Lesson 1教学设计与反思

《开心学英语》小学六年级上册（三年级起点）

Book 7 Unit 5 My Summer Holiday 执教者：江门市江海区外海街道中心小学

冯莉

一、教学内容与教材分析

：

1.广东人民出版社《开心学英语》六年级上册第5单元以询问某人过去在哪里和询问过去某地的食物怎么样为句型教学内容，由于本课时我主要是以引入老师的暑假，并以该主线贯穿整节课，于是把课题改为“Unit 5 My Summer Holiday”。在第4单元已经掌握了句型：What was... like? It was... 的基础上，在本课的两个重点句型中，可把难点放在Where were you yesterday? I was in/at.... 上面。而在本单元的重点词汇中，同学们大多都已熟悉good与bad，可直接用于课堂用语中。此外，在五年级第一学期的学习中已掌握句型What’s the weather like today? It’s...并且掌握9个关于描述天气的词语，其中就包括本单元重点词汇之一snowy，因此为了复习该词，要操练句型What was the weather like in Beijing? 。同时通过排列含有字母y结尾的描述天气的旧词，发现字母y的发音规律，导出本课含有字母y结尾的表示食物味道的新词:tasty, yucky, spicy，进而操练句型What was the food like? 而本单元的拓展部分也会联系上两册书Reading and Writing中出现过的国家名称，再拓展到句篇，从而形成整体的认知能力。

2.本课时学习难点之一是在于在过去时的句型中掌握五个新词tasty, yucky, spicy，snowy, Thailand 并区分in 和at 的区别，而在第四单元中已经认识了几个简单的过去式动词，包括played, visited，在本课时的小写作中就可运用。难点就是在于引导学生把学到的句型运用到综合写作中，能够掌握句型，说出整体思路，按照思维导图写出小短文，并把文章准确、流利地读出来，从而体现了从词到句再到篇的梯度性的综合运用。

二、学生分析： 本节课的授课对象是六（8）班学生，经过三年多的英语学习之后，本班学生拥有一定的英语基础知识和听说读写能力，并且在其前三年的英语学习中，学生已经掌握了询问天气的一般现在时的句型和描述天气的形容词，以及在第四单元的学习中掌握了What was... like? It was... 的句型，对过去式和现在时的区分和转换有一定的认识。因此，在本课时的句型教授中，并不需要强调What’

s the weather like?到What was the weather like?的变化。并且，学生也从五年级上学期中也认识了字母y发/i/，因此在归纳旧词发现规律、探索新词读音时，不需要特意发掘，自然过渡即可。同时，本班学生对英语学习有着较为浓厚的兴趣，思维活跃，喜欢表达自己，也具备初步的自主、合作、探究能力，但有一部分同学害怕写作，因此需要加强能激发学生写作兴趣的写作思路引导。

三、教学目标

：

1.语言知识：

（1）学生能够掌握并区分in 和at （+ 地方

）的区别；

（2）学生能够互相询问并回答Where were you + 过去时间? ；What was the food like? （3）能通过总结字母y结尾的单词发现发音规律，进而能读出新词，掌握单词，并运用在句型中。

（4）能联系之前学过的动词过去式，写出一篇简单的游记，并准确、流利地读出来。

2.语言技能：

（1）能听、说、读、写5个重点单词：tasty, yucky, snowy, spicy, Thailand, 句型的操练：

能用过去式询问并回答: Where were you yesterday? I was in/at...；

What was the food like? It was... （2）能通过听和阅读老师的游记回答拓展的问题：

Was Miss Feng in the Pattaya Island? What was the mango rice like? What was the soup like? Did she take many photos and play games? （3）能根据思维导图和老师的引导说出老师的游记

（4）能通过小组讨论写下自己思维导图的游记中的关键词，并据此来完成小作文。

3.学习策略：

（1）认知策略：让学生总结并发现规律，例如：There is rain today. It is rainy.

