Unit 2 What a day ！（教学设计）-2024-2025学年译林版（三起）英语六年级上册

译林版英语六上 Unit 2 What a day！ Unit 2 What a day！ 教材内容 本单元围绕Weekend activities和Weather两个话题涉及多个语篇，包括一篇日记、两组对话、一个图表、一个非完整的图配文、一个韵律诗、一首歌曲和一个非完整的叙事性日记等。 Story time是一篇完整的叙事性日记。主要记录了Yang Ling和朋友们周末一天在公园的活动。通过对天气变化的记录，逐渐演变为活动发展的推动和人物心理的渐变。从而启发 学生了解自然、观察天气变化、初步了解如何记录生活。同时让学生进一步认识和理解一般过去时的用法。该语篇旨在认识和了解天气、学会记录活动和心情以及总结当天的感受。 Grammar time板块是一个图表。借助主题语境，总结归纳出如何描述不同的天气和Story time中出现的不规则动词的过去式构成。 Fun time是一个“翻翻乐”的卡片游戏，要求学生在三组卡片中分别抽取一张，并根据卡片上的内容，用过去时描述天气和活动。通过创设情境，使学生能够在主题语境中用目标语言去进行描述，在练习语言的同时，加深对主题意义的理解。 Sound time是用韵律诗的形式记录了A girl’s day。语篇创设了新年这一主题内容，通过韵律诗记录了对节日期盼的心情，进一步地引导学生用正确的语调朗诵来表达愉悦的心情。 Song time用歌曲的形式记录了Johnny’s day。小男孩Johnny因为下雨无法到户外玩耍，便祈祷雨能快快停止，改天再下雨。该语篇旨在传达人们对好天气的期盼，对美好生活的向往。 Cartoon time用故事的形式记录了Bobby’s day。Sam在公园里遇见Bobby，发现他不太开心，便问他发生了什么事，原来Bobby放风筝的时候不小心把风筝弄丢了。这时，Sam从背后拿出一个风筝，问是不是Bobby的。Bobby喜出望外，原来Sam捡到的正是Bobby弄丢的风筝。该语篇有助于引发学生思考，生活中的天气是变幻莫测的，我们要学会观察天气变化、懂得气象常识，合理安排好自己的生活与学习，能积极面对生活中的突发事件，提高自己的心理承受能力和解决问题的能力。 Checkout time由一个听力训练活动和一个写作小练习组成。听力练习以My day为主题，旨在检测学生对一般过去时的理解；写作小练习以Your days为主题，要求学生以日记的形式记录过去发生的事，以检测学生对过去时的运用能力。该语篇旨在帮助学生熟练掌握日记的结构，运用过去时完整地叙述过去发生的事情，并表达自己的真情实感。同时鼓励学生以不同的形式记录生活中有爱、有趣、有温度的瞬间，培养学生“记录生活、享受生活、热爱生活”的志趣，理解记录生活的意义。 学情分析 学生通过四、五年级的学习，已经掌握Daily activities，Activities in different seasons, Hobbies, Weekend activities等词汇，在本册第一单元的学习中，也已经掌握了be动词及规则动词过去式，能初步使用一般过去式的陈述句。教师可以借助这些已有的知识，设计教学活动，使学生能够通过学习了解并掌握日记的写作格式，进一步认识和理解一般过去时的用法，在语境中描述发生过的周末活动以及印象深刻的事情，并了解更多记录生活的方式，在多种学习活动中，培养学生的核心素养。 教学目标 本单元学习后，学生能够： 1. 能听懂、会说、会读、会写词汇：sunny, become, windy, cloudy, sky, bring, rainy, meet。 2. 能听懂、会说、会读、会写句型：It was sunny/cloudy/windy. I/ We/ He/ She/ brought/ saw/ flew...What happened?（学习理解） 3. 能唱歌曲Rain, rain, go away。（学习理解） 4. 能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处并能表演。（学习理解、应用实践） 5. 能正确读出字母组合ear发音，并能够体会小诗的韵脚。（学习理解、应用实践） 6. 能掌握一般过去时态的不规则变化，并运用目标语言描述图片或过去发生的事。（应用实践） 7. 能以多样化的形式记录生活中有爱，温暖的瞬间，树立热爱生活的信念。（迁移创新） 评价目标 学生能在主题语境中，正确使用一般过去时、部分不规则动词的过去式表述天气、发生过的事情以及心情；能用英文日记记录生活中的美好瞬间。 重点难点 （1） 教学重点 1. 能用一般过去时陈述句描述图片或过去发生的事。 2. 能掌握不规则动词的过去式构成及其读音。 3. 能正确朗读和辨析字母组合ear发音，并体会小诗的韵脚。 （2） 教学难点 1.能用一般过去时陈述句描述图片或过去发生的事。 2.能掌握不规则动词的过去式构成及其读音。 单元主题意义 通过学习，学生能运用一般过去时描述周末活动或印象深刻的事情，了解更多记录生活的方式，在不同的记录方式中，运用听、说、读、写、画等多种学习活动，加深学生对记录生活的意义的理解，培养学生热爱生活、享受生活的情感。 分课时教学 课时 教材板块 教学内容 课时子主题 课时教学目标 课时评价目标 Period 1 Story time 梳理Yang Ling的日记内容，了解日记书写格式。 Yang Ling’s Day （了解日记格式，梳理周末活动） 1.能听懂、会读、会说：show, interesting, weather, high, honey, ant, bee, cloud, rain 2.能听懂、会读、会说句型：It was sunny/cloudy/windy. I/We/He/ She brought/saw/flew… 3.能了解日记格式，并能复述课文。 学生能从Yang Ling的日记中了解英文日记的格式，以及“天气、活动和心情”等信息。 Period 2 Grammar &Fun time 在情境中学习目标语言，并去描述天气和活动。 John’s Day （了解日记格式，梳理周末活动） 1. 能掌握天气类词汇； 2. 能初步掌握动词过去式的不规则变化和读音； 3. 能运用一般过去时描述过去发生的事。 学生能在情境中正确使用一般过去时、部分不规则动词的过去式表述发生过的事情。 Period 3 Cartoon、 Sound time &Song time 读准字母组合ear的发音，学唱歌曲，读懂并表演故事。 Bobby’s day （多种方式记录，体验趣味生活） 1. 能正确理解、朗读Cartoon time的故事，能读懂其中的趣味之处 ，能在教师的指导下表演故事； 2. 能正确读出字母组合ear发音，模仿朗读诗歌。 3. 能演唱歌曲Rain, rain, go away。 4. 能改编卡通对话为日记体裁，并进行展示。 学生能正确朗读和辨析字母组合ear的发音能在情境中，通过改写日记的方式，懂得气象常识，并明白应根据天气变化合理安排生活和学习。 Period 4 Checkout time 掌握本单元目标语言，并进行自评。 Our days （记录生活中美好的瞬间，培养热爱生活、享受生活的志趣） 1. 