六年级上册英语教案Unit3 Holiday fun（第1课时）译林版（三起）.doc

1、Unit3 Holiday funStory time一、 教学目标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：Bund , Shanghai Museum , caught , ate.2. 初步掌握句型：Where did you go for the holiday? What did you do there? Why did you call me? Did you?3. 学生能准确朗读课文和理解课文大意。4. 学生能初步复述课文。二、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：Bund , Shanghai Museum , caught

2、 , ate.2. 初步掌握句型：Where did you go for the holiday? What did you do there? Why did you call me? Did you?3. 学生能准确朗读课文和理解课文大意。三、教学准备课件四、教学过程Step1 Warm up1. Greetings.2. Free talk.What day?What date?Whats/was the weather like？Step2 Presentation1.由free talk引出本单元话题Today is the 23rd of September，what holid

3、ay is coming？Mid-autumn Festival T：Whens Mid-autumn Festival？S:.What do people usually do at Mid-autumn Festival? S:.T:Last Mid-autumn Festival,I went to .I . Where did you go for the holiday? What did you do there?TST:What holiday comes after Mid-autumn Festival?S:Its National Day Learn: National D

4、ayT: Do you like holiday? Why?We have a lot of fun on holidays.So today well study Unit3 Holiday fun2.Our old friends Mike and Liu Tao are also talking about their holiday .Im sure they had a lot of fun ,too.3.Listen and answerWhat holiday do they talk about?4.Watch and answerWhere did they go for t

5、he holiday?板书5.Read and thinkWhat did Mike do in Shanghai?What did Liu Tao do on the farm?板书Learn:the Bund ,the Shanghai Museum, caught6.Think and write(P28)7.How were LT and Ms holiday? Why?T:By the way,did LT eat the fish? Where was the fish?Im sure the fish was delicious.Learn: ate8.Reading time9

6、.Do you undersand the text clearly? Close your books and talk about these questions with your classmate.(P28)10.RetellStep3 PraciceTalk about your own holiday示范：Whats your favourite holiday? How was your. Where did you go for the holiday? What did you do there?Did you.Step4 Homework1. read the text

7、after the tape 2. Retell the text3. Try to write a diary about your holiday教学反思六年级上册英语第三单元Holiday fun的Story time是以Mike和Liu Tao谈论十一假期而展开的，我归纳的线索句为：Where did you go? Where did you do?在教学中，结合Think and write中的两张卡片来分部教学，采取层层递进的方式帮助学生疏通课文。首先提出的问题是假期各自去了哪里，之后再是两人分别又做了什么，最后是这个假期过得怎么样。上完之后我觉得Liu Tao的部分是可以由老师

8、引导学生去理解，而Mike的部分则是放手让学生自己来学习。由学生提问，小组讨论推举一人回答，在回答的过程中帮助学生随文识字。我感觉这种形式的教学学生更乐意接受，也更愿意提出自己的想法，大胆的用英语来表达。本单元涉及的时态还是一般过去时，不同的是这一单元的重点是一般过去时的一般疑问句和特殊疑问句。因为这是第一课时，所以在本节课我没有花大量的时间讨论句型，只是通过What did you do for the holiday? How was your holiday?等师生对话，吸引和组织他们积极参与，从而培养学生的合作精神，提高他们的口语能力。本单元的最后是以谈论上个中秋节为题编说一个对话，部分学生按照Story time的模板说，还有一小部分学生则说说得非常真实，尽管出现了不少的语法错误，但他能够利用自己所学的一点英语来大胆地表达自己，真的很棒！其次，结合本课的教学内容，培养学生在对话中的交际能力应是本课的重点，语言的交际功能是在一定的情景中体现出来的。而我的设计任务只是浅层次的交际活动，缺乏一定的创造性，影响了学生自主能力的培养。因此，任务的设计应由浅入深，由表及里，注重培养学生的思维能力和创造能力。总之，希望英语教学能给英语课堂教学带来活力，强化学生的语言运用能力，注重发展学生的学习策略，促进学生创新精神和实践能力的提高。