六年級英語時態(tài)專題復習教案

1、六年級英語時態(tài)專題復習教案 作者：高埗鎮(zhèn)東聯(lián)小學英語科組    轉(zhuǎn)貼自：本站原創(chuàng)    點擊數(shù)：1761    文章錄入：helen-lai 六年級時態(tài)復習課（2）教學設計 執(zhí)教者:高埗鎮(zhèn)東聯(lián)小學羅秋麗    一、教學背景：時態(tài)是英語學習中的一個重要內(nèi)容，廣大小學生在實際運用時會出現(xiàn)混淆的情況。PEP這套教材一共有八冊，在這八冊書中出現(xiàn)了一般現(xiàn)在時、現(xiàn)在進行時、一般過去時和一般將來時這四種時態(tài)，我將會用兩節(jié)課對這四種時態(tài)進行復習，第一課

2、時復習一般現(xiàn)在時和現(xiàn)在進行時，本課時是第二課時，我將會對一般過去時和一般將來時進行復習。    二、教學內(nèi)容：復習語法一般過去時和一般將來時。    三、教學目標：    1、復習一般過去時和一般將來時兩種時態(tài)并讓學生能夠能靈活運用。    2、通過聽說讀寫訓練，發(fā)展學生綜合運用語言的能力,培養(yǎng)學生參與課堂教學的興趣和積極性，以及培養(yǎng)他們運用語法知識的交際能力。    四、教學準備：多媒體課件    五、教學過程：S

3、tep 1： Warmup1、GreetingsGood afternoon, boys and girls.Good afternoon, teacher2、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(設計意圖：由老師與學生的自由交流，自然地復習了過去時和將來時的句子，喚醒對這兩種時態(tài)的記憶,并拉近了師生之間的距離，營造英語

4、氛圍，引導學生樂于用英語開口說話。) 3、Sing a song: What are you going to do? (設計意圖：利用歌曲復習將來時,為下面的課堂教學做好鋪墊，活躍課堂氣氛并激發(fā)學生學習興趣。)Step2: Presentation/Practice1、Brain storm(PPT出示動詞圖片、詞組，學生快速朗讀一次)A、過去式的復習Da Xiongs Last WeekDa Xiong: （crying）I failed the English test.Ding Dang: I am sorry to hear that. What did you do last we

5、ek?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 grandmas home last Thursday .I watched TV last FridayHa,ha, I was so happy.Ding Dang: Oh! You always play. Thats why you failed

6、 the English test.(設計意圖：利用學生熟悉的動畫引入過去時，能很好地激發(fā)學生的學習興趣，并給學生提供了很好的聽力和筆試練習，使本來枯燥的練習課變得生動。)1、回答問題：What did Da Xiong do last Friday?(He watched TV last Friday.) 并板書：He watched TV last Friday.2、看圖（PPT）提問、回答并完成下題（以人機對話的形式讓學生提問大雄，然后錄音回答，學生根據(jù)回答的內(nèi)容完成下列短文。）Da Xiong to a park by bus last Monday. He many pictures

7、 with his friends last Tuesday. He football last Wednesday. He to grandmas home last Thursday. He TV last Friday. He was happy.1、寫出動詞的過去式T: Da Xiong failed the exam. Why? Is it very difficult? Lets help him.呈現(xiàn)大雄的試題：寫出下列動詞的過去式，并在橫線上寫出你知道的更多的動詞及過去式：clean ( )climb ( ) wash（ ）watch( )dance( ) study( ) s

8、ee ( ) take ( ) swim ( ) fly（ ）I can write more: Check the answers. 檢查誰寫的動詞過去式多(教師檢查及學生小組內(nèi)檢查)小結(jié)動詞過去式的四種情況（PPT）(設計意圖：通過做大雄的試題進行筆試練習，讓學生檢查自己的學習情況，試題能幫助學生歸類出動詞的過去式的幾種形式：1、一般在動詞詞尾加ed。2、如果動詞以字母e結(jié)尾，變過去式時直接在詞尾加d。 3、如果動詞是以輔音字母加y結(jié)尾，變過去式時要變y為i再加ed。 4、部分不規(guī)則動詞的過去式。而且試題設計一條橫線讓學生自己寫更多的動詞及過去式，具有靈活性。)2、 Lets chantI