按要求掌握本单元单词、句型和日常用语； 2. 掌握动词过去式的不规则变化，并能运用其描述过去发生的事； 3. 通过Checkout time、Ticking time的学习来评价自己在本单元的学习情况； 4. 以多样化的形式记录生活中美好的瞬间，培养热爱生活、享受生活的志趣。 学生能正确用英文日记记录每天的美好生活。 六上 Unit2 What a day！（Period 1） ——Yang Ling’s Day 【教学内容】Story time 【教学目标】 1.在看、听、说的活动中，获取文中的天气信息，梳理杨玲和小伙伴所做的事情；（学习理解） 2. 在老师的帮助下，分角色表演对话（程度较好的学生可以尝试复述课文）；（应用实践） 3. 简要概括英文日记格式。（迁移创新） *完成课时目标所需要的核心语言如下： 核心短语 Show,interesting,weather,high,honey,ant,bee,cloud,rain,cloudy,sunny,windy,rainy，become, bring, sky, drink 核心句型 It was sunny/ cloudy /windy. We/ He/ She brought /saw/ flew... 【教学重点】 1. 能正确、流利地朗读并理解故事； 2. 基于文本能听懂、会读、会说和会拼写单词及词组：sunny, windy, cloudy, rainy, become, sky, bring, drink, meet； 3. 能初步感知并理解天气表达的句型：It was sunny / cloudy / windy / rainy； 【教学难点】 1. 通过学习，能初步掌握天气类单词，并能用一般过去时表述天气； 2. 能正确、流利、有感情地朗读文本，并尝试复述文本； 3. 能对动词过去式的不规则变化正确认读。 【教学准备】 板书准备，单词卡片， PPT 【教学过程】 Step 1. Pre-reading（激活旧知，调动兴趣） 1. Enjoy a song：How is the weather？ 2. Quick response：I say you say （T说动词原形，S说动词过去式） T: I say visit, you say visited. Practise: show, like, walk, shout, am/is, are, point, laugh, live, look, tell, … 3. Think and say T: What can we do with the past forms? S: Tell a story. T: What else can we do? S: 写日记（Write a diary.） Teach：diary diaries T: But how？What should we write in a diary？ S：Date, feeling, things, place… T: Good job! You know a lot about how to write a diary.(T在学生回答的基础上适当补充，如weather等，并呈现思维导图） ( P lace ) ( T hings ) ( D ate ) ( Diary ) ( … ) ( D ay ) ( F eelings ) ( W eather ) 【设计意图】 使用与主题契合的歌曲进行课堂导入，目的是吸引学生的注意力，调动学生的学习积极性。通过游戏，激活学生已有知识经验，铺垫必要的语言。以思维导图的方式，使学生对日记的常识和内容结构化，培养学生思维。 Step 2. While-reading（整体理解，分层解读） 1. Lead in T: Here’s a diary. Look! Who wrote the diary？呈现日记及Yang Ling S: Yang Ling. T: Yes. It’s a diary about Yang Ling and her friends. The title is: (T指着日记末尾What a day！）Can you read？ 引导学生尝试用不同的语气朗读，预测不同的What a day！ T根据学生朗读的语气评价：Maybe what a happy /sad/terrible/an exciting/…. day！从而揭题Unti2 What a day！ 2.Try to ask T：Do you want do know more about her diary？What questions do you have？ S自主提问。 What day was it？What date was it？How was the weather？What happened？How were they？… T: 出示日记抬头部分， What day was it？What date was it？ Sunday, 20th September(9月20日） 渗透英文日记的书写格式 【设计意图】预测文本内容，激发学生学习兴趣，激活学生的已有知识经验和思维，建立语言知识与生活的关联。 3. Look and guess T: Yes，it was Sunday, the twentieth of September. (1)Who are they？ Where were they？ S1:They were in the park. S2: They were on the grass. S3:They were on the playground…. (2) Did they have a good time on Sunday? S1: Yes. Because… S2: No. Because… 引导学生看图预测，发表自己的见解。 【设计意图】设计多个预测活动，激发学生对语篇的好奇心和求知欲，引发学生自主思考，激活学生与语篇之间知识和经验的关联，明确本课要解决的问题，培养学生的预测能力。 4. Watch and check: Where were they? Did they have a good time on Sunday? Ss: They were in the park. First they were happy. But they were not happy at last. T: 教师板书Happy Not happy 追问Why? 5.Read，find and complete T：What happened？Let’s go with Yang Ling and her friends now. （1） What did they do？ （2）How was the weather? 学生阅读分段文本，找出Yang Ling和朋友们开心和不开心的事情及天气情况。 