Story time优秀获奖教案

六年级上册

Unit2 What a day! 第一课时

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 Pre-reading 1.

T: Well, boys and girls. Before class, I’d like to divide you into two groups. If you did a good job, you can go on a step. The winner will get my prize. Understand?

S: Yes.

2.

T: OK, it’s time for class. Are you ready?

S: Yes.

T: Class begins!

S: Stand up!

T: Good morning, class!

S: Good morning, Miss Sun.

T: Sit down, please.

3. T: Look at the screen. Today we are going to learn a new unit, unit 2.

This is my name. My name is Sun Jiajia. I have an English name, too.

Can you read it?

S: Sunny.

T: Yes. What’s the Chinese meaning?

S: 晴朗的。

T: Right. I hope every day a sunny day, every day a happy day.

So, my English name is Sunny. It is sunny today, yes or no?

S: Yes.

T: How about yesterday?

S: It was sunny too.

T: Good!

【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。】

4. 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.

(Let me remind you, we usually eat them at Spring Festival, What food?) (在Food话题中引出本课相关单词dumplings, honey)

(My favorite animals can talk, what animals are they?) (在Animals话题中引出本课相关单词parrot)

(My favorite subject is Art.

So, I like...) (别忘了给猜对的那组升级哦！切记) (在Hobbies话题中引出I like writing diaries very much.教diary—diaries) T: I like drawing pictures. I will show you my pictures. What beautiful pictures!

Do you think so? S: Yes!

T: Can you read the words? (教授sunny, windy, cloudy,rainy) S: 跟读。

T: My pictures are about the weather. (教授weather)

S: 跟读。

T: i like writing diaries, too. Do you like writing diaries? How to write a diary? S: 写上日期，星期，

天气，记录已经发生的事情。

T: Yes, we should write down the date, the day and the weather. 【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 While-reading 1. Learn how to write a diary T: (出示杨玲的照片) This is Yang Ling. She likes drawing pictures and 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.（板书）

T: What is the date? It’s the 20th of September.

（板书）

(渗透英文日记的书写格式) In English diaries, we should write down the day first, and then the date. T: This is Yang Ling’s diary. It’s about Yang Ling’s day. A good day, an interesting

day or a bad day? After reading the diary, hope you can give me your answers, ok? S: OK. 【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. Watch and match T: Watch the cartoon. Match the pictures and the sentences. You can take out your piece of paper, and write down your answers on the paper. (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)

(在此过程中，教师有必要带读) 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（在此处贴和写板书）

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bring→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。】

Step 3 Post-reading

1. Reading time：Read after the tape. / Let’s read in groups, you can choose the way you like. Read after one, read together, read one by one. (播放录音，跟读课文，先分组阅读)

2. Acting time: which group want to try? If you do a good job, you will go on a step.

Good job! Wonderful! Big hands! Your group goes on a step/ two steps. 3. T: OK. We have read Yang Ling’s diary. Let’s look at the blackboard.

(带着学生复述日记) 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

went home, hungry and wet 4. What do you think of her day? Happy? Interesting? Terrible? Bad?

(引出What a day!并带读，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)

If you think it’s a happy day, you can write down “多么开心地一天”

If you think it’s a bad day, you can write down “多么糟糕的一天”

【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。】

5.

This is Yang Ling’s day. How about your day? Choose three of the pictures to talk with your partner. Homework

家庭作业

1. Listen and read Story time three times. 2. Try to retell the diary according to Yang Ling’s pictures.

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，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。