六年级英语时态专题复习教案.doc

六年级英语时态专题复习教案
［ 作者：高埗镇东联小学英语科组    转贴自：本站原创    点击数：1761    文章录入：helen-lai ］
六年级时态复习课（2）教学设计

执教者:高埗镇东联小学罗秋丽

   一、教学背景：时态是英语学习中的一个重要内容，广大小学生在实际运用时会出现混淆的情况。PEP这套教材一共有八册，在这八册书中出现了一般现在时、现在进行时、一般过去时和一般将来时这四种时态，我将会用两节课对这四种时态进行复习，第一课时复习一般现在时和现在进行时，本课时是第二课时，我将会对一般过去时和一般将来时进行复习。
    二、教学内容：复习语法一般过去时和一般将来时。
    三、教学目标：
    1、复习一般过去时和一般将来时两种时态并让学生能够能灵活运用。
    2、通过听说读写训练，发展学生综合运用语言的能力,培养学生参与课堂教学的兴趣和积极性，以及培养他们运用语法知识的交际能力。
    四、教学准备：多媒体课件
    五、教学过程：
Step 1： Warm－up
1、Greetings
Good afternoon, boys and girls.
Good afternoon, teacher
2、Daily talk（t-s）(大概)
Eg：What did you /he /she do …?
What did you /he /she do …?
Did you go to …
What are you going to do …
What is he/ she going to do …
Are you going to…
(设计意图：由老师与学生的自由交流，自然地复习了过去时和将来时的句子，唤醒对这两种时态的记忆,并拉近了师生之间的距离，营造英语氛围，引导学生乐于用英语开口说话。)
3、Sing a song: What are you going to do?
(设计意图：利用歌曲复习将来时,为下面的课堂教学做好铺垫，活跃课堂气氛并激发学生学习兴趣。)
Step2: Presentation/Practice
1、Brain storm(PPT出示动词图片、词组，学生快速朗读一次)
A、过去式的复习
Da Xiong’s Last Week
Da Xiong: （crying）I failed the English test.
Ding Dang: I am sorry to hear that. What did you do last week?
Da Xiong: Oh! I was busy last week. I went to a park by bus last Monday. I took many pictures with my friends last Tuesday. I played football last Wednesday. I walked to grandma’s home last Thursday .I watched TV last Friday…Ha,ha, I was so happy.
Ding Dang: Oh! You always play. That’s why you failed the English test.
(设计意图：利用学生熟悉的动画引入过去时，能很好地激发学生的学习兴趣，并给学生提供了很好的听力和笔试练习，使本来枯燥的练习课变得生动。)
1、回答问题：What did Da Xiong do last Friday?(He watched TV last Friday.) 并板书：He watched TV last Friday.
2、看图（PPT）提问、回答并完成下题
（以人机对话的形式让学生提问大雄，然后录音回答，学生根据回答的内容完成下列短文。）
Da Xiong to a park by bus last Monday. He many pictures with his friends last Tuesday. He football last Wednesday. He to grandma’s home last Thursday.
He TV last Friday. He was happy.
1、写出动词的过去式
T: Da Xiong failed the exam. Why? Is it very difficult? Let’s help him.
呈现大雄的试题：
写出下列动词的过去式，并在横线上写出你知道的更多的动词及过去式：
clean ( )climb ( ) wash（ ）watch( )
dance( )
study( )
see ( ) take ( ) swim ( ) fly（ ）
I can write more:
Check the answers. 检查谁写的动词过去式多(教师检查及学生小组内检查)
小结动词过去式的四种情况（PPT）
(设计意图：通过做大雄的试题进行笔试练习，让学生检查自己的学习情况，试题能帮助学生归类出动词的过去式的几种形式：1、一般在动词词尾加ed。2、如果动词以字母e结尾，变过去式时直接在词尾加d。 3、如果动词是以辅音字母加y结尾，变过去式时要变y为i再加ed。 4、部分不规则动词的过去式。而且试题设计一条横线让学生自己写更多的动词及过去式，具有灵活性。)
2、 Let’s chant
Is, was, are, were. Ready?