Weather Activities Feelings happy ( Why? ) not happy (3) Let’s check （见下图） Weather Activities Feelings sunny went to the park ( Why? )happy saw the parrot show became windy and cloudy flew kites brought nice food (jiaozi, bread and honey) and drinks could not eat their lunch (some ants and bees on the bread and honey) not happy rainy rained(black clouds) 6.Read and learn a. Learn picture by picture，结合上一环节check环节，分步学习各图，帮助学生在完整地故情境中理解文本，随文识字，学习重难点句型。 相机教学：go→ went see→ saw become→ became fly→ flew bring→ brought can→ could rain →rained weather, sunny, cloudy, windy, rainy, honey, wet, cloud 穿插练说： It was sunny. They went to the park by bike. It was / became windy and cloudy. They flew kites high in the sky. They brought some…But they could not…Because… It was rainy. They were hungry and wet. b. Match and order学生两人合作，将图片文本和文字匹配，并排序 c. Check the answer 7. Different weather, different activities. And different activities, different time. When did they do these things？出示表格，完成time部分。 Time Weather Activities Feelings In the morning: first sunny went to the park happy ( Why? ) saw the parrot show then became windy and cloudy flew kites At lunch time(at noon) brought nice food(jiaozi, bread and honey) and drinks not happy could not eat their lunch (some ants and bees on the bread and honey) In the afternoon rainy rained(black clouds) 8. Summary：That’s Yang Ling’s diary. Let’s try to remember: When we write a diary, we can write the day, date, weather, place, characters, activities, feelings and more. 【设计意图】设计层层递进的阅读活动，使学生准确把握语篇主题和主线，有逻辑地梳理语篇信息，在情境中高效习得语言知识，提高语言运动能力，并发展思维。 Step 3. Post-reading（巩固文本，拓展延伸） 1.Reading time: (1) Read after the tape and imitate the tone and emotion. （体会文中人物的情感变化） (2) Group work in different ways Read after one student or Read together or Read in roles 2. Work in groups and retell Retell with the key words（生用第三人称及过去式分段复述） In the morning: sunny, go to the park by bike, interesting parrots At lunchtime: cloudy and windy, fly kites, have lunch, bees and ants In the afternoon: rain, hungry and wet 3. Finish the exercise (1) It was __________, the ________of September, the weather was _______ in the morning. Yang Ling and her friends ________to the park. They ________ some _________parrots and a parrot show there. Then, the weather _________windy and _________. They ______kites high in the ________. They were very _________. After that, they _______some nice food and ________to the park for lunch. But they __________eat their lunch, because there ________some _______and _______on the bread and honey. In the afternoon, there were black _______in the sky. It _______. They were ________and _______. What a day! (2)T: That’s YangLing’s day. What do you think of her day? Happy? Interesting? Terrible? Bad? … 板书：What a …day! 【设计意图】引导学生内化结构化新知和关键语言，并根据语篇结构的主线探究和深入理解主题意义。 Step 4.Homework（课后操练，教学评一体） 1. Read the story time after the tape. Try to read it with emotions. 2. Finish the exercises on Book Page18. 3.Try to retell the diary according to Yang Ling’s pictures. 【教学板书】 Unit 2 What a terrible/ bad/sad/… day！ 