六年级上册 第三单元
第1课时 教案
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 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./No, 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。
Focus of the lesson and predicted area of difficulty 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 procedures 教学过程
Step 1 Warm-up and free talk
T: Boys and girls, welcome back to school. It was National Day holiday last week. Did you have a good time during holiday? (新授National Day, holiday)
【设计意图：通过谈话自然导入刚刚结束的十一长假，学生对刚过去的节日感触比较深，有话可讲。】
Step 2 Presentation
1. T: I also had a wonderful holiday, and I took some photos on National Day.
Look at these photos and guess. (出示一些上海的照片)
2. T: Where did I go for the holiday? What did I do there? Guess!
3. T: (总结) Yes, I went to Shanghai last National Day holiday. I visited the Bund and the Shanghai Museum. (分别教学：the Bund, the Shanghai Museum)
(出示图片让学生说一说： The Bund is _______________.
The Shanghai Museum is _________________.)
4. T: What about you? Where did you go for the holiday? What did you do there?
(教学句型)
T: We all had holiday fun. So let’s talk about holiday fun.
【设计意图：通过感受老师的国庆假日，渗透本课的两个重点句型。通过师生互相询问、谈论各自的国庆假期、设置开放性的内容等环节，给学生提供了很多表达的机会。】
Step 3 Story time
1. Listen and match
T: Just now we talked about our National Day holiday. Our friends Liu Tao and Mike had holiday fun too. (出示课文图片) Where did they go for the holiday? Let’s watch and match. (播放动画)
【设计意图：帮助学生整体感知课文。】
2. Read and answer. (带着问题自读P26，画出关键句)
Q1: Who called Liu Tao? (新授call, called)
T: Mike called Liu Tao, but Liu Tao weren’t at home.
Q2: What did Liu Tao do in Shanghai?
(板书visited his aunt, went to the Bund, visited the Shanghai Museum)
T: Liu Tao saw many interesting things in Shanghai. How was his holiday?
(学生自由说: great/good/interesting/wonderful …)
【设计意图：引导学生关注课文中的细节信息，并且在情境中感受、学习新知。】
3. Listen and choose.
T: How was Mike’s holiday? Let’s listen and choose.
S: They picked oranges and went fishing.
T: What can you see in the picture? (出示图片，然后根据学生回答自然引出：It was great fun!，让学感受great fun的含义) Mike’s holiday was great fun!
T: Read and answer. (学生齐读P27课文，边读边抓取关键句并回答问题)
Q1: Why did Mike call Liu Tao?
S: Because Mike wanted …
Q2: Did Mike catch a big fish?
S: Yes, he did. Mike caught a big fish. (教学catch, caught)
Q3: Who ate the fish?
S: Mike ate it.
T: Mike and Liu Tao are good friends. Let’s share good things with our friends!
【设计意图：通过听找“答案”、读找“细节”的环节，帮助学生深度理解课文，并培养学生自主学习的能力，感受朋友间分享的快乐。】
4. Read and retell.
(1) Read the story after the tape.
(2) Read it in roles.
(3) Try to retell the story. (根据板书进行复述)
【设计意图：复习和巩固课文学习。】
Step 4 Consolidation
1. Finish “Think and write” (P28)
2. Fill in the blanks
The students c_____ b____ to school after the National Day holiday. Mike and Liu Tao t____ about their National Day holiday. Liu Tao w____ to Shanghai and v_____ his aunt. He went to the B_______ and visited the Shanghai M______. He s_____ many interesting things. Mike w_____ to a f______ near Star Lake. He p_______ some oranges and went f______. He c_____ a big fish and ate it. It was great f______.