Go, went, went to a park
See, saw, saw elephants
Eat, ate, ate good food
Read, read, read a book
Take, took, took pictures
Swim, swam, swam in the sea
What did you do last weekend?
I ate, ate, ate good food.
（设计意图： 通过chant 的形式进一步巩固过去时及短语搭配。欢快的节奏活跃课堂气氛、调整孩子们疲劳的脑神经，也为知识的巩固降低了难度。）
B、将来时的复习
T：If you are Da Xiong, what are you going to do next week?
S1:I am going to… S2:I am going to…
T:OK, let’s see what is Da Xiong going to do next week?
Da Xiong’s Next Week
Ding Dang: Da Xiong, there is another test 1 week later. What are you going to do next week?
Da Xiong: What shall I do? Oh, I see. I will study hard next week. I’m going to read English with my sister next Monday. I’m going to read a book next Tuesday. I’m going to do my homework next Wednesday. I’m going to Mike’s home by bike next Thursday afternoon. I’m going to watch TV Friday evening…
Ding Dang: That’s right.
1、1st listen: answer the question: What is Da Xiong going to do next week？并板书:(He is going to study hard next week.)
am/is/are going to = will
3、听音，判断对错并改正。
1、Da Xiong will read Chinese next Monday. ( )
2、He is going to watch TV next Tuesday. ( )
3、He is going to Mike’s home last Thursday. ( )
4、He is going to watching TV next Friday evening. ( )
(设计意图：判断对错的练习再次检查了学生对叮当和大雄之间的对话的理解程度，更重要的是练习里面渗透了动词时态与时间状语的搭配一致性问题。)
3、擂台赛：
T：Read the dialogue and try to ask some questions.
在规定的时间内阅读对话“Da Xiong’s Next Week”，并准备好自己的问题，然后学生分两组进行问答擂台赛。
（设计意图：通过擂台赛帮助学生复习更多将来时的句型。而且让学生来提问,能充分调动学生的主动性,推动学生克服困难主动学习。学生们有强烈的参与意识，学生们提出充满个性不同的问题,然后再让学生来回答这些问题,这符合素质教育所期盼的结果,这样比自问自答更能够拓展学生的发散思维。而且通过竞赛还可以培养学生个人自信心和集体荣誉感。）
C、过去式与将来时的综合练习
1、Changing partners（练习下列句型）
A、用过去式造陈述句 I ate good food.
B、用将来时造陈述句 I am going to…
C、用Where , What, How… 造过去式或将来时的问句
（设计意图：分三步进行“变换伙伴”的活动，让学生在较短的时间内造出过去式、将来时的句子及两种时态的混合问答，进一步加强了学生对两种时态的表达练习。）
2、Make a postcard to Da Xiong.
T: Design your postcard in your group, and then write sth about your “last weekend” and “next weekend”.
(设计意图：通过让学生通过小组合作的形式，给大雄设计一份post card,写出自己上周和下周的活动，从而在笔头上综合检查学生对过去式和将来时的掌握情况，而且在这个活动中培养学生的合作精神。）
Step4 ： Summary
1、引导学生总结本课的重点（两种时态及句子的主要结构）。
2、根据本课主线人物大雄引导学生教育学生珍惜时间，努力学习，进行情感教育。
Step 5: Homework
Make a book : My Weekends(含过去与将来)教师先展示自己的书
(Say goodbye to Da Xiong and Di Dang)
六、板书设计
Review the Tense (Ⅱ)
He watched TV last Friday.
He is going to study hard next week.
am/is/are going to = will

