Lesson 2PPT配套教学设计内容

新起点英语六年级下册

Unit 6 Summer Vacation Lesson 2 第二课时

My Diary 教院附小 王宏振

教学背景分析

教材分析：

1.

本课是人民教育出版社的《新起点英语》六年级下册Unit 6 Summer Vacation第二课的第二课时，为读写课。

C Let’s read. 阅读Ted的日记，提取信息完成连线练习。通过阅读文本了解记日记的格式和意义。

2.

为了让学生了解日记的内容和格式，我将C项的连线改成了思维导图，帮助学生提取文本的关键信息，为完成自己日记的思维导图和日记提供框架。

学情分析：

1．六年级学生已经具有一定的阅读理解能力，能在教师的引导下理解阅读的语段并完成简单的练习。同时也具有了一定的语言综合运用能力，能够针对自己感兴趣的话题进行简单的描述。学生们都有生活经验，为日记提供素材。

2．在五年级下册Last Weekend, Have a Great Trip和Growing Up单元中学习了动词过去式的表达，大部分学生能够正确运用过去式进行交流和表达。

3．我所任教的六年级学生英语的基础知识不够扎实，大部分学生没有记日记的经验，对日记的格式不熟悉。大部分学生对提问的技巧不熟悉，正处在提问的启蒙和训练阶段。

教学目标

教学目标：

1．能够读懂日记，了解日记中记录的事件和感受，了解英语日记记录的格式和方法。

2．能够用日记的方式记录自己一天的事情和感受，运用英语做事情，提高语言的综合表达能力。

3．通过记日记，表达自己的情感，养成积极面对生活的意识和态度。

教学重点：

阅读日记，了解记日记的方法和格式；仿写日记，记录生活中的感受。

教学难点：

阅读并分析日记文本，搭建框架，仿写表达自己情感的日记。

教学准备

教师准备：

PPT课件，疑问词词卡（What? Where? How? ），Ted购物的图片（教师用，学生用），Dairy小册子，worksheet（学生用），海报。

教学过程与教学资源设计

Step 1：Warming Up 1.

Free talk I like the song, Try everything. It’s the song of a film named Zootopia. Do you like to see a film? Did you go to the cinema last weekend? What did you do last weekend? Did you have a good time? 2.

Share the diary. 教师说： Last Sunday, I had a wonderful day. Look, what did I do? 出示照片，学生说一说照片的内容。I had a wonderful day last Sunday. I wrote a diary to record my good memory. Let me show you. 带领学生朗读日记。

Step 2：Pre-reading Lead in Today we’ll talk about diary. Look, here is another diary. It’s not my diary. Whose diary is it? That is my question. What else do you want to know about the diary? 教师出示关键词：What? Where? Who? When? Why? How? 同伴讨论后提问，教师在黑板上记录学生提出的问题。

预设问题：Whose diary is it? When did he or she write the diary? Where did he or she go? What did he or she do? How did he or she feel? Why did he or she write the diary? 教师带领学生朗读黑板上记录的问题。

Step 3：While-reading 1.

默读日记。

Whose diary is it? 学生快速默读diary一遍，小组讨论后回答问题：It’s Ted’s diary. 教师提问：How do you know that? When did Ted write the diary? 教师板书Saturday, July 23。

To write a diary, we should write the date. 教师就今天的日期进行提问，教师板书。

Ted wrote the diary in the morning or in the evening? Why? 学生同伴讨论后根据常识说出In the evening并试着说出理由。 教师提问：What is the diary about? It’s about shopping.

2.

听日记做标记。

Where did Ted go? What did Ted do there?

Listen to the diary and underline the keywords. 3.

同伴读日记。

两人读日记，谈论keywords。 Finish the worksheet in pairs. 教师出示同伴合作的要求：

1.

Take out the pictures from the envelope. 2.

Stick the pictures on the worksheet. 3.

Talk it in English. Ted went… Ted… Ted was…

4.

Check the answers. 请一名学生到黑板上边贴边说：Ted went to Xidan bookshop. He got some books there. 教师追问：Who bought these books for Ted? Bill’s father.

How did Ted feel? He was happy. 请学生到黑板上完成表格的填写，教师根据内容与学生就日记的内容进行简单的交流，体会Ted的心情。

5.

Read it again. 教师对表格内容进行简单的小结，并提问：Why did Ted write the diary? Talk in pairs. 学生说明自己的观点后，请学生跟读日记并体会Ted的心情。

Step 4: After-reading

1.

构建日记框架

教师带领学生总结记日记的框架：

Date Order Feelings And one more tip: Which sentence should we use to write a diary? I’m going to… or I did…

Why? Because they are past. We did them yet. So we should use these words or phrases. Can you read them loudly? 教师出示学过的动词过去式词组，学生大声朗读。

2.

记录日记框架

教师示范填写自己日记的框架，学生记录自己的日记框架。

同伴互相说一说自己的日记。 3.

Talk about your day. 请学生分享自己的日记，教师针对日记进行提问，如： What do you think of his/ her day? Is it interesting? Is it exciting? Is it wonderful?

Step 5: Summary 1.

请学生小组讨论如何记日记。

教师带领学生总结并完成海报： First, we should write down the date. Next, we should write down your interesting things in order. Then, we should write it using past tense. For example, I went to… I did…

That is an important thing, you should write about your feelings.

Last, you can stick some photos or drew some pictures on it.

2.

Talk about May Day. May Day is coming. What do you want to do in May Day Holiday? Do you want to have a happy holiday? Remember to write a diary to keep your good memories on. So write a diary about your May Day. Homework: (1)

Finish your diary about today and decorate it. (2)

Try to write a diary about May Day.