最新版译林英语六年级上册Unit3 单元教案.docx

1、最新版译林英语六年级上册Unit3 单元教案Unit 3 Holiday fun第1课时 教案Teaching contents 教学内容Story time Teaching aims and learning objectives 教学目标1. 能听懂、会说、会读、会写单词：holiday, National Day。2. 能听懂、会说、会读、会写句型：What did you do for the holiday?；I ；Did you ?；Yes, I did./No, I didnt.。 3. 能听懂、会说、会读单词：call, Bund, Shanghai Museum。4. 能听

2、懂、会说、会运用日常交际用语：Where did you go for the holiday? I went to How was your holiday? It was 。5. 能初步感知一般过去时的疑问句。6. 能理解课文内容，并能尝试复述课文，能尝试用过去式谈论假期趣事。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文。教学难点：能理解课文内容，并能尝试复述课文，用过去式谈论假期趣事。Teaching procedures 教学过程Step 1 W

3、arm-up and free talkT: Boys and girls, welcome back to school. It was National Day holiday last week. Did you have a good time during holiday? (新授National Day, holiday) 【设计意图：通过谈话自然导入刚刚结束的十一长假，学生对刚过去的节日感触比较深，有话可讲。】Step 2 Presentation1. T: I also had a wonderful holiday, and I took some photos on Nat

4、ional Day. Look at these photos and guess. (出示一些上海的照片)2. T: Where did I go for the holiday? What did I do there? Guess! 3. T: (总结) Yes, I went to Shanghai last National Day holiday. I visited the Bund and the Shanghai Museum. (分别教学：the Bund, the Shanghai Museum)(出示图片让学生说一说： The Bund is _. The Shangh

5、ai Museum is _.)4. T: What about you? Where did you go for the holiday? What did you do there? (教学句型) T: We all had holiday fun. So lets talk about holiday fun. 【设计意图：通过感受老师的国庆假日，渗透本课的两个重点句型。通过师生互相询问、谈论各自的国庆假期、设置开放性的内容等环节，给学生提供了很多表达的机会。】Step 3 Story time1. Listen and match T: Just now we talked abou

6、t our National Day holiday. Our friends Liu Tao and Mike had holiday fun too. (出示课文图片) Where did they go for the holiday? Lets watch and match. (播放动画)【设计意图：帮助学生整体感知课文。】2. Read and answer. (带着问题自读P26，画出关键句)Q1: Who called Liu Tao? (新授call, called)T: Mike called Liu Tao, but Liu Tao werent at home.Q2:

7、What did Liu Tao do in Shanghai?(板书visited his aunt, went to the Bund, visited the Shanghai Museum)T: Liu Tao saw many interesting things in Shanghai. How was his holiday? (学生自由说: great/good/interesting/wonderful )【设计意图：引导学生关注课文中的细节信息，并且在情境中感受、学习新知。】3. Listen and choose.T: How was Mikes holiday? Let

8、s listen and choose.S: They picked oranges and went fishing.T: What can you see in the picture? (出示图片，然后根据学生回答自然引出：It was great fun!，让学感受great fun的含义) Mikes holiday was great fun!T: Read and answer. (学生齐读P27课文，边读边抓取关键句并回答问题)Q1: Why did Mike call Liu Tao?S: Because Mike wanted Q2: Did Mike catch a bi

9、g fish?S: Yes, he did. Mike caught a big fish. (教学catch, caught)Q3: Who ate the fish?S: Mike ate it.T: Mike and Liu Tao are good friends. Lets share good things with our friends!【设计意图：通过听找“答案”、读找“细节”的环节，帮助学生深度理解课文，并培养学生自主学习的能力，感受朋友间分享的快乐。】4. Read and retell.(1) Read the story after the tape.(2) Read

10、 it in roles. (3) Try to retell the story. (根据板书进行复述)【设计意图：复习和巩固课文学习。】Step 4 Consolidation1. Finish “Think and write” (P28)2. Fill in the blanksThe students c_ b_ to school after the National Day holiday. Mike and Liu Tao t_ about their National Day holiday. Liu Tao w_ to Shanghai and v_ his aunt. H

11、e went to the B_ and visited the Shanghai M_. He s_ many interesting things. Mike w_ to a f_ near Star Lake. He p_ some oranges and went f_. He c_ a big fish and ate it. It was great f_.【设计意图：帮助学生更好地梳理课文脉络，掌握重点的词句。】Homework 家庭作业1. 抄写本课新词新句。2. 熟读、背诵、复述课文。3. 调查你的同学或者朋友的国庆假期活动，下节课分享。Teaching aids 教学准备（

