牛津译林版六年级上英语Unit2 Story time教案

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1、Unit 2 What a day!Story timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 学生能初步能理解并且会听、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,

2、 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。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/flew2. 学生能初步听懂并且会说、会读单词

3、 show, interesting, 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, Miss He.T: Do you like singing? Lets enjoy the song How is the weather? (播放歌曲，学生欣赏歌曲并跟唱)T:

4、 How is the weather in the song?S: Its cloudy/ rainy. (学习新词，跟读，拼读)T: How is the weather today?S: Its(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-inT: Well, boys and girls. Would you like to know something about me? Two days ago, I was

5、in Shanghai. Do you know Shanghai? Its a big and beautiful city. But now I am in Suzhou. Its 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, Hob

6、bies 三个话题)S: Do you like .?/ You like ., I think./ You like ., right?T: Bingo! I like . / Yes, youre 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 diarydiaries)【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 tim

7、e。 】Step 3 Story time1. Learn how to write a diaryT: (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: Its Sunday.T: What is the date? Its 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

8、了。 】2. Skipping reading 略读A. Look and sayT: 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 matchT: Look at the pictures. Match the pictures and the senten

9、ces. (在此过程中教授动词过去式的特殊变化形式：gowent seesaw becomebecame flyflew arewere)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 judgeT: Here are some sentences about the diary. Open your books and read the diary by your

10、selves. 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; bringbrought)【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

11、: 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 wi

12、ndy, 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:

13、They brought some dumplings, some bread and honey and some drinks.T: Why were the children hungry? Time Weather ActivitiesS: 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)【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

14、动词过去式来进行口语交际的能力。 】5. Reading time(播放录音，跟读课文，先整体阅读，再分段阅读) 6. 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，它可以翻译为“多么糟糕的一天！” “多么忙碌的一天！” “多么美好的一天！”等根据上下文确定) 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。 】7. Retell

15、 the diary (PPT 呈现图文，学生复述课文 )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 tense.4. Collect more words about weather.Teaching aids 教学准备PPT 课件， 单词卡片板书设计：In the morning sunny went to

16、the park and saw a parrot showThen windy& cloudy flew kites high in the skyIn the afternoon rainy went home, hungry and wetUnit 2 What a day!Sunday, 20th SeptemberIt was sunny. gowent flyflewcloudy. seesaw arewerewindy. becomebecame bringbroughtrainy.说课在本节课导入部分，以歌曲导入新知，让学生通过How is the weather?这首歌曲动画

17、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。此部分所用的How is the weather?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 。接下来采用猜谜的形式教学本课中的部分词汇。通过猜测关于老师的信息，解决了 dumplings, honey, parrot 等词汇，同时很自然地引到了本课的主题日记。在日记学习部分，让学生先通过观察图片，描述图片内容，初步体会日记，既调动了学生的好奇心，同时也为接下来文本的学习作了铺垫。整篇日记的学习分成了三个环节：略读泛读精读。在第一个略读环节，学生们通过匹配图片和语句，初步了解了那天发生的事情；同时引导学生学习部分动词过去式及其读音。在泛读环节学生通过阅读进行判断，逐渐提高对学生学习文本的要求。最后的精读使学生进一步地理解这篇日记，同时能运用所学句型表述当天的经过。层层递进的阅读要求，培养了学生自主学习的能力，同时引导了学生掌握正确的阅读方法。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。