There was cloud yesterday. It was cloudy. There was snow yesterday. It was snowy. （2）对比归纳法：通过对比相同发音的单词拼读出新词。

4.情感态度：老师通过介绍泰国的饮食文化和暑假中的游记，再到唤起学生秋游的欢乐视频出示，呼唤同学们热爱生活，开心快乐度过每一天。

四、教学策略

1.情景教学法。本课时的学习主要通过介绍老师的游记串联起几个重点词和两个重点句型，并复习了旧句型。通过大情景：老师暑假去了泰国，并环环切入三个小情景把这三个知识点津津地扣在了一起（1）天气（2）地方（3）食物，从而更好地为后面口语的输出和写作的输出服务。

2.通过歌曲的导入，能马上提高学生的兴趣，并吸引学生的注意力。并有效地复习了询问天气的句型，由此引出学生自己说出更多描述天气的词语，进行自我的复习。

3.通过多媒体辅助教学，让学生从声音、图像上直观感知由in和at的对比，以及进一步了解天气和食物，激发学生的学习兴趣。

4.教具准备：教学课件、笔记本电脑、单词卡片、故事动画视频、实物教具、道具等等

五、教学过程 1. Warm up: (1)Greetings (2)Sing a song: What’s the weather like today? 2.Review: (1) Create a big situation. T: It’s an interesting song. So are you happy today? Ss: Yes. T: I am happy today because I can see your smiling face. I was happy yesterday because I ate a big hamburger. I was happy last summer holiday because I went to Thailand. You know Thailand? (T teaches the word of “Thailand” and write down on the blackboard and sticks on the picture .)

(2)

Continue the big situation and create the situation 1: weather. T: I went to Thailand last summer holiday with my family. The weather was sunny and hot. So I swam at the beach and took many photos. (With some actions when say the verbs) Look! It is the Pattaya Beach. It is very famous. Look! Is it beautiful? Ss: Yes. T: So, now, can you answer me “What was the weather like in Thailand? (T shows the weather with the picture “Thailand”) Ss: It was sunny and hot. T: Ok. Now, the whole class. Read it. (3)

Lead in the new word with the old words: T: How about today? What is the weather like today in Thailand? There is rain today. So? S：It is rainy. T: And how about last summer holiday? What was the weather like last summer holiday? S: It was sunny and hot. T: And how about yesterday? What was the weather like yesterday? There was rain yesterday. So? S: It was rainy. T: The whole class answer me. There was wind yesterday. So? Ss: It was windy. T: There was cloud yesterday. So? Ss: It was cloudy. T: There was snow yesterday. So? Ss: It was snowy. T: Look at these 4 words. What do they have? Ss: They have “y”. T: So, how does “y” sound? Ss: y, y, /i/

T: So? Ss: Snowy. T: Yes. Good. Listen. Was it snowy in Thailand? Ss: No, it wasn’t. T: It wasn’t..... Ss: snowy in Thailand. T: So, now, can you chant with me? Snowy, snowy, it wasn’t snowy in Thailand. (Repeat for 3 times in groups) 3.Presentation: (1)

Continue the big situation and create the situation 2: Place. T: I went to Thailand last summer holiday with my family. The weather was sunny and hot. So I swam at the beach and took many photos. So, can you answer me, Where was Miss Feng last summer holiday? S: She was in Thailand. T: Yes, I was in Thailand. ( T writes down on the blackboard ) Now, the whole class. Can you ask me? Where were you last summer holiday? 1, 2, begin. Ss: Where were you last summer holiday? (Repeat for 3 times) T: How about you? Where were you last summer holiday? S: I was at home. (T writes down on the blackboard and and sticks on the picture “home”) T: You were at home. So where was he last summer holiday? Ss: He was at home. T: How about last weekend? Where were you last weekend? Ss: I was in Jiangmen. T：You were in Jiangmen. So where was she last weekend? (T continues to replace the “last weekend” with other different time to practice the sentence.) (2)

Play time(Use a game to identify the usage of “in” and “at”)

Rules: When you see the picture. And it is a home. Then Group 1.2 should say “home” and then Group 3.4 should say “at home”. Let’s see who can say quickly? Try:home/school/supermarket/Jiangmen/Guangzhou/China; Change groups: park/ Thailand/ Beijing/ Shanghai / beach (3)

Continue the big situation and create the situation 3: Food T: I went to Thailand last summer holiday with my family. The weather was sunny and hot. So I swam at the beach and took many photos. Look! There are many food in Thailand. Fried crab with the curry paste. Tom Yum Kung and the fried rice with pineapple. And the mango sticky rice. a) Teach the word“tasty”: T: Yummy. Yummy. They are tasty. ( T guide Ss to spell “tasty” and writes down on the blackboard and sticks on the picture: tasty) I like the Thailand food. And I like the Waihai food, too. Such as the Waihai noodles. They are tasty. Do you like Waihai noodles? Ss: Yes. T: Can you chant with me? a, a, tasty, They are tasty. (Repeat for 3 times in groups.) b) Teach the sentence “What was the food like?”: T: I ate the mango rice in Thailand. Do you know What was the food like? S: It was tasty. (T writes down on the blackboard) T: Boys ask and girls answer. (T writes down “What was the food like? on the blackboard) c)Teach the words: “yucky” , “spicy”

T: I had the soup in Thailand. But I didn’t like it. Yuck. You know yuck? (T guides to spell “yucky”) It was? Ss: Yucky. (T writes down on the blackboard and sticks on the picture: yucky.) T: Some food is yucky. But we shouldn’t waste our food.