9、s, was, are, were. Ready?Go, went, went to a parkSee, saw, saw elephantsEat, ate, ate good foodRead, read, read a bookTake, took, took picturesSwim, swam, swam in the seaWhat did you do last weekend?I ate, ate, ate good food.（設計意圖： 通過chant 的形式進一步鞏固過去時及短語搭配。歡快的節(jié)奏活躍課堂氣氛、調(diào)整孩子們疲勞的腦神經(jīng)，也為知識的鞏固降低了難度。）B、將來時

10、的復習T：If you are Da Xiong, what are you going to do next week?S1:I am going to S2:I am going toT:OK, lets see what is Da Xiong going to do next week?Da Xiongs Next WeekDing 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 w

11、ill study hard next week. Im going to read English with my sister next Monday. Im going to read a book next Tuesday. Im going to do my homework next Wednesday. Im going to Mikes home by bike next Thursday afternoon. Im going to watch TV Friday eveningDing Dang: Thats right.1、1st listen: answer the q

12、uestion: What is Da Xiong going to do next week？并板書:(He is going to study hard next week.)am/is/are going to = will3、聽音，判斷對錯并改正。1、Da Xiong will read Chinese next Monday. ( )2、He is going to watch TV next Tuesday. ( )3、He is going to Mikes home last Thursday. ( )4、He is going to watching TV next Frid

13、ay evening. ( )(設計意圖：判斷對錯的練習再次檢查了學生對叮當和大雄之間的對話的理解程度，更重要的是練習里面滲透了動詞時態(tài)與時間狀語的搭配一致性問題。)3、擂臺賽：T：Read the dialogue and try to ask some questions.在規(guī)定的時間內(nèi)閱讀對話“Da Xiongs Next Week”，并準備好自己的問題，然后學生分兩組進行問答擂臺賽。（設計意圖：通過擂臺賽幫助學生復習更多將來時的句型。而且讓學生來提問,能充分調(diào)動學生的主動性,推動學生克服困難主動學習。學生們有強烈的參與意識，學生們提出充滿個性不同的問題,然后再讓學生來回答這些問題,這符

14、合素質(zhì)教育所期盼的結(jié)果,這樣比自問自答更能夠拓展學生的發(fā)散思維。而且通過競賽還可以培養(yǎng)學生個人自信心和集體榮譽感。）C、過去式與將來時的綜合練習1、Changing partners（練習下列句型）A、用過去式造陳述句 I ate good food.B、用將來時造陳述句 I am going toC、用Where , What, How 造過去式或?qū)頃r的問句（設計意圖：分三步進行“變換伙伴”的活動，讓學生在較短的時間內(nèi)造出過去式、將來時的句子及兩種時態(tài)的混合問答，進一步加強了學生對兩種時態(tài)的表達練習。）2、Make a postcard to Da Xiong.T: Design your

15、 postcard in your group, and then write sth about your “l(fā)ast weekend” and “next weekend”.(設計意圖：通過讓學生通過小組合作的形式，給大雄設計一份post card,寫出自己上周和下周的活動，從而在筆頭上綜合檢查學生對過去式和將來時的掌握情況，而且在這個活動中培養(yǎng)學生的合作精神。）Step4 ： Summary 1、引導學生總結(jié)本課的重點（兩種時態(tài)及句子的主要結(jié)構(gòu)）。2、根據(jù)本課主線人物大雄引導學生教育學生珍惜時間，努力學習，進行情感教育。Step 5: HomeworkMake a book : My W