教学反思：这节课主要对一般过去时和一般将来时进行复习。本课时主要通过主线人物大雄和叮当引入并展开练习，使原本枯燥的复习课变得生动，引起学生的学习兴趣。在整个教学设计过程中，符合了复习课的要求，没有做题海战术，教师做到精讲、精练。整节课的教学活动设计能让学生充分地从听、说、读、写进行练习。而且在教学过程中教师注重培养学生学习的主动性，和培养学生的创造性思维。在最后教师能通过练习让学生自己进行归类小结，充分培养了学生归纳的能力。

Unit 5: What Does She Do (Part B Let’s Read)
长安镇第二小学 王 蓉
一．       教材依据
《Pep 小学英语》六年级上册第五单元Part B Let’s Read （见课本P63）
二．设计思想
新课程标准强调，英语教学要重视对学生实际语言运用能力的培养，倡导体验、实践、参与、合作与交流的学习方式，学生学习的过程就是学生形成语言运用能力的过程。本课时设计遵循以上教学理念，根据学生的实际情况，首先复习以Brainstorm法巩固所学Jobs词汇，然后自然过渡，突破教学难点、最后以小组合作的形式进行真实、自然且富有意义的语言交际活动，进一步巩固所学，促使学生获取、处理和使用信息，用英语与他人交流，提高用英语解决实际问题的能力
三．教学目标：
A：知识目标
1.复习与运用本单元有关职业词汇与句型， What does he/she do? Where does she/he work? How does he/she go to work? 并使学生能在真实情景中灵活运用：
2. 能听、说、认读Let’s read部分的短文并回答与短文相关的问题，发展学生的阅读能力。
B：技能目标：能将所学内容用于日常口语交际。
C：情感目标
将本节课的教学内容与学生的生活实际紧密联系，增强学生对英语的兴趣，培养学生大胆开口说的习惯，增进学生用英语思维的意识。激发和培养学生学习英语的兴趣。合作精神和竞争意识
四. 教学重点：
操练巩固本单元及前几册书所学的职业名称和重点句型： What does he/she do? Where does he/she work? How does he/she go to work?
五．教学难点：
难点是帮助学生理解短文中的新语言，并能引导学生根据实际情况使用多样化的表达方式。如：help the bank use their money well, likes helping people, help the tourists find their way.
六．教学准备:
Cards， PPT课件
七、教学过程
Ⅰ. Warming-up
1. Greetings (启发学生用不同感受来回答):
T: Good morning, everybody. How are you today?
Ss: I’m fine. / Just so- so. / I’m OK./ I’m very well./ I’m happy. / I’m excited./ I’m wonderful./ I’m cold.
（设计意图：改变传统单一回答I’m fine, thank you. And you? 用不同的回答来拓展学生英语思维能力。）
2. A chant( 见课本主情景图P56):
(T & Ss chant and do actions together) (CAI)
（设计意图：通过热身活动，拉近师生间的情感距离，消除学生的紧张心理，活跃课堂气氛，并吸引学生注意力，同时也为本课话题Jobs的导入做好铺垫。）
Ⅱ. Revision
1. （自然过渡）Questions about the chant:
How many kinds of jobs are there in this chant?
Can you tell me any more words about jobs?
2. Review the words of jobs: Using brainstorming to let the Ss say out the words of jobs. ( T explains some difficult words，such as “fireman, soldier”) ( CAI)

（设计意图：用brainstorming（集思广益）的方法启发学生说出已知的职业名称，快速复习所学职业名称，提高学生发散思维能力，为阅读课文的理解与运用做好了词汇的积累。）

Ⅲ. Teaching the difficult points:
1. Listening practice: (本班一位学生的录音)
T: Now next please listen carefully and try to guess who is he or she? ( 录音内容： Hello, everybody. I have a very happy family. There are three members in my family. They are my father, my mother and I. My father is a policeman. He works in police station. He goes to work by car. My mother is a nurse. She works in a hospital. She goes to work by bus. I am a student in our class. I go to school on foot. Now please guess, who am I? )
T: Can you guess who’s this boy? Where is he? What does his father do? Where does he work? How does he go to work? ( 板书重点疑问词：What? Where? How? )
（设计意图：用本班学生的录音提高了学生参与问题思考的积极性，集中学生注意力，录音内容与新授内容息息相关，同时也起到复习巩固旧句型的作用。）
2. 利用重点句型看图问答（CAI）： What does he/she do? （前两图为铺垫）
（图一）Miss Chen works in the TV station. She reports news there.
She loves her work very much. What does she do? She is a _____________.
（图二）Mr Li works in a car factory. He likes drawing very much. He can design many beautiful cars. What does he do? He is an ____________.
（图三）Ben and Tom like beautiful places. They like traveling very much.
What do they do? They are tourists .( 引出单词tourist ，并教学)
3. Present the new phrase:
(1) Show a picture with 2 tourists in it. Guide the Ss to help them find their way.
T：Look, the tourists are in Chang’an, but they are in trouble now. They have lost their way. They don’t know how to get to the Chang’an Park.
Can you help the tourists find their way? （教学并板书）
Who can help the tourists find their way?
S1: I can help the …. First ,… Then, ….
(2) T: Great! Thank you! You like helping people.（引入教学并板书）
You can be a policeman/policewoman.
T: I want to be a policewoman because I like helping people. What about you? What’s your hobby?
What subject do you like best?
S1: I like math.
T: If you like math, you can be an accountant.
(3) (CAI) Show the picture of an accountant who is working in a bank and help the Ss understand the phrase “help the bank use the money well.” (板书并教学)
T: By the way，who helps your family use the money well?
Can you help your family use the money well?
Who helps our school use the money well? （拓宽学生思维）
（设计意图：三个重点句子的导入教学以话题的自然引入为主，环环相扣，教学新知，消除难点。）
Ⅳ. Let’s Read:
T: You’re so smart! Would you like to know three new friends? They have different hobbies and jobs. (Pictures on CAI)
1.      教学课文第一节，出示下列问题：
Who’s that woman? What’s her hobby?
What does she do? Where does she work?
How does she go to work?. （让学生带着问题先听本节录音一遍，后回答问题，再听音模仿，朗读课文。）
2. 教学课文第二节：让学生带着问题先听本节录音一遍，后回答问题，再听第二遍录音，边听边分小组排出本节句子顺序（每组学生都有该节教学内容的“句子袋”）
3. 教学课文第三节：让学生带着问题先听本节录音一遍，后回答问题，再做活动：“beep” activity:
① 教师快速读课文，故意用beep替换句子中的一个单词，学生听后说出被替换的单词，并试着说整个句子。
② Pair work: 学生两人一组做此项活动。
（设计意图：将阅读内容分解成三节让学生边听边完成不同的任务，一方面培养了学生的听力，增加了趣味性；另一方面也降低了教学难度，使学生便于学习、理解和消化。最后让学生在活动中熟读课文，即提高了学生的积极性，也增强了学生的注意力。）
4.      完成课后习题，检查学生做题情况。