12、含板书设计）教学准备：图字卡、教学课件板书设计： 说课在本节课导入部分以谈话导入新知，在谈话的过程中教学本课的新单词。谈话的内容设定为刚刚过去的国庆节假期，学生对假期的事情记忆深刻，话题较多，有助于在课堂上打开学生的话题与思维。接下来讨论老师的假期安排，播放老师的假期上海之行的照片，就此教学本课的新地点名词：the Bund和the Shanghai Museum，学生对此比较容易接受，并通过出示图片让学生完成句子的方式，帮助学生搜寻旧知，拓展学生的思维。这里也可以根据老师的实际情况，更改地点或者假期活动。在课文学习部分，让学生先通过观看课文卡通，回答梗概性的问题，帮助学生整体感知课文，接着让

13、学生带着问题自读第26页刘涛的假期活动，画出关键句，引导学生关注课文中的细节信息，帮助学生在情境中学习新句型，感知新句型，使用新句型。再听录音了解Mike的假期活动，在这里设置了先听再回答、边读边画关键词句的环节，帮助学生学习新句型、加深对课文的理解，并培养学生自主学习的能力，感受朋友间分享的快乐。课文学习后，进行课文的听读模仿环节，并试着根据所给的关键词句进行课文的复述，最后完成相应的课堂练习。特别分享：注意培养和锻炼学生的英语思维注意培养学生的自我学习能力以及总结归纳的能力第2课时 教案Teaching contents 教学内容Story time & Grammar time Teac

14、hing aims and learning objectives 教学目标1. 复习Story time 相关内容，能进一步掌握和运用日常交际用语和句型 What did you do?/Where did you go?/Why did ? Did you ?。2. 能听懂、会读、会说：the Palace Museum, the Summer Palace, Tiananmen Square。3. 能听懂、会读、会说、会写：the Great Wall。4. 能用did、was提问和回答问题。5. 能初步掌握一般过去时的疑问句。Focus of the lesson and predic

15、ted area of difficulty 教学重点和难点教学重点：能用did、was提问和回答问题。教学难点：学生能初步掌握一般过去时的疑问句。Teaching procedures 教学过程Step 1 Warm-up1. BrainstormingT: Lets play a gameBrainstorming. I will show the name of one city, and then, please say some famous places in this city, e.g. Suzhou. (在这一板块学生不会的英文地点可以用中文表示，老师可以帮助翻成英文)S1:

16、 Tai Lake S2: Tiger HillT: Beijing.S1: The Great Wall.S2: The Summer Palace.S3: (给出一些城市名称，让学生说出相应的城市景点，并在此过程中教学the Great Wall, the Palace Museum, the Summer Palace, Tiananmen Square)【设计意图：通过头脑风暴的方式活跃学生的思维，使学生能够快速进入课堂，并在这一环节教授北京的一些著名景点。】Step 2 Revision1. T: Who can ask any questions about Story time?

17、 Then, you can choose other classmates to answer your questions.(让学生问一些Story time中相关的问题，并请其他同学来回答)【设计意图：让学生问Story time 中的相关问题，并由提问的学生来挑选回答的学生，以此来复习Story time的相关内容，对于这样半自主的复习方式学生会很感兴趣，且会有挑战感。】2. Review the text NameWhereWhatFeelingMikeFarm pick some oranges and go fishinggreat funLiu Tao Shanghai go

18、to the Bund visit the Shanghai Museumgreat fun 【设计意图：通过用表格式的复习方法，帮助学生更清晰地梳理课文脉络。】3. Retell Story time according to the table above.4. T: Please circle the past tense of the verbs in Story time and then classify them. T: Then read these words after me.【设计意图：把学习和发现的主动权交给学生，让学生在课文中查找并圈出单词的过去式，并尝试找出这些单词

19、的规律，进行分类，为接下来语法专项学习做铺垫。】Step 3 Grammar time1. Quick respond T: You all did a good job! Next, lets play a gameQuick respond! For example, when I say “catch”, you say “caught” quickly. OK, it begins.【设计意图：通过快速反应的游戏帮助学生学习和复习动词的过去式，降低单词 和记忆的枯燥感，并为接下来的句型学习和讲解奠定基础。】2. Lets findT: Next, look at these sente

20、nces. Lets try to read them!What did you do for the holiday? I visited the Shanghai Museum.Where did he go for the holiday? He went to a farm.How was your holiday? It was great fun.Why did you call me? Because I wanted to give you the fish.Did you go fishing? Yes, I did.Did you go fishing? No, he di

21、dnt.Was it great fun? Yes, it was.T: Can you tell the differences between the question forms and the answer forms?(学生可以用中文说，然后教师总结)T: 特殊疑问句结构(特别提醒：特殊疑问句中带有助动词did则动词要用原形，回答要用动词过去式)T: 一般疑问句结构T: 一般疑问句中，用哪个疑问词提问，就用哪个疑问词回答。在否定句的回答中，有个很重要的单词：didnt。(教学：didnt = did not)【设计意图：从特殊疑问句慢慢过渡到一般疑问句，并归纳一般过去时疑问句的两种句

