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1、冀教版 六年级下册Lesson 4 Did You Have Fun?教学设计一、教材分析 本课是冀教版小学英语（新版）六年级下册第一单元第四课。本单元以运动为主题，讲述了李明在加拿大和好朋友珍妮、丹尼一起参加体育锻炼时发生的一连串趣事儿。通过前三课的学习，学生学会了一些描述运动项目和运动服饰及用品的词汇，同时，学习了一些与运动相关的情景和对话。本课就是李明和珍妮在回忆开心的一天，以相互教对方打球为话题展开的，其中穿插了丹尼在运动过程中因学习打球而受伤的小故事。学生通过学习本课，能够对比一般现在时和一般过去时，并加强一般过去时的理解和应用。二、学情分析 本课所面对的是小学六年级学生，年龄约12
2、岁。他们活泼好动，想象力丰富，经过近四年的英语学习，绝大部分学生在学习英语时能做到：善于倾听、积极模仿、敢于开口、勇于实践。并且具备了一定的观察、朗读、模仿能力。三、教学策略教师针对学生求知欲旺盛、乐于交际并渴望得到老师和同伴的认可等心理特点，结合多媒体手段为学生创设较为真实的情景。借助学生感兴趣的评价方法，鼓励和促使学生积极地参与课堂活动。体现“英语学习活动化，英语活动交际化”的新课程理念。四、教学目标1. 知识目标与能力目标：（1）能听懂、会说、会读单词：bought, taught, thought, player, fun, each other。（2）能够对比区分一般现在时和一般过去
3、时两种时态。能在真实的语境中运用动词过去式表述自己曾经做过什么，并用简单的语句写下来。（3）能在老师的指导下听懂录音材料，并做出正确判断。（4）能唱本课的英文歌曲What Did You Do?2. 情感态度目标：（1）能够乐于感知并积极尝试使用英语，表达中不怕出错。（2）能在英语歌曲的演唱中体会学习英语的乐趣。（3）积极参与各种课堂学习活动，能在小组活动中积极与他人合作，交流分享,相互帮助，共同完成学习任务。3. 学习策略目标：（1）在进行听力练习前，能够快速阅读题目，为顺利完成听力练习做好铺垫。 （2）能在课堂交流中注意倾听，积极思考，主动探究，善于对比发现一般现在时和一般过去时的规律，运
4、用两种时态进行英语表达。（3）在小组活动中遇到困难时能够主动向同学请教。五、教学准备1. 板书；2. 课件；3. 活动用纸。六、板书设计 She often buys apples.Yesterday she bought oranges.Lesson4 Did You Have Fun?thoughtteachthinktaught七、教学过程I. Greeting师生互致问候。 设计意图：通过师生间简短的问候，迅速营造轻松、愉悦的氛围，拉近师生距离，让师生适应彼此的语音语调和语言节奏，以良好的精神状态进入课堂学习。II. Warming-upT: Im very happy to see
5、you. How are you today?S: T: Hows the weather? S: T: Its snowy and cold. But I like cold days, because I can ski. I often ski, What do you often do? S1: S2: T: Did you yesterday?S: T: What did you do yesterday, Tan Xiao?Tan Xiao: T: Lets read the passage about Tan Xiao and know more about her. 设计意图：
6、教师以学生的日常生活作为切入点，快速进入主题。通过自由交谈帮助学生回忆一般现在时和一般过去时，旨在对比中进一步学习和区分一般现在时、一般过去时两种时态，为后面的交际和写作教学做好铺垫。III. New ConceptionStep 1: Circle the New WordsT: Please take out your paper, read the first part, circle the new words quickly. If you finished, put your hands up.【贴近学生生活的自编文本】：Tan Xiao likes to eat apples.
