【单元教材分析】 【单元学习内容】
Recycle One Let’s take a trip 是Pep六年级英语下册的第一个复习课,本课文设计以Mike一家人去旅游为明线,从计划—出发—参观等详细叙述在这个旅游的过程中所发生的一切有趣事情,通过呈现旅行中的不同场景综合复习be going to句型和一般过去时以及相关的旅游用语;Listen and write部分帮助学生了解登机用语;Good to know部分帮助学生了解机场的常用设施;Let’s chant,Let’s sing,Story time等部分以各种轻松活泼的形式帮助学生巩固、运用动词的一般过去时。
【单元学习目标】
(一)能力目标
1. 能理解Read and say / Read and answer / Listen and write / Read and write等部分的内容,能够把八册学生用书所学的主要语言知识融会贯通。如:be going to句型、There be结构、一般过去时及有关问路、乘机的功能性语言等;能在实际情境中准确表达。
2. 能够通过温习旧知识开拓思维、活学语言、并活用到实际交际中去。
3. 会唱歌曲“I Went on a Holiday”。
(二)知识目标
1. 综合复习八册学生用书的主要语言和词汇,要求学生做到能听、会认、并能在实际情景中准确表达。
2. 结合旅行中的各种场景综合复习be going to句型和一般过去时及相关词汇和短语,要求学生能熟练地听、说、读、写。
3. 了解一些常见字母及字母组合的发音。
4. 理解Let’s chant等部分的内容。
5. 了解Story time、Good to know等部分的内容。
6. 巩固、综合运用知识点:be going to句型和一般过去时。
(三)情感、策略、文化等目标
1. 情感态度:培养学生尊重少数民族文化、热爱祖国河山的高尚情操。
2. 学习策略:注重合作学习。引导学生以结对或小组活动的形式,学习长短不同的语篇;培养他们借助各种提示记忆、复述语篇内容的能力,从而最终提高学生的阅读技能。
3. 文化目标:了解机场常用设施和登机通告。
【单元学习重点、难点】
(一)单元学习重点
1. 综合复习be going to句型和一般过去时及相关词汇和短语,能熟练地听、说、读、写。
2. 在实际情境中运用be going to句型和一般过去时及相关词汇和短语,能用这些句型来描述自己的旅行及假期。
(二)单元学习难点
1. 帮助、指导学生了解be going to句型和一般过去时在运用过程中的细节,尤其是容易混淆的地方。
2. 总结、学习一些常见字母及字母组合的发音。
【单元内容学情分析】
本单元主要是对be going to句型和一般过去时进行复习。be going to句型是六年级上册第三单元所要求掌握的知识点,一般过去时是小学阶段学生必须掌握的最后一种时态,相对其它时态来说,学生比较易于接受,本册书的三、四单元主要围绕一般过去时展开教学,学生掌握得也不错,这些知识学生已经都很熟悉。 Recycle One 的题目是Let’s take a trip,学生对Mike的这次旅游也非常感兴趣,他们非常急于了解Mike的这次旅游见闻,毕竟旅游经历对每个学生来说都是非常令人兴奋与期待的。所以,我们要抓住学生的这一心理特点,在内容的安排与设计上要下一番功夫,让学生在学习课文同时,将多种时态应用到课文里面,巩固之前所学的知识。
课时安排
第一课时:Read and say
第二课时:Read and answer (P52) Listen and write Good to know
第三课时:Read and answer (P54) Let’s sing
第四课时:Read and write Let’s chant
第五课时:Read and answer (P57)
第六课时:Listen, match and write Let’s find out Story time
第一课时
Read and say
【学习内容】
Read and say
【教材分析】
在本课时中,主要是引导学生复习表示一般将来时的句型:(如:Where are you going? I’m going to… Who are you going with? I’m going with… What are you going to do? I’m going to… When are you going? We’re going… How is your family going to get there? We are going by plane.)指导学生熟练掌握并能运用be going to句型询问并回答他人和自己的旅程安排。
【学情分析】
学生对于be going to句型已经比较熟悉,本课教学中,要恰当地将这些句型融合成一个整体,帮助学生在实际情境中运用;而且六年级学生对各地的名胜了解比较多,因此他们对本节课的内容会很感兴趣,教师要利用任务型的教学活动来激发学生的兴趣,让学生在活动中灵活运用be going to句型。
【学习目标】
一、知识技能目标
1. 听、说、认读下列单词:holiday, weekend, time, plane, visit, your, with。
2. 能听、说、认读下列短语:on your holiday, this weekend, visit Kunming, see folk dances, visit Stone Forest。
3. 能够读懂Read and say部分的对话,并能完成两项有关旅行日程安排的练习。
4. 熟练掌握并能运用be going to句型,询问并回答他人和自己的旅程安排。
5. 了解、掌握知识点:be going to结构。be going to结构表示在将来时间发生的动作或状态,后接动词原形。如:I’m going to visit Kunming. 我要去浏览昆明。
知识链
dance →folk dances →see folk dances →I’m going to see folk dances.
What/Where/Who/How/When are you going to…?
6. 语篇提升:Mike is going to visit Kunming on his holiday. He’s going with his mom, dad, and his sister Kathy. They’re going to see folk dances and visit Stone Forest. They’re going by plane this weekend. They’re going to have a good time.
二、情感态度目标
1. 培养学生尊重少数民族文化、热爱祖国河山的高尚情操。
2. 在学习中通过游戏及各种竞赛活动培养学生合作意识。
【学习重点、难点】
学习重点:
1. 读懂Read and say部分的对话,并能完成两项有关旅行安排的练习。
2. 在具体情景中熟练运用be going to句型询问并回答他人和自己的旅程安排。
学习难点:
1. 在具体情景中询问及回答由where,who,what,how,when 引导的be going to句型。
2. 介词on,with,by的用法。
3. 注意holiday中i 的发音;folk中o的发音。
【学习准备】
CAI课件、两幅画好的中国地图的轮廓图和各个省、市、自治区的轮廓的小卡片、旅行包、录音机。
【学习过程】
一、热身(Warm-up)(此环节用时5分钟)
说唱玩赛,激情引趣
(一) 歌曲、歌谣中情绪热身
1. Free talk.
T: What’s the weather like today?
Ss: Sunny and warm.
T: Which season is it now?
Ss: It’s spring now.
T: Yes. In such a sunny and warm day, we can take a spring trip. Do you like taking a trip?
Ss: Yes!
T: Now let’s sing a song “A trip to China” together, OK?
Ss: OK!
