英语六年级下册Recycle Mike's happy days教案

PEP六年级英语Recycle Mike’s happy days

Day3 Life on the farm

1教学目标

1、语言知识和语言技能目标:学生能够听、说、读、写已学过的动词短语;能够用一般现在时和现在进行时描述农场的日常生活;能按照go, do, play, have 四种动词结构归类所学的动词短语。

2、学习策略目标:学生能通过自我归纳,梳理出一般现在时和现在进行时的动词的规律以及两种时态的句子结构。

2学情分析

六年级的学生思维方式由具体形象思维向抽象思维转换,经过几年的英语学习,学生有了一定的词汇和语言基础,也形成了一定的英语学习习惯和自学能力,也懂得一定的学习策略。

3重点难点

1、教学重点:按照go, do, play, have 四种动词结构归类所学的动词短语;梳理归纳复习一般现在时和现在进行时的结构。

2、教学难点:一般现在时和现在进行时的灵活运用。

4教学过程

4.1第三学时

4.1.1教学活动

活动1【导入】Warm－up

1. Greetings.
2. Play a video and enjoy an English song.

【设计意图】通过一首有关农场的英文歌视频,创设轻松愉快的学习氛围,把学生的注意力吸引到课堂上,为后面复习在农场里常常做的一些事情的相关的动词短语做铺垫。

活动2【导入】Review

Review verb phrases.

学生根据图片说出有关go, do, play, have 四种动词结构的动词短语,并比较观察，并总结这四个动词短语的正确用法。

T: Look at the pictures. Can you say the phrases according to the pictures?

【设计意图】通过看图片，猜短语。激发学生的有效思维,引导学生复习go, do, play, have 四种动词结构的动词短语。为下面的活动做好铺垫。

活动3【讲授】Presentation

教师呈现Mike在农场的图片,教师由Mike和他的朋友们在农场里度过了一个愉快的假期，而导出一些图片，并给出相应时态的句型结构，引导学生根据图片用一般现在时及其现在进行进时来描述,让学生整体感知两种时态。

T: Look at this picture, who’s he?

S: He’s Mike.

T: Where’s Mike?

S: He’s on the farm.

T: Yes, what does do he on the farm? He spends his holiday on the farm. He meets some new friends. Peter, Tom and Lily. They get together and have a good time. Do you know what they do on the farm? Let’s have a look.

T：Look at the pictures. What does he do? He plays basketball everyday.

   What about next one?

T: I have some sentences for you. Let’s read it together.

(I do my housework.

Lily does the homework.

Peter often goes fishing.)

T: They are the present tense. We can see some keys words like “often” “every day”. Why do we use “do” “does” in the different sentences?

总结：一般现在时，第三人称单数加s或es

go-goes     have-has

do-does     play-plays

以同样的方法复习现在进行时态。

总结：现在进行时，第三人称单数用be动词is，复数用are，动词加ing

go-going     have-having

do-doing     play-playing

【设计意图】通过PPT图片展示及其黑板板书两种时态的句子的比较来呈现两种时态,吸引学生的注意力,让学生整体感知两种时态使用的情景,从而总结出两种时态的规则，培养学生自主归纳的能力，从总体上帮助学生建构时态的概念。

活动4  Exercises    

Help Mike make a story.

Mike正在电脑上编辑故事,突然他的电脑出了问题,他的故事情节乱了,请学生帮助Mike整理故事。

T: In the evening, Mike is making a story on the computer.

Mike: Oh, my god. No…

T: What’s happening, Mike?

Mike: There’s something wrong with my computer.

T: Don’t worry. Mike We’ll help you.

T: Hey, children, let’s help Mike, OK? Please open your book, page 44.Please finish exercises 1

Now let’s look at exercises 2, these people are having fun on the farm. Write down three sentences about what they are doing.

【设计意图】从词到句的过渡。借助puzzle,学生圈出单词,再根据图片提示写句子,浅层次的输出两种句型。

 活动5【活动】Application

Make a new story. 学生根据教师给出的情景,编写故事。

1、六人小组为单位,编写故事

T: Now, it’s time for you to make your story.

Look at the screen. We have six different situations. Such as: situation 1: We usually help Grandma do housework on Saturdays. We should use the present tense. Situation 2: Today is Saturday. We’re helping Grandma doing housework now. We should use the present continues tense.

T: Now, please finish your storybook in groups of six. First, you talk about it. And then, you write down the sentences in your story.

2、小组上台分享故事

【设计意图】让学生根据提供的情景辨别时态,再根据不同的时态,制作不同的故事。小组合作共同完成故事书,培养学生小组合作意识,促进学生间的相互学习。

 活动6  Summary and Homework

Make your own story about your weekend or your holiday.

板书设计：

Recycle Mike’s happy days

               Day3 Life on the farm

              I do the housework.          I am drawing.

             Lily does her homework.       Amy is playing the guitar.

             Peter often goes fishing        They are having fun.