7、She often buys apples. But yesterday she didnt buy apples. She bought oranges. Sometimes Tan Xiao teaches Zhao Nan to play the piano. She always thinks playing the piano is easy. Last Sunday, Zhao Nan taught Tan Xiao to skate. Tan Xiao fell down. She thought skating was too difficult.教师引导学生先解决除bough
8、t, thought, taught以外的单词。本课的生成为先让学生自己解决了difficult这个单词的发音和意义。然后教师请学生关注幻灯片中逐一出示的三个重点单词。通过以旧代新的方式，解决这三个词的发音。并通过观察PPT中这三个单词的书写，注意这三个单词书写间词形的变化。设计意图：为贴近学生生活，教师大胆尝试自己创编文本。选取学生作为主人公，激发了学生学习的积极性。在第一遍自读文本时，教师让学生初步感知文本，快速圈出生词，锻炼了学生速读的能力。Step 2: New ConceptionT: Read and guess the meaning of the red words accor
9、ding to the passage.T: Do you remember bought? Whats the meaning?S: T: How do you know that? S: Tan Xiao often buys apples. Yesterday she bought oranges.T: All right. Please look at the blackboard. 教师板书这两句:She often buys apples. Yesterday she bought oranges.T: Lets read it.T: Why do we use “buys” he
10、re? And why do we use “bought” there?S: 对比teach-taught, think-thought两组方式如上。设计意图：教师在创编的文本中对比呈现一般现在时和一般过去时两种时态，达到让学生复习旧知，学习新知的目的。教师在本环节中，充分发挥了学生自主学习的能力。争取让学生在对比中掌握新知，做到学以致用。Step 3: GameT: Tian Xiao thought skating was too difficult. I agree with her. Because I cant stand up on the ice. I think skatin
11、g is difficult, too. But I can play computer games very well. Let play a game. OK? T: Guess whats in the eggs. 1. The first egg: thoughtT: Look, there is a gift. Guess, whats in the box? Two students in a pair, please talk with each other. T: What did you think was in the box?S: I thought it was a .
12、T: What did your partner think? S: .thought it was a .2. The second egg: saw T: Last summer holiday, Chen Chen went to the zoo, Can you guess what he saw? 3. The third egg: taughtSometimes, Wang Hongs teacher taught . The fourth egg: bought Last Sunday, Mary went to the clothes shop, can you guess w
13、hat she bought? 设计意图：本游戏环节，教师设计了一个愤怒小鸟砸蛋的游戏，当蛋砸开后，教师鼓励全班同学大胆猜测，用目标语言表达自己的观点。砸蛋游戏通过真实的情境，既巩固了知识，又加强了学生学习英语的兴趣。Step 4: Listen to the text then check.T: Did you have fun?Ss: Yes. T: Look, whos coming?Ss: Jenny and Li Ming. T: Did they have fun? They are talking with Jennys mother. Lets listen and check
14、.First, please read the questions quickly. T: Do you know “each other”? Last week, Tan Xiao taught Zhao Nan to play the piano. Last Sunday, Zhao Nan taught Tan Xiao to skate. They taught each other a sport.(老师配合肢体语言帮助孩子理解)T: Listen twice. T: Who wants to show your answers. 设计意图：本环节意在锻炼学生的听力。教师让学生在听前
15、快速阅读题目，并解决了each other这个三会单词，为学生的听力扫除了障碍。在核对答案的环节，如果答案是F，师可以追问学生“Why?”假如学生答不上来，教师即有针对性的只播放关于这个问题相对应的课文内容，让学生从中找到答案。使学生实实在在地听懂并理解课文内容。Step 5: SongT: Lets sing a song to relax. The first time, just listen, please.T: Try to sing.T: Lets sing together. Stand up. Loudly, please.设计意图：在进行了紧张的听力练习后，教师为学生准备了一首欢快活泼的英文歌曲。学生在演唱歌曲的同时，再一次复现了本课重点过去式，学生最后能水到渠成跟唱，增强了孩子学习英语的自信心。Step 6: Watch, talk and write.T: Jenny and Li Ming went to a little shop, they bought a
