译林版小学英语六年级上Unit3 Holiday fun
合集下载
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
1:Look and say
对应说出动词原形和过去式。
2:Look and retell
说说刘涛和迈克的假期生活,注意用上一般过去时。
3:Choose and answer
选择数字，回答关于Story time的五个问题。（P28）
Step 2.Presentation
Think and say
T: Mike and Liu Tao had a happy National Day holiday.National Day holiday is a main school holiday in China.
3.能进一步掌握一般过去时态动词过去式的变化及疑问句的使用和回答；
4.掌握诗歌的语音语调；
5.了解英国学生的放假情况。体会中西方在假日文化上的差异。
学情分析
重点、难点：
1.能掌握本单元的四会单词、句型；
2.了解一般过去时态动词过去式变化和疑问句及回答；
3.语调中降调的教学；
4.能理解，正确朗读，表演Story time和Cartoon time中的故事
听录音，教授ate.
3.逐句出示课文录音，学生跟读。
4.Think and write
出示P28填空练习第二题，学生做填空练习并校对。（Mike’s holiday）
Step4.Re
学生通篇读对话，注意语音语调。
Step5. Consolidation
Retell the text
T: Lucy is a British girl. She likes travelling. Where did she go in the summer holiday? Let’s read her diary.
Step4.Dialogue time
Make a new dialogue
Step5. Consolidation
2.Ask and answer
Teach“holiday”Ask: What’s your favourite holiday? It’s….引出新授：National Day, National Day holiday.
Step 2.Presentation
Leading in the topic.
引导学生复习Story time内容。
加深对Story的理解，为Culture time的理解做准备。
教师导入Culture time的学习。
帮助学生了解中国的主要学校假期
了解英国的主要学校假期。
让学生了解不同假期人们的活动。
以Lucy的日记，从Culture过渡到Fun time的学习。
以小组或同位为单位组织学生自编对话。
T: After National Day holiday,（出示背景句）The students came back to school after the National Day holiday.
学生看图导入话题。
教师出示Liu Tao和Mike交流图：Liu Tao and Mike are talking about their holidays. Guess, how were their holidays?
以日记形式将自己的假期经历写下来。
1.用英语与自己的朋友交流假期经历，培养学生的语用能力。
2.了解更多西方节假日及活动，培养学生对文化差异的兴趣。
第三课时
Step 1.Warming up
1.Share diaries
T: Share own diary with the students.
Ss: Read own diaries.
b.初步完成P28的练习。
第二课时：
a.课前以小组为单位调查小组内成员国庆节假日活动。
b.课前收集英国学校假期生活，了解中西文化的差异。
第三课时：
a.课前读一读P29的句型，圈出句中的动词，思考一般过去时疑问句中的动词形式。
b.跟光盘模仿、跟读歌谣初步感受祈使句和陈述句的语调。
第四课时：
a.预习cartoon time.
B: I…(ed)….
A: Did you…?
B: Yes, I did. / No, I didn’t.
Step 7.Homework
1.有感情地朗读课文，并进行录音传入班级QQ。
2.将课文对话改编成英语小故事，讲给家长听。
3.将课上新编的对话故事写下来。
从节日图片引入本课教学，让学生初步感知本课的学习内容。
出示复述内容，学生根据课文内容填空。
Step6. Practise
Make a new dialogue
Talk something about the National Day holiday.
给出关键句型：
A: Where did you go for…?
B: I went/visited….
A: What did you do there?
1.Write a diary
2.Share the diaries
Step5.Homework
1.Talk about your holidays with your friends.
2. Know more about the holidays.
组织学生用游戏形式复习Story time中出现的动词过去式。
Teach: main
Step 3 .New teaching
1.Think and answer
T:How many main school holidays are there in China?
Ss:There are three.
T:What are they?
Ss:They arethe summer holiday, the National Day holiday and the winter holiday.
2.Listen and answer
T:How about the main school holidays in the UK ?
Learn ‘Culture time’
3.Know more
1. the Easter holiday
make Easter eggs, make chocolate eggs
2.能听懂、会说、会读、会运用句型:Where did you / he / she go for the holiday？What did you / he / she do for the holiday? How was your / his / her holiday? Why did you call me? Did you/ he/ she…?Yes, I / he/ she did. No, I / he/ she didn’t.