2. Sing a song. (六年级下册课本P48歌曲“A trip to China”)
录音机中播放歌曲“A trip to China”,师生共同演唱。
(二)复习旧知中知识热身
T: Where did you go on your holiday? (提问若干名学生)
Ss: I went to… on my holiday.
T: When did you go there?
Ss: I went…
T: How did you go there?
Ss: I went there by…/on foot.
T: What did you do there?
Ss: I….
(三)评价分组中注意力热身
男女生分组。在黑板左边和右边分别贴上一幅事先画好的中国地图的轮廓图,并准备事先剪好的每个省、市、自治区的小卡片,男女生比赛,谁答对问题可以到黑板前把卡片贴到轮廓图上。下课前,看那一组贴的多即获胜。
【设计意图】歌曲歌谣热身,拉近师生距离,创设英语氛围,调动学生学习英语的兴趣;学生好胜心强,通过男女生分组的形式,学生抢着回答问题,有利于带动基础差的学生;提问学生假期去过什么地方,学生很愿意告诉别人自己去过的地方,还能扩散学生的思维。为新学内容做好知识上的铺垫。
二、呈现(Presentation)(此环节用时10分钟)
(一)话题交流,导入新课
承接上面的复习环节,对学生说:“You had a good holiday. Look, I am going to have my holiday. What do you want to know? 鼓励学生用:Where are you going? Who are you going with? What are you going to do? When are you going? How are you going ? 进行提问。
(二)情景创设,交际练习
1.(教师出示一个旅行包)Can you guess where I am going?”(课件出示一幅中国地图),学生猜测。对学生说:“Let’s watch the video.”课件播放有云南昆明特色的乐器音乐“月光下的凤尾竹”,屏幕上出现少数民族舞蹈的画面和石林的画面。教学短语folk dance和Stone Forest,教师领读,注意folk中o的发音
2. 再次播放课件,播放到石林的画面时让学生大声念出来Stone Forest,播放到民族舞蹈时学生念出来folk dance。
3. T: You know, I’m going to visit Kunming. A boy is going to visit Kunming, too. Let’s watch the video.
(三)问题视听,整体感知
Watch and answer.
1. Who is going to visit Kunming?
Mike.
2. What is he going to do there?
He’s going to see folk dances and visit Stone Forest.
(四)任务跟进,获取详情
1. Read and fill in the forms.
2. 巧用歌谣来突破重/难点句型
新编歌谣(由where,who, what,how,when 引导的be going to句型的询问及回答。)
兄弟几个面孔异,
各有各的小脾气。
what总爱把“什么”问,
when问“时间”,where问“地(点);”
how问“怎么”,who问“谁”。
只要平时多留心,
对答如流也容易。
be going to后的动词用原形,
切记,切记,要切记!
3. Listen and imitate.
师生一起听录音模仿对话,培养学生良好的语音语调。
【设计意图】通过学生猜测、提出问题,引入文本教学;通过表格汇总,提高学生概括能力。自编的歌谣,使学生对由疑问词what,when,where,how和who引导的be going to句型记忆更深刻、更牢固。
三、练习(Practice)(此环节用时10分钟)
(一)自读质疑,练习推进
1. Read and say. 学生自读文本,圈出关键词,划出关键句,询问不明白的问题,问题先让学生回答,教师再做补充。
2. “Fishbone”活动。
小组合作读文本,完成下面的活动。
此活动要求学生把本课里的要点简要写下来,形状如“鱼骨”。见下图:
Where How
Who When
What
3. Read and fill in the blanks.(阅读填空。)
A: 1 are you going on your holiday?
B: I am going to visit Beijing.
A: 2 are you going with?
B: I am going with my family.
A: 3 are you going to do there?
B: I am going to visit the Great Wall.
A: 4 is your family going to get there?
B: We are going by train.
A: 5 are you going?
B: We are going next week.
答案:1. Where 2. Who 3. What 4. How 5. When
(二)优化板式,知识梳理
Retell the dialogue. 教师引导学生看着板书复述对话主要内容。
Mike is going to visit Kunming on his holiday. He’s going with his mom, dad, and his sister Kathy. They’re going to see folk dances and visit Stone Forest. They’re going by plane this weekend. They’re going to have a good time.
四、拓展(Extension)(此环节用时10分钟)
(一)活动运用,能力提升
1. 旅游咨询活动
将全班分成两组:Group A(旅行社代表)和Group B(旅客)。Group A成员分工合作,选择若干旅游城市,设摊进行介绍;Group B成员到各自意向的旅游城市咨询,并做简要记录。参考句型:
--- Where are you going on your holiday?
--- I’m going to …
--- What are you going to do there?
--- I’m going to …
--- Who are you going with?
--- I’m going …
--- How are you going to get there?
--- I’m going …
--- When are you going?
--- I am going …
2. 练习任务中落实——随堂检测
【当堂测试题】
Read and choose. (读一读,将正确的序号填入括号中。)
( )1.I’m going to Xinjiang my friends.
A. with B. in C. and
( )2. are you going? This weekend.
A. What B. How C. When
( )3.We are going foot.
A. on B. by C. takes
( )4.He is going to next week.
A. going hiking B. go hiking C. goes to hiking
( )5.Where are you going your holiday ?
A. in B. on C. /
答案:ACABB
【设计意图】通过任务型的游戏活动能激发学生学习的兴趣,同时用这种活动能面向全体,让每个学生积极参与到活动中来,当堂测试及时巩固所学知识。
(二)总结赏析,情感升华
教师利用课件播放一些旅游胜地的图片、资料等,让学生充分领略祖国的大好风光,了解民族风情。从而培养学生Love nature, love our country.(热爱自然,热爱祖国的大好河山。)的美好情感。
【设计意图】通过本节课让学生了解祖国各地的名胜,培养学生热爱祖国的情感。
(三)作业分层,自主拓展
1. 听录音跟读Read and say部分。
2. 读熟、争背Read and say部分,并且能自编对话。
3. 写一篇小短文,描写自己假期将要去的一个地方,写出怎样到那里去,和谁去,什么时候去,在那里要干什么等等。注意要用将来时态。字数60个单词左右。
【板书设计】
Recycle 1 Let’s take a trip!
