Unit 1ppt配套教案板书设计

Revision 1(2) Experience

执教者：厦门市群惠小学

王琼茹

教学内容：小学英语外研2011新课标版一年级起点六年级上册Review Module Unit 1

教材简析：11册书涉及到过去式的内容非常多，共44个单元。这么大的一个量无法用一个课时复习清楚，因此我进行整合复习。将单纯的描述过去的活动放到第一课时复习，让学生将动词过去式掌握扎实。第二课时，即本课时提升到主题“Experience”，将杂乱无章的内容归在主题中进一步复习。

学生学习情况分析: 教学对象为六年级的学生，本班学生英语学习兴趣较高，表达的欲望也较强，但梳理归纳、运用以及思维能力较弱。遇到难度大点的内容也容易有畏难情绪。整体的缺漏还是比较大，尤其词汇的拼写能力较弱，部分学生认词能力差，直接影响听音和阅读。

设计思想：本课以“Experience”为主题，以Daming and Sam, Lily，Amy，Lucy, Lingling几个孩子的不同经历为主线，带领学生学习如何相对完整的介绍一次经历。这些经历是特别挑选的，有快乐、兴奋、有趣的，也有紧张害怕、遇到困难的，为最后的主题升华一步一步铺垫。然后从听、说、读、写四个方面以及各种不同层次的活动引领学生复习经历所设计的内容，并分两步在前两个环节建构相对完整的思维导图，使之帮助学生说和写。

以个人积分，全班合作拿到教师宝箱的三个密码来激发学生的学习热情。学生的个人积分是平时教学常规一直在做的，最后的总积分换算后会加在期末的等级评定中。而本课时的全体合作拿到密码才能得到教师精心准备的宝箱礼物。宝箱里面是金币元宝巧克力和两份教师寄语，一份是物质财富，一份是精神财富。呼应评价表上的荆棘、花朵、笑脸、哭脸以及两个脚丫画着笑脸和哭脸，寓意着人生经历中快乐的、难过的、困难与荣誉都是成长道路上的宝贵财富，让学生懂得不见风雨、怎见彩虹；一分耕耘，一分收获，期盼学生们接下来继续努力、坚持，成就更好、更强的自己。

教学目标：知识技能目标(包含运用能力目标：

1．会听，会读描述经历的篇章并做出相应的判断。

2．通过阅读，在背景前提下，会续说经历

3. 通过学习，学生能运用所学介绍、书写自己印象深刻的一次经历。

2. 情感态度目标：大胆尝试，自我挑战；互帮互助，共同完成任务；倾听。

3．学习策略：

1. 听音、阅读过程中抓取关键信息。

2. 适当笔记和标记自己的缺漏内容。

3. 梳理、归纳、运用思维导图说、写。

4. 文化意识：

5. 社会主义核心价值观：学生通过学习体会不见风雨、怎见彩虹；一分耕耘，一分收获。在小学学习阶段继续努力、坚持，成就更好、更强的自己。

教学重、难点：

1．会听，会读，会认疑问词：where, when, what, who, how，地点、时间、过去式、人物和交通工具。

2．学生能运用思维导图较为完整的介绍、书写自己印象深刻的一次经历。

教学准备：课件、练习单、图卡、宝箱、2斤元宝及金币（巧克力）、两条谚语、课堂评价表、数字密码（5、1、8）

教学过程：

教学过程

教学环节

Step 1 -- Warming- up 教师活动

1.Greeting with the Ss. 2. Sing a song. 学生活动

1. Greeting with T. 2. Sing a song. 设计意图

热身复习，营造英语学习氛Sing the song WE HAD A Sing the song WE HAD A 围。

LOVELY DAY with Ss. LOVELY DAY with T. Step 2 –

Know about Daming and Sam’s lovely day. T constructs the mind-map

1.Ss answer the questions 利用歌曲，初while asking questions

about Daming and Sam’s

lovely day. about Daming and Sam’s 步构建思维导lovely day. 图：

where, 2.Ss review to talk according when, to the mind-map: Daming and what …see / Sam went to the Great Wall. do / eat They went to the Great Wall yesterday. They saw a big wall. They climbed up the

Great Wall and walked a long, long way. They ate a cake. Step 3 –

Leading 1.T guides Ss to guess what 1. Ss guess what the song is

the song is about. 2.Present Experience. the about.