听音跟读活动旨在让学生模仿正确、地道的语音语调，培养英语语感，加深对课文整体印象。
以复述的形式达到复习巩固文本的目的。
教师在设计语篇教学的拓展活动时，应将语篇材料中的重点内容与学生的生活实际相结合，引导学生在完成任务或参与活动的过程中巩固语篇知识，提高语篇综合能力。
第二课时
Step 1.Warming up
（转入下半段教学）
3.Read and learn (II)
1.T: How was Mike’s holiday?
听音出示：It was great fun.
T: Where did he go for the holiday?
出示图片，学生根据图片描述：He went to a farm.
T:（顺接学生答句）Yes, his family went to a farm near Star Lake.
T: Would you like to know more about Liu Tao’s holiday?
鼓励学生用Where, What,When等词进行提问。
2. Read and learn(I)
1.学生自读前半段课文，找出问句：
Where did you go for the holiday?
2. the Christmas holiday
buy a Christmas tree, give presents to each other, eat a big dinner, go to the party
3. the summer holiday
go travelling
4.Fun time
引导学生预测：
Their holidays were....
学生看图发表自己的见解，可适当加入中文。
Step 3. New teaching
1.Watch the cartoon
How were their holidays?
教授：great fun. Ss：Their holidays were great fun.
b.整理一般过去时的基本用法。
学生活动
教师助学
课后改进
第一课时
Step 1.Warming up
1.Let’s enjoy
1Show the picture of holidays: Spring Festival, Dragon Boat Festival, May Day, Halloween and Children’s Day.由此引出课题：Holiday Fun.
通过问答，学习新词：National Day holiday
通过观图预测，让学生进行合理想象并敢于用英语发表自己见解
读前预测让学生进行合理想象，有助于发展学生的思维和想象能力，激发学生的好奇心，诱发学生想进一步了解文章内容的欲望。
学生带着任务找问句，学会从文章中搜索相关信息，在听故事中找到答案，训练了听力。通过这两个环节，帮助学生理清文章脉络。
逐句跟读，培养良好的语音语调。培养学生的学习兴趣。
以练习巩固所学内容，将所学内容从口头落实到笔头。
引导学生观察图片，根据图片来回答教师提问，分步学习文章，帮助学生在完整的故事情境中理解文本，随文识字。带着学生学习重难点句型。
逐句跟读，培养良好的语音语调。培养学生的学习兴趣。
以练习巩固所学内容，将所学内容从口头落实到笔头。
看图引出：went fishing
T: Did you go fishing before?
Ss: Yes, I did. / No, I didn’t.
T: Did you catch any fish?
Look, Mike caught a big fish.
教授：caught
T: But where’s the fish?
What did you do there?
2.逐句出示两个问句（并板书），以听音方式出示答句，并教授其中新词: did, the Bund, the Shanghai Museum.
3.逐句出示课文录音，学生跟读。
4.Think and write
出示P28填空练习第一题，学生做填空练习并校对。（Liu Tao’s holiday）
易混点、易错点：
一般过去时疑问句中动词的形式。
学生认知基础：
学生在前两个单元已经掌握了一般过去时的陈述句的构成。
时间分配
学20讲10练10
教法
学法
自主学习，合作学习。
教学准备
1、课前搜集一些曾经去过的旅游景点的图片。
2、课前预习：
第一课时：
a.跟光盘初读story time,画出不理解的地方上课交流。
2.Free talk
T: Last week, we had a long holiday, National Day holiday. Now let’s talk about our holiday.
课题
Unit3 Holiday fun
课型
新授
课时
4
主备人
学习目标
1.能听懂、会读、会说、会拼写单词和词组：Bund, Great Wall, Palace Museum, Shanghai Museum, Summer Palace, Tian’anmen Square，holiday, National Day, call, star, fashion show, excited, paper, ask, bottle, go well, at first, heavy rain
教授：lake, Star Lake
2.T: What did he do on the farm?
继续看图引出picked some oranges
T: Did you pick any oranges before?（并板书）
教授：Yes, I did. / No, I didn’t.
