1、1 雷炳权名教师工作室首批学员结业汇报活动教学设计（雷炳权名教师工作室首批学员结业汇报活动教学设计（三三） 一、一、教教材材分析分析 1.教材内容 本课时是广东粤人民版英语六年级下册 Unit 1、Unit2、Unit3 三个单 元的复习课。复习内容是“一般过去时”及动词过去式的规则变化与不规则变 化的特点。 2.教材链接 此套教材与本课时教学内容相关的链接如下：六年级上册 Unit 6“一般过去 时”的知识以及六年级下册 1-3 单元的“一般过去时”知识。 二、学生分析二、学生分析 1.生本分析 本课时教学对象为六年级学生，年龄在 12 岁左右，他们正处于求知欲旺盛 阶段，对英语学习非常感兴
2、趣，在英语课堂上表现也相当雀跃，对于课堂上的 游戏、朗读、表演、交流等活动都积极参与。他们乐于与同伴交流，较喜欢小 组合作学习、操作、展示等学习方式。 2.学情分析 学生已在六年级上册 Unit6 学习了动词过去式的规则变化，并在六年级下册 Unit 1、Unit2、Unit3 也学习了动词过去式规则变化与不规则变化的规律，所以 本节复习课的内容对学生来说难度不大。这节课的教学都是在学生现有知识的 认知基础上展开设计，所以预计通过本课时的学习，学生能更好地、系统地梳 理“一般过去时”的知识，并能灵活运用。 三、教学目标三、教学目标 （一）语言能力（一）语言能力 1.语言知识目标 （1）了解动词
3、过去式的规则变化（played, cleaned, visited, jumped, watched, missed, used, studied） 及不规则变化 （run-ran, go-went, eat-ate, read-read, ride-rode, write-wrote, drink-drank, wake-woke, forget-forgot.）并正确运用。 （2）熟练运用“一般过去时”(What did .do? I/She/He _. / Did you .? Yes, ./No, .didnt.)。 （3）理解关于“A_ Day”的主题语篇。 2.语言技能目标 2 （
4、1）听：学生能听懂 Big book 的故事，并做出回答；能明白老师的指令做出正 确的反应。 （2）说：学生能够正确运用“动词过去式”表达“一般过去时” ；学生能在正 确的语境中使用“一般过去时” 。 （3） 读： 能正确朗读 A Great Day 和 Lu Hans Happy Day 的短文;学生能借助 Big Book 读懂主题短文，并获取相关的信息。 （4）写：学生能掌握主题作文“A_ Day”的写作框架及特点，并正确表达 相关主题的作文。如 A Happy Childrens Day。 （二）学习能力（二）学习能力 1.引导学生通过从语篇主题抓住语篇重点，从单词出发，明白语言使用的
5、环境和 用法，在真实的情境中学会语言的迁移和运用。 2.通过分析语言材料的写作结构、写作特点和行文逻辑，学会语言的综合运用和 迁移。 3.通过合理运用“关键词” 、 “感叹句”把自己的构思转变成生动的文本。 （三）（三）文化意识文化意识 通过对“A_ Day”主题语篇的阅读、谈论、写作，培养学生积极乐观面对 生活的态度。 （四）（四）思维品质思维品质 1.通过指导学生分析、提取和归纳信息，培养学生的思维和归纳能力。 2.通过有效问题的设计，培养学生的发散性思维能力。 四、教学重点和难点四、教学重点和难点 教学重点： 1.“动词过去式”的变化规律。 2.正确运用“一般过去时”描述过去一天所经历的
6、事情。 教学难点： 在不同主题写作中运用不同的活动短语。 五、教具准备五、教具准备 PPT 课件，单词卡片，学生练习材料等 六、六、教学过程教学过程 .Pre-reading Step1. Warm-up 3 Chant with the students：I had a great day T: I had a lucky day today. Do you know why? Because its a pleasure for me to have a lesson with you here. So I want to chant with you. Do you like chant
7、? Ok, lets chant. 【设计意图】【设计意图】 通过老师和学生一起说唱，促进老师与学生之间的交流，消除学通过老师和学生一起说唱，促进老师与学生之间的交流，消除学 生的紧张心理，活跃课堂气氛，把学生的注意力快速吸引到课堂中来。生的紧张心理，活跃课堂气氛，把学生的注意力快速吸引到课堂中来。 Step2.Lead-in 1. Show a photo. T: Im your new teacher. Do you want to know more about me? 2. Get the students to ask some questions to know more abou
8、t the teacher. T: Boys and girls. If you want to know , you can use “Who,Where, When, What, How” to ask me. (e g. Where did you go? When did you go? What did you do?) 【设计意图】【设计意图】 通过通过鼓励学生向老师提问题，了解老师的一些信息，鼓励学生向老师提问题，了解老师的一些信息，为下一步为下一步学学 生阅读生阅读图画书图画书 “A Great Day”作铺垫。作铺垫。 . While-reading Step 1. Read
9、 the teachers picture book （1）Listen and read the teachers picture book. T：I had a great day on May Day. So I make a picture book. Let me show you. （2）Complete the table. T: Please watch and listen carefully. Then answer the question. My name is Ray. I went to the Changlong Park on May 1st. That is
10、an amazing place. First, I watched a wonderful parade. Next, I saw some polar bears, seals and dolphins .They were so cute. After that, I played games with the clown. Then, I won the game. So I got a special gift. I was so lucky. What a great day! 4 Who Where When What How （3）Find out the key words
11、and stick on the board. First, Next, After that, Then, 【设计意图】【设计意图】 通过通过设计设计让学生带着问题让学生带着问题任务任务听读听读图画书图画书“A great day”的活动的活动, 获取获取信息信息完成表格完成表格；引导学生引导学生找出语篇找出语篇的关键词的关键词:first,next,after that 和和 then,思思 考其写作特点，考其写作特点，促进他们思维的发展，为促进他们思维的发展，为后面的后面的拓展阅读作铺垫。拓展阅读作铺垫。 Step 2. Review the past tense of the verb
12、s 1. Read the passage together and read out the past form of the verbs. 2. Look for members: Have the students stick the verb cards on the right place. 3. Have students sum up the rules of the verbs past tense . 【设计意图】【设计意图】 引导学生引导学生梳理梳理 Unit 1Unit3 三个单元三个单元的过去式词汇的过去式词汇，巩固一般，巩固一般 过去时动词规则变化的四种规则以及不规则