【设计意图：帮助学生更好地梳理课文脉络，掌握重点的词句。】
Homework 家庭作业
1. 抄写本课新词新句。
2. 熟读、背诵、复述课文。
3. 调查你的同学或者朋友的国庆假期活动，下节课分享。
Teaching aids 教学准备（含板书设计）
教学准备：图字卡、教学课件
板书设计：
说课
在本节课导入部分以谈话导入新知，在谈话的过程中教学本课的新单词。谈话的内容设定为刚刚过去的国庆节假期，学生对假期的事情记忆深刻，话题较多，有助于在课堂上打开学生的话题与思维。
接下来讨论老师的假期安排，播放老师的假期上海之行的照片，就此教学本课的新地点名词：the Bund和the Shanghai Museum，学生对此比较容易接受，并通过出示图片让学生完成句子的方式，帮助学生搜寻旧知，拓展学生的思维。这里也可以根据老师的实际情况，更改地点或者假期活动。
在课文学习部分，让学生先通过观看课文卡通，回答梗概性的问题，帮助学生整体感知课文，接着让学生带着问题自读第26页刘涛的假期活动，画出关键句，引导学生关注课文中的细节信息，帮助学生在情境中学习新句型，感知新句型，使用新句型。再听录音了解Mike的假期活动，在这里设置了先听再回答、边读边画关键词句的环节，帮助学生学习新句型、加深对课文的理解，并培养学生自主学习的能力，感受朋友间分享的快乐。
课文学习后，进行课文的听读模仿环节，并试着根据所给的关键词句进行课文的复述，最后完成相应的课堂练习。
特别分享：
l 注意培养和锻炼学生的英语思维
l 注意培养学生的自我学习能力以及总结归纳的能力
六年级上册 第三单元
第2课时 教案
Teaching contents 教学内容
Story time & Grammar time
Teaching aims and learning objectives 教学目标
1. 复习Story time 相关内容，能进一步掌握和运用日常交际用语和句型 What did you do?/Where did you go?/Why did …? Did you …?。
2. 能听懂、会读、会说：the Palace Museum, the Summer Palace, Tian’anmen Square。
3. 能听懂、会读、会说、会写：the Great Wall。
4. 能用did、was提问和回答问题。
5. 能初步掌握一般过去时的疑问句。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能用did、was提问和回答问题。
教学难点：学生能初步掌握一般过去时的疑问句。
Teaching procedures 教学过程
Step 1 Warm-up
1. Brainstorming
T: Let’s play a game—Brainstorming. I will show the name of one city, and then, please say some famous places in this city, e.g. Suzhou. (在这一板块学生不会的英文地点可以用中文表示，老师可以帮助翻成英文)
S1: Tai Lake
S2: Tiger Hill
T: Beijing.
S1: The Great Wall.
S2: The Summer Palace.
S3: …
(给出一些城市名称，让学生说出相应的城市景点，并在此过程中教学the Great Wall, the Palace Museum, the Summer Palace, Tian’anmen Square)
【设计意图：通过头脑风暴的方式活跃学生的思维，使学生能够快速进入课堂，并在这一环节教授北京的一些著名景点。】
Step 2 Revision
1. T: Who can ask any questions about Story time? Then, you can choose other classmates to answer your questions.
(让学生问一些Story time中相关的问题，并请其他同学来回答)
【设计意图：让学生问Story time 中的相关问题，并由提问的学生来挑选回答的学生，以此来复习Story time的相关内容，对于这样半自主的复习方式学生会很感兴趣，且会有挑战感。】
2. Review the text
Name
Where
What
Feeling
Mike
Farm
pick some oranges and go fishing
great fun
Liu Tao
Shanghai
go to the Bund visit the Shanghai Museum
great fun
【设计意图：通过用表格式的复习方法，帮助学生更清晰地梳理课文脉络。】
3. Retell Story time according to the table above.
4. T: Please circle the past tense of the verbs in Story time and then classify them.
T: Then read these words after me.
【设计意图：把学习和发现的主动权交给学生，让学生在课文中查找并圈出单词的过去式，并尝试找出这些单词的规律，进行分类，为接下来语法专项学习做铺垫。】
Step 3 Grammar time
1. Quick respond
T: You all did a good job! Next, let’s play a game—Quick respond!
For example, when I say “catch”, you say “caught” quickly. OK, it begins.
【设计意图：通过快速反应的游戏帮助学生学习和复习动词的过去式，降低单词 和记忆的枯燥感，并为接下来的句型学习和讲解奠定基础。】
2. Let’s find
T: Next, look at these sentences. Let’s try to read them!