T: What else did he do on the farm?
对应说出动词原形和过去式。
2:Look and retell
说说刘涛和迈克的假期生活,注意用上一般过去时。
3:Choose and answer
选择数字，回答关于Story time的五个问题。（P28）
Step 2.Presentation
Think and say
T: Mike and Liu Tao had a happy National Day holiday.National Day holiday is a main school holiday in China.
3.能进一步掌握一般过去时态动词过去式的变化及疑问句的使用和回答；
4.掌握诗歌的语音语调；
5.了解英国学生的放假情况。体会中西方在假日文化上的差异。
学情分析
重点、难点：
1.能掌握本单元的四会单词、句型；
2.了解一般过去时态动词过去式变化和疑问句及回答；
3.语调中降调的教学；
4.能理解，正确朗读，表演Story time和Cartoon time中的故事
听录音，教授ate.
3.逐句出示课文录音，学生跟读。
4.Think and write
出示P28填空练习第二题，学生做填空练习并校对。（Mike’s holiday）
Step4.Re
学生通篇读对话，注意语音语调。
Step5. Consolidation
Retell the text
T: Lucy is a British girl. She likes travelling. Where did she go in the summer holiday? Let’s read her diary.
Step4.Dialogue time
Make a new dialogue
Step5. Consolidation
2.Ask and answer
Teach“holiday”Ask: What’s your favourite holiday? It’s….引出新授：National Day, National Day holiday.
Step 2.Presentation
Leading in the topic.
引导学生复习Story time内容。
加深对Story的理解，为Culture time的理解做准备。
教师导入Culture time的学习。
帮助学生了解中国的主要学校假期
了解英国的主要学校假期。
让学生了解不同假期人们的活动。
以Lucy的日记，从Culture过渡到Fun time的学习。
以小组或同位为单位组织学生自编对话。
T: After National Day holiday,（出示背景句）The students came back to school after the National Day holiday.
学生看图导入话题。
教师出示Liu Tao和Mike交流图：Liu Tao and Mike are talking about their holidays. Guess, how were their holidays?
以日记形式将自己的假期经历写下来。
1.用英语与自己的朋友交流假期经历，培养学生的语用能力。
2.了解更多西方节假日及活动，培养学生对文化差异的兴趣。
第三课时
Step 1.Warming up
1.Share diaries
T: Share own diary with the students.
Ss: Read own diaries.
b.初步完成P28的练习。
第二课时：
a.课前以小组为单位调查小组内成员国庆节假日活动。
b.课前收集英国学校假期生活，了解中西文化的差异。
第三课时：
a.课前读一读P29的句型，圈出句中的动词，思考一般过去时疑问句中的动词形式。
b.跟光盘模仿、跟读歌谣初步感受祈使句和陈述句的语调。
第四课时：
a.预习cartoon time.
B: I…(ed)….
A: Did you…?
B: Yes, I did. / No, I didn’t.
Step 7.Homework
1.有感情地朗读课文，并进行录音传入班级QQ。
2.将课文对话改编成英语小故事，讲给家长听。
3.将课上新编的对话故事写下来。
从节日图片引入本课教学，让学生初步感知本课的学习内容。
出示复述内容，学生根据课文内容填空。
Step6. Practise
Make a new dialogue
Talk something about the National Day holiday.
给出关键句型：
A: Where did you go for…?
B: I went/visited….
A: What did you do there?
1.Write a diary
2.Share the diaries
Step5.Homework
1.Talk about your holidays with your friends.
2. Know more about the holidays.
组织学生用游戏形式复习Story time中出现的动词过去式。
Teach: main
Step 3 .New teaching
1.Think and answer
T:How many main school holidays are there in China?
Ss:There are three.
T:What are they?
Ss:They arethe summer holiday, the National Day holiday and the winter holiday.
2.Listen and answer
T:How about the main school holidays in the UK ?
Learn ‘Culture time’
3.Know more
1. the Easter holiday
make Easter eggs, make chocolate eggs
2.能听懂、会说、会读、会运用句型:Where did you / he / she go for the holiday？What did you / he / she do for the holiday? How was your / his / her holiday? Why did you call me? Did you/ he/ she…?Yes, I / he/ she did. No, I / he/ she didn’t.