Read and say
Where When folk dances
How Stone Forest
Who
What
【课后反思】
第二课时
Read and answer (P52) Listen and write Good to know
【学习内容】
Read and answer (P52) Listen and write Good to know
【教材分析】
本课时分为三个部分。其中Read and answer (P52)部分,呈现的是Mike一家人在机场,准备登机去游览昆明,Mike和 Kathy有关昆明情况的对话;Listen and write呈现给读者的是登机前的通告;Good to know部分,引导读者了解机场的基本设施。
【学情分析】
本节课中有听力练习,六年级学生已经具备一定的听力水平,他们喜欢有挑战性的任务,给学生不同的任务,让他们带着问题听并记录下来,既能锻炼听力,又能锻炼书写能力。
【学习目标】
一、知识技能目标
1. 听、说、认读下列单词:far,hour,usually,different,also,folk,leave,backpack,yours。
2. 能听、说、认读下列短语:far from,sunny and warm, known as, folk clothes, of course。
3. 能运用下列句型:
--- Are we going to see different places?
--- Yes, we are.
There is also good food in Kunming.
My backpack is bigger and heavier than yours.
--- What is the weather like there?
--- It’s usually sunny and warm.
4. 要求学生能综合运用be going to句型、there be结构和形容词比较级等语言,让学生能够在抓住主要语言点的同时,更多联系已经学过的语言,养成良好的阅读习惯。逐步培养学生听力练习中捕捉关键信息的能力,提高听力水平。
5. 了解、掌握知识点:
(1)---How far is Kunming from Beijing? ---It’s three hours by plane. 乘飞机要三小时。
(2)We are leaving. 我们马上走。这是一个现在进行时表示将来的句子。
(3)your和 yours 的区别。your是形容词性物主代词,后面可以接名词;yours是名词性物主代词,不可以接名词。例如:your teacher 你的老师,不能说成 yours teacher。
知识链
different places → see different places → Are we going to see different places?
good food → There is also good food.→ There is also good food in Kunming.
6. 语篇提升:Mike and Kathy are going to Kunming with their parents. Kunming is far from Beijing. It’s three hours by plane. Kunming is usually sunny and warm. It’s known as “Spring City”. They are going to see different places, eat good food and buy some folk clothes in Kunming.
二、情感态度目标
培养学生热爱祖国河山的高尚情操,了解机场常用设施和登机通告。
【学习重点、难点】
学习重点:
1. 综合运用be going to句型、there be结构和形容词比较级等语言。
2. 培养学生听力练习中捕捉关键信息回答问题的能力。
学习难点:
1. 让学生学会捕捉听力材料里的关键信息,培养学生良好的听力习惯。
2. 熟练掌握用时间表示距离的用法。如:It’s three hours by plane.
3. 单词usually,clothes和different的发音。
【学习准备】
CAI课件、机票、录音机、飞机、火车、汽车、自行车形状的小卡片、常见标志的图片。
【学习过程】
一、热身(Warm-up)(此环节用时5分钟)
说唱玩赛,激情引趣
(一) 歌曲、歌谣中情绪热身
Sing a song. (六年级上册课本P36歌曲“What are you going to do?”)
录音机中播放歌曲“What are you going to do?”,师生共同演唱。
Free talk
师生进行问答练习。
Where are you going on your holiday?
What are you going to do there?
Who are you going with?
When are you going?
How are you going to get there?
(二)复习旧知中知识热身
教师用课件展示几个著名城市的图片,屏幕下方分别打出这几个城市的相关信息,学生抢答城市名称。如:
Spring City---Kunming
Flower City---Guangzhou
Mountain City---Chongqing
Ice City---Harbin
(三)评价分组中注意力热身
全班分成四个小组,分别为:飞机队、火车队、汽车队、自行车队。哪组答对问题可以得飞机、火车等相应形状的小卡片,最后看哪个组得的多,即为获胜组。
【设计意图】歌曲中复习了be going to句型。通过师生的日常问候,引导学生快速进入用英语思维的课堂中来。通过展示优美的图片,并且让学生抢答,学生的注意力高度集中,同时为下一个环节做好铺垫。
二、呈现(Presentation)(此环节用时10分钟)
(一)话题交流,导入新课
承接上面的复习环节,对学生说:“Kunming is known as ‘Spring City’.”同时板书该句子。强调、学习短语“known as”,并且结合复习环节巩固短语“known as”。
如:Guangzhou is known as ‘Flower City’.
Chongqing is known as ‘Mountain City’.
Harbin is known as ‘Ice City’.
(二)情景创设,交际练习
1. 课件呈现昆明。师生共同领略昆明的风光,尤其是天气状况。
T: Kunming is known as ‘Spring City’. Mike and Kathy are going to Kunming with their parents.
2. Question: Why do we call Kunming ‘Spring City’?
Because it’s always sunny and warm.
3. 教学句型How far is… from …? It’s … hours by plane.
课件呈现中国地图,其中北京和昆明两个城市用红色标出,教师一边用鼠标指向北京,一边说:“Mike is in Beijing now. He is going to visit Kunming. He is going with his family. He is going to get there by plane.”然后鼠标指向昆明,问学生:“Is Kunming far from Beijing?”引导学生回答:“Yes, it’s far.”接着问:“How far is Kunming from Beijing?”学生猜测,最后引出句型“It’s three hours by plane.”同时板书。
练习句型How far is… from …? It’s … hours by plane。教师指着中国地图,用其他城市的名称替换关键词练习句型:How far is … from …? It’s … hours by plane. 接着用其他交通工具替换练习句型:How far is …from…? It’s … hours by train / bus / bike.
【设计意图】利用地图教学新短语和句型,非常直观、形象,学生易于接受和理解。
(三)问题视听,整体感知
T: Mike and Kathy are going to Kunming. They are at Gate 24. What are they talking about? Now listen carefully.”
Watch and answer. 学生按分成的四个小组用竞赛的形式完成练习题,看哪一组完成得又快又好。
1. How far is Kunming from Beijing?
2. What is the weather like in Kunming?
3. What is Kathy going to buy in Kunming?
4. Whose backpack is bigger and heavier?
答案:
1. It’s three hours by plane.
2. It’s usually sunny and warm.
3. She is going to buy some folk clothes there.
4. Kathy’s backpack is bigger and heavier.
(四)任务跟进,获取详情
1. Read the dialogue and do the exercise.
Read and match.(读一读,选出正确的翻译,将序号填在括号内。)
2. 完成“What to do”的归纳总结
3. Listen and imitate.
听录音模仿对话,培养学生良好的语音语调。
【设计意图】通过简单的练习,帮助学生进一步了解文本中的细节。
三、练习(Practice)(此环节用时10分钟)
(一)自读质疑,练习推进
Read and answer. 学生自读文本,圈出关键词,划出关键句,询问不明白的问题,问题先让学生回答,教师再做补充。
(二)优化板式,知识梳理
Retell the dialogue. 教师引导学生看着板书复述对话主要内容。
Mike and Kathy are going to Kunming with their parents. Kunming is far from Beijing. It’s three hours by plane. Kunming is usually sunny and warm. It’s known as “Spring City”. They are going to see different places, eat good food and buy some folk clothes in Kunming.
