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小学英语译林版六年级上册Unit2 What a day!《Story time》

优质课公开课教案教师资格证面试试讲教案

1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, rain。

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。

2学情分析

学生已经初步学习一般过去时,本单元的话题是谈论天气和周末活动,以日记的形式记录了Yang Ling周末的一天,让学生进一步认识和理解一般过去时的用法。

3重点难点

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, weather, high, honey, ant, bee, cloud, sky, rain。

3. 学生对动词过去式的不规则变化的认读。

4教学过程

4.1第一学时

4.1.1教学活动

活动1【活动】story time教学过程 T: How is the weather today? S: It’s ?

(根据当天的天气情况回答,适时地学习sunny, windy等天气词汇)

【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-in

1. T: Well, boys and girls. Would you like to know something about me? Two days ago, I was in Shanghai. Do you know Shanghai? It’s a big and beautiful city. But now I am in Suzhou. It’s beautiful too. (复习was以及ago)

【设计意图:利用简单的两句话,区分时态的不同,为Story time的学习做铺垫。】 2. T: Would you like to know more about me? Look at the screen, you can choose one part to guess what I like. (呈现Food, Animals, Hobbies三个话题) S: Do you like ??/You like .., I think./You like ?, right? T: Bingo! I like ?/Yes, you’re right. (在Food话题中引出本课相关单词dumplings, honey) (在Animals话题中引出本课相关单词parrot)

(在Hobbies话题中引出I like writing diaries very much.教diary—diaries) 【设计意图:设计信息沟,调动学生的兴趣猜测关于老师的信息,解决了一些简单的相关词汇,同时很自然地引出Story time。】 Step 3 Story time

1. Learn how to write a diary

T: (出示杨玲的照片) This is Yang Ling. She likes writing diaries too. (出示日记抬头部分)

T: This is a diary of hers. What day is it today? S: It’s Sunday.

T: What is the date? It’s the 20th of September. (渗透英文日记的书写格式) 【设计意图:星期和日期的学习可以在平时的教学中逐步渗透,每天点滴的认读学习,通过日积月累学生就能熟练掌握。】 2. Skipping reading 略读 A. Look and say

T: Look at the pictures in the diary. 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)

【设计意图:学生通过观察图片初步了解日记内容,同时解决了部分词汇,为进一步完成日记打下基础。】 B. Look and match

T: Look at the pictures. Match the pictures and the sentences. (在此过程中教授动词过去式的特殊变化形式:

go→went see→saw become→became fly→flew are→were) T: Read the sentences in the right orders. (学生按顺序朗读句子)

【设计意图:通过图片和句子匹配,学生了解了日记的大概内容,这个环节动词过去式的发音是难点。让学生将句子重新排序整理,有助于加强学生理解文本的能力。】 3. Read and judge

T: Here are some sentences about the diary. Open your books and read the diary by yourselves. And then judge the sentences. (PPT呈现判断正误,在判断过程中即时教授新词a parrot show及bring→brought)

【设计意图:学生泛读日记,通过对日记的初步理解作出句子判断,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。】 4. Intensive reading 精读

(找出表达天气变化的句子,再过渡到事件变化的句子) (1) T: What was the weather like in the morning? S: It was sunny in the morning. T: What did they do?

S: The children went to 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: How was the weather like then? (教授then) S: The weather became windy and cloudy. T: What did they do?

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 the 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 children hungry? Time Weather Activities In the morning sunny

went to the park and saw a parrot show Then

windy& cloudy

flew kites high in the sky