—What did you do for the holiday? —I visited the Shanghai Museum.
—Where did he go for the holiday? —He went to a farm.
—How was your holiday? —It was great fun.
—Why did you call me? —Because I wanted to give you the fish.
—Did you go fishing? —Yes, I did.
—Did you go fishing? —No, he didn’t.
—Was it great fun? —Yes, it was.
T: Can you tell the differences between the question forms and the answer forms?
(学生可以用中文说，然后教师总结)
T: 特殊疑问句结构
(特别提醒：特殊疑问句中带有助动词did则动词要用原形，回答要用动词过去式)
T: 一般疑问句结构
T: 一般疑问句中，用哪个疑问词提问，就用哪个疑问词回答。在否定句的回答中，有个很重要的单词：didn’t。
(教学：didn’t = did not)
【设计意图：从特殊疑问句慢慢过渡到一般疑问句，并归纳一般过去时疑问句的两种句式结构，从导入部分学生操练到句型入手，让学生自己发现结构规律，锻炼学生自主学习能力。】
Step 4 Consolidation
1. T: Let’s play a game! Let me tell you the rules first.
(游戏规则：两人一组，每小组有城市景点图片和表示动作的图片；S1抽取一张问S2“Did you …?”，S2根据实际情况和回答“Yes, I did.”或“No, I didn’t.”；然后S2提问，S1回答)
【设计意图：以小组合作的方式在游戏中巩固一般疑问句的问答，学生会比较乐意接受，同时小组合作可以增加每个学生开口说的机会和次数。】
2. Do some exercise.
Exercise A 将下列各句改成一般疑问句 (PPT呈现)
答案：
1. Were there a lot of people in the street? 2. Was it sunny yesterday?
3. Were you at home last night? 4. Did Mike go to Beijing two days ago?
5. Did you have a party last Children’s Day?
Exercise B 对划线部分提问
1. Who were in the street? 2. Was it sunny yesterday?
3. Where were you last night? 4. Where did Mike go two days ago?
5. What did you do last Children’s Day?
【设计意图：通过设计不同的句式练习来巩固所学的特殊疑问句和一般疑问句。】
Homework 家庭作业
1. 完成相应语法练习。
2. 调查你的同学或者朋友的国庆假期活动，下节课分享。
Teaching aids 教学准备（含板书设计）
教学准备：城市景点图片、表示动作的图片、教学课件。
板书设计：
Unit 3 Holiday fun
What did … do?
How was …?
Where did … go?
Why did …?
Was it …?
Was she/he …?
Did Liu Tao …?
说课
在本节课导入部分，以头脑风暴的方式活跃学生的思维，在课堂伊始，帮助学生提供能说的素材，活跃课堂气氛。在复习Story time时
，先采用学生问学生答的方式来检验他们对上一节课的掌握程度，通过完成表格的方式帮助学生更清晰地梳理文章脉络并让学生根据表格尝试复述。接下来采用让学生在课文中查找并圈出单词过去式的方式，把学习和发现的主动权交给学生，并为接下来语法的专项学习铺垫。
进入语法学习板块时，先设计了一个快速反应问答的游戏，帮助学生学习和巩固动词的一般过去式，为下一阶段的句型语法讲解奠定基础。在随后进行的句型语法学习板块中，先通过出示句型，读句型并尝试让学生找出有什么不同，让学生把注意点放在所学过的疑问副词（what, where, how, why, when）和一般疑问句的疑问词（was, did）上，接下来分别就特殊疑问句和一般疑问句的特点进行详细的讲解，并在讲解过程中力求做到引导学生自己发现结构规律。
在巩固板块中，先设计了小组合作的游戏，通过抽取图片或卡片问答的方式进一步巩固所学的一般疑问句式；再设计相应的练习，通过不同的句式练习来巩固所学。在家庭作业的布置中，有一项调查作业，既是为了复习当天的重点句型，又是为了下节课Fun time的教学积累材料，让六年级学生的学习有一定的延续性。
六年级的语法教学要注意避免单一枯燥的讲解和练习，可以加入游戏、竞赛或者是自主归纳学习的板块，帮助学生能在轻松愉悦的氛围中掌握语法，在引导学习中增强自主学习能力。
六年级上册 第三单元
第3课时 教案
Teaching contents 教学内容
Fun time & Culture time
Teaching aims and learning objectives 教学目标
1. 学生能够使用句型What did you do?/Where did you go?/Why did …?/Did you …?进行问答。
2. 学生会用本单元所学句型谈论节日安排并能够写相关的日记。
3. 学生能够了解英国的三个主要学校假期，并了解对东西方不同的节日习俗。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 学生能够使用句型What did you do?/Where did you go?/Why did …?/Did you …?进行问答。
2. 学生会用本单元所学句型谈论节日安排并能够写相关的日记。
教学难点：能初步根据提示用一般过去时写小日记。
Teaching procedures 教学过程
Step 1 Warm-up
1. Free talk
T: How was your last weekend?/Where did you go last weekend?