(三)教学Good to know
1.教师出示一张机票(或仿制机票),同时介绍说:“Mike is going to Kunming by plane. Look! This is a ticket. He and his family are at the airport. What are they going to see at the airport?”课件呈现候机大厅的图片,依次呈现课本上Good to know部分的设施和标志,教师解释标志的含义并简要介绍乘机的基本手续。
2.“生活小博士”活动
教师出示一些机场和其他公共场所常见的标志,让学生说说它们表示的意义。谁知道的最多,谁将被评为“生活小博士”。
(四)教学Listen and write
承接上一环节,教师说:“Now we know what we can see at the airport. But what can you hear at the airport before boarding? Now let’s listen. Write down the information on your book.”教师用录音机播放听力练习内容,学生记录信息。然后核对答案,看四个小组哪个听得、写得最准、最好。再次播放录音,学生模仿录音读。
【设计意图】通过出示机票和呈现图片,让学生对机场有更进一步的了解,特别是对于没坐过飞机的同学,这样能让他们有一种身临其境的感觉,同时为下面的听力练习作好铺垫。
四、拓展(Extension)(此环节用时10分钟)
(一)活动运用,能力提升
1. “配音演员”活动
教师播放一段登机前的机场广播录像,学生采用小组讨论、分工合作的形式为这段录像配音,比比看哪组配得最好。
2. 练习任务中落实——随堂检测
【当堂测试题】
Read and choose.(选择填空)
1. Kunming is known “Spring City”.
A. to B. for C. as
2. Is Kunming far Beijing?
A. from B. to C. \
3. We’re ________ now.
A. leave B. leaving C. will leave
4. My backpack is bigger than .
A. you B. your C. yours
5. I can’t .
A. waiting B. wait C. waited
答案:CABCB
【设计意图】“配音演员”活动可以让每个同学都参与活动,调动学生的学习积极性,培养学生用英语思维的能力。通过当堂测试检查学生对本节课掌握的如何。
(二)总结赏析,情感升华
Get the students to know the different names of some cities in China and the signatures at the airport.
让学生了解一些中国城市的别称和机场里的一些标志,增长关于旅行的知识。
【设计意图】联系本节课所学内容,让学生增加一些关于旅行的知识。
(三)作业分层,自主拓展
1. 听录音跟读Read and answer部分。
2. 读熟、争背Read and answer部分,并且能自编对话。
3. 学生分小组合作制作旅游***,画出***画,并附上该地吸引游客的理由,如天气如何,交通是否方便,有什么景点等。下节课每个小组给全体同学介绍。
【板书设计】
Recycle 1 Let’s take a trip!
Read and answer
Kunming is known as “Spring City”.
How far is … from …?
It’s three hours by plane.
【课后反思】
第三课时
Read and answer (P54) Let’s sing
【学习内容】
Read and answer (P54) Let’s sing
【教材分析】
本课时分为两个部分。Read and answer (P54)部分,呈现的是Mike在昆明的经历,其中有好消息,也有坏消息。需要指导学生运用过去时的时态了解Mike的经历,并且争取用自己的语言表达出来。Let’s sing中同样以过去时贯穿始终。
【学情分析】
学生在六年级下册三、四单元中学习了一些动词的过去时形式,对于时态有一定的了解。但是本节课出现的动词过去时较多,学生掌握起来会有一定的难度。
【学习目标】
一、知识技能目标
1. 听、说、认读下列单词:dear,driver,smaller,chair,afternoon,was,were,ran,told,,wanted,looked,came。
2. 能听、说、认读下列短语:by taxi,went into,looked like,came into,police station,have a good trip。
3. 掌握一般过去时否定式的构成并能运用一般过去时连续叙述一段事情。
4. 能读懂日记内容,能用一般过去时连续叙述一段事情。
5. 学唱歌曲“I went on a Holiday”。
6. 了解、掌握知识点:动词的一般过去式的构成规则。
知识链
went to the hotel → we went to the hotel. →We went to the hotel by taxi.
my backpack → have my backpack → I didn’t have my backpack.
7. 语篇提升:It was a good day and a bad day for Mike. The taxi driver told them many things about Kunming. They were so excited. He went to the hotel without his backpack. But in the afternoon, Mike and his dad went to the police. At last, the taxi driver came in with Mike’s backpack. Mike was so happy.
二、情感态度目标
1. 培养学生拾金不昧、乐于助人的高尚情操。
2. 在学习中通过游戏及各种竞赛活动培养学生合作意识。
【学习重点、难点】
学习重点:
1. 能读懂并听懂日记内容,能用一般过去时连续叙述一段事情。
2. 掌握规则动词的一般过去时的构成规则和读音规则。
学习难点:
1. 一般过去时否定式的构成。
2. 用一般过去时连续叙述一段事情。
【学习准备】
CAI课件、录音机。
【学习过程】
一、热身(Warm-up)(此环节用时5分钟)
说唱玩赛,激情引趣
(一)歌曲、歌谣中情绪热身
学唱歌曲(六年级下册课本P60歌曲“I went on a Holiday”)
教师播放歌曲。第一遍学生静听,教师略讲歌词大意,第二遍学生跟唱。
(二)复习旧知中知识热身
Free talk
Where did you go on your holiday?
How far is … from …?
What’s the weather like in …?
How did you go there?
What did you do there?
Did you have any good news or bad news?
(三)评价分组中注意力热身
将全班同学分成两组,一组是good news组,另一组是bad news组,采用向日葵的评价方式,哪组答对问题即可获得一粒向日葵种子,最后看哪组得的多即为获胜组。
【设计意图】通过学习歌曲,活跃课堂气氛,让学生愉快地进入学习状态。通过师生的日常口语对话,引导学生快速进入用英语思维的课堂中来,同时最后一个问题为本节课要学的内容作了很好的铺垫。评价跟文本紧密结合。
二、呈现(Presentation)(此环节用时10分钟)
(一)话题交流,导入新课
1. 教学一般过去时否定式的构成,练习I didn’t …句型。
(1)教师说:“I was not happy yesterday. Do you know why?”让学生大胆猜测,学生可能会出现一些错误,教师借此机会及时纠正,接着告诉学生:“I was not happy because my daughter didn’t sleep well. She was ill. So I didn’t sleep well.”板书I didn’t…。
(2)教师请学生说说所经历过的伤心事,教师一定要鼓励学生大胆说,不要害怕犯错误。引导学生使用句型I didn’t…。
2. 教学bad thing与good thing的转化。
(1)承接上一环节,教师说:“Now I am very happy. Why? Can you guess?”
