Story timeppt课件课堂实录

六年级上册第二单元

第1课时教案

Teaching contents 教学内容

Story time

Teaching aims and learning objectives 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。

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/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。

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 time

T: Hello, boys and girls.

S: Hello, …

T: Do you like singing? Let’s enjoy the song How is the weather? (播放歌曲,学生欣赏歌曲并跟唱)

T: How is the weather in the song?

学习新词,跟读,拼读)

S: It’s

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, 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 ci ty. 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 Septem ber. (渗透英文日记的书写格式) 【设计意图:星期和日期的学***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br ing→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?

S: 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can→could)

【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,它可以根据上下文翻

译为“多么糟糕的一天!”“多么忙碌的一天!”“多么美好的一天!”等) 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 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 retel l 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.

Teaching aids 教学准备(含板书设计)

教学准备:PPT课件、单词卡片

板书设计:

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。