What did you do there?/Did you …?
2. T: I had great fun last National Day holiday. I visited a lot of famous places in Beijing. Look! (出示北京著名景点的照片：the Great Wall, the Palace Museum, the Summer Palace等)
3. T: You can ask some questions about my National Day holiday.
4. T: Do you know your classmate’s National Day holiday? Let me check your homework.
(找一些学生汇报他们上个课时的家庭作业，即调查你的同学或者朋友的国庆假期安排，学生可以用简短的短语或者短句来汇报调查结果)
【设计意图：通过谈话复习本单元的重要句型，并通过检查学生课外作业完成情况来了解学生对一些地点名称的掌握和自学情况。】
Step 2 Presentation
1. T: Look. This is our new friend Mary. She visited Beijing with her family during the National Day holiday. They saw many interesting things. And they took many nice photos. She showed them to her good friend Tim.
2. T: Tim wants to know the details, for example: Where did Mary go? What did Mary do? Can you help him ask any questions?
3. T: If you want to ask questions, what useful words you can use?
(让学生归纳疑问词：How, Where, What, Why, Did you …)
4. T: OK, boys and girls, let’s work in pairs. Try to ask questions and answer them according to the sentences and pictures. (出示图片和句型，两人编对话)
S1: How was your National Day holiday?
S2: It was great fun.
S1: Where did you go?
S2: I went to Beijing.
S1: What did you do?
S2: I went to the Great Wall.
S1: Did you go to the National Museum?
S2: No, I didn’t.
【设计意图：把Fun time设计成一个情景，通过两个小朋友的对话引出对疑问词和疑问句的复习整理，让学生根据问题进行小组对话，锻炼学生协作能力，同时操练本单元的重点句型：过去时的疑问句。】
5. T: Just now we knew Mary’s holiday well. Do you want to know more about your friend’s holiday? Please do a survey in groups of four.
Name
Where
What
see
eat
buy
…
…
Nanjing
the sea
Sushi
dresses
(1) 四人一小组讨论。
(2) 选出一位当小记者采访其他组，并做记录。
(3) 小组中的其余三人做好被采访的准备。
【设计意图：通过group work的调查形式，增加学习乐趣，拓宽知识操练面。】
Step 3 Consolidation
1. T: Just now, we knew Mary’s and our friends’ National Day holiday. Their holidays were full of fun! Look. This is Mary’s diary. Let’s read!
S: For this National Day holiday, I went to Beijing with my parents. It was sunny there. I went to the Great Wall. It was great fun! There are some famous places in Beijing too. I visited the Palace Museum and the Summer Palace. What wonderful places! I love Beijing. I like the nice trip!
T: Please write a diary about your holiday. These sentences may help you.