让学生大胆猜测。教师最后说:“My daughter took some medicine and she is feeling better now. So I am very happy now.”
(2)教师接着说:“How did a bad thing turn into a good thing? Can you say?”
(二)情景创设,交际练习
T: Let’s change the bad news to good news. It’s raining. I have no umbrella. (情境)
S1: I have an umbrella. I can go home with you.
S2: Your friend will give you a lift.
S3: You can enjoy the city view in the rain.
鼓励学生大胆创设情境,把bad news变成good news。
【设计意图】运用发散思维的方式让学生大胆猜测,能自然地为所教的新句型作铺垫。让学生谈自己经历过的事情,能让学生充分练习所学句型。
(三)问题视听,整体感知
1. 承接上面好事情与坏事情转化的讨论,教师顺势说:“Today was a good day and a bad day for Mike. Why? What happened?”Watch the video。
2. 课件展示几个问题,让学生带着问题听录音。再听一遍,核对答案。
(1) How did Mike go to the hotel?
(2) Was Mike excited about the trip?
(3) Did Mike find his backpack?
(4) Who gave the backpack to Mike?
答案:
(1) He went to the hotel by taxi.
(2) Yes, he was.
(3) Yes, he did.
(4) The taxi driver.
【设计意图】正确引导学生独立阅读课文,回答问题,能够培养学生的自学能力。
(四)任务跟进,获取详情
1. Read and write.(读一读,写出下列单词的过去时。)
(1)is (2)go (3)tell (4)come
(5)run (6)take (7)are (8) have
(9) show (10) look (11) wait
(12) want (13)say
Answers: was , went , told , came , ran , took , were , had ,showed ,looked, waited wanted said
师生探讨,总结规则动词的一般过去式的构成规则。
规则动词:
(1)一般在动词词尾直接加“ed”。如:washed,watched。
(2)动词词尾是不发音 “e” 的直接加 “d”。如:liked。
(3)以辅音字母加“y”结尾的把“y”变 “i” 再加 “ed”。如:studied。
(4)重读闭音节结尾的词,双写末尾的辅音再加 “ed”。如:stopped。
不规则动词:come---came tell---told run---ran read---read …
并且在发音方面对学生进行指导。
2. 学生读课文,完成课后Read and tick or cross练习。
3. 学生小组讨论完成课后“Good news and bad news game”
4. Listen and imitate.
听录音模仿对话,培养学生良好的语音语调。
【设计意图】通过简单的练习,帮助学生进一步了解文本中的细节。
三、练习(Practice)(此环节用时10分钟)
(一)自读质疑,练习推进
Read and answer. 学生自读文本,圈出关键词,划出关键句,询问不明白的问题,问题先让学生回答,教师再做补充。
(二)优化板式,知识梳理
Retell the diary. 教师引导学生看着板书复述对话主要内容。
It was a good day and a bad day for Mike. The taxi driver told them many things about Kunming. They were so excited. He went to the hotel without his backpack. But in the afternoon, Mike and his dad went to the police. At last, the taxi driver came in with Mike’s backpack. Mike was so happy.
【设计意图】通过retell,帮助学生把握整个故事的脉络。有助于学生了解文本;更有助于学生在实际中运用。
四、拓展(Extension)(此环节用时10分钟)
(一)活动运用,能力提升
1. “故事接龙”游戏
将全班分成四个大组,每组选出一位同学执笔,用过去时的形式写出一句关于旅行的句子,然后将写完的句子依次传给其他组续写,特别注意写出好事与坏事的转化。写完后每组选出一位同学读给大家听,看谁写得更有创意。
2. 练习任务中落实——随堂检测
【当堂测试题】
Read and fill in the blanks.(阅读填空。)
Today we (1) to the hotel by taxi. The taxi driver (2) us many things about Kunming. I (3) have my backpack. That afternoon dad and I (4) a bus to the police station. There (5) many backpacks there, but they were not mine. I (6) to cry. Finally the taxi driver (7) into the police station and he gave the backpack to me. I was very excited.
答案:(1) went (2) told (3) didn’t (4) took (5) were (6) wanted (7) came
【设计意图】故事接龙游戏能激活学生思维,充分调动学生的积极性,让每个学生都能参与进来。当堂测试能使学生更好地掌握本节课所学内容。
(二)总结赏析,情感升华
Sometimes good things can turn into bad things, and bad things can turn into good things.(有时候,好事情和坏事情可以互相转化。)
【设计意图】联系课文内容,对学生进行辨证主义教育,教育学生要胜不骄,败不馁。
(三)作业分层,自主拓展
1. 听录音跟读Read and answer部分。
2. 能用自己的话叙述Mike的经历。
3. 写一篇小短文,记叙你经历过的一件事,其中要有好事情和坏事情,用一般过去时态,字数不限。
【板书设计】
Recycle 1 Let’s take a trip!
