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新版-牛津译林版六年级上册Unit 2 What a day!教学设计
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这是一份新版-牛津译林版六年级上册Unit 2 What a day!教学设计，共3页。
1. T help the students master fur-skill wrds: sunny, windy, cludy, rainy, becme and fur-skill sentences: It was sunny / cludy / windy / rainy. I/ We/ He/ She brught/saw/flew …and s n.
2. T train the students master the three-skill wrds: hney, weather, clud, rain, went, flew, saw.
3.T perceive the irregular change and prnunciatin f past verbs.
4. Be able t understand the cntents f the diary and describe yur life in the past day.
【Imprtant pints】
1.T help the students master fur-skill wrds: sunny, windy, cludy, rainy, becme and fur-skill sentences: It was sunny / cludy / windy / rainy. I/ We/ He/ She brught/saw/flew … and s n.
2. Be able t understand the cntents f the diary and describe yur life in the past day.
【Difficult pints】
1.T perceive the irregular change and prnunciatin f past verbs.
2. Be able t understand the cntents f the diary and describe yur life in the past day.
3.Be able t understand statements in the past tense.
【Teaching aids】
PPT, learning list
【Teaching steps】
Step1: Warming up
Review the wrds f the days:
打乱顺序快速闪动星期类单词，学生大声读出来对应单词。
2. The teacher and the students have a free talk:
T: What day is it tday?
S1：It is ….
T: Last Friday was Children’s day. What did we d?
Ss: We …
T: Oh, what a day !What a happy day!
(由复习星期类单词导入，为下一步学习日记做铺垫。引导孩子回忆六一儿童节的活动既在情感上拉近了与孩子们的距离，又借机复习了动词的过去式。这样既可以消除孩子们的紧张情绪，又可以旧带新，减少新知识的陌生感。)
Step2: Presentatin and practice
1.T：This is Yang Ling. She wants t jin us. D yu want t knw smething abut Yang Ling? What d yu want t knw abut her?
学生发散思维自由提问，比如：Hw ld is she? Where des she live? What des she like? What’s her hbby? When is her birthday?…
(“学贵有疑”，小疑有小进，大疑有大进，质疑是“思维”的路标、“创造”的基石。此环节教师引导学生自我“设疑―析疑―释疑”，鼓励学生大胆想象，敢于提出问题、思考问题、解决问题，并巧妙地设疑，创设刺激思考的情境，激发学生的创造性思维的火花。正如爱因斯坦所说：“提出一个问题往往比解决一个问题更重要。)
Listen t the tape.
2.Say smething abut Yang Ling :
(1)Where des she live?
(2) What’s her favrite fd?
(3)What’s her favrite animal?
(4)What’s her hbby?
a. T:Yang Ling is gd at drawing .Ww, what beautiful pictures. Oh, they are very beautiful.
The Ss read: sunny \rainy.
b. There are many black cluds乌云.It is cludy.
Teach: clud---cludy。
The students read the wrds ne by ne.
c. T:Lk, the wind is blwing and blwing. It’s windy.
Teach: wind---windy---It is windy.
d. They are all weather. Teach: weather
Teach: What’s the weather like tday ?
引导学生举一反三习得句型：What was the weather like yesterday?
Ask and answer in pairs.
Checkut time.（利用软件中的光荣榜对小组进行评价）
T:What was the weather like last weekend?(S1)
T:Yes,it is sunny. I went t the park by bike.
Teach: went, flew（利用软件中的英汉词典功能教学单词）
Make a sentence like this: It was …，I…
e. Yang Ling likes writing diaries t.
Teach: diary 日记---diaries(利用软件中的英汉词典功能教学单词)
3. T:But hw t write a diary? Yu must write dwn the date, the weather and sme special things. Let’s read her diary.
(1)T:It’s Sunny. What’s the date?
领读:the 20th f September（9月20日）
September the 20th（9月20日）
讲解：写英文日记必须要在第一行写清星期、日期。
(2)Watch the cartn.
T:What was the weather in the mrning/then/afternn?
Ss: It was…
(3)T: What happened then? Please read the diary by yurselves. And try t find the past tense f verbs and circle them.
