Story time教案评析

6上

Unit 3 Holiday fun

高邮市城北实验小学

吴丽梅

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 didn’t.。

3. 能听懂、会说、会读单词：call, Bund, Shanghai Museum。

4. 能听懂、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 aids

教学准备

教学课件

Teaching procedures

教学过程

Step 1 Warm-up and free talk

1. T: Hello,boys and girls! What’ s the weather like today ?

S1: It is .....

T: And it was rainy in the morning. Do you like rainy days?

S: No. 2.

Sing a song: Rain,rain,go away

3. Look and say.

Teach: holiday

4. Guessing game: What holiday is it?

Teach: National Day, National Day holiday 【设计意图：通过师生之间的自由谈话自然导入到刚刚结束的十一长假，学生对刚过去的节日感触比较深，有话可说，也拉近了师生之间的距离。】

Step 2 Presentation

1. Enjoy some pictures

T: Where did I go?

S: Shanghai. 2. T: I went to Shanghai this National Day holiday. I visited the Bund and the Shanghai Museum.

(呈现相关的图片）Teach：the Bund, the Shanghai Museum) 3. T: I had a lot of fun in Shanghai. It was great fun. Teach: a lot of fun=great fun

It was great fun. 【设计意图：通过以旧带新的方式，由a lot of fun引入生词great fun的教学，过渡自然，学生易于理解。】

4. T: How was your holiday? Let’s talk about holiday fun.

(教学句型) A: How was your holiday?

B: It was great fun.

A: Where did you go?

B: I went to ....

A: What did you do there?

B: I .... 【设计意图：通过感受老师的国庆假日，渗透本课的三个重点句型。通过师生、生生互相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，也为下面的新授内容作了很好的铺垫。】

Step 3 Story time 1.

T: Just now we talked about our National Day holiday. Our friends Liu Tao and Mike had holiday fun too. (出示课文图片) Look! Where are they? S1: They are at school. T: Yes. The students came back to school after the National Day holiday. 2.

Listen and read Teach: The students came back to school after the National Day holiday. 【设计意图：通过出示课文图片回答相关的问题，自然过渡到引言部分的学习。并在句子上呈现重读，升降调符号，以视、听结合的方法，帮助学生正确朗读，培养学生的语感。】

3. Listen and answer T：They are talking about the National Day holiday too. But where did they go? Let’s watch and answer. (播放动画) 【设计意图：以问题引领，帮助学生整体感知课文内容。】

4. Read and underline the key words. (带着问题自读课文，画出关键词) Q1: What did Liu Tao do in Shanghai? (板书visited his aunt, went to the Bund, visited the Shanghai Museum) T: He saw many interesting things in the Shanghai .

(板书saw many interesting things) T: How was his holiday? Ss: It was great fun. (板书great fun) Q2: What did Mike do on the farm?

(板书picked some oranges, went fishing) 【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。】

5. Read and answer (学生再读课文，边读边抓取关键句并回答问题) Q1: Did Mike catch any fish? S: Yes, he did. He caught a big fish. (教学catch, caught) (板书caught a big fish) Q2: Who did he want to give the fish to? S: Liu Tao.

Q3: Did Liu Tao get the fish?

S: No, he didn’t. 6.

Listen, read and answer.

T: Why didn’t he get the fish? Let’s listen and read.

S: Mike ate it. (教学eat, ate) 【设计意图：通过读找“细节”、听找“答案”的环节，帮助学生深度理解课文内容，并培养学生自主学习的能力。】

7.

Make an ending for the story. 8.

T: Mike ate the fish, what can Liu Tao say? Let’s make an ending for the story. Liu Tao: Where is the fish now? Mike: I ate it! Liu Tao: .... 【设计意图：通过让学生续编故事，在挖掘学生知识储备的同时，有效地提高了学生的发散性思维能力，同时也增加了故事的趣味性，活跃课堂气氛。】

9. Read after the computer. 10. Happy reading.

Read the story in roles. 【设计意图：通过复述课文和分角色阅读课文的方式，有效地进行复习和巩固课文的学习。】

Step 4 Consolidation 1. Fill in the blanks

Liu Tao and Mike _____ back to school after the National Day _______. They are

talking about their holidays. Liu Tao _______ his aunt in Shanghai. He went to the

______ and ______ the Shanghai ________. He saw many __________ things.

Mike and his family went to a _____ near Star Lake. They ______ some _____ and went ______. And Mike ______ a big ______. He _______ to give the fish to Liu Tao. But Liu Tao ________ at home. So Mike ______ the fish!

Ha! Ha! Their

holidays were great ____.

【设计意图：帮助学生更好地梳理课文脉络，掌握重点的词句，从而将语篇中掌

握的词汇、语法和文化知识内化为自身的语篇综合素质。。】

2. Do a survey. 3. Report.

【设计意图：高年级语篇教学侧重于对学生“写”的技能的培养，在设计练习的时候注重循序渐进，此处的练笔有助于提高学生的写作能力。】

4. Emotional education: Civilization tourism, stars from me! T: Their holidays were great fun, and my holiday was great fun, too. Because I took

many photos.

T：(出示优美的风景图片) Look! Are they beautiful? S: Yes. T: （出示人们随意攀爬、乱丢垃圾等不雅图片）But people usually climb everywhere, they put the rubbish everywhere. Can we do these? S: No! T: Civilization tourism, stars from me! Teach:

Civilization tourism, stars from me! 【设计意图：通过图片的强烈对比，引起学生心灵的共鸣，呼吁文明旅游从我做起，让我们都积极行动起来，从自己做起，从小事做起，争当文明旅游的使者，传播文明旅游的正能量，让不文明现象远离我们。】

Step 5 Homework

1. Read this dialogue after the tape. 2. Try to retell the dialogue. 3. Write a diary about your last National day holiday and share with me. 【设计意图：作业的设计面向各层次学生，从学生的实际出发，设计不同层次、类型、形式灵活多样的弹性作业，能让学生的多种感官动起来，满足不同层次学生的需要。】