Story time教学实录与评析

六年级上册

Unit 2 What a day!

第1课时

教案

Teaching contents:

Story time

Teaching aims

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。

Teaching stresses and difficulties

Stresses：1. 学生能初步理解并且会听、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 Difficulties：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 aids

PPT课件，

单词卡片

Teaching procedures

Step1

Free talk

What day is /was ….?

What date is/ was…?

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Step 2

Leading

1. Enjoy the song《How is the weather?》.

2.Learn the sentence pattern:

How is the weather today?

It’s…

How was the weather today?

It was…

形容词

(sunny, windy, cloudy, rainy)

转换为名词

(sun,

rain,

cloud,

rain) Step3 Story time 1. Learn how to write a diary T: (Show a picture of Yang Ling) This is Yang Ling. She likes writing diaries, too. （出示日记格式）

date,

weather,

special things 2. How about Yang’s diary A. date: Sunday, the 20th of September B. weather:

sunny

windy

cloudy

rainy C. special things:

Time In the morning Then In the afternoon

Teach: a parrot show; bring→brought

3. 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?

S: The weather became windy and cloudy.

T: What did they do?

- 2 - Weather sunny windy& cloudy rainy Activities went to the park and saw a parrot show flew kites high in the sky hungry and wet

S: They flew kites high in the sky.

(T: It was windy, so they flew kites high in the sky, right?) (3) T: What was the weather like in the afternoon?

S: There were black clouds in the sky. It rained.

T: How were the children?

S: They were hungry and wet. Time In the morning Then In the afternoon Weather sunny windy& cloudy rainy Activities went to the park and saw a parrot show flew kites high in the sky hungry and wet (4) T: Why were the children hungry? Did they have lunch? (S: No.)

T: What did they bring?

S: They brought some dumplings, some bread and honey and some drinks.

But there were some ants and bees on the bread and honey.

T: So they could not eat their lunch.

Teach: can→could 4. show the title

T: What do you think of her day?

Happy? Interesting? Terrible? Bad?

Lead into the title——What a day!

（What a day! 可以应用在很多的场景中，它的意思包括“多么糟糕的一天！”“多么忙碌的一天！”“多么美好的一天！”等。）

S: Read the title together. Step4 Reading time (1) Read after PPT. (2)

Read the story together. (3) Read the story in parts. Step5 Exercise 1.Read and order: c, a, f, d, e, g, b

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2.Ture and false ① It rained all day on 20th September.

② The children saw a parrot show. ③ They flew kites in the park.

(

F

) (

T

) (

T

) (

T

) ④ They brought lunch to the park.

⑤ They were hungry because they did not have lunch. (

T

) Step4: Homework 1. Listen and read ’Story time’ three times. 2. Try to retell the diary according to Yang Ling’s pictures. 3. Copy the weather words and the verbs of past tense. 4. Collect more words about weather.

Board writing

板书设计

Unit 2

What a day! Sunday, 20th September

It was sunny.

cloudy.

windy.

rainy.

go→went

fly→flew

see→saw

are→were

become→became

bring→brought

教学反思

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的热情，也为后面的学习进行了铺垫。

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，

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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，学生们通过找出date,

weather,

special thing，初步了解了那天发生的时间，天气，所做的事情。同时引导学生学习部分动词过去式及其发音。在泛读环节学生通过阅读了解天气的表达，以及学习动词过去式

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的理解这篇日记，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格式书写。

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