学生自读课文，圈画课文中动词的过去式
T:Wh can find them?
Checkut time: Past 1 was/went/saw/became/flew…(教学单词:saw)
Past 2 brught/were/culd/rained/…(教学单词:brught)
4.T: Can yu read the past tense f the verbs?
Read in grup.( 利用软件中的光荣榜对小组进行评价)
5. Chse and cmplete.
Wrk in grups.
Checkut time:一组学生到讲台前与软件互动手动完成选择，软件判断答案正误。(利用软件中的光荣榜对小组进行评价)
6.Listen and rder.
The students listen t the Stry time and rder the sentences with their partners.
T:I will give yu five minutes.利用软件计时。
（教师应该在学生练习时适当开展限时活动，这样可以有效地提高课堂效率，有效运用限时能够使学生注意力更集中，更积极有效参与课堂教学。）
Checkut time:利用软件随机选择一个小组与软件互动完成排序，并利用软件中的光荣榜对小组进行评价。
7.Reading time.
Chse the best way t read the text .
Checkut time: Ask tw grups t read the text . (利用软件中的光荣榜对小组进行评价)
8.Read in grup and judge.
Checkut time. (利用软件中的光荣榜对小组进行评价)
Step3: Cnslidatin:
1.Fill the blanks in grups.
It was in the mrning. The children t the park. They a parrt shw. Then the weather became and . They kites high in the . They sme fd and drinks t the park. But they sme ants and bees n the lunch, s they didn’t have lunch .In the afternn, there black cluds ,it . They hungry and wet.
将一小组答案上传到屏幕中，集体订正答案。(利用软件中的光荣榜对小组进行评价)
2. Summary evaluatin利用软件中的光荣榜对获胜小组进行总结,表彰获胜小组。
3.结合具体语境，体会“What a day”的用法。
4.T:What d yu think f Yang Ling’s day? Ss
5.Write and share.
T: What did yu d with yur family and yur friends last Sunday? Write abut it in yur diary.
Check time.
Step4: Hmewrk
1.Try t make a mind-map.
2.Try t retell the text
1. T help the students master fur-skill wrds: sunny, windy, cludy, rainy, becme and fur-skill sentences: It was sunny / cludy / windy / rainy. I/ We/ He/ She brught/saw/flew …and s n.
2. T train the students master the three-skill wrds: hney, weather, clud, rain, went, flew, saw.
3.T perceive the irregular change and prnunciatin f past verbs.
4. Be able t understand the cntents f the diary and describe yur life in the past day.
【Imprtant pints】
1.T help the students master fur-skill wrds: sunny, windy, cludy, rainy, becme and fur-skill sentences: It was sunny / cludy / windy / rainy. I/ We/ He/ She brught/saw/flew … and s n.
2. Be able t understand the cntents f the diary and describe yur life in the past day.
【Difficult pints】
1.T perceive the irregular change and prnunciatin f past verbs.
2. Be able t understand the cntents f the diary and describe yur life in the past day.
3.Be able t understand statements in the past tense.
【Teaching aids】
PPT, learning list
【Teaching steps】
Step1: Warming up
Review the wrds f the days:
打乱顺序快速闪动星期类单词，学生大声读出来对应单词。
2. The teacher and the students have a free talk:
T: What day is it tday?
S1：It is ….
T: Last Friday was Children’s day. What did we d?
Ss: We …
T: Oh, what a day !What a happy day!
(由复习星期类单词导入，为下一步学习日记做铺垫。引导孩子回忆六一儿童节的活动既在情感上拉近了与孩子们的距离，又借机复习了动词的过去式。这样既可以消除孩子们的紧张情绪，又可以旧带新，减少新知识的陌生感。)
Step2: Presentatin and practice
1.T：This is Yang Ling. She wants t jin us. D yu want t knw smething abut Yang Ling? What d yu want t knw abut her?
