英语人教版六年级下册Day 4 Mike’s day on the farm.doc

H-3推荐参评省级2016年度“优课”教案用表教师姓名单位上课年级课题名称 杨薇维宁波市北仑区九峰小学 六年级PEP 8 Recycle Mikes happy daysDay 4 Mikes day on the farm教学材料分析本课选材于六年级下册总复习单元第四课时。本单元通过Mike参观农场的七天之旅及毕业典礼晚会的语境把小学阶段已学过的主要语言知识有机整合在一起。本课为旅行第四天，通过描述Mike一天的农场生活和Mike与Bill的卡片游戏，复习巩固一般过去时和形容词比较级的用法。学生能够在情景中恰当运用所学句型和词汇描述自己或他人某一天的生活和工作情况。教学设计说明充分挖掘并利用教材原有素材，采用微信形式创设连贯语境，贯穿整堂课。从谈论周末活动到晒微信朋友圈，玩微信游戏，接着看朋友圈谈论Amy，Chen Jie，John的周末和假期，复习词汇和句型。随后看Mike的微信，回顾前三天农场之旅，巧妙融入卡片游戏，复习巩固形容词比较级及最高级用法。顺势导入Mike第四天农场生活，完成教材中的第一块内容。最后朋友圈呈现Zoom的一天，逐层推进，达到语言的综合运用。教学中采用师生、同桌、小组等组织形式，保证学生语言运用的密度、频度和效度。教学内容确定本课教学内容为Mike第四天的农场生活和Mike与Bill的卡片游戏，旨在复习第八册前几单元已经学习的形容词比较级和一般过去时。本人借助学生熟悉的教材人物添加Amy, Chen Jie, John的生活，拓展Zoom的一天，使复习内容丰富、综合，有时代气息。 教学目标定位1. 能在图片帮助下，用过去时填空，描述Mike 在农场中一天的生活。2. 能按时间顺序，适当用first, then, next, finally等副词，对自己或他人过去某天的生活进行口头和书面描述，并作简单评价。3. 能读懂Mike和Bill游戏的文本描述，并能根据游戏规则运用形容词比较级及最高级玩卡片游戏。4. 能合理安排自己的周末生活，做到学习和娱乐两不误。教学重点难点重点：巩固一般过去时态用法以及复习相关短语和形容词的比较级知识点。难点：使用时间副词和短语，有序描述过去一天的活动，并做适当评价。板书设计教学设计教学步骤教师活动学生活动建议说明Step 1. Warm-up1. Greeting and free talk. T: Good morning, children. What day is it today? Did you have a nice weekend? What did you do last weekend？. 2. Share Ts “last weekend”. T: How about my weekend? Nice or not? I shared it on the WeChat. Look! What did I do in the morning/ afternoon/ evening? (Stick 3 clocks on the blackboard.)T: I really enjoyed this game. Now, lets play together. OK?3. Play a game on the WeChat.T: Read the words on the bubble loudly. There are 2 levels. Are you ready?1. Ss talk about their last weekend.2. Ss look through the pictures and talk about Ts weekend.S: You went to the zoo in the morning. / You prepared the lesson in the afternoon. / You played a game in the evening.3. Play the game.Level 1: Ss read the words together.Level 2: S reads the phrases (individual).在闲聊上周末活动中激活有关过去时的语言表达，拉进师生距离，消除紧张感。采用微信朋友圈形式分享教师的周末，引起学生兴趣，并引导学生按早、中、晚时间顺序谈论，为后续活动做好铺垫。在充满时代气息又富有趣味的游戏中复习过去时词汇和形容词比较级及最高级词汇。Step 2. Revision(Friends activities)T: Good job. Do you like this game? I really like the WeChat. I can play games, watch videos and I can know a lot about my friends. Look! Who are they? 1. Amys and Chen Jies weekends.Ask the questions: What did Chen Jie do? What did Amy do?Guide Ss to use the phrases “in the morning, in the afternoon”. 2. Johns holiday.T: What about John? Look! Who can read it?T: Can you guess in pairs?Show the question words and guide Ss to ask the questions.(Where? What? Who? ) T: When did he go? How was his holiday?Ss: Theyre Amy, Chen Jie, John and Mike.1. Talk about Amys and Chen Jies weekend.In the morning, she read a book. In the afternoon she saw a film.2. Talk about Johns holiday.S reads the sentences.Pair work: Where did he go? What did he do? Who did he go with?Ss answer Ts questions.