Lesson 4 Did You Have Fun？ 6页

Lesson 4 Did You Have Fun?‎ 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 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-up T: I’m very happy to see you. How are you today?‎ S: …‎ T: How’s the weather?‎ S: …‎ T: It’s 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: Let’s read the passage about Tan Xiao and know more about her.‎ ‎[设计意图：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 Conception Step 1: Circle the New Words T: 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. She often buys apples. But yesterday she didn’t 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bought, 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 Conception T: Read and guess the meaning of the red words according to the passage.‎ T: Do you remember bought? What’s 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: Let’s read it.‎ T: Why do we use “buys” here? 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: Game T: Tian Xiao thought skating was too difficult. I agree with her. Because I can’t stand up on the ice. I think skating is difficult, too. But I can play computer games very well. Let play a game. OK?‎ T: Guess what’s in the eggs.‎ ‎1. The first egg: thought T: Look, there is a gift. Guess, what’s in the box? Two students in a pair, please talk with each other.‎ T: What did you think was in the box?‎ T: What did your partner think?‎