六年级英语时态专题复习教案1.docx

六年级英语时态专题复习教案 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，广阔小学生在实际运用时会出现混淆的状况。PEP这套教材一共有八册，在这八册书中出现了一般如今时、如今进展时、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展复习，第一课时复习一般如今时和如今进展时，本课时是第二课时，我将会对一般过去时和一般将来时进展复习。    二、教学内容：复习语法一般过去时和一般将来时。    三、教学目的：    1、复习一般过去时和一般将来时两种时态并让学生可以能敏捷运用。    2、通过听说读写训练，开展学生综合运用语言的实力,培育学生参及课堂教学的爱好和主动性，以及培育他们运用语法学问的交际实力。    四、教学打算：多媒体课件    五、教学过程：Step 1： Warmup1、GreetingsGood afternoon, boys and girls.Good afternoon, teacher2、Daily talk（t-s）(也许)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：由教师及学生的自由沟通，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间隔 ，营造英语气氛，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，活泼课堂气氛并激发学生学习爱好。)Step2: Presentation/Practice1、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 Xiongs Last WeekDa Xiong: （crying）I failed the English test.Ding Dang: I am sorry to hear that. What did you do last weekDa 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 the English test.(设计意图：利用学生熟识的动画引入过去时，能很好地激发学生的学习爱好，并给学生供应了很好的听力和笔试练习，使原来枯燥的练习课变得生动。)1、答复问题：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、答复并完成下题（以人机对话的形式让学生提问大雄，然后录音答复，学生根据答复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 grandmas 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 Lets 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状况（PPT）(设计意图：通过做大雄的试题进展笔试练习，让学生检查自己的学习状况，试题能扶植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、假如动词以字母e结尾，变过去式时干脆在词尾加d。 3、假如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、局部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，具有敏捷性。)2、 Lets chantIs, was, are, were. ReadyGo, 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 weekendI ate, ate, ate good food.（设计意图： 通过chant 的形式进一步稳固过去时及短语搭配。欢快的节奏活泼课堂气氛、调整孩子们疲惫的脑神经，也为学问的稳固降低了难度。）B、将来时的复习T：If you are Da Xiong, what are you going to do next weekS1:I am going to S2:I am going toT:OK, lets see what is Da Xiong going to do next weekDa Xiongs Next WeekDing Dang: Da Xiong, there is another test 1 week later. What are you going to do next weekDa Xiong: What shall I do Oh, I see. I will 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 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 = will3、听音，推断对错并改正。1、Da Xiong will read Chinese next Monday. ( )2、He is going to watch TV next Tuesday. ( )3、He is going to Mikes home last Thursday. ( )4、He is going to watching TV next Friday evening. ( )(设计意图：推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浸透了动词时态刚好间状语的搭配一样性问题。)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 Xiongs Next Week”，并打算好自己的问题，然后学生分两组进展问答擂台赛。（设计意图：通过擂台赛扶植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,推动学生克制困难主动学习。学生们有剧烈的参及意识，学生们提出充溢特性不同的问题,然后再让学生来答复这些问题,这符合素养教化所期盼的结果,这样比自问自答更可以拓展学生的发散思维。而且通过竞赛还可以培育学生个人自信念和集体荣誉感。）C、过去式及将来时的综合练习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 toC、用Where , What, How 造过去式或将来时的问句（设计意图：分三步进展“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驾驭状况，而且在这个活动中培育学生的合作精神。）Step4 ： Summary 1、引导学生总结本课的重点（两种时态及句子的主要构造）。2、根据本课主线人物大雄引导学生教化学生珍惜时间，努力学习，进展情感教化。Step 5: HomeworkMake a book : My Weekends(含过去及将来)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 () 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展复习。本课时主要通过主线人物大雄和叮当引入并绽开练习，使本来枯燥的复习课变得生动，引起学生的学习爱好。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、写进展练习。而且在教学过程中教师留意培育学生学习的主动性，和培育学生的创建性思维。在最终教师能通过练习让学生自己进展归类小结，充分培育了学生归纳的实力。Unit 5: What Does She Do (Part B Lets Read)长安镇第二小学 王 蓉一       教材根据 Pep 小学英语六年级上册第五单元Part B Lets 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实力的培育，提倡体验、理论、参及、合作及沟通的学习方式，学生学习的过程就是学生形成语言运用实力的过程。本课时设计遵循以上教学理念，根据学生的实际状况，首先复习以Brainstorm法稳固所学Jobs词汇，然后自然过渡，打破教学难点、最终以小组合作的形式进展真实、自然且富有意义的语言交际活动，进一步稳固所学，促使学生获得、处理和运用信息，用英语及别人沟通，进步用英语解决实际问题的实力三教学目的：A：学问目的1.复习及运用本单元有关职业词汇及句型， 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敏捷运用：2. 能听、说、认读Lets read局部的短文并答复及短文相关的问题，开展学生的阅读实力。B：技能目的：能将所学内容用于日常口语交际。C：情感目的将本节课的教学内容及学生的生活实际严密联络，增加学生对英语的爱好，培育学生大胆开口说的习惯，增进学生用英语思维的意识。激发和培育学生学习英语的爱好。合作精神和竞争意识四. 教学重点：操练稳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： 难点是扶植学生理解短文中的新语言，并能引导学生根据实际状况运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.六教学打算: Cards， PPT课件七、教学过程. Warming-up1. Greetings (启发学生用不同感受来答复):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. （设计意图：变更传统单一答复Im fine, thank you. And you 用不同的答复来拓展学生英语思维实力。）