人教版(PEP)六年级下册 Recycle Mike's happy days Day3 Life on the farm 教案

PEP六年级英语Recycle
Mike’s
happy
days
Day3
Life
on
the
farm
1教学目标
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1、语言知识和语言技能目标:学生能够听、说、读、写已学过的动词短语;能够用一般现在时和现在进行时描述农场的日常生活;能按照go,
do,
play,
have
四种动词结构归类所学的动词短语。
2、学习策略目标:学生能通过自我归纳,梳理出一般现在时和现在进行时的动词的规律以及两种时态的句子结构。
2学情分析
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六年级的学生思维方式由具体形象思维向抽象思维转换,经过几年的英语学习,学生有了一定的词汇和语言基础,也形成了一定的英语学习习惯和自学能力,也懂得一定的学习策略。
3重点难点
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1、教学重点:按照go,
do,
play,
have
四种动词结构归类所学的动词短语;梳理归纳复习一般现在时和现在进行时的结构。
2、教学难点:一般现在时和现在进行时的灵活运用。
4教学过程
4.1第三学时
4.1.1教学活动
活动1【导入】Warm－up
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Greetings.
Play
a
video
and
enjoy
an
English
song.
【设计意图】通过一首有关农场的英文歌视频,创设轻松愉快的学习氛围,把学生的注意力吸引到课堂上,为后面复习在农场里常常做的一些事情的相关的动词短语做铺垫。
活动2【导入】Review
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Review
verb
phrases.
学生根据图片说出有关go,
do,
play,
have
四种动词结构的动词短语,并比较观察，并总结这四个动词短语的正确用法。
T:
Look
at
the
pictures.
Can
you
say
the
phrases
according
to
the
pictures?
【设计意图】通过看图片，猜短语。激发学生的有效思维,引导学生复习go,
do,
play,
have
四种动词结构的动词短语。为下面的活动做好铺垫。
活动3【讲授】Presentation
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教师呈现Mike在农场的图片,教师由Mike和他的朋友们在农场里度过了一个愉快的假期，而导出一些图片，并给出相应时态的句型结构，引导学生根据图片用一般现在时及其现在进行进时来描述,让学生整体感知两种时态。
T:
Look
at
this
picture,
who’s
he?
S:
He’s
Mike.
T:
Where’s
Mike?
S:
He’s
on
the
farm.
T:
Yes,
what
does
do
he
on
the
farm?
He
spends
his
holiday
on
the
farm.
He
meets
some
new
friends.
Peter,
Tom
and
Lily.
They
get
together
and
have
a
good
time.
Do
you
know
what
they
do
on
the
farm?
Let’s
have
a
look.
T：Look
at
the
pictures.
What
does
he
do?
He
plays
basketball
everyday.
What
about
next
one?
T:
I
have
some
sentences
for
you.
Let’s
read
it
together.
(I
do
my
housework.
Lily
does
the
homework.
Peter
often
goes
fishing.)
T:
They
are
the
present
tense.
We
can
see
some
keys
words
like
“often”
“every
day”.
Why
do
we
use
“do”
“does”
in
the
different
sentences?
总结：一般现在时，第三人称单数加s或es
go-goes
have-has
do-does
play-plays
以同样的方法复习现在进行时态。
总结：现在进行时，第三人称单数用be动词is，复数用are，动词加ing
go-going
have-having
do-doing
play-playing
【设计意图】通过PPT图片展示及其黑板板书两种时态的句子的比较来呈现两种时态,吸引学生的注意力,让学生整体感知两种时态使用的情景,从而总结出两种时态的规则，培养学生自主归纳的能力，从总体上帮助学生建构时态的概念。
活动4
Exercises
Help
Mike
make
a
story.
Mike正在电脑上编辑故事,突然他的电脑出了问题,他的故事情节乱了,请学生帮助Mike整理故事。
T:
In
the
evening,
Mike
is
making
a
story
on
the
computer.
Mike:
Oh,
my
god.
No…
T:
What’s
happening,
Mike?
Mike:
There’s
something
wrong
with
my
computer.
T:
Don’t
worry.
Mike
We’ll
help
you.
T:
Hey,
children,
let’s
help
Mike,
OK?
Please
open
your
book,
page
44.Please
finish
exercises
1
Now
let’s
look
at
exercises
2,
these
people
are
having
fun
on
the
farm.
Write
down
three
sentences
about
what
they
are
doing.
【设计意图】从词到句的过渡。借助puzzle,学生圈出单词,再根据图片提示写句子,浅层次的输出两种句型。
?活动5【活动】Application
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Make
a
new
story.
学生根据教师给出的情景,编写故事。
1、六人小组为单位,编写故事
T:
Now,
it’s
time
for
you
to
make
your
story.
Look
at
the
screen.
We
have
six
different
situations.
Such
as:
situation
1:
We
usually
help
Grandma
do
housework
on
Saturdays.
We
should
use
the
present
tense.
Situation
2:
Today
is
Saturday.
We’re
helping
Grandma
doing
housework
now.
We
should
use
the
present
continues
tense.
T:
Now,
please
finish
your
storybook
in
groups
of
six.
First,
you
talk
about
it.
And
then,
you
write
down
the
sentences
in
your
story.
2、小组上台分享故事
【设计意图】让学生根据提供的情景辨别时态,再根据不同的时态,制作不同的故事。小组合作共同完成故事书,培养学生小组合作意识,促进学生间的相互学习。
?活动6
Summary
and
Homework
Make
your
own
story
about
your
weekend
or
your
holiday.
板书设计：
Recycle
Mike’s
happy
days
Day3
Life
on
the
farm
I
do
the
housework.
I
am
drawing.
Lily
does
her
homework.
Amy
is
playing
the
guitar.
Peter
often
goes
fishing
They
are
having
fun.