Read and answer
I didn’t …+(动词原形)
good thing ← bad thing
→
【课后反思】
第四课时
Read and write Let’s chant 【学习内容】 Read and write Let’s chant 【教材分析】 本课时教学主要是综合运用所学语言,特别是一般过去时,叙述旅行中的所见所闻。教学中教师可结合学生的真实生活经验,运用多种方法帮助学生建构语言体系。 【学情分析】 学生在三四单元刚学过一般过去时,应趁热打铁巩固一般过去时概念,即在描述一些旅行过的地方时必须用一般过去时。 【学习目标】 一、 知识技能目标 1. 听、说、认读下列单词:picture,forest,people,building,small,tall,butterflies,stayed,arrived,tasty,tasted,drank,healthy,lake,fish,fruit, 掌握固定短语:nature park,this week,good luck,on Monday。 2. 能朗读并理解本节课的文本。掌握一般过去时句子的否定形式,并能运用所学句型,向他人介绍旅途中的所见所闻。 3. 能阅读并理解其他相关话题的文本。 4. 能联系本节课的文本话题进行相关小习作。让学生也写给自己的好友写一封明信片。介绍自己旅游过的地方。 5.了解知识点:一般过去时否定式的构成。 There were many people there. → There weren’t any people there. 知识链 people → many people →There were many people there. → There weren’t any people there. 6. 语篇提升: 让学生介绍自己旅游过的地方。 Last weekend I visited my grandparents in Jinan. I went there by bus. We visited the Da Ming Lake. We rowed the boat on the lake. It was a hot day. The sun was sky. We felt hot and hungry. We ate good food. We were very happy that day. 二、情感态度目标 培养学生与他人分享自己旅行中的见闻的情感。 【学习重点、难点】 学习重点: 1. 掌握一般过去时There be句型的否定形式,综合运用所学语言,特别是用一般过去时叙述旅行中的见闻。 2. 能听懂、会吟唱Let’s chant的歌谣。 学习难点: 1. 综合运用所学语言,用一般过去时叙述旅行中的见闻。 2. 一般过去时There be句型的否定形式。 【学习准备】 图片、教师旅行时拍的照片、录音机、小脚丫形状的小图片。 【学习过程】 一、热身(Warm-up)(此环节用时5分钟) 说唱做演 / 玩赛,激情引趣 (一)歌曲、歌谣中情绪热身 1. 教师播放歌曲“I went on a Holiday”,学生跟唱。 2. 请学生根据以上歌曲改编歌词,跟着音乐唱。教师可做如下示范: I went on a holiday. I went on a train. I bought many things. I was very happy. I took pictures. I saw flowers. I learned folk dances. I had lots of fun. (二)复习旧知中知识热身 教师出示若干图片,每张图片上有不同的主题,如大山的风光、美丽的湖泊、高楼林立的城市、各种各样的食物等。学生四人一组,每组选择一个话题,在规定时间内写出有关这个话题的任何词语。 (三)评价分组中注意力热身 男女生分组。采用登山的方式,哪组答对问题可以得一个小脚丫形状的小图片,小图片上写有与自然风光有关的词,看哪组先登上山顶。 【设计意图】通过给学生出示图片的方式能吸引学生的注意力,让他们写与图片有关的词语既能复习学过的单词,也有利于培养学生的发散思维能力。评价能最大限度地调动学生的参与度。 二、呈现(Presentation)(此环节用时10分钟) (一)话题交流,导入新课 T: Do you like taking a trip? S: Yes, I do. / No, I don’t. T: Where did you go? S: I went……. T: What did you do there? S: I…… (二)情景创设,交际练习 1. 教师利用自己出去旅行的照片介绍以前去过的一个地方:“I went to Jiuzhaigou last year. There were many trees. There weren’t many people there.”教师板书句子There weren’t many people there. 教师领读该句子。 2. 让学生用图片说句子,练习There weren’t…句型。教师进行指导。 (三)问题视听,整体感知 1. T: There are other two post cards. Do you want to have a look? Now open your books on page 56. Mike and Kathy enjoyed their trip in Kunming very much. They wrote two postcards to their friends. Do you want to know what they wrote? Let’s listen. 2. Students talk about the cards in their own words. 3. Listen and repeat. (四)任务跟进,获取详情 1. Read quickly and fill in the blanks. 请学生快速阅读两张明信片,并填空。 2. 学生小组讨论、校对答案,最后教师核对答案。 3. 请学生将两张明信片中出现的动词过去式找出来,并说出动词原形。教师进行指导。 4. 让学生分小组讨论明信片上的两个地方,并尝试复述主要内容。 5. 自编Let’s chant(练习一般过去时There be 句型的否定形式) There be 句型很重要, Was 和were要记牢。 否定式,加not, 单数wasn’t, 复数weren’t别混淆。 6. 教师呈现话题:Do you want to have a trip? 引导学生就这一话题进行提问,看哪一组提的问题多而且富有创意。如:What did you do? What did you see? What did you buy? Who did you go with? 当学生问答了几组以后,适时呈现播放Let’s chant录音。 三、练习(Practice)(此环节用时10分钟) (一)自读质疑,练习推进 1.加句子练习 教师提问,如:What did you do on your holiday? S1: I bought presents on my holiday. S2: I bought presents and took pictures on my holiday. 依此类推不断加长该句子。 2. “巧嘴八哥”活动 根据上面环节中的图片,让学生用There be 句型说句子,看哪组说得多,哪组同学就是“巧嘴八哥”。 (二)优化板式,知识梳理 教师引导学生看着板书复述对话主要内容。 四、拓展(Extension)(此环节用时10分钟) (一)活动运用,能力提升 编故事活动 教师提供若干词语和一个话题,学生分小组根据所给话题将词语编成故事,如:tree,flower,river,apple juice,building,hotel,happy;主题为:A trip。 【当堂测试题】 Read and choose.(选择填空。) 1. This post card shows you a picture my holiday. A. in B. from C. to 2. There many people there. A. isn’t B. wasn’t C. weren’t 3. Do you think I will beautiful butterflies there? A. saw B. see C. to see 4. We on Monday and ate some fresh fish. A. arrived B. arrive C. arrives 5. There are tall buildings there. A. no B. not C. \ 答案:BCBAA (二)总结赏析,情感升华 学会与他人分享生活中美好的东西。 (三)作业分层,自主拓展 1. 跟录音说唱B Let’s chant部分的歌谣。 2. 教师提供若词语和一个主题,让学生根据所给话题将所给词语编成故事。如:flower, zoo, student, policeman, taxi, cool, bird, happy, 主题为A trip。 3.制作一张明信片,在卡片上写上出去旅行时的所见所闻,并进行适当的美化及修饰。下节课把制作的好的卡片贴在教室内展览。 【板书设计】 Recycle 1 Let’s take a trip! Read and write There weren’t many people there. stayed arrived drank 【课后反思】 第五课时 Read and answer (P57) 【学习内容】 Read and answer (P57) 【教材分析】 本课是一篇关于指路问路的对话,复习了六年级上学期的指路问路对话,并在其后加入 【学情分析】 利用本课所学内容,让学生学会简单的问路和指示方向的表达方式,提高学生英语交际能力。 【学习目标】 一、知识技能目标 1. 听、说、认读下列单词:visitor,lost,bus,cinema,near,behind。