《英语》（六年级上册）Unit2Whataday!StorytimeTeachingaimsandlearningobjectives教学目标1.学生能初步能理解并且会听、会说、会读和会拼写单词短语：cloudy，rainy，sunny，windy和会运用句型：Itwassunny/cloudy/windy/rainy.和I/We/He/Shebrought/saw/flew…。2.学生能初步听懂并且会说、会读单词show，interesting，weather,high,honey,ant,bee,cloud,sky,rain。3.学生能初步感知动词过去式的不规则变化及读音。4.学生能初步感知天气表达的句型。5.学生能够对英语书写日记格式有一定的了解。Focusofthelessonandpredictedareaofdifficulty教学重点和难点教学重点：1.学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy,rainy,sunny,windy和会运用句型：Itwassunny/cloudy/windy/rainy.和I/We/He/Shebrought/saw/flew…2.学生能初步听懂并且会说、会读单词show,interesting,weather,high,honey,ant,bee,cloud,sky,rain。教学难点：1.学生对本课重点词汇的听、说、读、写。2.学生对本课天气表达的句型的掌握。3.学生对动词过去式的不规则变化的认读。Teachingprocedures教学过程Step1SongtimeT:Hello,boysandgirls.S:Hello,MissHe.-5-\nT:Doyoulikesinging?Let’senjoythesongHowistheweather?(播放歌曲，学生欣赏歌曲并跟唱)T:Howistheweatherinthesong?S:It’scloudy/rainy.(学习新词，跟读，拼读)T:Howistheweathertoday?S:It’s…(根据当天的天气情况回答，适时地学习sunny,windy等天气词汇)Step2Lead-inT:Well,boysandgirls.Wouldyouliketoknowsomethingaboutme?Twodaysago,IwasinShanghai.DoyouknowShanghai?It’sabigandbeautifulcity.ButnowIaminSuzhou.It’sbeautifultoo.(复习was以及ago)2.T:Wouldyouliketoknowmoreaboutme?Lookatthescreen,youcanchooseoneparttoguesswhatIlike.(呈现Food,Animals,Hobbies三个话题)S:Doyoulike...?/Youlike...,Ithink./Youlike...,right?T:Bingo!Ilike.../Yes,you’reright.(在Food话题中引出本课相关单词jiaozi,honey)(在Animals话题中引出本课相关单词parrot)(在Hobbies话题中引出Ilikewritingdiariesverymuch.教diary—diaries)Step3Storytime1.LearnhowtowriteadiaryT:(出示杨玲的照片)ThisisYangLing.Shelikeswritingdiariestoo.(出示日记抬头部分)T:Thisisadiaryofhers.Whatdayisittoday?S:It’sSunday.T:Whatisthedate?It’sthe20thofSeptember.(渗透英文日记的书写格式)2.Skippingreading略读A.LookandsayT:Lookatthepicturesinthediary.Whatcanyouseeinthepicture?S:Icansee…-5-\n(根据学生的回答，教授新词inthesky,somedrinks,blackclouds)B.LookandmatchT:Lookatthepictures.Matchthepicturesandthesentences.(在此过程中教授动词过去式的特殊变化形式：go→wentsee→sawbecome→becamefly→fleware→were)T:Readthesentencesintherightorders.(学生按顺序朗读句子)3.ReadandjudgeT:Herearesomesentencesaboutthediary.Openyourbooksandreadthediarybyyourselves.Andthenjudgethesentences.(PPT呈现判断正误，在判断过程中即时教授新词aparrotshow;bring→brought)4.Intensivereading精读(找出表达天气变化的句子，再过渡到事件变化的句子)(1)T:Whatwastheweatherlikeinthemorning?S:Itwassunnyinthemorning.T:Whatdidtheydo?S:Thechildrenwenttotheparkbybike.T:Whatdidtheydointhepark?S:Therewasaparrotshowinthepark.Theysawsomeinterestingparrots.(2)T:Howwastheweatherlikethen?(教授then)S:Theweatherbecamewindyandcloudy.T:Whatdidtheydo?S:Theyflewkiteshighinthesky.(T:Itwaswindy,sotheyflewkiteshighinthesky,right?教授high)(3)T:Whatwastheweatherlikeintheafternoon?(教授intheafternoon)S:Therewereblackcloudsinthesky.Itrained.T:Howwerethechildren?S:Theywerehungryandwet.(4)T:Didthechildrenbringlunch?S:Yes.-5-\nT:Whatdidtheybring?S:Theybroughtsomejiaozi,somebreadandhoneyandsomedrinks.T:Whywerethechildrenhungry?TimeWeatherActivitiesInthemorningsunnywenttotheparkandsawaparrotshowThenwindy&cloudyflewkiteshighintheskyIntheafternoonrainywenthome,hungryandwetS:Becausethereweresomeantsandbeesonthebreadandhoney.T:Whatapity!Sotheycouldnoteattheirlunch.(教授can→could)5.Readingtime(播放录音，跟读课文，先整体阅读，再分段阅读)6.T:Whatdoyouthinkofherday?Happy?Interesting?Terrible?Bad?(引出Whataday!这个句子可以应用在很多的场景中，它可以翻译为“多么糟糕的一天！”“多么忙碌的一天！”“多么美好的一天！”等根据上下文确定)T:Readthetitletogether.7.Retellthediary(PPT呈现图文，学生复述课文)Homework家庭作业1.Listenandread“Storytime”threetimes.2.TrytoretellthediaryaccordingtoYangLing’spictures.3.Copytheweatherwordsandtheverbsofpasttense.4.Collectmorewordsaboutweather.Teachingaids教学准备PPT课件，单词卡片板书设计：-5-\nUnit2Whataday!Sunday,20thSeptemberItwassunny.go→wentfly→flewcloudy.see→saware→werewindy.become→becamebring→broughtrainy.说课在本节课导入部分，以歌曲导入新知，让学生通过《Howistheweather?》这首歌曲动画体会本单元天气词汇的意思，课前几分钟的歌曲学习不仅能带动学生课堂开始时的热情，也为后面的学习进行了铺垫。此部分所用的《Howistheweather?》歌曲为网络资源，教师可以根据自己的需要调整歌曲，也可以选用四年级下册Unit5中的歌曲《Asunnyday》。接下来采用猜谜的形式教学本课中的部分词汇。通过猜测关于老师的信息，解决了jiaozi,honey,parrot等词汇，同时很自然地引到了本课的主题——日记。在日记学习部分，让学生先通过观察图片，描述图片内容，初步体会日记，既调动了学生的好奇心，同时也为接下来文本的学习作了铺垫。整篇日记的学习分成了三个环节：略读——泛读——精读。在第一个略读环节，学生们通过匹配图片和语句，初步了解了那天发生的事情；同时引导学生学习部分动词过去式及其读音。在泛读环节学生通过阅读进行判断，逐渐提高对学生学习文本的要求。最后的精读使学生进一步地理解这篇日记，同时能运用所学句型表述当天的经过。层层递进的阅读要求，培养了学生自主学习的能力，同时引导了学生掌握正确的阅读方法。最后教师通过提问，顺利点题，让学生通过自己对整篇日记的理解去猜测题目Whataday!的意思。在学习过程中也渗透了英文日记的书写格式。-5-