六年級上冊英語教案unit3holidayfun（第1課時）譯林版（三起）

Unit3 Holiday funStory time一、 教學目標1. 學生能初步能理解并且會聽、會說、會讀和會拼寫單詞及詞組：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. 學生能準確朗讀課文和理解課文大意。4. 學生能初步復述課文。二、教學重點1. 學生能初步能理解并且會聽、會說、會讀和會拼寫單詞及詞組：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. 學生能準確朗讀課文和理解課文大意。三、教學準備課件四、教學過程Step1 Warm up1. Greetings.2. Free talk.What day?What date?Whats/was the weather like？Step2 Presentation1.由free talk引出本單元話題Today is the 23rd of September，what holiday 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 DayT: 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 the holiday?板書5.Read and thinkWhat did Mike do in Shanghai?What did Liu Tao do on the farm?板書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: ate這個工作可讓學生分組負責收集整理,登在小黑板上,每周一換。要求學生抽空抄錄并且閱讀成誦。其目的在于擴大學生的知識面,引導學生關(guān)注社會,熱愛生活,所以內(nèi)容要盡量廣泛一些,可以分為人生、價值、理想、學習、成長、責任、友誼、愛心、探索、環(huán)保等多方面。如此下去,除假期外,一年便可以積累40多則材料。如果學生的腦海里有了眾多的鮮活生動的材料,寫起文章來還用亂翻參考書嗎?8.Reading time9.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 after the tape 2. Retell the text3. Try to write a diary about your holiday宋以后，京師所設(shè)小學館和武學堂中的教師稱謂皆稱之為“教諭”。至元明清之縣學一律循之不變。明朝入選翰林院的進士之師稱“教習”。到清末，學堂興起，各科教師仍沿用“教習”一稱。其實“教諭”在明清時還有學官一意，即主管縣一級的教育生員。而相應(yīng)府和州掌管教育生員者則謂“教授”和“學正”?！敖淌凇薄皩W正”和“教諭”的副手一律稱“訓導”。于民間，特別是漢代以后，對于在“?！被颉皩W”中傳授經(jīng)學者也稱為“經(jīng)師”。在一些特定的講學場合，比如書院、皇室，也稱教師為“院長、西席、講席”等。教學反思“教書先生”恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學堂，“教書先生”那一行當怎么說也算是讓國人景仰甚或敬畏的一種社會職業(yè)。只是更早的“先生”概念并非源于教書，最初出現(xiàn)的“先生”一詞也并非有傳授知識那般的含義。孟子中的“先生何為出此言也？”；論語中的“有酒食，先生饌”；國策中的“先生坐，何至于此？”等等，均指“先生”為父兄或有學問、有德行的長輩。其實國策中本身就有“先生長者，有德之稱”的說法。可見“先生”之原意非真正的“教師”之意，倒是與當今“先生”的稱呼更接近?？磥?，“先生”之本源含義在于禮貌和尊稱，并非具學問者的專稱。稱“老師”為“先生”的記載，首見于禮記?曲禮，有“從于先生，不越禮而與人言”，其中之“先生”意為“年長、資深之傳授知識者”，與教師、老師之意基本一致。六年級上冊英語第三單元Holiday fun的Story time是以Mike和Liu Tao談?wù)撌患倨诙归_的，我歸納的線索句為：Where did you go? Where did you do?在教學中，結(jié)合Think and write中的兩張卡片來分部教學，采取層層遞進的方式幫助學生疏通課文。首先提出的問題是假期各自去了哪里，之后再是兩人分別又做了什么，最后是這個假期過得怎么樣。上完之后我覺得Liu Tao的部分是可以由老師引導學生去理解，而Mike的部分則是放手讓學生自己來學習。由學生提問，小組討論推舉一人回答，在回答的過程中幫助學生隨文識字。我感覺這種形式的教學學生更樂意接受，也更愿意提出自己的想法，大膽的用英語來表達。本單元涉及的時態(tài)還是一般過去時，不同的是這一單元的重點是一般過去時的一般疑問句和特殊疑問句。因為這是第一課時，所以在本節(jié)課我沒有花大量的時間討論句型，只是通過What did you do for the holiday? How was your holiday?等師生對話，吸引和組織他們積極參與，從而培養(yǎng)學生的合作精神，提高他們的口語能力。教師范讀的是閱讀教學中不可缺少的部分，我常采用范讀，讓幼兒學習、模仿。如領(lǐng)讀，我讀一句，讓幼兒讀一句，邊讀邊記；第二通讀，我大聲讀，我大聲讀，幼兒小聲讀，邊學邊仿；第三賞讀，我借用錄好配朗讀磁帶，一邊放錄音，一邊幼兒反復傾聽，在反復傾聽中體驗、品味。本單元的最后是以談?wù)撋蟼€中秋節(jié)為題編說一個對話，部分學生按照Story time的模板說，還有一小部分學生則說說得非常真實，盡管出現(xiàn)了不少的語法錯誤，但他能夠利用自己所學的一點英語來大膽地表達自己，真的很棒！其次，結(jié)合本課的教學內(nèi)容，培養(yǎng)學生在對話中