句型:熟练掌握并能运用How can I get to…?句型问路,并能用You can take the No.…bus. Get off at … It’s in front of … 给人指路。 2. 能朗读并理解本节课的文本。口头、笔头简单描述路径。 3. 能阅读并理解其他相关话题的文本。 4. 能联系本节课的文本话题进行相关小习作。 5.了解知识点: 介词to的用法 (1)(表示动作的方向)向;往;给;朝;到 如:from South to North 从南到北 turn to the right 向右转 go to Shanghai 去上海 We are visitors to this city. 我们是到这个城市的游客。 (2) (表示时间) 到;在……之前 如:from 2:00 to 4:00 从两点到4点 from morning to night 从早到晚 知识链 lost→ are lost→ We are lost. look for→ looking for→ What are you looking for? 6. 语篇提升:Mike and his sister are lost in Kunming. They asked a policeman for help. The policeman showed their way. First, they can take the No.26 bus, get off at the post office, then walk south form the post office, go straight, they can find the cinema, the hotel is behind the cinema. 二、情感态度目标 1. 培养学生乐于助人和遇到问题沉着冷静的高尚品质。 2. 在学习中通过各种活动培养学生合作意识。 【学习重点、难点】 学习重点: 1. 使学生充分理解并会朗读对话。 2. 能口头、笔头简单描述路径。 3. 熟练掌握并能运用How can I get to…?句型问路,并能用You can take the No.…bus. Get off at … It’s in front of … 给人指路。 学习难点: 1. 用本课所学内容,学会简单的问路和指示方向的表达方式。培养学生获取对话中的关键信息,在地图和旅行日记中再现文字中所叙述情景的能力。 2. 理解词组:be lost,get on,get off,look for,walk south,good luck的含义。 【学习准备】 CAI课件、苹果、蒙眼布、图片、词卡、录音机、小红旗。 【学习过程】 一、热身(Warm-up)(此环节用时5分钟) 说唱做演 / 玩赛,激情引趣 (一)歌曲、歌谣中情绪热身 1. Sing the song on P60. 2. Simon says游戏 教师发出指令,学生做动作。如果教师说了Simon says,学生就要做出相应的动作;如果没说Simon says,学生做了动作,该学生被淘汰。看哪位同学能坚持到最后。教师可发出如下指令:Turn left. Turn right. Go straight. Show me your right hand. Show me your left foot. Stand up. Sit down. (二)复习旧知中知识热身 “拿苹果”游戏 用布蒙住一名学生的眼睛,另一名学生尽量用最少的指令引导其拿到事先放好的苹果,选出最佳搭档。教师可以先与一位学生做示范如下:Go straight for three steps. Turn right. Walk straight. The apple is in front of you. (三)评价分组中注意力热身 男女生分组。哪组答对问题可以得一面小红旗,最后看哪组得的多。 二、呈现(Presentation)(此环节用时10分钟) (一)话题交流,导入新课 T: Where did you go yesterday? S: I went……. T: What did you do there? S: I…… T: Did you have a lot of fun? S: Yes, I did./ No, I didn’t T: How did you go there? Who did you go with? When did you come back? S:I …… (二)情景创设,交际练习 T: As a visitor, sometimes you will lose the way in other cities. If you lose your way, what should you do? S: Ask the way./ Ask the policeman. T: Can you ask the way? How can you ask the way? S: Excuse me. How can I get to …? Where is the …? Is there a … near the …? Could you tell me the way to the …? T: How do you tell the way? S: Go / Walk straight. You’ll find the… Turn right. / Turn left. It’s in front of the … It’s far from here. You can take the No.… bus. Get off at the … T: First, Mike lost his bag, then, he lost himself. He got lost, because he is a visitor, he asked for help, asked who? How to ask? (三)问题视听,整体感知 1. 教师播放录音并介绍说:“Mike and Kathy were lost in Kunming. What should they do?”教师通过课件呈现课文后的线路图,让学生听录音,然后请一名学生到线路图前摆出正确位置,其他学生在课文后的线路图空格处写上相应的地名。然后核对答案。 2. 再次播放录音,学生跟读。 (四)任务跟进,获取详情 1. 学生两人一组读课文,老师解答学生提出的问题。然后核对答案。 2. 学生齐读课文一遍。然后完成课文后填写旅行日记的练习。 3.请学生发挥想象力,设想一下Mike和Kathy回到宾馆后会对父母说什么呢?小组合作设计一个小对话,说给大家听一听。 三、练习(Practice)(此环节用时10分钟) (一)自读质疑,练习推进 1. 学生两人一组,用课件上的地图练习问路、指路。 2. Read and answer. 学生自读文本,圈出关键词,划出关键句,询问不明白的问题,问题先让学生回答,教师再做补充。 (二)优化板式,知识梳理 Retell the dialogue. 教师引导学生看着板书复述对话主要内容。 Mike and his sister are lost in Kunming. They asked a policeman for help. The policeman showed their way. First, they can take the No.26 bus, get off at the post office, then walk south form the post office, go straight, they can find the cinema, the hotel is behind the cinema. 四、拓展(Extension)(此环节用时10分钟) (一)活动运用,能力提升 1. 自制一张上学线路图---“小神探”活动 每位学生自制一张上学的路线图。然后全班同学分成四组,每组派一人上交路线图,教师把它们打乱顺序贴在黑板上。请四个人站在教室后面,面对黑板描述上学路线,看谁能最快找到正确的路线图,谁就是“小神探”。 2. 故事接龙 教师说一个故事的开头,如: Last summer holiday, my family went to Xinjiang……鼓励学生每人依次说一句话,发挥想象,参与说故事的过程,同时鼓励学生创想情节教师根据学生表现给予奖励。教师再根据情况让学生回家完善复述,准备下节课的个人展示。 【当堂测试题】 Read and fill in the blanks.(用正确的介词填空。)(for, to, near, from, off) 1. We are visitors ________ this city. 2. Thanks ________ your help. 3. You can take the No. 26 bus. Get ________ at the post office. 4. There is a cinema ________ the Holiday Hotel. 5. Walk south ________ the post office. 答案:1. to 2. for 3. off 4. near 5. from (二)总结赏析,情感升华 We should be ready to help others. 在我们的生活中有时会遇到外国人,我们要学会用英语给人指路,助人为乐。 (三)作业分层,自主拓展 1. 听录音跟读、模仿对话。 2. 模仿本课对话,创编新对话。 3. 用英语写出自己上学的路线,注意要写准方向。字数60个单词左右。 【板书设计】 Recycle 1 Let’s take a trip! Read and answer How can I get to …? You can take the No….bus. Get off at …. 【课后反思】 第六课时