Ⅴ. Extension
1.      Group work:
T： Just now we talk about so much about others. Now I’d like to ask you:
Can you imagine: what are you going to be about 20 years later?
（设计意图：学生对自己的未来都充满了美好的憧憬，因此谈到将来学生情绪都异常兴奋，有话可说，容易进入角色。）
S1： I want to be a TV reporter 20 years later.
S2: I want to be an engineer.
S3: ….
2. Ask the Ss to be the person who’s in charge of the companies or departments: Xinhua Bookstore/ The Bank of China / CCTV Station/ Dongguan Hospital/ Changchun Car Company/ ShenZhen Police Station ( 将全班同学分成六组，不同组别分别担任不同部门的“Boss”)
T: Look! There are so many employees who want to work in your company. Would you like to choose them? Here is some information about them. Let’s go around the classroom and choose the best one, OK?
The employee’s Information (with pictures on)
(a). Tom likes math and drawing pictures. He can design many beautiful cars. He goes to work by car. He wants to be an engineer.
(b). Mary is tall and kind. She likes reading books very much. She wants to be a salesperson.
(c). Ben enjoys Chinese and English very much. He goes home by car. He wants to be a TV reporter.
(d). Betty likes helping people very much. She likes to go home by subway. She wants to be a policewoman.
(e). Sarah is a nice girl. She likes math and drawing pictures. She goes to work by bus. She wants to be an accountant.
(f). John enjoys helping people. He wants everyone to be healthy and happy. He wants to be a doctor in a hospital.
3. Group leader guide the “boss” to choose the right person for the company, and then fill in the blanks. (T sets an example)
We work in _____________. We need a / an ____________.
We choose ____________ because he/she likes______________.
4. Check up.
（设计意图：采用小组合作的形式完成学习任务，生生之间在此基础上进行真实、自然且富有意义的语言交际活动，进一步巩固所学，且助于培养学生与他人合作的意识，促使学生获取、处理和使用信息，用英语与他人交流，提高用英语解决实际问题的能力。）
e. Conclusion: It’s difficult to get a good job. Let’s study hard from now on, OK?
(因事先将组分成六组，而应聘者有8人，所以两人未能聘上。)

Ⅵ. Homework
根据所给提示词任选一位，写一段60词左右的短文。
图一：刘德华 提示词：actor/singer, by car, singing, Hong Kong
图二：刘翔 提示词：sportsman, Beijing, running, fast
(设计意图：家庭作业是课堂学习任务的延伸，英语作业不仅要巩固知识，还要引导学生开阔视野，让英语走进学生生活。本次任务安排的是给两位学生非常熟悉而又喜闻乐见的明星写短文，提示词也为一部分学生的写作降低了难度，进一步提高学生的综合语言运用能力，体现了教学为实践服务这一宗旨。)

八、教学反思
本课时教学设计有以下几个特点：
1．教学输入信息量大
本课时设计首先以Brainstorm的方法启发学生说出职业单词开始进行复习，涵盖甚至超出了小学阶段所学职业词汇，进而在突破教学难点句子、教学拓展等环节时时注意巩固和应用，辅之以PPT课件展示，使教学容量扩大不少。

