Story time板书设计及设计说明

译林新版6A Unit3 Holiday fun (story time)

教学设计

望直港镇中心小学

何

花

【课题简介】

译林版小学英语教科书六年级上册Unit3 Holiday fun第一课时story time 【教材简介】

本课story time主要讨论的是国庆假日，Mike和Liu Tao以对话的形式讲述他们是如何度过自己的假日，主要句型是用过去式询问和回答发生在过去的事：Where did you go？.

What did you do? I …. Did you ….? Yes, I did.主要词汇是一些旅游胜地和特殊动词的过去式：

Bund

Shanghai Museum ate caught came .课文内容贴近生活，鼓励学生学以致用。

【目标预设】

1.知识目标

（1）能够掌握一些无转换规则的动词过去式以及旅游胜地的词汇：National Day holiday, bund, Shanghai Museum, farm, because, ate, caught. （2）能够运用日常交际用语：Where did you go？What did you do ?

Did you ….?以及它们的回答方式：I went /visited ….

I ….

Yes, I did/No, I didn’t .来谈论节日。

（3）能够听懂，读懂和准确流利地朗读课文。

（4）能够用过去式描述发生在过去的事。

2.能力目标

（1）能够提升学生自主学习能力。

（2）能够提升学生听说读写能力。

3.情感目标

（1）培养学生学习英语的兴趣，树立学习英语的信心。

（2）鼓励学生互相关心，互相帮助。

【重点.难点】

1.学生能够通过图片，动画理解课文。

2.通过不同方式读，学生能够用准确地语音语调表演故事。

3.学生能够通过图片简单复述课文。

4.学生能够在日常生活中运用所学句型。

【设计理念】

在教学中，主要采用任务型教学和情景式教学相结合。“任务型”课堂教学模式是将英语的教学目标整合到一个或多个具体的活动任务中，使学生在使用英语完成任务的同时，在不知不觉中学会英语，提高运用英语的学习紧迫感。另外，通过让学生谈谈自己的国庆假日是如何度过的，为学生创设较为真实的语言情境，让学生学以致用。

【设计思路】

本课题是根据本年段学生学习语言的认知规律和《课标》提出的学习目标来设计的，注重直观，形象，激发学生好奇心和兴趣，以学生熟悉的生活情境和经验为基础，通过看看猜猜，唱唱说说等活动让学生在“做中学，用中学”的过程中，学习语言，运用语言。

【教学过程】

Step 1 Warming up 1. Free talk

T: My English name is July,My favorite animals are rabbits and parrots.My hobbies are travelling and taking photos. What about you? 师生对话，拉近距离，同时导入有关假期的话题。

T：What date is it today?

What holiday is it? T:

On these days,we don’t need go to school and work.

师新授并板书：National Day holiday. 设计意图：通过教师展示10月1号日历图片和旅游的照片。要求学生说出假日的名称，激发学生的兴趣和求知欲. Step 2 Presentation 1.

Play a game.(出示一些卡通人物和孩子喜欢的明星，进行猜测)

Who is he/she? Where did he/she go for holiday?

师出示全部旅游照片总结，They have great fun.板书课题：Unit3 Holiday fun

设计意图：在猜测的过程中，新授部分景点的单词，学生的热情和求胜心

被调动了出来，课堂气氛较好。导入课题，进行课文内容新授。

2.

Look and answer.

T:Who are they?

What are they talking about? （出示课文图片，遮挡部分，只留学生讨论的画面。

学生小组讨论，进行猜测。）

3.Watch and choose.

1.Where did Liu Tao go for the holiday? a. went to Shanghai

b.a. went to Beijing 2.

What did Mike go for the holiday?

a. went to a farm

b. went to a park 3.

Did

Mike catch any fish?

a. Yes , he did.

b. No, he didn’t. 设计意图：学生带着问题听故事，整体感知课文。

4.Watch and choose（2）

T: We know Liu Tao went to Shanghai Museum, what did he do? Mike went fishing, did he catch any fish?Let’s watch the cartoon. 学生观看动画，判断正误。

﹙﹚Liu Tao didn’t see any interesting things. ﹙﹚Mike caught a big fish. ﹙﹚Mike gave Liu Tao the fish. 设计意图：学生通过判断正误，提炼课文信息，理清文章的脉络，教师注重学习方法指导，还原在原文中寻找信息的过程。

5.Read and circle What did Liu Tao and Mike do?

What did Liu Tao/Mike do?

Liu Tao

Mike

6.

Do some exercise.

Where did you go? I went/ visited……

师展示动物园.超市.公园.外滩.农场等图片，学生分组进行操练，同时教授

the Bund

museum farm单词

设计意图：通过对话操练，学生能够进一步掌握句型，同时提高口语表达能力。

7.Say a chant. What, what, what did you do? Went, went, I went to the Bund. What, what, what did you do? Visited, visited, I visited the Shanghai Museum. 8.Let’s make a chant by yourselves. ...... 9.Read and discuss T: Liu Tao went to Shanghai, Mike went to the farm, what did they do? 学生自读课文，标出生词，理解课文大意，完成表格。

Activities

Where did they visited

Who did they visited

What things did they do

10.Let’s talk Why did Mike call Liu Tao? Did Liu Tao get the fish? Why didn’t

he get the fish? 设计意图：让学生带着问题自主阅读，学会从文中搜索相关信息，在和同桌讨论的同时，让每个学生都有发表意见的时间。

Step 3. Reading and imitation

1.学生看文本听音模仿跟读，在跟读过程中教师要注意指导学生的朗读，纠正学生不准确的发音。

2.学生以不同的形式朗读课文。

设计意图：听音跟读旨在让学生模仿正确，地道的语音语调，培养英语语感，加深对课文的整体印象。

Step4 Do some exercise. 1.写出下列单词的正确形式。

It

(is) the National Day holiday last week. The students

(come)back to school after the holiday. Mike and Liu Tao

(are) in the classroom. They

(talk) about their National holidays.

Mike

(call) Liu Tao, but Liu Tao

(isn’t) at home. He

(go)to Shanghai

and

(visit) his aunt. He

(go) to the Bund and

(visit) the Shanghai

Museum. He

(see) many interesting things in the museum. Mike’s holiday

(is) great fun. He and his family

(go) to a park near Star Lake.

They

(pick) some apples and

(go) fishing. Mike

(catch) a big fish and he

(want) to give it to Liu Tao, but at last(最终) he

(eat) it.

Step 5 Consolidation How to ask questions about one’s holiday? Question 1: Where did you go for the

holiday? Question 2:What did you do for the holiday? Question 3:Did you catch any fish? Step 6 Exercise 结合图片，小组选一个节日，试编一个新的对话故事。

A：Where did you go for …..? B：I went/visited ……

A：What did you do there? B：I….. A：Did you ……? B：Yes, I did./ No, I didn’t.

设计意图：检测学生对课本内容的掌握程度，将语篇中的重点内容与学生的生活实际相结合，巩固知识，提高语篇综合能力。

Step 7 Homework 1. Read this dialogue after the tape. 2. Try to retell this 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，学生通过自身的努力获得成功，感受其中的乐趣。

板书设计：

Unit3 Holiday fun A:What did you do for the holiady? B:... A:Where did you go for the holiday? B:... the National Day holiday

the Palace Museum the Bund

Tian’an Men Square the Shanghai Museum the Summer Palace

the Great Wall 设计意图：板书清晰明了，体现了课文的重难点，帮助学生进行知识的整合。