Story time教学设计及说课稿

牛津版小学英语六上Unit 3 Holiday Fun教学设计

课题/课时

学 习

目 标

Unit 3 Holiday Fun（第一课时）

设计人

孙艳楠/兴东实验学校

I can understand this story! 理解这篇故事

I can read and retell the story熟读并复述故事

I can share my travel experience 描述旅游经历

重、难点

Ss can understand this story! 理解这篇故事

Ss can read and retell the story熟读并复述故事

Ss can share their travel experience 描述旅游经历

课前准备

导入环节

学

习

活

动

一

1.过去国内的旅行照片 Ⅰ. Pre-reading a.

Enjoy a song 《the months》

b.

Free talk T: Do you like this song? It’s about months. There’re twelve months in a year. During them, I like July and August best. Do you know why? Because of Summer holiday. Ss: read: Summer holiday. T: I went to some cities this summer holiday. Look, I went to Shanghai, I visited the Bund and Shanghai museum there. Ss: read: Bund, Shanghai museum. T: After that, I went to Beijing. I visited Palace Museum firstly, then I visited Tian’anmen Square, Summer Palace, I climbed the Great Wall at last. Ss: read: Palace Museum/Tian’anmen Square/Summer Palace/Great Wall. T: Now, you know my Summer holiday, how about yours?

Boys and girls, Where did you go? What did you do for summer holiday? You can work in pairs then tell me, remember: Listen carefully when you talk with your parter! Ss: Practice the patterns in pairs T: Get the feedback from Ss

设计意图

创设情境，由Where did you go? What did you do for summer holiday? 两个问题引出暑假，让学生分享暑假生活，并小组活动进行讨论，练习本课重点语句。

Ⅱ. While-reading a.

Lead in b.

Skim(Listen & Choose!) c.

Scan(Watch & Answer!) d.

Details(Read & Answer!)

学

习

活

动

二

T: We can have a lot of fun in holiday, do you like holiday, boys and girls? So today we’ll learn a story about《Holiday fun》(揭题，贴黑板) Ss: Read: Holiday fun T: We’ve talked about our summer holiday just now. In our book, two boy are talking about holiday too. Look, they’re Mike and Liu Tao.(头像贴黑板) do you know: What holiday are they talking about? Ss: Listen and choose: National Day holiday (知其意，跟读) T: (质疑) On holiday Mike called Liu Tao, Why did Mike call Liu Tao? Can you guess? Ss: Guess: Maybe, he wanted to …

T: We’re not sure about the answer, never mind, we’ll find out it later in our class. (置疑) T: Liu Tao and Mike are talking about their National Day holiday, but where did they go for holiday? Ss: Watch cartoon and answer: Liu Tao went to Shanghai , Mike went to the farm.(单词贴各自头像上方

设计意图

揭示本单元主题，初步整体感知文本，先带着问题What holiday are they talking about?听文本，然后再带着问题where did they go for holiday?观看文本故事，不仅了解了大意，还练习了学生的听力，使学生每次练习都听得更仔细、更具体。

T：Liu Tao went to Shanghai on holiday, what did he do there? Ss: read the first part and answer: Liu Tao went to the Bund and visited the Shanghai Museum.(跟读单词, 图片贴黑板) T: Liu Tao went to Shanghai because his aunt lived there, and he also saw many interesting things in Shanghai. (补充)Well now we know Liu Tao’s holiday, how about Mike’s? What did he do on the farm? Ss: read the second part and answer: Mike picked some oranges and went fishing.（图片贴黑板）

T: Well, did Mike catch any fish? Ss: Yes, he did T: Yes, and he caught a big fish.(板书：catch - caught). Till now, Can you answer: Why did Mike call Liu Tao? Ss: Because he wanted to give Liu Tao the fish! (释疑) T：but, did Liu Tao eat the fish? Ss: No, he didn’t T: Why? Where’s the fish now? Ss: Mike ate it.(板书：eat - ate) T: All right, boys and girls, can you understand this story now? Please judge yourself on this paper Ss: Do“ticking time”firstly.

学

习

活

动

三

and write对学生的第一阶段（文本含义）进行检测，也是锻炼学生本课的设计意图

词语运用。

带着问题，引导学生分段小组阅读，最终让学生知道文本含义，利用Think

学

习

活

动

四

Ⅲ. Post-reading a.

Read after teacher b.

Read in roles c.

Think, write and retell d.

Share travel experience T: Boys and girls, I think you can understand the story well, now, please read it after me. Ss: read story after teacher. T: Please read it in roles, now Ss: read in roles. (同桌扮演/男女生扮演) T: After reading, let me check if you have a good memory, boys and girls, please think and write to complete this on P28. Ss: Complete the exercise on P28. T: check answer. You can write it well, can you speak well too? can you recall the whole story according to this? Let me try first!(示范复述课文). It’s your turn now, a few minutes for you to prepare! Ss: (准备并复述课文) T: (抽选学生复述，并当场评价)，well done, I think you can get…stars. How about yours,? you can judge yourself. Ss: Do“ticking time”secondly

先跟读，再小组分角色朗读，再复述课文。这样的设计是为了降低难度，

设计意图

帮助学生最终可以组内或独立复述课文本，根据复述情况给予组内的评价或个人评价，从而建立学生学习英语的自信心和成就感，

学

习

活

动

五

T: Look, what’s that? (PPT出示中国地图) Ss: It’s a map. T: Yes, that’s a map of China. How beautiful it is! Did you visit any places in China before? Would you like to share it ? now, you can take out your photos and work in groups to make a speech about your traveling. Remember: you’d better to think it over and do enough preparation, here’re some sentences for you! Ss: (四人一小组，准备演讲)

T：Times up, it’s time for you to show yourself for us! Ss: (展示台出示自己的旅游照片，并介绍旅游经历) T: Well done. You can get … stars. (评价) T; How time flies! at the end of our class, let’s see, how many stars you’ve got ? (PPT出示评价表，集体统计学习情况)

T：Homework/ending words:

Tomorrow is the first of October, the National Day holiday is coming, please enjoy life and have fun in holiday!

设计意图

出示中国地图，鼓励学生介绍以前去过中国···，由此分享旅游经历，展示课前布置的旅行照片。由这样的分享活动，激发学生的兴趣，他们会更加认真的听，或是积极地进行交流讨论。