六年级上册Unit3Holiday fun（Period1）

教学内容：Story time

教学目标：

1. 能听懂、会说、会读、会写单词:holiday, National Day。

2. 能听懂、会说、会读、会写句型:What did you do for the holiday?;I …;Did you …?;Yes, I did., I didn’t.。

3. 能听懂、会说、会读单词:call, Bund, Shanghai Museum。

4. 能听懂、会说、会运用日常交际用语:Where did you go for the holiday? I went to … How was your holiday? It was…。

5. 能初步感知一般过去时的疑问句。

6. 能理解课文内容,并能尝试复述课文,能尝试用过去式谈论假期趣事。

教学重点和难点

教学重点:能正确地理解并朗读对话内容,在教师的引导和帮助下复述课文。教学难点:能理解课文内容,并能尝试复述课文,用过去式谈论假期趣事。Teaching 教学过程

Step 1 Warm-up (Before class)

Enjoy a song

Step 2 Presentation

1.T: What’s the song about?

T: Can you say some holidays?

Did you like it?/ Do you always have a good time?/ Yes, it’s a holiday about…, it’s meaningful.

2.T: (总结) I think :Different holidays, but the same fun.

3.揭题T:Today we’ll learn Unit3 Holiday fun

Step 3 Story time

1. Ask and answer

T: Can you ask some questions about holiday fun?

T: Yes, we can ask questions about “What? /Who? / How?...”

T: Look at the picture, who talked about it? (解决who)

Liu Tao and Mike, 板贴(Tip: 可以从图中找到重要信息)

2. Listen and choose.

T: What was the holiday?

A: The Mid-autumn festival

B: The National Day holiday(新授National Day holiday)

T:Please listen and choose (解决what)

出示旁边部分跟读。

3. Watch and answer.

T: We know who what, but how was Liu Tao’s holiday? How was Mike’s holiday? How were their holidays?

T: Please watch the cartoon and answer it. (解决how)

How were their holidays?

They were __________.(板书:How? ---great fun)

4 . Think and ask

T:Do you want to know more about their holidays ?

Let’s talk about Liu Tao’s holiday first.

Can you ask some questions about Liu Tao’s holiday?(板书:Who? What? Where?...)

5 . Read and find

T:Mike asked Liu Tao some questions.

学生读P26课文,划出问题(Tip: 可以从文中找到重要信息)

Liu Tao: I went to Shanghai and visited my aunt.

(板书:went to Shanghai ,visited his aunt)

T: Shanghai is a big and modern city, there are many wonderful places. Do you know? Can you say some?(出示上海一些景点图片)

T:Did Liu Tao go to these places? What did he do in Shanghai?

6 . Look and say

(1)出示P26图片,引导生从图片中找相关信息。(新授Bund)

T:What did you do there?      S:I went to the ________.

(2) T:He went to another place. Look ! (新授Shanghai Museum)

S1: What did you do there?      S2:I visited the ________.

(3) T:Here are some pictures of the Shanghai Museum. You can see..

S:You can see many interesting things.

T:If you want to know a city well, you can visit the museum first.

7. Look and say

同桌操练句型things.

8. Listen and read

跟读P26内容。

9. Think and write

完成书上P28刘涛的内容。

10. Discuss and ask

T:We know something about Liu Tao’s holiday, Let’s talk about Mike’s holiday. Can you ask some questions about his holiday?

4人小组讨论,提出问题。(板书:Who? What? Where?...)

11. Look and find

看P27图,从图中找答案。

板书:Who?-----Mike and his family

What?-----picked oranges

What?-----went fishing

12. Read and underline

T:We know who what, but where did them go?

读P27对话,划出相关答案。(新授Start Lake)

总结:可以从文中或图片中找到答案。

13. Look and say

T:Did Mike catch any fish?

S: Yes, he did. He caught a big fish.

T:Then he called Liu Tao. Why did Mike call Liu Tao?

出示句子并齐读。

14. Listen and answer

T:Where’s the fish now? Please listen and answer.

15. Listen and read

跟读P27。

16. Think and write

完成书上P28Mike的内容。

17. Read and act

Step 4 Consolidation

1.Summary

(1)Today our topic is…

(2)Can you say some sentences about holiday?

2. Learn more

April Fool’s Day愚人节Valentine’s Day情人节Qingming Festival清明节Chinese Arbor Day植树节

3. Holidays are__________.(interesting meaningful)

Holidays make our life colourful(多彩的)!

Homework 家庭作业

1. Read and recite story time after class.

2. Make a dialogue about your National holiday with your deskmate.

教学反思：

本节课，在阅读教学过程中结合了任务教学法进行教学，学生在完成任务的过程中实现了对知识的构架，同时也培养了学生的自主学习能力。进行任务教学首先要为学生创设真实语言情境，要培养学生在真实生活中运用语言的能力，就应让学生在教学活动中参与和完成真实的生活任务，因此教师设计任务时要提供给学生明确、真实的语言信息，使学生在一种自然真实或模拟真实的情景中体会和学习语言，这样就可以使学生直接感受语言的交际用途， 把语言的学习和运用自然而然地结合起来。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教学重点，语言的交际功能是在一定的情境中体现出来的，教师设计活动，完成任务时，应尽力创设真实的语境，注意设计具有信息差的活动内容，让学生在具体的语境中体会语言的交际过程。同时又因为六年级的学生喜欢新鲜事物，乐于接受挑战， 如果教学过程中教师所设计的任务只是浅层次的交际活动，缺乏一定的创造性，则会影响学生自主学习能力的培养，甚至还会使学生丧失学习的动力。因此，任务的设计应由浅人深， 由表及里，注重培养学生的思维能力和创造能力。