22、式结构，从导入部分学生操练到句型入手，让学生自己发现结构规律，锻炼学生自主学习能力。】Step 4 Consolidation1. T: Lets play a game! Let me tell you the rules first.(游戏规则：两人一组，每小组有城市景点图片和表示动作的图片；S1抽取一张问S2“Did you ?”，S2根据实际情况和回答“Yes, I did.”或“No, I didnt.”；然后S2提问，S1回答)【设计意图：以小组合作的方式在游戏中巩固一般疑问句的问答，学生会比较乐意接受，同时小组合作可以增加每个学生开口说的机会和次数。】2. Do some exe

23、rcise.Exercise A 将下列各句改成一般疑问句 (PPT呈现)答案：1. Were there a lot of people in the street? 2. Was it sunny yesterday?3. Were you at home last night? 4. Did Mike go to Beijing two days ago? 5. Did you have a party last Childrens Day?Exercise B 对划线部分提问1. Who were in the street? 2. Was it sunny yesterday?3.

24、Where were you last night? 4. Where did Mike go two days ago?5. What did you do last Childrens Day?【设计意图：通过设计不同的句式练习来巩固所学的特殊疑问句和一般疑问句。】Homework 家庭作业1. 完成相应语法练习。2. 调查你的同学或者朋友的国庆假期活动，下节课分享。Teaching aids 教学准备（含板书设计）教学准备：城市景点图片、表示动作的图片、教学课件。板书设计： Unit 3 Holiday funWhat did do?How was ?Where did go?Why d

25、id ?Was it ?Was she/he ?Did Liu Tao ?说课在本节课导入部分，以头脑风暴的方式活跃学生的思维，在课堂伊始，帮助学生提供能说的素材，活跃课堂气氛。在复习Story time时，先采用学生问学生答的方式来检验他们对上一节课的掌握程度，通过完成表格的方式帮助学生更清晰地梳理文章脉络并让学生根据表格尝试复述。接下来采用让学生在课文中查找并圈出单词过去式的方式，把学习和发现的主动权交给学生，并为接下来语法的专项学习铺垫。进入语法学习板块时，先设计了一个快速反应问答的游戏，帮助学生学习和巩固动词的一般过去式，为下一阶段的句型语法讲解奠定基础。在随后进行的句型语法学习板块中

26、，先通过出示句型，读句型并尝试让学生找出有什么不同，让学生把注意点放在所学过的疑问副词（what, where, how, why, when）和一般疑问句的疑问词（was, did）上，接下来分别就特殊疑问句和一般疑问句的特点进行详细的讲解，并在讲解过程中力求做到引导学生自己发现结构规律。在巩固板块中，先设计了小组合作的游戏，通过抽取图片或卡片问答的方式进一步巩固所学的一般疑问句式；再设计相应的练习，通过不同的句式练习来巩固所学。在家庭作业的布置中，有一项调查作业，既是为了复习当天的重点句型，又是为了下节课Fun time的教学积累材料，让六年级学生的学习有一定的延续性。六年级的语法教学要注

27、意避免单一枯燥的讲解和练习，可以加入游戏、竞赛或者是自主归纳学习的板块，帮助学生能在轻松愉悦的氛围中掌握语法，在引导学习中增强自主学习能力。 第3课时 教案Teaching contents 教学内容Fun time & Culture timeTeaching aims and learning objectives 教学目标1. 学生能够使用句型What did you do?/Where did you go?/Why did ?/Did you ?进行问答。2. 学生会用本单元所学句型谈论节日安排并能够写相关的日记。3. 学生能够了解英国的三个主要学校假期，并了解对东西方不同的节日习俗

28、。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 学生能够使用句型What did you do?/Where did you go?/Why did ?/Did you ?进行问答。 2. 学生会用本单元所学句型谈论节日安排并能够写相关的日记。教学难点：能初步根据提示用一般过去时写小日记。Teaching procedures 教学过程Step 1 Warm-up1. Free talkT: How was your last weekend?/Where did you go last weekend?

29、What did you do there?/Did you ?2. T: I had great fun last National Day holiday. I visited a lot of famous places in Beijing. Look! (出示北京著名景点的照片：the Great Wall, the Palace Museum, the Summer Palace等)3. T: You can ask some questions about my National Day holiday.4. T: Do you know your classmates Nati

30、onal Day holiday? Let me check your homework.(找一些学生汇报他们上个课时的家庭作业，即调查你的同学或者朋友的国庆假期安排，学生可以用简短的短语或者短句来汇报调查结果)【设计意图：通过谈话复习本单元的重要句型，并通过检查学生课外作业完成情况来了解学生对一些地点名称的掌握和自学情况。】Step 2 Presentation1. T: Look. This is our new friend Mary. She visited Beijing with her family during the National Day holiday. They sa

31、w many interesting things. And they took many nice photos. She showed them to her good friend Tim.2. T: Tim wants to know the details, for example: Where did Mary go? What did Mary do? Can you help him ask any questions?3. T: If you want to ask questions, what useful words you can use?(让学生归纳疑问词：How, Where, What, Why, Did you )