16、eekends(含過去與將來)教師先展示自己的書(Say goodbye to Da Xiong and Di Dang)六、板書設計 Review the Tense () He watched TV last Friday. He is going to study hard next week. am/is/are going to = will教學反思：這節(jié)課主要對一般過去時和一般將來時進行復習。本課時主要通過主線人物大雄和叮當引入并展開練習，使原本枯燥的復習課變得生動，引起學生的學習興趣。在整個教學設計過程中，符合了復習課的要求，沒有做題海戰(zhàn)術，教師做到精講、精練。整節(jié)課的教學活動設

17、計能讓學生充分地從聽、說、讀、寫進行練習。而且在教學過程中教師注重培養(yǎng)學生學習的主動性，和培養(yǎng)學生的創(chuàng)造性思維。在最后教師能通過練習讓學生自己進行歸類小結(jié)，充分培養(yǎng)了學生歸納的能力。Unit 5: What Does She Do (Part B Lets Read)長安鎮(zhèn)第二小學 王 蓉一       教材依據(jù) Pep 小學英語六年級上冊第五單元Part B Lets Read （見課本P63）二設計思想 新課程標準強調(diào)，英語教學要重視對學生實際語言運用能力的培養(yǎng)，倡導體驗、實踐、參與、合作與交流的學習方式，學生學習的過程就是學生形

18、成語言運用能力的過程。本課時設計遵循以上教學理念，根據(jù)學生的實際情況，首先復習以Brainstorm法鞏固所學Jobs詞匯，然后自然過渡，突破教學難點、最后以小組合作的形式進行真實、自然且富有意義的語言交際活動，進一步鞏固所學，促使學生獲取、處理和使用信息，用英語與他人交流，提高用英語解決實際問題的能力三教學目標：A：知識目標1.復習與運用本單元有關職業(yè)詞匯與句型， What does he/she do? Where does she/he work? How does he/she go to work? 并使學生能在真實情景中靈活運用：2. 能聽、說、認讀Lets read部分的短文并回

19、答與短文相關的問題，發(fā)展學生的閱讀能力。B：技能目標：能將所學內(nèi)容用于日?？谡Z交際。C：情感目標將本節(jié)課的教學內(nèi)容與學生的生活實際緊密聯(lián)系，增強學生對英語的興趣，培養(yǎng)學生大膽開口說的習慣，增進學生用英語思維的意識。激發(fā)和培養(yǎng)學生學習英語的興趣。合作精神和競爭意識四. 教學重點：操練鞏固本單元及前幾冊書所學的職業(yè)名稱和重點句型： What does he/she do? Where does he/she work? How does he/she go to work?五教學難點： 難點是幫助學生理解短文中的新語言，并能引導學生根據(jù)實際情況使用多樣化的表達方式。如：help the bank

20、use their money well, likes helping people, help the tourists find their way.六教學準備: Cards， PPT課件七、教學過程. Warming-up1. Greetings (啟發(fā)學生用不同感受來回答):T: Good morning, everybody. How are you today? Ss: Im fine. / Just so- so. / Im OK./ Im very well./ Im happy. / Im excited./ Im wonderful./ Im cold. （設計意圖：改變傳

21、統(tǒng)單一回答Im fine, thank you. And you? 用不同的回答來拓展學生英語思維能力。）2. A chant( 見課本主情景圖P56): (T & Ss chant and do actions together) (CAI)（設計意圖：通過熱身活動，拉近師生間的情感距離，消除學生的緊張心理，活躍課堂氣氛，并吸引學生注意力，同時也為本課話題Jobs的導入做好鋪墊。）. Revision1. （自然過渡）Questions about the chant: How many kinds of jobs are there in this chant? Can you t

22、ell 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)（設計意圖：用brainstorming（集思廣益）的方法啟發(fā)學生說出已知的職業(yè)名稱，快速復習所學職業(yè)名稱，提高學生發(fā)散思維能力，為閱讀課文的理解與運用做好了詞匯的積累。）. Teaching the difficu