听音跟读活动旨在让学生模仿正确、地道的语音语调，培养英语语感，加深对课文整体印象。
以复述的形式达到复习巩固文本的目的。
教师在设计语篇教学的拓展活动时，应将语篇材料中的重点内容与学生的生活实际相结合，引导学生在完成任务或参与活动的过程中巩固语篇知识，提高语篇综合能力。
第二课时
Step 1.Warming up
（转入下半段教学）
3.Read and learn (II)
1.T: How was Mike’s holiday?
听音出示：It was great fun.
T: Where did he go for the holiday?
出示图片，学生根据图片描述：He went to a farm.
T:（顺接学生答句）Yes, his family went to a farm near Star Lake.
T: Would you like to know more about Liu Tao’s holiday?
鼓励学生用Where, What,When等词进行提问。
2. Read and learn(I)
1.学生自读前半段课文，找出问句：
Where did you go for the holiday?
2. the Christmas holiday
buy a Christmas tree, give presents to each other, eat a big dinner, go to the party
3. the summer holiday
go travelling
4.Fun time
引导学生预测：
Their holidays were....
学生看图发表自己的见解，可适当加入中文。
Step 3. New teaching
1.Watch the cartoon
How were their holidays?
教授：great fun. Ss：Their holidays were great fun.
b.整理一般过去时的基本用法。
学生活动
教师助学
课后改进
第一课时
Step 1.Warming up
1.Let’s enjoy
1Show the picture of holidays: Spring Festival, Dragon Boat Festival, May Day, Halloween and Children’s Day.由此引出课题：Holiday Fun.
通过问答，学习新词：National Day holiday
通过观图预测，让学生进行合理想象并敢于用英语发表自己见解
读前预测让学生进行合理想象，有助于发展学生的思维和想象能力，激发学生的好奇心，诱发学生想进一步了解文章内容的欲望。
学生带着任务找问句，学会从文章中搜索相关信息，在听故事中找到答案，训练了听力。通过这两个环节，帮助学生理清文章脉络。
逐句跟读，培养良好的语音语调。培养学生的学习兴趣。
以练习巩固所学内容，将所学内容从口头落实到笔头。
引导学生观察图片，根据图片来回答教师提问，分步学习文章，帮助学生在完整的故事情境中理解文本，随文识字。带着学生学习重难点句型。
逐句跟读，培养良好的语音语调。培养学生的学习兴趣。
以练习巩固所学内容，将所学内容从口头落实到笔头。
看图引出：went fishing
T: Did you go fishing before?
Ss: Yes, I did. / No, I didn’t.
T: Did you catch any fish?
Look, Mike caught a big fish.
教授：caught
T: But where’s the fish?
What did you do there?
2.逐句出示两个问句（并板书），以听音方式出示答句，并教授其中新词: did, the Bund, the Shanghai Museum.
3.逐句出示课文录音，学生跟读。
4.Think and write
出示P28填空练习第一题，学生做填空练习并校对。（Liu Tao’s holiday）
易混点、易错点：
一般过去时疑问句中动词的形式。
学生认知基础：
学生在前两个单元已经掌握了一般过去时的陈述句的构成。
时间分配
学20讲10练10
教法
学法
自主学习，合作学习。
教学准备
1、课前搜集一些曾经去过的旅游景点的图片。
2、课前预习：
第一课时：
a.跟光盘初读story time,画出不理解的地方上课交流。
2.Free talk
T: Last week, we had a long holiday, National Day holiday. Now let’s talk about our holiday.
课题
Unit3 Holiday fun
课型
新授
课时
4
主备人
学习目标
1.能听懂、会读、会说、会拼写单词和词组：Bund, Great Wall, Palace Museum, Shanghai Museum, Summer Palace, Tian’anmen Square，holiday, National Day, call, star, fashion show, excited, paper, ask, bottle, go well, at first, heavy rain
教授：lake, Star Lake
2.T: What did he do on the farm?
继续看图引出picked some oranges
T: Did you pick any oranges before?（并板书）
教授：Yes, I did. / No, I didn’t.
T: What else did he do on the farm?