Listen, match and write Let’s find out Story time 【学习内容】 Listen, match and write Let’s find out Story time 【教材分析】 Listen, match and write部分锻炼学生听句子辨单词的能力以及认读音标的能力。Let’s find out复习常用动词的过去式。Story time通过Zoom找好朋友Zip的故事集中复习了一单元How tall is she? 现在进行时,一般过去时,一般将来时等时态,并首次出现过去进行时的句子。 【学情分析】 音标的集中学习在六年级上学期最后部分进行了归纳总结,下学期又学习了双元音,本课Listen, match and write部分让学生对完整单词音标进行整体感知和练习,要求学生能根据音标正确拼写单词。 【学习目标】 一、 知识技能目标 1. 能够根据音标拼写下列单词:shoe, dress, clothes, map, cap, fan, boot, picture-book, painting, sunglasses, doll, umbrella, guidebook, scarf, magazine, handbag,DVD, CD, post card。 2. 能朗读并理解本节课的文本。 3. 能阅读并理解其他相关话题的文本,能够理解Story time中的故事。 4.能联系本节课的文本话题进行相关小习作。模仿Let’s find out部分,写一段自己真实的旅游经历,全部用过去时写作。 5. 了解知识点:掌握部分不规则动词的过去式,我们学过的不规则动词的过去式有: do --- did go --- went read --- read fly --- flew swim --- swam sing --- sang eat --- ate take --- took have --- had buy --- bought see --- saw leave --- left get --- got 知识链 I often go to school on foot. → I went to school on foot. ↑ ↓ I am going to school on foot. ← I am going to school on foot tomorrow. 5. 语篇提升: 模仿Let’s find out部分,写一段自己真实的旅游经历,全部用过去时写作。 I had a wonderful trip last summer holiday. I went to Qindao. I ate a lot of good food there. I ate bread, orange juice, hamburger, milk and some bananas. I went swimming with my father. I saw a fish in the water. So we fed the fish with bread. We were very happy. 二、 情感态度目标 通过学习本课的旅游用品的词汇,让学生热爱旅游,热爱自然。 【学习重点、难点】 学习重点: 1. 根据音标正确拼写单词。 2. 复习动词的过去时形式。 学习难点: 1. 巩固复习动词的过去式形式。 2. 正确认读48个国际音标,并根据音标正确拼写单词。 【学习准备】 音标卡片、单词卡片、录音机、人物头像。 【学习过程】 一、热身(Warm-up)(此环节用时5分钟) 说唱做演 / 玩赛,激情引趣 (一)歌曲、歌谣中情绪热身 1. 教师放Let’s chant(六年级下册P59歌谣)的录音,学生跟说歌谣。 2. 教师按歌谣的节奏提问:What did you do / see / buy on your holiday? 学生回答。 (二)复习旧知中知识热身 教师手拿48张国际音标的卡片,依次出示让学生认读。 (三)评价分组中注意力热身 把学生分成四组,哪组答对问题可以得一张音标卡片,得到卡片后全班同学一起读出来,看哪组得的卡片最多。 【设计意图】通过复习歌谣让学生练习说动词的过去式是一种不错的方法。评价紧紧同本课学习内容相结合。 二、呈现(Presentation)(此环节用时10分钟) (一)话题交流,导入新课 T: T: Where did you go yesterday? S: I went……. T: What did you do there? S: I…… T: Did you have a lot of fun? S: Yes, I did./ No, I didn’t T: How did you go there? Who did you go with? When did you come back? S: I …… (二)情景创设,交际练习 1. T: I had a wonderful trip last summer holiday. Did you have a trip last summer holiday? S: Yes, I did. T: What did you do there? S: I went to……I ate a lot of……there and I went swimming with my father. We were very happy. T: Do you usually have a trip every year? S: Yes, I do. I usually have a trip with my parents once a year. 教师鼓励学生尽量完整详细地表达个人经历。让学生进行小组练习。 (三)问题视听,整体感知 1. Mike and his family had a trip in Kunming. What did they do? 让学生看课本上的图,迅速写出动词的过去时形式,然后全体同学一起拼出短语。给学生两分钟时间让学生把这八个短语记住。 2. “兵来将挡”活动 教师说一个动词或动词短语,其他学生迅速说出它的过去式形式。如: T: buy Ss: bought T: go swimming Ss: went swimming (四)任务跟进,获取详情 1. 教学Listen, match and write (1)教师介绍说:“Mike and his family bought presents in Kunming. What did they buy? Can you guess?”小组合作,说出有关旅游纪念品的单词,说的越多越好。 (2) 教师制作一些卡片,每张上写有一个打乱字母顺序的单词,如etschlo---clothes,学生分小组竞赛,最快说出单词者本组可得一分。 (3) 教师放录音,学生听录音,看图和音标,根据音标写出单词。录音中读的速度比较快,教师可用暂停键给学生留出时间来写单词。最后核对答案。 2. 教学Story time (1) 教师出示一个问题:Who was lost? 引导学生带着问题听故事。 (2) 播放录音,听完后请学生回答问题。 (3)再次播放录音,学生跟读,注意模仿不同人物的语音语调。 (4) 学生两人一组有感情地朗读故事。 三、练习(Practice)(此环节用时10分钟) (一)自读质疑,练习推进 1. Listen, match and write. Let’s find out. 学生自读、完成任务,询问不明白的问题,问题先让学生回答,教师再做补充。 2. 学生两人一组,把不同的单词卡片背面朝上放在课桌上,然后同时翻开两张。如翻开的是going 和holiday,就马上组织成一句话,如:Where are you going on the holiday? I’m going to Kunming this holiday.说的快有正确者为胜。 (二)优化板式,知识梳理 教师引导学生看着板书复述动词过去式。 四、拓展(Extension)(此环节用时10分钟) (一)活动运用,能力提升 “考考你的记忆力”活动 教师在黑板上张贴Let’s find out部分的四幅图片,再把Mike,Zhang Peng,Sarah,Kathy四个人物的头像分别放在四幅图片上,比如:Mike:read a magazine,让学生仔细观察。然后请学生闭上眼睛,教师交换人物头像的位置,请学生睁开眼睛回答:“What did Mike do just now?”引导学生回答:Mike read a magazine.看谁记得最准确。 【当堂测试题】 Read and tick or cross.(下面每组词划线部分的读音是否相同?相同的在后面的括号内画“√”,不同的画“×”。) 1. doll shoe ( ) 2. bag cap ( ) 3. picture kite ( ) 4. dress he ( ) 5. umbrella use ( ) (二)总结赏析,情感升华 Remember to bring your friends some presents when you travel. 记得在旅行时给你的朋友带点礼物呀! (三)作业分层,自主拓展 1. 朗读Listen, match and write部分所列音标,仔细体会重点音节的发音。 2. 抄写Let’s find out部分中的四会单词。 3. 仿照Let’s find out部分,把你假日旅行的照片(没有照片的可以自己画几张画代替)按时间顺序制成相册,或者将自己的主要活动绘制出来并装订成册,在每一幅照片或图的下面用英语注明时间及主要活动,然后用一段完整的话写出来(注意要用一般过去时态写),下节课在班内交流。 【板书设计】 Recycle 1 Let’s take a trip! Let’s find out Listen, match and write read---read take---took buy---bought eat---ate see---saw go---went climb---climbed learn---learned 【课后反思】
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