13、变化的动词过去时动词规则变化的四种规则以及不规则变化的动词， 培养学生的归纳能力。， 培养学生的归纳能力。 Step 3. Practice 1. Look and say. 5 T: Boys and girls, just now you knew my great day. Can you talk about these two friends days? You can choose one of them . 2. Read the passages in groups of four. 3. Help the students sum up the structure of th
14、e passage. 【设计意图】【设计意图】 通过通过 Look and say 的活动设计，的活动设计，检查检查学生变换人称学生变换人称、灵活运用语灵活运用语 言的能力；言的能力；强化强化口头口头训练训练，提高语言技能；提高语言技能；引导学生引导学生分析语篇分析语篇结构结构，提高写作，提高写作 能力。能力。 . Post-reading Step1.Watch and read （1）Watch a video : Lu Hans Happy Day in Taishan. T: You did well in talking. Youre so great. I will give yo
15、u a postcard. Guess! Whos on the post card? Yes, Lu Han is here. A month ago he came to Taishan. What did he do in Taishan? Lets watch. Lu Hans Happy Day It was May 4th. It was the Youths Day. Lu Han came to Taishan. In the morning, he went to Shihua Park. He rode a bike and climbed the mountain. An
16、d he took some photos. In the afternoon, he visited the Walking Street. He shopped for clothes and ate good food there. In the evening, he sang songs and danced in the China Voice in Changdachang Mays Happy Day May was happy yesterday. First, she got a nice gift. Next, she got a good grade. Then, sh
17、e had fun with friends in the park. How happy she was! Bens Bad Day Ben was sad last Friday. First, he woke up late. Next, he missed the bus. Then, he had a bad cold. What a bad day! 6 （2）Listen and finish the mind map. （3）Find out the key words and stick on the board. In the morning, In the afterno
18、on， In the evening, （4）Retell Lu Hans day. 【设计意图】【设计意图】 通过观看通过观看 Lu Hans Happy Day 的视频的视频，让让学生阅读文本进行自学生阅读文本进行自 主学习，主学习，获取获取 5 个个 W 问题的信息；问题的信息；引导学生通过关键词引导学生通过关键词 in the morning, in the afternoon 和和 in the evening 了解另一种写作方法：帮助学生分析语篇的了解另一种写作方法：帮助学生分析语篇的 beginning,body,ending 部分部分,指导写作框架，为下一环节的自主写作做铺垫指
19、导写作框架，为下一环节的自主写作做铺垫。 Lu Hans Happy Day Where Who When What How 7 Step 2. Production (1)Talk in pairs: T: I had a great day on May Day. Lu Han had a happy day on Youths Day. What about you? How was your Childrens Day? Can you tell us? Tips: Where did you go? When did you go? What did you do? How did
20、you feel? (2) One student shares his day with the classmates. (3) Writing. A_ Day T: I am glad you can tell your Childrens Day to us. Now Id like you to write about your day. Here is the requirement. 【设计意图】【设计意图】 通过通过对对 Childrens Day 的的口头表达和分享，口头表达和分享，为小练笔做好铺垫；为小练笔做好铺垫； 从口头到从口头到笔头笔头训练训练，循序渐进，循序渐进，提高
21、提高学生学生综合运用语言的综合运用语言的能力能力。 （4）Check the students writing a.The teacher corrects one students writing by the slide. b. Students exchange the writing to correct. c.Share some excellent compositions in class and show them on the board. 8 【设计意图】【设计意图】 通过老师屏幕面批，学生互改活动及优秀作品分享，促进合作学通过老师屏幕面批，学生互改活动及优秀作品分享，促进
22、合作学 习，激发学生的自信心和成就感。习，激发学生的自信心和成就感。 Step 3.Summary and Emotion education (1)Sum up what we reviewed. T: Look at the blackboard. What did we review today? Ss: 复习了一般过去时以及如何写 A_ Day 主题作文的方法。 (2) Emotion education T: Today we talk about some days. Some are happy, some are sad. But please remember: Good d
23、ays or bad days, smile everyday. Step4: Homework 1.Talk about your day with your partner, classmates, friends or parents. （与你的同伴、同学、朋友或父母分享你的文章。）（必做） 1、Make a picture book: ADay（制作一本A. Day的绘本。）（选做） 板书设计：板书设计： A_ Day What did do? First, . Next,. Then,. After that, . Excellent Writing 9 Did ? Yes, No, Words: played +ed used +d studied yi+ed stopped 双写双写+ed run special In the morning, . In the afternoon,. In the evening, .