(学生根据课件上所给的重点句型提示，完成他们的小日记，老师当堂选取几篇讲评) X Kb1. Co m
【设计意图：连句成文，提升目标。设计情景，把Fun time的对话整合成一段假期日记，让学生理解后仿写，锻炼学生语言组织能力，检测学生对本单元重点词句的掌握情况。】
Step 4 Culture time
1. T: We all have a lot of fun in our National Day holiday. The children in the UK also have a lot of fun in their holidays. There are three main school holidays in the UK. They are the Easter holiday, the summer holiday and the Christmas holiday. (出示这三个节日的图片，教学：the Easter holiday, the summer holiday, the Christmas holiday)
2. T: Let’s learn more about these three holidays!
(PPT出示跟这三个节日相关的内容和图片)
3. T: How many main school holidays are there in China?
S: There are three.
T: What are they?
S: They are the summer holiday, the National Day holiday and the winter holiday.
T: What did you do in last three holidays?
S: I …
T: Yes, we have different holidays, but we have the same fun!
【设计意图：注重东西方主要学校假期的不同，并适当介绍Easter holiday, Christmas holiday和summer holiday的习俗，帮助学生了解英国的三个主要学校假期，并对中国节日习俗加以引导了解。】
Homework 家庭作业
1. 写一篇关于自己上周末活动的日记。
2. 上网搜索并了解更多的西方节日，下节课把其中最感兴趣的一个节日假期和同学分享。
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
How was your National Day holiday?
Where did you go?
What did you do?
the Christmas holiday
Did you …?
the summer holiday
the Easter holiday
Three main school holidays in the UK
说课
本节课由师生谈话导入，通过展示老师去年国庆节假期的有关活动复习本单元相应的一些地点名词，再通过学生家庭作业的反馈情况来了解学生对地点名词的掌握和自学情况。在Fun time 的学习过程中，将Fun time转化成一个学生比较熟悉的情境，在情境对话中复习相关的一般过去时问句及答句，然后通过四人小组的采访设计，把对话从书本过渡到真实语境中。在接下来的教学中，尝试将对话形式变换成日记的形式，让学生在不同的文体中感受一般过去时。随后设计的让学生当堂仿写并讲评的环节，让语言学习从对话逐步过渡到语段。在Culture time中以学生感知为主要目标，通过呈现英国三个主要学校假期的内容让学生对西方的节日文化有所了解，并通过对比中国的三个主要学校节日让学生感受东西方的文化异同。
在家庭作业中，布置了一篇记录周末活动的日记，这是对课堂仿写的一个延续，另布置了相应的查询更多西方节日文化的作业，这些作业都是学生比较感兴趣的内容，同时也对课堂所学内容进行了补充。
特别分享
六年级的家庭作业要关注课堂与课后的衔接与延伸，可以布置一些操作性强、且有一定整合性、延展性和挑战性的作业。
六年级上册 第三单元
第4课时 教案
Teaching contents 教学内容
Cartoon time
Teaching aims and learning objectives 教学目标
1. 学生能理解、熟练朗读并会表演Cartoon time。
2. 能听、说、读单词和短语：fashion show, go well, heavy rain, excited, paper, ask, at first。
3. 学生能运用一定的阅读技巧和策略。
4. 巩固一般过去时态的用法。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 学生能熟练朗读Cartoon time，并能表演。
2. 学生能够掌握一定的阅读技巧。
教学难点：学生能够掌握一定的阅读技巧。
Teaching procedures 教学过程
Step 1 Preparation
1. Brainstorming
(出示关于“holiday”的短语，引导学生就本话题讨论并提问)
【设计意图：通过头脑风暴的方式帮助学生复习过去时的相关内容，迅速激发学生思维。】 2. Enjoy a song
T: You did a good job just now. Here’s a song for you!
(播放歌曲Who is wearing yellow today?)
→出示歌曲的标题：Who is wearing yellow today?
【设计意图：通过歌曲唤起学生学习英语的兴趣，歌曲的选取也契合了今天的课文主题。】
Step 2 Presentation and practice
1. Ask and answer
T: I’m wearing … today. How about you?
S: I wear … today.
T: How about yesterday? (出示句型：What _____ you ______(wear) yesterday?)
(让学生完成句型并引出答句：I wore … yesterday. 教学单词：wore)
T: Let’s go on asking!
【设计意图：通过谈论今天穿的衣服和昨天穿的衣服，教学单词wear的过去式wore，为接下来的学习做准备。】
Step 3 Cartoon time
1. (PPT呈现Sam and Bobby的图片)
T: What are Bobby and Sam wearing?
