句话，从而运用到以后的学习中去。】6. Reading time(播放录音，跟读课文，先整体阅读，再分段阅读) Ask students to act out the text.7. Writing time. (PPT呈现本课刚开始的写日记思路与要点，并结合板书内容初步指导学生英文日记的写法，PPT呈现简要的大纲与范文例句)【设计意图：学完杨玲的日记后，能够初步认知和了解英语日记的写法，学生课后可尝试书写，有时间在课上展示

18、，达到学以致用的目的。】 8. Summary.Today we learn some things about the English diary.Try to write down what happened every day and enjoy your life. Homework 家庭作业1. Listen and read Story time three times.2. Try to retell the diary according to Yang Lings pictures.3. Copy the weather words and the verbs of past

19、 tense.4. Collect more words about weather.Teaching aids 教学准备（含板书设计）教学准备：PPT课件、单词卡片板书设计：Unit 2 What a day!Sunday, 20th SeptemberIt wassunny. Diary: Datecloudy. Weatherwindy. Special thingsrainy. 说课在本节课导入部分，以歌曲导入新知，让学生通过“Rain rain go away”这首歌曲动画体会本单元天气词汇的意思，课前几分钟的歌曲学习不仅能带动学生课堂开始时的热情，也为后面的学习进行了铺垫。此部分所

20、用的“Rain rain go away”歌曲为网络资源，教师可以根据自己的需要调整歌曲，也可以选用四年级下册Unit 5中的歌曲“A sunny day”。由天气话题引入上周做的事，利用简单的对话，让学生感受过去做的事，感受时态的变化，为Story time的学习做铺垫。接着自然引入本课。和学生交流写日记的三要素：日期、天气、事情。以此为本节课的线索，逐一突破杨玲的日记。通过略读课文看图片等方式结局杨玲日记的日期；通过看卡通、听听力和大体略读等环节解决了杨玲日记的天气；通过精读的方式解决杨玲日记的具体事件。按照该思路将杨玲的日记渗透，让学生一目了然本篇日记。最后教师通过提问，顺利点题，让学生通过自己对整篇日记的理解去猜测题目“What a day!”的意思，在学习过程中也渗透了英文日记的书写格式。