23、lt points: 1. Listening practice: (本班一位學生的錄音)T: Now next please listen carefully and try to guess who is he or she? ( 錄音內(nèi)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. H

24、e 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 whos this boy? Where is he? What does his father do? Where does he work? How does he go to work? ( 板書重點疑問詞

25、：What? Where? How? ) （設計意圖：用本班學生的錄音提高了學生參與問題思考的積極性，集中學生注意力，錄音內(nèi)容與新授內(nèi)容息息相關，同時也起到復習鞏固舊句型的作用。）2. 利用重點句型看圖問答（CAI）： What does he/she do? （前兩圖為鋪墊）（圖一）Miss Chen works in the TV station. She reports news there. She loves her work very much. What does she do? She is a _.（圖二）Mr Li works in a car factory. He li

26、kes drawing very much. He can design many beautiful cars. What does he do? He is an _. （圖三）Ben and Tom like beautiful places. They like traveling very much. What do they do? They are tourists .( 引出單詞tourist ，并教學)3. Present the new phrase: (1) Show a picture with 2 tourists in it. Guide the Ss to hel

27、p them find their way.T：Look, the tourists are in Changan, but they are in trouble now. They have lost their way. They dont know how to get to the Changan Park. Can you help the tourists find their way? （教學并板書）Who can help the tourists find their way? S1: I can help the . First , Then, .(2) T: Great

28、! Thank you! You like helping people.（引入教學并板書） You can be a policeman/policewoman. T: I want to be a policewoman because I like helping people. What about you? Whats 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 o

29、f an accountant who is working in a bank and help the Ss understand the phrase “help the bank use the money well.” (板書并教學)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? （拓寬學生思維）（設計意圖：三個重點句子的導入教學以話題的自然引入為主，

30、環(huán)環(huán)相扣，教學新知，消除難點。）. Lets Read: T: Youre so smart! Would you like to know three new friends? They have different hobbies and jobs. (Pictures on CAI)1.      教學課文第一節(jié)，出示下列問題：Whos that woman? Whats her hobby? What does she do? Where does she work? How does she go to work?. （讓學生帶著問題

31、先聽本節(jié)錄音一遍，后回答問題，再聽音模仿，朗讀課文。）2. 教學課文第二節(jié)：讓學生帶著問題先聽本節(jié)錄音一遍，后回答問題，再聽第二遍錄音，邊聽邊分小組排出本節(jié)句子順序（每組學生都有該節(jié)教學內(nèi)容的“句子袋”）3. 教學課文第三節(jié)：讓學生帶著問題先聽本節(jié)錄音一遍，后回答問題，再做活動：“beep” activity: 教師快速讀課文，故意用beep替換句子中的一個單詞，學生聽后說出被替換的單詞，并試著說整個句子。 Pair work: 學生兩人一組做此項活動。（設計意圖：將閱讀內(nèi)容分解成三節(jié)讓學生邊聽邊完成不同的任務，一方面培養(yǎng)了學生的聽力，增加了趣味性；另一方面也降低了教學難度，使學生便于學習、理

32、解和消化。最后讓學生在活動中熟讀課文，即提高了學生的積極性，也增強了學生的注意力。）4.      完成課后習題，檢查學生做題情況。. Extension1.      Group work: T： Just now we talk about so much about others. Now Id like to ask you: Can you imagine: what are you going to be about 20 years later? （設計意圖：學生對自己的未來都充滿

33、了美好的憧憬，因此談到將來學生情緒都異常興奮，有話可說，容易進入角色。）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 whos in charge of the companies or departments: Xinhua Bookstore/ The Bank of China / CCTV Station/ Dongguan Hospital/ Changchun Car Company/ ShenZhen P

34、olice Station ( 將全班同學分成六組，不同組別分別擔任不同部門的“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. Lets go around the classroom and choose the best one, OK? The employees Information (with pictures on) (a). Tom li