学生发散思维自由提问，比如：Hw ld is she? Where des she live? What des she like? What’s her hbby? When is her birthday?…
(“学贵有疑”，小疑有小进，大疑有大进，质疑是“思维”的路标、“创造”的基石。此环节教师引导学生自我“设疑―析疑―释疑”，鼓励学生大胆想象，敢于提出问题、思考问题、解决问题，并巧妙地设疑，创设刺激思考的情境，激发学生的创造性思维的火花。正如爱因斯坦所说：“提出一个问题往往比解决一个问题更重要。)
Listen t the tape.
2.Say smething abut Yang Ling :
(1)Where des she live?
(2) What’s her favrite fd?
(3)What’s her favrite animal?
(4)What’s her hbby?
a. T:Yang Ling is gd at drawing .Ww, what beautiful pictures. Oh, they are very beautiful.
The Ss read: sunny \rainy.
b. There are many black cluds乌云.It is cludy.
Teach: clud---cludy。
The students read the wrds ne by ne.
c. T:Lk, the wind is blwing and blwing. It’s windy.
Teach: wind---windy---It is windy.
d. They are all weather. Teach: weather
Teach: What’s the weather like tday ?
引导学生举一反三习得句型：What was the weather like yesterday?
Ask and answer in pairs.
Checkut time.（利用软件中的光荣榜对小组进行评价）
T:What was the weather like last weekend?(S1)
T:Yes,it is sunny. I went t the park by bike.
Teach: went, flew（利用软件中的英汉词典功能教学单词）
Make a sentence like this: It was …，I…
e. Yang Ling likes writing diaries t.
Teach: diary 日记---diaries(利用软件中的英汉词典功能教学单词)
3. T:But hw t write a diary? Yu must write dwn the date, the weather and sme special things. Let’s read her diary.
(1)T:It’s Sunny. What’s the date?
领读:the 20th f September（9月20日）
September the 20th（9月20日）
讲解：写英文日记必须要在第一行写清星期、日期。
(2)Watch the cartn.
T:What was the weather in the mrning/then/afternn?
Ss: It was…
(3)T: What happened then? Please read the diary by yurselves. And try t find the past tense f verbs and circle them.
学生自读课文，圈画课文中动词的过去式
T:Wh can find them?
Checkut time: Past 1 was/went/saw/became/flew…(教学单词:saw)
Past 2 brught/were/culd/rained/…(教学单词:brught)
4.T: Can yu read the past tense f the verbs?
Read in grup.( 利用软件中的光荣榜对小组进行评价)
5. Chse and cmplete.
Wrk in grups.
Checkut time:一组学生到讲台前与软件互动手动完成选择，软件判断答案正误。(利用软件中的光荣榜对小组进行评价)
6.Listen and rder.
The students listen t the Stry time and rder the sentences with their partners.
T:I will give yu five minutes.利用软件计时。
（教师应该在学生练习时适当开展限时活动，这样可以有效地提高课堂效率，有效运用限时能够使学生注意力更集中，更积极有效参与课堂教学。）
Checkut time:利用软件随机选择一个小组与软件互动完成排序，并利用软件中的光荣榜对小组进行评价。
7.Reading time.
Chse the best way t read the text .
Checkut time: Ask tw grups t read the text . (利用软件中的光荣榜对小组进行评价)
8.Read in grup and judge.
Checkut time. (利用软件中的光荣榜对小组进行评价)
Step3: Cnslidatin:
1.Fill the blanks in grups.
It was in the mrning. The children t the park. They a parrt shw. Then the weather became and . They kites high in the . They sme fd and drinks t the park. But they sme ants and bees n the lunch, s they didn’t have lunch .In the afternn, there black cluds ,it . They hungry and wet.
将一小组答案上传到屏幕中，集体订正答案。(利用软件中的光荣榜对小组进行评价)
2. Summary evaluatin利用软件中的光荣榜对获胜小组进行总结,表彰获胜小组。
3.结合具体语境，体会“What a day”的用法。
4.T:What d yu think f Yang Ling’s day? Ss
5.Write and share.
T: What did yu d with yur family and yur friends last Sunday? Write abut it in yur diary.
Check time.
Step4: Hmewrk
1.Try t make a mind-map.
2.Try t retell the text
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