2．语言交流的情景真实
教学时，教师注意将教学内容与生活实际相联进行语言拓展，如Who help your family use the money well? Who help your school use the money well? Suppose you’re the boss of a factory or a department, Choose the best worker you want, please. 等都与生活实际息息相关，

3．注重学习过程的评价
新课标提出在英语教学过程中应以形成性评价为主，注重培养和激发学生学习英语的积极性和自信心。本课时正是以激发学生学习兴趣为主，以摘“苹果”为评价主线贯穿教学始终，而教学的最后环节是“打开”所摘“苹果”看看里面所写职业名称是否与自己的求职愿望相符，而且教师还设计了有的“苹果”无职业的情况，反映了当今社会有部分成年人处于无职业状态，从面教育并激发孩子学习努力的动力，为学生上了一堂富有教育与现实意义的英语课。此活动非常新颖独特，能使学生释放更大的学习热情，又能更好地考查学生对本课重点的掌握。
六年级上册Unit 6第六课时
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第六课时
一、教学目标与要求
1．通过阅读植物日记进一步熟悉掌握植物生长过程的叙述。
2．能够独立完成Let's check部分的听力练习。
3．能够理解、认读B Let's read部分的句子。
二．教学重、难点分析
本课时需要重点掌握植物生长日记的生长过程的叙述。要求教师引导学生通过阅 读理解、操练逐步自如运用。
三、课前准备
1．教师准备若干份海报和打乱顺序的课文里的句子。
2．教师准备录音机和相关录音带。
四、教学步骤和建议
1．热身(Warm-up)
日常口语练习。以下内容供参考：
What are you going to do this weekend?
How do you plant a tree／flower?
How do you do that?
What should you do then?
2．预习(Preview)
教师放第68页上的歌谣录音，学生跟录音说唱。然后教师带领学生按照下面的歌词说唱：
First the seed，
Then the soil．
Next the sprout，
The plant is tall．
3．新课呈现(Presentation)
Let's read
(1)快听快指
教师出示四盆植物的图片，依次编号。教师说一个句子，学生迅速找到对应的图片并报出号码。以下的句子供参考：
I out the seeds in the soil．
I can see a sprout．
I can see two leaves．
It is a big plant．
(2)加句子游戏
学生五人一组，每人依次说一句话，比如第一名学生说：“I put some soil in the pot．”第二名学生在此基础上再加一句话，比如：“I put some soil in the pot. I put a small seed in the soil．”依此类推。
(3)教师说：“Liu Yun plants some flower seeds．She writes a diary．Let's read
diary．”学生打开学生用书阅读四篇日记。学生分小组讨论日记内容。教师答疑。本部分的两个难点为：1 water it and make sure it gets lots of sun. I can hardly wait!对于这两个句子，教师不必做过多解释，学生理解意思即可
(4)教师放本部分的录音，学生听完后回答问题。以下问题供参考：
①What does Liu Yun do on Apr．15?
②What does she see on Apr．21?
③What does she see on Apr．29?
④What does her plant look like on May l5?
⑤Does it have any flowers?
(5)我说你画
请一名擅长绘画的学生到黑板前示范，其他学生读任意一篇日记，每人谈一句。请站在黑板前的学生画出正确的配图。继续请三名学生依次到前面，其他学生读日记，把另外三幅插图的内容画在黑板上。然后反过来，教师任意指定一幅画，请学生说句子描述图画。
Let's check
教师放录音，学生完成练习。录音原文如下：
(1)Man：Where does rain come from?
Boy：It comes from clouds．
(2)Man：Where does the cloud come from?
Boy：It comes from vapour．
(3)Girl：I'm going to plant a flower tomorrow．
Boy：How do you do that?
Girl：First,put the seeds in the soil．Water it．Put it under the sun veryday．Then
you can see a flower soon． ，
4．巩固和延伸(Consolidation and extension)
(1)做本单元B Let's read部分的活动手册配套练习。
(2)植物日记
教师把全班分成四大组，分给每组一张大海报和16个打乱顺序的句子，16个句子都摘自Let's read部分的日记。在规定的时间内，请他们合作给句子排序并贴在海报上，配以漂亮的插图后张贴在教室里。
(3)自然小博士
教师出示有关植物生长过程的句子，请学生阅读后判断正误。
(4)寻物启事
学生五人一组。教师发给每组一张植物照片，各组写一段文字