文中人物头像 Time Weather Activities Feelings In the morning: first sunny went to the park happy saw the parrot show ( Why? ) then became windy and cloudy flew kites At lunch time (at noon) bought nice food(jiaozi, bread and honey) and drinks not happy could not eat their lunch (some ants and bees on the bread and honey) In the afternoon rainy rained(black clouds) 六上 Unit2 What a day！（Period 2） ——John’s Day 【教学内容】Grammar time &Fun time 【教学目标】 1.掌握天气类词汇；(学习理解） 2.初步掌握动词过去式的不规则变化和读音；（学习理解） 3.借助主题语境，用It was sunny/cloudy/windy来描述天气情况。用I/ We/He /She brought/ saw/ flew...等重点句型来描述已经发生的事情，在真实语言情境中练习一般过去时；（运用实践） 4.自主选择主题语境，用目标语言去描述天气并表达地点和活动，在练习语言的同时，加深对主题意义的理解。（迁移创新） *完成课时目标所需要的核心语言如下： 核心短语 become-became bring-brought can-could fly-flew go-went see--saw take-took 核心句型 It was sunny/ cloudy /windy… We/ He/ She brought /saw/ flew… Pick… 【教学重点】 1.能正确运用句型How was the weather？What was the weather like？询问天气，并用It was sunny/windy/cloudy/rainy/snowy/foggy/stormy.描述天气； 2.能进一步掌握更多动词过去式的不规则变化及读音，并能正确运用动词的过去式形式。 【教学难点】 能准确、灵活运用句型It was….I +V-ed…的句型，并在一定的情境中用丰富的语言描述已经发生的事情。 【教学准备】 单词卡片， PPT 【教学过程】 Step1. Revision（复现文本，切入主题） 1.Show the forms and complete Time Weather Activities Feelings In the morning: first then happy At lunch time (at noon) not happy In the afternoon 2. Ask and answer：根据上表，生生问答 3.Try to retell：根据三个时间段，复述天气变化和事件发展。 In the morning, it was sunny. Yang Ling and her friends went to the park by bike. They saw many interesting parrots. Then, the weather became windy and cloudy. They flew kites. At lunchtime, they brought some nice food and drinks for lunch. But they could not eat their lunch, because there were some ants and bees on the bread and honey. In the afternoon, there were black clouds in the sky. It rained. They were hungry and wet. What a day! 4.再次提炼巩固日记要素 【设计意图】复现文本，直接切入主题语境。让学生在情境中进一步接触、体验、理解和学习语言，更好地掌握语言形式，理解语言的意义和用法，并进行语言信息的再次加工和输入。 Step2. Presentation（学习理解，培养思维） 1.从Retell环节呈现Grammar time 句子：What a bad / terrible day for them！Because the weather was changeable. 1) It was sunny in the morning. The weather became windy and cloudy. It was windy and cloudy.(T示范） There were black clouds in the sky in the afternoon. It was cloudy. The weather became cloudy.（引导学生练说） It rained. It was rainy. The weather became rainy. （引导学生练说） 2) 小结：表达天气情况，可以用It was+ sunny/ windy/cloudy/rainy. 也可以用：The weather became+ sunny/ windy/cloudy/rainy. 【设计意图】书本是最好的材料，由表及里，逐渐深入。学生在教师的引导下对文本中的句子进行分类、分析和概括，培养了深入思考问题，抓住事物本质和规律的能力。 3)Do you know more about the weather？呈现图片，学习foggy，snowy，stormy 知识链接：London is a foggy city. The city looks magical because of the heavy fog. Sometimes you can’t see anything clearly. It is so foggy that people need to be careful when they are driving.（播放图片和视频） 2.Look and say：Try to be a little reporter T提供上周的天气图片，学生练说。图片可以由易到难，分层次，前面的几天是一种天气，后面的几天可以分早中晚变化。 It was….last Monday. It was…last Tuesday. It was…last Wednesday morning. It became …in the afternoon. It was…last Thursday morning. It became …in the afternoon. It was…last Friday morning. It became …in the afternoon. And It was…in the evening. … 3.Different places, different weather and different activities. Pay attention to these verbs. Let’s review.（根据Retell环节中不同的事情，复习不规则动词过去式） 复习：become → became go → went bring → brought see → saw can → could fly → flew 【设计意图】经过上一环节的语法学习活动，学生对本单元目标语言的用法有了大概的了解，但是还停留在表面，因此在此时，设计练习巩固活动有助于加深学生对语法知识的印象。 