T: The soup was hot. And we can say... T guides to spell the word “spicy”

(T writes down on the blackboard and sticks on the picture: yucky.) It was...? Ss: yucky and spicy. T: Can you chant with me with some music? U, u, yucky, i, i, spicy, It was yucky and spicy. (Repeat for 3 times in groups.) 4.Practice: (1)Flash game: Rules：

a)T asks: What was the food like? Ss answers quickly when they see the picture. b)Group 1.2 replace T to ask and Group 3.4 answer quickly. c)Group 3.4 ask and Group 1.2 answer quickly. (2) Dialogue with pairs: A:What was the food like in Thailand? B: It was tasty. But the soup was spicy and yucky. A: Okay. Goodbye. B: Bye-bye. Have a nice day. (3)Go back to the big situation and answer more questions: a) T: I went to Thailand last summer holiday with my family. The weather was sunny and hot. So I swam at the beach and took many photos. And I am going to show you a video. Before watching it , you should think about 3 questions: Where was Miss Feng last summer holiday? What was the weather like? What was the food like? b) After watching the video and check the answers to the above 3 questions. c) Reading for more questions: T: I am going to tell you sth. more about my holiday. Let’s listen first. And then I will have some questions for you. T reads the passage, asks Ss to answer the following questions and then

check the answers : 

Was Miss Feng in the Pattaya Beach? 

What was the mango rice like? 

What was the soup like? 

Did she take many photos and play games? 5.Extension: (1) Group-work: Tell sth. about teacher’s summer holiday with the thinking map.(3 mins) T guides first with some questions: 

T:Where was Miss Feng last summer holiday? S: She was ... 

T:What was the weather like? S: It was .... 

T:How about the activities? Did she take many photos? Did she swim at the beach? Did she eat the mango rice? 

T:What was the food like? S: It was... 

T: Did she have a good time? Was she happy? (2)Ask some students to present his/her ideas on the stage with the PPT. (3)Lead in a new topic: Ss’ fall outing. T: This was my summer holiday. I know you had a good time last month at the Foshan Nanhai Park, too. And I made a video for you. (After watching the video...)Where were you last month? S: I was... (4)Group-work: Write down the key words in the thinking map and talk about your fall outing. (3 mins) Then ask some students to present his/her ideas and shows his/her thinking map in the PPT.(2 mins) (5)Writing: Write down a little passage with your thinking map about your fall outing.( At least 5 sentences) (3 mins) (6)Writing election:

T asks 2 students to read and present his/her writing on the stage and make everyone to elect for a better writing. ( 3 mins) T: If you think xxx is better, please raise your hand. And if you think xxx is better, please raise your hand. (7)Read the model passage. Emotional values: Let’s enjoy our life and have a good time everyday. 6.Homework: (1)Copy the vocabulary and Target in Page 57. (2)Finish your fall outing and tell it to your mate.

六、板书设计：

图 Unit 5 My Summer Holiday 图

Where were you last summer holiday? I was in Thailand. 图

at home. 图

What was the food like? It was tasty. 图

yucky. 图

spicy. 图

七、教学反思：

1.

在引导学生写作的过程中，利用视频影像让学生通过真实有趣的画面回忆起他们秋游时的美好快乐片段，这一做法可以提到本课程的前半段来作一个整体的主题呼唤。

2.

在评价环节，利用学生投票的环节来让学生认真聆听同学们的作品，并感受其语音语调，该环节虽然有听说读写的训练，但写的任务对于本节课的语言点稍微过重，对中下层的学生有点吃不消，因此应该把写作任务改为更加简单的句型进行仿写，从而降低整体写作的难度，让学生更乐于完成自己的游记。

3.

本课作为第一课时，但涉及了写作任务，虽然整个引导都水到渠成，学生也乐此不疲，但总体上还是难度偏大，应设置较为简单的任务对句型进行练习。