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，拉近师生间的情感间隔 ，消退学生的惊慌心理，活泼课堂气氛，并吸引学生留意力，同时也为本课话题Jobs的导入做好铺垫。）. Revision1. （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，进步学生发散思维实力，为阅读课文的理解及运用做好了词汇的积累。）. 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 whos 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：用本班学生的录音进步了学生参及问题思索的主动性，集中学生留意力，录音内容及新授内容休戚相关，同时也起到复习稳固旧句型的作用。）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 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 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 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，消退难点。）. Lets Read: T: Youre so smart! Would you like to know three new friends They have different hobbies and jobs. (Pictures on CAI)1.      教学课文第一节，出示下列问题：Whos that woman Whats 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，后答复问题，再听音仿照，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，后答复问题，再听第二遍录音，边听边分小组排出本节句子依次（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，后答复问题，再做活动：“beep” activity: 教师快速读课文，有意用beep交换句子中的一个单词，学生听后说出被交换的单词，并试着说整个句子。 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，一方面培育了学生的听力，增加了兴趣性；另一方面也降低了教学难度，使学生便于学习、理解和消化。最终让学生在活动中熟读课文，即进步了学生的主动性，也增加了学生的留意力。）4.      完成课后习题，检查学生做题状况。. 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 （设计意图：学生对自己的将来都充溢了美妙的向往，因此谈到将来学生心情都异样兴奋，有话可说，简单进入角色。）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 whos 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，不同组别分别担当不同部门的“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. Lets go around the classroom and choose the best one, OK The employees 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：采纳小组合作的形式完成学习任务，生生之间在此根底上进展真实、自然且富有意义的语言交际活动，进一步稳固所学，且助于培育学生及别人合作的意识，促使学生获得、处理和运用信息，用英语及别人沟通，进步用英语解决实际问题的实力。）e. Conclusion: Its difficult to get a good job. Lets 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。). 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长，英语作业不仅要稳固学问，还要引导学生开阔视野，让英语走进学生生活。本次任务支配的是给两位学生特别熟识而又喜闻乐见的明星写短文，提示词也为一局部学生的写作降低了难度，进一步进步学生的综合语言运用实力，表达了教学为理论效劳这一宗旨。)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场进展复习，涵盖甚至超出了小学阶段所学职业词汇，进而在打破教学难点句子、教学拓展等环节时时留意稳固和应用，辅之以PPT课件展示，使教学容量扩大不少。 2语言沟通的情景真实教学时，教师留意将教学内容及生活实际相联进展语言拓展，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. 等都及生活实际休戚相关，3留意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，留意培育和激发学生学习英语的主动性和自信念。本课时正是以激发学生学习爱好为主，以摘“苹果”为评价主线贯穿教学始终，而教学的最终环节是“翻开”所摘“苹果”看看里面所写职业名称是否及自己的求职愿望相符，而且教师还设计了有的“苹果”无职业的状况，反映了当今社会有局部成年人处于无职业状态，从面教化并激发孩子学习努力的动力，为学生上了一堂富有教化及现实意义的英语课。此活动特别新奇独特，能使学生释放更大的学习热忱，又能更好地考察学生对本课重点的驾驭。六年级上册Unit 6第六课时 0举荐第六课时一、教学目的及要求1通过阅读植物日记进一步熟识驾驭植物生长过程的叙述。2可以独立完成Let's check局部的听力练习。3可以理解、认读B Let's read局部的句子。二教学重、难点分析 本课时须要重点驾驭植物生长日记的生长过程的叙述。要请教师引导学生通过阅 读理解、操练逐步自如运用。三、课前打算1教师打算若干份海报和打乱依次的课文里的句子。2教师打算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 weekendHow do you plant a treeflowerHow do you do thatWhat should you do then2预习(Preview)教师放第68页上的歌谣录音，学生跟录音说唱。然后教师带着学生根据下面的歌词说唱：First the seed，Then the soilNext the sprout，The plant is tall3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，学生快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)加句子嬉戏 学生五人一组，每人依次说一句话，比方第一名学生说：“I put some soil in the pot”第二名学生在此根底上再加一句话，比方：“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 seedsShe writes a diaryLet's readdiary”学生翻开学生用书阅读四篇日记。学生分小组探讨日记内容。教师答疑。本局部的两个难点为：1 water it and make sure it gets lots of sun. I can hardly wait!对于这两个句子，教师不必做过多说明，学生理解意思即可(4)教师放本局部的录音，学生听完后答复问题。以下问题供参考： What does Liu Yun do on Apr15 What does she see on Apr21 What does she see on Apr29 What does her plant look like on May l5 Does 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，其他学生读随意一篇日记，每人谈一句。请站在黑板前的学生画出正确的配图。接着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，教师随意指定一幅画，请学生说句子描绘图画。 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 soilWater itPut it under the sun verydayThen you can see a flower soon ，4稳固和延长(Consolidation and extension)(1)做本单元B Let's read局部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个打乱依次的句子，16个句子都摘自Let's read局部的日记。在规定的时间内，请他们合作给句子排序并贴在海报上，配以美丽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，请学生阅读后推断正误。(4)寻物启事学生五人一组。教师发给每组一张植物照片，各组写一段文字比照片上的植物进展描绘。要求每人写一句话。然后教师把各组写的短文收上来，随意抽取一篇读出来，学生根据描绘在全部的照片中找出相应的照片。