4.Let’s know more. 新授： (i变a) sit→ sat drink→ drank swim→ swam sing → sang give → gave （i变o） write→ wrote drive→ drove ride→ rode （不变） read →read let→ let put→ put fit→ fit （ew结尾） draw → drew know→ knew （ought结尾） think→ thought buy → bought （无规律） run → ran make→ made have/has→ had get → got is, am-was come→ came take → took eat → ate tell → told are-were Step3. Practise（应用实践，培养思维） 1.Fun time T：We know a lot about Yang Ling’s Sunday. How about John’s Sunday? （1）Listen and order（将Fun time内容再构文本） It was sunny, he went to school and played basketball in the playground. It was windy. John went to the park and flew a kite there. It was cloudy and rainy. He watched cartoons first, and then drew pictures with his sister. After that, he went back home and had lunch. （2）Ask and answer 呈现图片，两两问答。 Eg：How was the weather in the morning？What was the weather like in the morning？ It was sunny. What did John do? He flew a kite. Where did he fly the kite? He flew the kite in the park. T: It was sunny in the morning. John flew the kite in the park. （3）Read and complete ①再构文本：It was Sunday, the 24th of November. It was windy in the morning. John went to the park and flew a kite there. Then, the weather became sunny, he went to school and played basketball in the playground. After that, he went back home and had lunch. In the afternoon, there were many black clouds in the sky. Soon, it rained cats and dogs. He had to stay at home, he watched cartoons first, and then drew pictures with his sister. ②Help John’s with his diary ___________, 24th of ________. It was ________ in the morning. John went to the park and _______a kite there. Then, the weather ____________________, he _________________ and ______________ in the playground. After that, he ____________ and______________. In the afternoon, the weather ______________first, but soon, it ________________. He ______________________.He ________ first, and then_______________________. ③That’s John’s Sunday. What do you think of his day? What does “It rained cats and dogs.” mean? 【设计意图】语法板块的学习必须将语言的形式、意义和功能结合起来，将语法知识、语篇、语境联系起来，让学生在语篇和语境的支持下，自然习得语法知识，并能恰当运用语法表达意义。 3.Make a dialogue （1）T: You knew John’s Sunday very well. Here are some pictures about his Saturday. What can you talk about them? 生根据图片，谈论日期，天气，活动，心情等。巩固foggy, stormy, snowy （2）Make a dialogue How was the weather in the morning/…？What was the weather like in the morning/…？ What did John do? He …. Where did he …? He …. Did he have a good time? Was he happy? That’s John’s Saturday. Try to say something about his Saturday. T给出日记格式，生用自己的话描述，口头完成John’s diary. 【设计意图】教师应依托语境，为学生提供含有大量目标结构的真实语言材料，建立学习支架，引导学生关注语言形式及其所使用的交际语境。 Step 4. Homework（课后操练，教学评一体） 1.Preview Cartoon time, try to read at least five times;（必做） 2.Write the past forms of the verbs;（必做） 3.Try to write a daily about John’s Saturday.（选做） 【教学板书】 Unit 2 What a day! ——John’s Day Sunday，24th，November Saturday，23rd， November It was windy. flew.. It was sunny. played … sunny played … had… foggy stayed … cloudy watched… stormy played with blocks rainy drew… snowy made… 六上Unit2 What a day！