【研课】6A Unit2 What a day!

Unit 2 What a day! 

泰兴市南新小学 周小琴 2020.09

教学内容：

译林英语六年级上册Unit 2 What a day! (Story time)

教学目标：

1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy, rainy, sunny, windy 和会运用句型：It was sunny / cloudy / windy / rainy.和I/ We/ He/ She brought/ 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。

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：It was sunny / cloudy / windy / rainy. 和I/ We/ He/ She brought/ 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。

教学准备：PPT，练习纸

教学过程：

Step1 Warm up

T: Hello, boys and girls.

S: Hello, Miss Zhou.

T: Nice to see you.

S: Nice to see you, too.

T: I like singing very much. Do you like singing?

S: Yes, I do.

T: Let’s learn to sing a new song, OK?

S: Great!

T: Let’s enjoy the song《How is the weather?》

First, listen and watch carefully. You may follow it if you want.

S: Enjoy the song and try to follow it.

T: How is the weather in the song?

  It’s cloudy/ rainy.

S: Learn the new words. Read & spell them.

T: How is the weather today?

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。）

【设计意图：让学生体会表达天气的词汇，带动学生在课堂开始时的学习热情，同时也学习了天气词汇，也为下一步学习减少了障碍。】

Step2 Presentation

T: Well, boys and girls. Would you like to know something about me?

1. T: Ten days ago, I was in Taizhou, because I was a student.

But now I am in Taixing, I’m a teacher.

  Review : was（am的过去式）以及ago

【设计意图：利用简单的两句话，区分时态的不同，为Story time的学习作铺垫。】

2. T: Would you like to know more about me?

  Look at the screen, you can choose one part to guess what I like.

  （T出示Food, Animals, Hobbies三个话题）

  S: (guess) Do you like...?/ You like..., I think./ You like..., right?

  T: Bingo! I like... / Yes, you’re right.

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I like writing diaries very much.

Teach: diary—diaries

【设计意图：设计信息沟，调动学生的兴趣猜测关于老师的信息，解决了一些简单的相关词汇，同时很自然地引出Story time。】

Step3 Story time

1. Learn how to write a diary

T: (Show a picture of Yang Ling) This is Yang Ling. She likes writing diaries, too.

（出示日记抬头部分）

T: This is a diary of hers. What day is it today?

S: It’s Sunday.

T: What date is it today? It’s the 20th of September.

（渗透英文日记的书写格式）

【设计意图：星期和日期的学习可以在平时的教学中逐步渗透，每天点滴的认读学习、日积月累学生就能熟练掌握了。】

2. Skipping reading

A．T: Look at the pictures in the diary. What can you see in the picture?

(1) S: I can see some children in the park. (T: Who are they?)

S: They’re Su Hai, Mike, Liu Tao and Yang Ling.

(2) S: We can see some parrots in the park.

(3) S: We can see some kites.                 

(T: Yes, there’re some kites in the sky.)

(4) S: We can see some bread, dumplings, honey…

   (T: Good job! And we can see some drinks, right?)

(5) S: We can see some ants and bees too.

(6) S: We can see some clouds. (T: Right! There’re some black clouds in the sky.)

【设计意图：学生通过观察图片初步了解日记的内容，同时解决了部分词汇，为进一步了解日记打下基础。】

B. Look and match

T: Look at the pictures, match the pictures and the sentences.

  a. They saw some interesting parrots in the park.

  b. They were hungry and wet.

  c. The children went to the park by bike.

  d. They flew kites in the park.

  e. They saw ants and bees on their lunch.

f. The weather became windy and cloudy.

  g. It rained.

S: Look and match

（在此过程中教授动词过去式的特殊变化形式：

go→went  see→saw  become→became  fly→flew  are→were）

S: Read the sentences in the right orders.

【设计意图：通过图片和句子匹配，学生了解了日记的大概内容，这个环节动词过去式的发音是难点。让学生将句子重新排序整理，有助于加强学生理解文本的能力。】

3. Extensive reading

T: Well, children. Here’re some sentences about the diary.

Open your books and read the diary by yourselves.

And then judge the sentences. (T/F)

S: Read the diary and judge the sentences.

  ① It rained all day on 20^th September.                         (  F  )

② The children saw a parrot show.                               (  T  )

③ They flew kites in the park.                                     (  T  )

④ They brought lunch to the park.                               (  T  )

⑤ They were hungry because they did not have lunch.(  T  )

Teach: a parrot show; bring→brought

【设计意图：学生泛读日记，通过对日记的理解作出判断，体现了学生对文本的理解能力，同时也培养了学生正确阅读文本的习惯。】

4. Intensive reading（找出表达天气变化的句子，再过渡到事件变化的句子）

(1) T: What was the weather like in the morning?

   S: It was sunny in the morning.

   T: What did they do?

   S: The children went to the park by bike.

   T: What did they do in the park?

   S: There was a parrot show in the park. They saw some interesting parrots.

(2) T: How was the weather like then?

   S: The weather became windy and cloudy.

   T: What did they do?

   S: They flew kites high in the sky.

   (T: It was windy, so they flew kites high in the sky, right?)

(3) T: What was the weather like in the afternoon?

   S: There were black clouds in the sky. It rained.

   T: How were the children?

   S: They were hungry and wet.

(4) T: Why were the children hungry? Did they have lunch? (S: No.)

   T: What did they bring?

   S: They brought some dumplings, some bread and honey and some drinks.

     But there were some ants and bees on the bread and honey.

   T: So they could not eat their lunch.

     Teach: can→could

【设计意图：学生再次阅读Yang Ling的日记，详细了解了他们那天的活动和状况，进一步巩固了用动词过去式来进行口语交际的能力】

5. Reading time

(1) S: Read after PPT.

(2) S: Read the story together.

(3) S: Read the story in parts.

6. T: What do you think of her day?  Happy? Interesting? Terrible? Bad?

  Lead into the title——What a day!

  （What a day! 可以应用在很多的场景中，它的意思包括“多么糟糕的一天！”“多么忙碌的一天！”“多么美好的一天！”等。）

  S: Read the title together.

【设计意图：让学生根据对整篇日记的理解来判断题目的意思，有助于他们更好地理解这句话，从而运用到以后的学习中去。】

7. Retell the diary

S: Look at the pictures and retell the story.

Step4: Homework

1. Listen and read ’Story time’ three times.

2. Try to retell the diary according to Yang Ling’s pictures.