以微信通讯录形式呈现本课的四个谈论对象，将学生带入本课教学情景，使学习不再是件枯燥的事。引导学生观察微信朋友圈上的图片信息和相关文字，运用时间短语 “in the morning”和 “in the afternoon”有序描述。在阅读John的微信朋友圈和猜测活动中综合复习运用过去时态的主要句型，培养学生的观察预测能力。Step 3.Presentation and practice1. Day 1, Day 2 and Day 3.T: How about Mikes holiday? Talk about Mikes holiday and ask questions: (Day 1) Where did he go? (Day 2) Whats his name? (Day 3) What did he do? What are these?2. Mike and Bills game.(1) Watch the game.T: Mike and Bill played a game with these pictures. How to play? Watch carefully.(2) Fill in the blanks. T: Have you got it? Lets have a try. Guide Ss to read the dialogue after the video.(3) Play the game. Show pictures of a dinosaur, a giraffe and a monkey, ask Ss to play this game.1. Read and answerS1: He went to a farm.S2: Hes Bill.S3: He drew some pictures.Ss: A tiger, an elephant and a whale.2. (1) Ss watch the game.(2) Ss fill in the blanks in oral.S describes the elephant.Pair work: Is this bigger or smaller than the elephant? I think.Ss: The whale is the biggest, and the tiger is the smallest.Ss listen and read the dialogue together.(3) Ss play the game.运用微信朋友圈呈现并谈论Mike前三天的农场生活，不仅使教学内容有整体感和连贯性，而且使教材内容更具趣味性。教师通过提问，引导学生仔细观察图片和文字信息。将游戏制作成微课，使静态的教材内容转换成直观动态的视频，有利于学生对教材第二部分游戏的理解和掌握。三个步骤的口头填空活动，既检测了观看视频后对游戏的理解度，还在猜测中复习了比较级及最高级的用法，并为下一步游戏的顺利开展打下铺垫。 在真实的语用环境中，巩固比较级及最高级的用法。游戏组织形式保证了每一个孩子的发言机会。Step 3.Presentation and practice3. Mikes day on the farm (Day 4)(1) Show the title.(2) Talk about Mikes Saturday.T: Look. What day was it? How was his Saturday? T: Guess! What did he do in the morning?(3) Present the following words: first, then, next, after that, guide Ss to use them.Check the answers.(Stick the word cards on the blackboard.)(4) Fill in the blanks (P45).(5) Check the answer.Stick the word cards on the blackboard and present “Finally”.(6) Retell.Make a model with 2 students.T: Saturday was a busy day for Mike.(7) Discuss: How was Mikes Saturday? Write the key words on the blackboard.3. (1) Ss read the title: Day 4 Mikes day on the farm.(2) Read and answer:Ss guess: In the morning, he (S1, S2, S3, Pair work)(3) Ss fill in the blanks in oral.(Individually)S1: In the morning, I got up early. (First, I .)S2: Then, I S3: After that, IS4: Next, I (4) Ss write the phrases.(5) Check the answer and learn: finally(6) Retell.S1: In the morning.S2: In the afternoon . In the evening .Group work.(7) S: I think it was , because . 揭题，明确学习内容与任务。在猜测Mike的早上活动中，引导学生仔细观察所有图片，激活相关的过去时态词汇短语，为下一步的填空书写做好铺垫。引导学生使用“first, then, next, after that”描述日常活动。经过前两环节的铺垫，学生的书写填空水到渠成。教师引导学生注意观察顺序，并巡视引导书写的正确和美观性。引导学生在课文插图或板书的帮助下进行复述。同时给学生评价讨论他人周末活动的机会，滚动已学知识，发展学生思维。Step 4.Extension1. Talk about Zooms Saturday.T: How about Zooms Saturday? Guide Ss to talk about Zooms Saturday in groups of four, then ask some groups to show.2. Listen and read