（Period 3） ——Bobby’s Day 【教学内容】Cartoon time 、Song time &Sound time 【教学目标】 1.在看、听、说、唱等活动中获取并梳理三个板块有关天气、时间，人物、事件的发生，体会人物情感；（学习理解） 2.正确朗读字母组合ear的发音，并在具体情境中准确辨析；（应用实践） 3.在教师的帮助下，借助图片和核心语言讲述故事的主要内容（程度较好的学生可以尝试转述故事的基础上展开合理的想象）；（应用实践） 4.能改编卡通对话为日记等其他体裁并展示。（迁移创新） *完成课时目标所需要的核心语言如下： 核心短语 go away，lose，know，climb up，hold onto，fly away，meet 核心句型 What happened? We climbed up the hill. The kite flew high. We couldn't hold onto it. It flew away. Rain, rain, go away. Come again another day. Let's... together. 【教学重点】 1.能听懂、会说、会读lose, climb up, hold onto, fly away及不规则动词过去式found, lost等； 2.能听懂、会说、会读、会写日常交际用语What happened? 3.不规则动词的构成及读音。 【教学难点】 1.能综合运用本单元学到的单词和句型谈论过去发生的事情； 2.能正确朗读和辨析字母组合ear发音，并体会小诗的韵脚。 【教学准备】ppt 【教学过程】 Step1.Revision（活跃气氛，激活旧知） Brain storm 1.随机出现天气、活动、地点等照片，复习巩固天气类单词及动词过去式。生用It was天气. XXX 活动+地点.练习表达。 2.最后一图呈现下雨的图片和小男孩Johnny S: It was rainy. T: Could Johnny go out and play basketball? S: No. He had to stay at home. T: What could he say? Guess! S: He could say… 【设计意图】新课前利用照片创设情境，学生使用一般过去时、部分不规则动词的过去式表述天气、发生过的事情以及体会人物心情，意在吸引学生轻松愉快地进入学习状态，同时激活旧知，为导入新课做好铺垫。 Step2. Presentation（依托语境，层层解析） 1.Song time （1）Listen and answer: What could Johnny say? S: Rain, rain, go away. Come again another day. Teach: another day T: Why did he say like this? S: Maybe he wanted to play basketball. … 【设计意图】教师的第一个问题意在锻炼学生抓住关键信息的能力，追加的第二个问题是为了提升学生的逻辑思维能力，学生在语言输出的同时，又进一步运用过去式。 （2）Listen again and learn the song. （3）Sing the song together. T: Oh, what a sad day for Johnny! What a pity！Let’s make a wish for him. S: 先说歌词后唱：Rain，rain，go away. Come again another day…. 【设计意图】在故事情境中逐步呈现歌曲的内容，并通过朗读、表演等方式演绎歌曲，让学生的学习目的更明确、学习体验更深入。 2. Cartoon time （1）Look and say T：I think the rain will go away soon and Johnny would have a nice day. How about our old friend Bobby?呈现书上有关Bobby的前3副图。 S：He’s sad. （2）Watch and answer 引导学生先提问，再寻找问题答案。 Why is Bobby so sad? What’s the matter? 师顺势提出What happened? Teach: happen What happened? lose—lost 丢失 I lost my new kite. (让学生模仿伤心的语气来读。) （3）Read and find *3-1. T: Why did Bobby lose his kite? What happened ? 学生自读Picture 2-3，找出关键句： It wasn’t windy in the park. It was windy there.(on the hill) The kite flew too high and he couldn’t hold onto it. It flew away. Teach：hold onto，fly away（引导学生根据已看视频及图片理解它们的意思） 借助板书, 利用动词，请学生说出Bobby丢风筝的经过，归纳动词的过去式。 *3-2.T: Was Bobby still sad at last? 学生看图回答: No, he isn’t. T: Why? 学生看图：Sam found his kite near the hill. T: Where did Sam find it? Teach: find—found 学生自读故事回答 【设计意图】通过上一环节的交流，自然导入cartoon的学习，呈现书上有关Bobby的前3副图，让学生产生疑问：Why is Bobby so sad? What’s the matter? What happened? 这里主要培养学生的提问质疑能力和发散思维能力，然后再让学生带着这个问题自读课文，了解故事概况。 （4）Think and say *4-1.借助板书，回忆Bobby的故事 *4-2. T: How was Bobby? First sad, then happy/ lucky （5） Reading time *5-1 Read after the tape; *5-2 Read in roles; *5-3 Read together （6） Act the story （7）小结：You know the story very well. From Cartoon time, we know Bobby’s day is changeable, at first , he lost his new kite and he was sad, but at last, Sam found his kite near the hill. Bobby got his kite again. He’s lucky and happy. Sam was helpful, so Bobby invited him to his home. 