1、第5课时 Sound time, Checkout time & Ticking timeTeaching contents 教学内容1. 学生熟练掌握和运用语法知识：一般过去时的句型。2. 学生通过做练习复习和巩固本单元所学词句。3. 加强学生在朗读英语时运用升降调的能力。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 能熟练运用本课所学词汇的过去式和日常用语来询问节日安排。 2. 能正确使用降调来读句子。教学难点：能初步根据提示写出过去所做的事情。Teaching procedures 教学过程Step
2、 1 Warm-upFree talk(PPT出示学生以前拍的照片，大家自由交谈，老师指导过去式的读音和形式)T: How old were you in the photo?S: I was ten.T: Where were you?S: I was in Beijing.T: What did you do in Beijing?S: I T: Did you go to Tiananmen Square?S: Yes.(同桌之间或小组之间展开讨论，比比谁说得又好又多)【设计意图：通过同桌和小组之间讨论以往去过的地方，可以丰富学生的语言素材，情境比较真实，更能激起学生运用语言的兴趣。】S
3、tep 2 PresentationT: Lets review Story time. (出示图片，引导学生问答)T: Why didnt Liu Tao have the big fish? (请学生讨论)S: Because Mike ate it. T: So Mike felt sorry about that. He wants to go to the farm again. T: What does Mike want? Lets watch and answer.S: Mike wants an orange and a fish.T: Lets listen again,
4、and try to fill in the blanks!(学生边听边填空，填完之后自主朗读)T: Look at the signs here. (呈现读音的降调符号，提示学生肯定句和感叹句要用降调来读，(学生跟读句子，齐读句子)T: Good. Pay attention to these words. Theyre the rhyming words. me, tree, me, sea(让学生来对比不加降调符号和加了降调符号后的朗读效果，完成Ticking time中相应的一项)【设计意图：通过对比朗读的方式，让学生感受准确的语音语调，了解在肯定句和感叹句中需用降调来朗读。】Step
5、 3 Checkout time1. Write and sayT: We know, on the National Day Mike got some fish and some fruit, and he was happy. Look at those children. They were happy too. What did they do in the holiday? (呈现小图)(1) T: Lets check the answer.Picture 1 Mike and Liu Tao went to the Car Museum. They (saw) many coo
6、l cars.短语：go to the Car Museum, many cool carsPicture 2 Yang Ling and Helen (went to the cinema). They (watched) a new film.短语：go to the cinema, see/watch a filmPicture 3 Yang Ling (visited) Su Hai and Su Yang.Picture 4 Miss Li (had/gave) a birthday party. She (saw) many friends.Picture 5 Tim visite
7、d his cousin Jim. They (played with toy cars).短语：play with Picture 6 Mr Green was at home. He (cleaned his/the car).短语：be at home = be in (2) T: Lets read the sentences together.2. Think and writeT: Hello, class. They had a lot of fun in the holiday. Do you like the National Day holiday? S: Yes, we
8、do.(1) Ask and answer. T: In the last summer holiday, where did you go? S: I went to T: How was your holiday?S: It was T: What did you do there?S: (教师先问学生问题，接着让同桌之间相互询问，请几组同学展示对话)(2) Try to write.T: I know a lot about your holiday. Do you want to know something about my holiday? (给学生时间讨论想要问的问题)S: Wh
9、ere did you go for your holiday? What did you do? T: I went to Beijing for the holiday. I visited the Summer Palace. There were many flowers and trees. I had a lot of nice food with my family. It was great fun. (教师边说，边板书句型，给学生后面写作做个示范)Step 4 Lets write完成教材P35 Think and write 【设计意图：通过先填空感知，到讨论激发话题，再到
10、老师板书句型示范，再到给出范例让学生尝试模写，通过这先搀后扶再放的方式，让学生对英语写作减少惧怕感。】Homework 家庭作业1. 试着仿照范例，编写有韵脚的歌谣。2. 根据课堂范例，尝试写出自己和朋友节日中所做的事情。Teaching aids 教学准备（含板书设计）教学准备：教学课件、练习纸板书设计： Unit 3 Holiday fun I went to Beijing for the holiday.I visited the Summer Palace. There were many flowers and trees. I had a lot of nice food with my family.It was great fun.说课 本课时单元的第五课时，教师将语音语调和片段描写结合在一起讲解，首先是为了避免单纯的片段描写教学的枯燥感。本课先由同桌和小组的讨论入手，再进入到对课文的复习，再由课文中的句子过渡到Sound time的内容，并通过学生的对比朗读，感受正确的语音语调，并由此进入学生的填空环节，再慢慢过渡到根据范例进行英语写作，整个过程层层推进，内容不断在旧知上翻新，学生不会感到枯燥，同时也减少了写短文的畏难情绪，整节课的节奏把握比较适宜。
