2023六年级英语上册Unit3Holidayfun第5课时教案（牛津译林版）

第5课时Soundtime,Checkouttime&TickingtimeTeachingcontents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。Focusofthelessonandpredictedareaofdifficulty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。Teachingprocedures教学过程Step1Warm-upFreetalk(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:Howoldwereyouinthephoto?S:Iwasten.T:Wherewereyou?S:IwasinBeijing.T:WhatdidyoudoinBeijing?S:I…T:DidyougotoTian’anmenSquare?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。】Step2PresentationT:Let’sreviewStorytime.(出示图片，引导学生问答)4 T:Whydidn’tLiuTaohavethebigfish?(请学生讨论)S:BecauseMikeateit.T:SoMikefeltsorryaboutthat.Hewantstogotothefarmagain.T:WhatdoesMikewant?Let’swatchandanswer.S:Mikewantsanorangeandafish.T:Let’slistenagain,andtrytofillintheblanks!(学生边听边填空，填完之后自主朗读)T:Lookatthesignshere.(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.Payattentiontothesewords.They’retherhymingwords.→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Tickingtime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。】Step3Checkouttime1.WriteandsayT:Weknow,ontheNationalDayMikegotsomefishandsomefruit,andhewashappy.Lookatthosechildren.Theywerehappytoo.Whatdidtheydointheholiday?(呈现小图)(1)T:Let’schecktheanswer.Picture1MikeandLiuTaowenttotheCarMuseum.They(saw)manycoolcars.短语：gototheCarMuseum,manycoolcarsPicture2YangLingandHelen(wenttothecinema).They(watched)anewfilm.短语：gotothecinema,see/watchafilmPicture3YangLing(visited)SuHaiandSuYang.Picture4MissLi(had/gave)abirthdayparty.She(saw)manyfriends.Picture5TimvisitedhiscousinJim.They(playedwithtoycars).短语：playwith…4 Picture6MrGreenwasathome.He(cleanedhis/thecar).短语：beathome=bein(2)T:Let’sreadthesentencestogether.2.ThinkandwriteT:Hello,class.Theyhadalotoffunintheholiday.DoyouliketheNationalDayholiday?S:Yes,wedo.(1)Askandanswer.T:Inthelastsummerholiday,wheredidyougo?S:Iwentto…T:Howwasyourholiday?S:Itwas…T:Whatdidyoudothere?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)Trytowrite.T:Iknowalotaboutyourholiday.Doyouwanttoknowsomethingaboutmyholiday?(给学生时间讨论想要问的问题)S:Wheredidyougoforyourholiday?Whatdidyoudo?…T:IwenttoBeijingfortheholiday.IvisitedtheSummerPalace.Thereweremanyflowersandtrees.Ihadalotofnicefoodwithmyfamily.Itwasgreatfun.(教师边说，边板书句型，给学生后面写作做个示范)Step4Let’swrite完成教材P35Thinkandwrite【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。4 Teachingaids教学准备（含板书设计）教学准备：教学课件、练习纸板书设计：Unit3HolidayfunIwenttoBeijingfortheholiday.IvisitedtheSummerPalace.Thereweremanyflowersandtrees.Ihadalotofnicefoodwithmyfamily.Itwasgreatfun.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Soundtime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。4