【设计意图】该环节通过跟读、分角色朗读、表演等形式操练巩固，指导学生体会人物情感，懂得气象常识，合理安排好自己的生活与学习。 3. Sound time （1）呈现Sound time把图片改成Bobby家人布置的新年气氛场景。 T：Look at Bobby’s house. S: Wow, it’s so beautiful. T: Why? S: Because the New Year is nearly. T：Yes. Look at the picture, when the New Year is nearly, what do people do？What do they say？What do they see？ （2）Ask and answer Teach：cheer together，my dear，see the fireworks，say “Happy New Year” （3）Listen and repeat *3-1.播放小诗录音，学生复述 *3-2.出示含ear组合的单词，学生朗读 *3-3.归纳字母组合ear发音 *3-4.学生例举学过的含有ear，且发音相同的单词。 *3-5.提供新单词学生尝试朗读 *3-6.归纳其他字母组合也发ear相同音的，如here，cheer 【设计意图】：把语音教学融合在今天的语境当中，让学生通过多种朗读方式操练巩固例句，并归纳、辨析字母组合ear的不同发音。 Step3.Practice（巩固文本，拓展延伸） 1.小结：Bobby’s day This morning, Tina and Bobby ______ the new kite in the park, but it ________windy in the park. Tina and Bobby ____ ____ the hill. The kite ____ high, but it _______too high and they ______ hold onto it. It ______ ________. Bobby ________very sad. Sam ________his kite near the hill. Bobby _______his kite again. He was___________. After that, Bobby invited him to his home. Bobby’s house was very________, because the ______ ________is nearly. They _________ together. I think Bobby had a _________day! 2. Summary（日记方式呈现） ________, (星期)_______of ________（日期） This lesson, we learned a lot. First, we reviewed Johnny’s day. Next, we learned the song: _______________. Then, we r_________ the story: __________day. What a _______day! Then, we k______ the sound of ear, for example: like Year, __________, ___________ and _________, and so on. What a _________lesson! 【设计意图】先结合板书引导学生整理故事基本要素，再依托单元主题语境的课时典型习题扎实操练、有效巩固所学各板块语言知识，在此过程中指导学生在情境中综合运用一般过去时态。 Step4. Homework（课后操练，教学评一体） 1. Recite Sound time, Song time and Cartoon time，then finish the exercises 2. Preview Checkout time (think and write) 【设计意图】作业的布置进一步延展了课堂教学，两项作业呈现梯度，由易至难，第一项作业为巩固作业，第二个作业为第四课时教学作铺垫，让学生结合自己的周末活动，运用日记的形式展示出来，让学生们在实践中运用，在迁移中创新。 【教学板书】 Unit 2 What a day! ——Bobby’s day What’s the matter? What happened？ Bobby ---first---sad—lost his kite – wasn’t windy, park, windy, hill, (lose) climbed up, couldn’t hold onto, flew away (can’t) (fly) --last----happy/lucky—found his kite—near the hill (Sam) (find) ear: year, dear, hear, near, year ere: here eer: cheer 六上Unit2 What a day！（Period 4） ——Our days 【教学内容】Checkout time 【教学目标】 1.按要求掌握本单元单词、句型和日常用语；（学习理解） 2.掌握动词过去式的不规则变化，并能运用其描述过去发生的事；（学习理解） 3.结合听力描述，将语篇信息补充完整。用简单的语言表达过去发生的事情以及自己的感受;(应用实践） 4.以多样化的形式记录生活中美好的瞬间，培养热爱生活、享受生活的志趣。（迁移创新） *完成课时目标所需要的核心语言如下： 核心短语 went swimming，watched a film，had a picnic，did the housework 核心句型 一般过去时的构成 【教学重点】 不规则动词的过去式及读音 【教学难点】 一般过去时的构成及准确运用 【教学准备】ppt 【教学过程】 Step1. Review（复习旧知，激发兴趣） 1. Let’s sing a song: 《Rain, rain, go away》 2. Free talk: Does Little Johnny like the rainy day? Why? From Yang Ling’s diary and Johnny’s diary we know they don’t like the rainy day. Because of the heavy rain, they couldn’t play outside. 3. T: How about you? S1:I like … day. Because I can … I don’t like…day. Because I can’t… S2: I like…day. Because I can…I don’t like…day. Because I can’t… S3:… 4. Say a chant : Weather Chant   Nice and sunny, nice and warm. The weather's nice today. Look at the sun, look at the sky. The weather's nice today. Thunder! Lightning! Look at the sky! The weather's bad today. Foggy, windy, stormy, cold The weather's bad today. 