T: What do you think of their clothes?
2. T: Let’s watch cartoons and answer the questions. Try to get the main idea of this story.
Q1: What are they talking about?
Q2: What did Bobby and Sam wear? (教师播放动画)
【设计意图：通过带着问题观看卡通故事的方式，帮助学生整体感知故事。】
(1) T: What are they talking about?
S: They’re talking about the fashion show.
(教师出示fashion show图片，教学该词)
T: What can we do at a fashion show?
S: We can wear beautiful clothes.
T: Look at this picture. Whose fashion show is it, Tina’s or Bobby’s?
S: Bobby’s fashion show.
(2) T: Tina asks some questions about Bobby’s fashion show. What can she ask? You can discuss in pairs.
(学生讨论过后，老师出示问题：What did Bobby wear?)
(学生自主朗读故事，并在文中找出答案：I wore a paper T-shirt and paper shorts.)
T: Did Sam wear paper clothes too?
S: No. He wore a lot of bottles.
(3) T: So interesting! Were they very happy at the fashion show? Why?
(学生自己阅读故事，并找出关键句答案：It was wonderful at first, but then there was heavy rain.→教学词汇和短语：wonderful, at first, heavy rain)
【设计意图：通过带着学生一边解决问题、了解故事脉络，一边学习新词汇、句型，让学生在情境中感知故事，在情境中习得新知。】
3. Read after the tape.
4. Read by yourselves.
5. Read in roles.
6. Act the story.
Step 4 Consolidation
1. Fill in the blanks.
There was a ______ ______ in the ______ this afternoon. Bobby and Sam were on the show. Bobby ______ a ______ ______ and ______ ______. Sam ______ a lot of ______. The show was ________ at first, but then there was ______ _____. That was too bad!
2. Try to retell the story with the key words.
【设计意图：引导学生再次读短文，将对话改编成短文进行填空，加深对故事脉络大意的理解，也提高学生复述归纳的能力。】
Homework 家庭作业
1. 抄写本课新词新句。
2. 熟读、背诵、讲述整个故事，并能和小组同学合作表演。
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!
What did you wear?
I wore … a paper T-shirt and paper shorts (pic)
a lot of bottles (pic)
fashion show excited wonderful
说课
本单元的Cartoon time是关于时装秀，也即衣着，所以教师在上课伊始请学生欣赏有类似主题的歌曲“Who is wearing yellow today?”，为进入Cartoon
time的学习做好铺垫。接下来的问答旨在帮助解决阅读中的生词难句，通过师生问答和学生自己的操练达到对句型的良好掌握。在Cartoon time，教师先通过任务型观看卡通，让学生了解故事梗概。通过问答引导学生关注课文中的细节信息。最后通过理解基础上的读，加强学生的语言输入。复习输出环节，先让学生完成填空练习，然后尝试复述课文以加深对课文的理解。
六年级上册 第三单元
第5课时 教案
Teaching contents 教学内容
Sound time, Checkout time & Ticking time
Teaching aims and learning objectives 教学目标
1. 学生能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 1 Warm-up
Free 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 Tian’anmen Square? X Kb1. Co m
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。】
Step 2 Presentation
T: Let’s review Story time. (出示图片，引导学生问答)
T: Why didn’t 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? Let’s watch and answer.
S: Mike wants an orange and a fish.
T: Let’s listen again, 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. They’re 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 3 Checkout time
1. Write and say
T: 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: Let’s check the answer.
Picture 1 Mike and Liu Tao went to the Car Museum. They (saw) many cool cars.
短语：go to the Car Museum, many cool cars
Picture 2 Yang Ling and Helen (went to the cinema). They (watched) a new film.
短语：go to the cinema, see/watch a film
Picture 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 visited 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: Let’s read the sentences together.
2. Think and write
T: Hello, class. They had a lot of fun in the holiday. Do you like the National Day holiday?
S: Yes, we 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: Where 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 Let’s 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。
微信/支付宝扫码支付