Vocabulary教学教案设计

Revision: The Simple Past Tense

一、复习内容: PEP六年级上册Unit2&Unit3一般过去时

二、教学目标:

1.能够利用思维导图对于动词一般过去式以及一般过去时态进行归纳总结系统复习。

2.能够利用五个特殊疑问词When, What, Where, How, Who来进行对话及拓展写作。

3. 能够听懂,读懂Miss Zhang的新加坡之旅,并完成相应练习题。

三、复习重点:利用思维导图总结动词一般过去式的变化规律。

四、学习难点:根据思维导图,发散思维,完成小练笔。

五、课前准备:《花儿与少年》宣传片视频,单词卡,学生习题纸。

六、教学过程:

Step1:lead in

《花儿与少年》MV播放完毕,

T: Just now, you have seen the MV, What is it about?

S: It is about trip.

T:Do you like taking a trip?

S: Yes, I do.

T: So today, I will introduce my trip to you. Last summer holiday, I went to a very big farm and climbed a huge mountain. What about you? Where did you go over your holiday? Could you tell me?

S1: I went to...

S2: I went to...

T: Wow, I see. So, if we go around the world, what should we need? Ss: Time? Money?

T: Yes, we need time and money. Today, Let’s make money and travel around the world. You have five tasks, when you finish the tasks, you will get some money. Ok , are you ready?

Ss: Yes!

Step2:New Presentation

Task1: I can say

动词过去式与动词原形的相互转化。

T: Well, change the simple past tense form to the original form, or change the original form to the simple past tense form, are you clear?

Ss: Yes!

T: Wow, you did a great job! Congratulations! Let’s sum up with mind map, ok?

Can you guess?

S: 300 yuan?

T: No, I will give you 600 dollars, clap your hands!

Wow, let’s move to task 2!

Task2: I can change

句型转化:一般过去时态与一般将来时态相互转化。

T: I know this task is a little bit difficult than last one, but I believe you can do it well. Come on!

Ss: I am going to Beijing next weekend.

I went to Beijing last weekend.

T:ok, next one…

Ss: ...

T: Nice try!! Correct! Could you give me more specific time words about past and future?

Let’s use mind map!

Can you guess?

S: 600 dollars?

T: No, I will give you 700 dollars, is it enough?

S: No!

T: Let’s move to task 3!

Task3: I can talk

根据教师给出的思维导图以及枝干信息,完成对话;

教师将对话框架擦除,学生根据思维导图框架,再展开自己的对话。T: ok, guys, this time, according to my mind map, could you please finish the dialogue? Let’s try together!

教师将关键信息擦除,对话框架撤出,根据思导让学生自编对话。T:Now according to my mind map, could you introduce your last summer holiday with your partner?

Ss: Yes.

T: I will give you 3 minutes to prepare, then we share on the stage. Ss:…

T: ok , who want to try with your partner? Hands up.

Students show time…

T: We have finished task3, let’s see how much you have got?

This time, I will give you more! 1000 dollars, is it enough now? S: No!

T: Let’s move to task 4 together!

Task4: I can listen and read

Miss Zhang通过向学生介绍自己的新加坡之旅,设计听力练习以及阅读练习,学生根据习题,完成听力和阅读练习。

T: Guys, would you like getting to know my trip last holiday?

Ss:Yes!

T: First, listen to the tape, and fill in the blanks.

Are you ready?

Ss: Yes!

T: Let’s go!

T: Ok, this time, please read Miss Zhang’s trip diary, get familiar with her

routes of Day1-Day4, finish the exercises carefully, then we check together, ok?

Ss: Ok!

T: We have finished task4, let’s see how much you have got?

Can you guess?

S: 1000 dollars?

T: No, I will give you 1200 dollars, wow, that is a lot of money!

is it enough?

S: No!

T: Let’s move to task 5! This is your final task! Do you have confidence to finish it well? I trust you guys!

Task5: I can write

教师让学生根据思维导入框架,写出自己的上一次假期旅行。

T: After enjoying my trip, I would like to know your trip over your holiday. Please take out your exercise paper, and write it down.

T: We have finished task5, let’s see how much you have got?

1500 dollars for you, wow, congratulations!

Let’s count how much you’ve got totally.

S: How much?

T: 5000 dollars together! Let’s take all of money and travel around the world. Are you ready?

Ss: Yes! Let’s go!

Step3:Moral Education

T: Let’s go to New York first.

Then London, Paris, Rome and Sydney…

一张张播放世界著名城市及地标性建筑,向学生介绍地理历史人文。T: English can take you to anywhere, if we learn English harder and harder, we could travel around the world by ourselves, are you clear? Ss: Yes!

Step4:Homework

板书设计:

七、教学反思

这节课的设计意图是,让学生利用思维导图这个有用实用的教学工具来复习动词的一般过去时态,通过词汇、句型、篇章的逐层呈现,学生能够系统性,自主性地再现已学旧知。本节课的呈现主要有以下几点需要改进:

1.话语权还是没有充分地教给学生,要再大胆地放手一些。

2.课堂生成性地真实评价还有待提高。

3.教学任务设计略多,造成了前松后紧,应该适当地进行环节取舍和优化。

4.思维导图这个教学工具应在日常节节课渗透,学生对于思导还需要时间消化和吸收。

Revision: The Simple Past Tense

新城区苏虎街实验小学

张瑶

2017年5月