35、kes 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

36、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

37、 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. （設計意圖：采用小組合作的形式完成學習任務，生生之間在此基礎上進行真實、自然且富有意義的

38、語言交際活動，進一步鞏固所學，且助于培養(yǎng)學生與他人合作的意識，促使學生獲取、處理和使用信息，用英語與他人交流，提高用英語解決實際問題的能力。）e. Conclusion: Its difficult to get a good job. Lets study hard from now on, OK? (因事先將組分成六組，而應聘者有8人，所以兩人未能聘上。). Homework 根據(jù)所給提示詞任選一位，寫一段60詞左右的短文。圖一：劉德華 提示詞：actor/singer, by car, singing, Hong Kong圖二：劉翔 提示詞：sportsman, Beijing, run

39、ning, fast(設計意圖：家庭作業(yè)是課堂學習任務的延伸，英語作業(yè)不僅要鞏固知識，還要引導學生開闊視野，讓英語走進學生生活。本次任務安排的是給兩位學生非常熟悉而又喜聞樂見的明星寫短文，提示詞也為一部分學生的寫作降低了難度，進一步提高學生的綜合語言運用能力，體現(xiàn)了教學為實踐服務這一宗旨。)八、教學反思本課時教學設計有以下幾個特點：1教學輸入信息量大本課時設計首先以Brainstorm的方法啟發(fā)學生說出職業(yè)單詞開始進行復習，涵蓋甚至超出了小學階段所學職業(yè)詞匯，進而在突破教學難點句子、教學拓展等環(huán)節(jié)時時注意鞏固和應用，輔之以PPT課件展示，使教學容量擴大不少。 2語言交流的情景真實教學時，教師注

40、意將教學內(nèi)容與生活實際相聯(lián)進行語言拓展，如Who help your family use the money well? Who help your school use the money well? Suppose youre the boss of a factory or a department, Choose the best worker you want, please. 等都與生活實際息息相關，3注重學習過程的評價新課標提出在英語教學過程中應以形成性評價為主，注重培養(yǎng)和激發(fā)學生學習英語的積極性和自信心。本課時正是以激發(fā)學生學習興趣為主，以摘“蘋果”為評價主線貫穿教學始終，而

41、教學的最后環(huán)節(jié)是“打開”所摘“蘋果”看看里面所寫職業(yè)名稱是否與自己的求職愿望相符，而且教師還設計了有的“蘋果”無職業(yè)的情況，反映了當今社會有部分成年人處于無職業(yè)狀態(tài)，從面教育并激發(fā)孩子學習努力的動力，為學生上了一堂富有教育與現(xiàn)實意義的英語課。此活動非常新穎獨特，能使學生釋放更大的學習熱情，又能更好地考查學生對本課重點的掌握。六年級上冊Unit 6第六課時 0推薦第六課時一、教學目標與要求1通過閱讀植物日記進一步熟悉掌握植物生長過程的敘述。2能夠獨立完成Let's check部分的聽力練習。3能夠理解、認讀B Let's read部分的句子。二教學重、難點分析 本課時需

42、要重點掌握植物生長日記的生長過程的敘述。要求教師引導學生通過閱 讀理解、操練逐步自如運用。三、課前準備1教師準備若干份海報和打亂順序的課文里的句子。2教師準備錄音機和相關錄音帶。四、教學步驟和建議1熱身(Warm-up)日?？谡Z練習。以下內(nèi)容供參考：What are you going to do this weekend?How do you plant a treeflower?How do you do that?What should you do then?2預習(Preview)教師放第68頁上的歌謠錄音，學生跟錄音說唱。然后教師帶領學生按照下面的歌詞說唱：First the seed，Then the soilNext the sprout，The plant is tall3新課呈現(xiàn)(Presentation) Let's read(1)快聽快指 教師出示四盆植物的圖片，依次編號。教師說一個句子，學生迅速找到對應的圖片并報出號碼。以下的句子供參考： I out the seeds in the soil I can s