引导学生思考，通过歌曲topic: 2. Ss read and spell the topic：思维导图的初Experience. 步建构猜测本课主题，培养学生善于思考总结的能力。

1.T guides Ss to judge 1.Ss judge which form should 呈现小学英语which form should be used use when talk about 中常见的四个时态形式，引when talk about experience. experience. 2. T guides Ss to read three 2.Ss read three children’s 导学生思考选children’s experience and experience and the mistakes. help them to find the 3. Ss say out their answers. mistakes. 3. T checks the answers with Ss. Step 4 –

T shows the task and

the way of 说明本课评价方式，并通过初步建构的思维导图，引出本课的任务。

1. (1) Ss listen and order the 通过Lily的文本内容继续建择谈论经历应该用的正确句式，避免句式再次混淆。

Present the explains task evaluating.. Task: Write down your impressive experience. Step 5 –

Know about Lily’s 1.

(1) T presents four

pictures of Lily’s story book pictures in pairs. about her experience and (2) Ss check the answer with 构思维导图，guides Ss to listen and order T. 使之更加完整。为后面的experience. the pictures.

(2) T checks the answers with Ss. 2.

(1) T guides Ss to read

Lily’s experience. 2. (1) Ss read Lily’s

说和写提供语言支架。最后引导学生为experience in 30 seconds and

Lily的故事书配标题，培养学生思考总结(2) T checks the answers try to tick the correct

with Ss. information. (2) Ss check the answers in 的能力。

pairs.

(3) Ss checks the answers

with T. 3.

T continues to construct

3. Ss try to answer questions: the mind-map while guiding What did Lily drink? How

Ss find what Lily drink and did they go to Hong Kong?

how they went to Hong

Kong in pictures. Then T guides Ss to pay

attention to the information

in pictures. 4. T guides Ss to choose the 4. Ss choose the suitable titles

suitable titles for Lily’s for Lily’s story book about

story book about her her experience. according to the pictures.

experience. Step 6 –

Know about 1.

(1) T guides Ss to finish

1. (1 )Ss read, ask and answer 信息差游戏，the information gap. to finish Amy’s or Lucy’s 激发学生阅(2) T check the answer with experience. (information gap) 读、说英语。(2) Ss check the answer with 在该游戏中进T. 一步巩固思维导图的结构以Amy’s and Ss. Lucy’s experience. 2.

T guides Ss to introduce

2. (1) Ss try to introduce

Amy’s or Lucy’s experience Amy’s or Lucy’s experience

及过去式和相

with the sentences

structures and mine-map.

with the sentences structures

关的词汇信in pairs. (2) Individual tries to

introduce. 息。。

3.

T guides Ss to think

3. (1) Ss think the suitable suitable titles for Amy’s and titles for their experience. Lucy’s experience.

Step 7 –

Know about Lingling’s (2) Individual shares ideas. 1. T guides Ss to continue to 1. (1) Ss read Lingling’s 故事续说，培talk Lingling’s experience experience and continue to 养学生思考、according to the mine-mpa. talk her experience in pairs. (2) Individual tries to talk. 思维能力，也进一步激发学experience 2. T guides Ss think how 2. Ss talk how Lingling’s 生说的欲望。

and Lingling’s experience is experience is continue to with Ss. (funny) talk. Step 8 –

Task 1(1)T share self’s scary 1 (1) Ss try to write down 培养学生的写experience and guide Ss to their impressive experience. write down their impressive (2) Individual shares in class. experience. (2) T corrects the mistakes in the writing. Step 9 –

Sum and arrange the 1. Finish the writing or make it better. up 2. Draw or stick the pictures. 3. Continue to talk Daming and Sam’s experience.

Sum up: No matter your experience is happy or sad, it’s our best treasure in our life. Two students come to the front and 明确作业内容，落实语言运用。

作能力。

homework open the treasure box with the codes. T gives her hope and wishes: No cross, no crown. No pain, no gain. Try your best every time, then be better, be stronger. Best wishes for you.

板书设计：

板书设计总体效果：