【设计意图】歌曲导入，活跃气氛，激活旧知，师生问答和chant则作为语言支架，为接下来Andy’s day的学习活动 做好铺垫。 Step2. Presentation（结合语境，层层深入） 1.Listen and choose. T: Different weather, different activities, and different feelings. Here’s a story about my student, Andy. Try to listen and choose. 2.Ask and answer T: You know something about Andy’s morning. Do you know more? Try to discuss with your partner. (1)Did he eat his breakfast this morning? Why? (2) How did he go to school? (3)When did he get to school? (4)Was he late for the English lesson? (5) Who was his English teacher? (6)Could he find his English book? (7)What day was it? And what was the date? Teach: do--did 【设计意图】通过引导，鼓励学生提问，如：what day，when，who, did等，教师在学生提问的基础上，将问题完整化，让学生在提问的过程中进一步掌握一般过去时的疑问句。 3. Try to read （1）T以日记形式呈现原文，生读了解更多信息。 （2）What do you think of his diary？Did he write well？What did he write？ 根据日记原文，梳理出日记中包含的信息：天气，日期，事情，心情，文章句式的表达（如交代了事情发生的原因，用了表示程度的副词，增加了语气词等） （3）If you want to write a diary well, what else can you write? 如使用连接词and，转折词but，感叹句What a/an…! How….! 疑问句Where….?Did…?等。 【设计意图】第三课时的家作第二项是Preview Checkout time (think and write)，学生学习了Andy’s diary，在此基础上结合自己的经验和日记，再通过教师一系列相关联的、循序渐进的引导对如何写好日记有了自己的见解。 4.Try to continue T: Boys and girls, in Andy’s diary, he couldn’t find his English book. Why? What happened? Imagine and guess! 提示语加图片：（1）Maybe he…. last night. (2) Maybe he….on his way to school this morning. (3)Maybe… 续编故事，T给出范例。 Eg：Where was it? Was it in my bedroom? I read it last night, but I put it in the school bag. Did I lose it on the way to school? The weather became foggy and windy. I rode fast and couldn’t see clearly, so I fell off the bike, and many things came out of it. I lost the book. What a terrible day! 生读一读范例，并尝试续编故事和分享 【设计意图】既然大家已经对写日记有了一定的了解，教师在这里设计了为Andy’s diary写后续这个活动，教师鼓励学生用一般过去时表达，并构架起语言框架，让不同层次的学生都可以参与进来，让每个学生都有所发展。 Step3. Practice（学思结合，用创为本） 1. Talk and say T: Good job! Can you tell me your story about your schooldays or Sunday? What did you do with your family or friend last Sunday/ last Tuesday/last Monday/…? Please and say. Work in pairs. 2.Write a diary about your school day or Sunday. T: We can use diaries to record what happened in the past, can you try now?生尝试写作。 （1）Share your diary （2）Evaluate：What do you think of his/her diary?全班评价（师评，生评），给予肯定或提出修改意见。 【设计意图】教师围绕话题，将教学内容整体串联，也将英语学习迁移到学生的生活中，让学生置身于语言产生的场域里，调动生活经验，还原生活经历，为写作做好了铺垫，增强语言运用能力的同时，提升复习效果。 Step4. Homework（课后操练，教学评一体） 1.Finish your diary and try to make it better.（必做） 2.Finish the exercise book.（选做） 3.Read the story: When will it snow?（选做） 【设计意图】作业的布置进一步延展了课堂教学，依据学生的个性差异，教师设计了分层作业，三项作业呈现梯度，由易至难，学生完成作业的同时，也加深了对一般过去时的有效感知和体悟。 【教学板书】 Unit2 What a day！ ——Our days ( P lace ) (park, school, library, cinema…) ( D ate ) ( T hings )(…of…) (watched…,had…,went…,did…,flew…) ( … ) ( Our days ) ( D ay ) ( F eelings ) ( W eather ) (Sunday, Saturday…) (sad, happy, exciting…) (windy, foggy, stormy, sunny, cloudy…) 学科网（北京）股份有限公司 $$