小学新版-牛津译林版Unit 2 What a day!教案及反思

《英语》（六年级上册）

Unit 2 What a day!

Grammar time

Teaching aims and learning objectives 教学目标

1. 学生能理解并且会听、会说、会读和会拼写单词及短语：cloudy, rainy, sunny,

windy 和会运用句型：It was sunny/cloudy/windy/rainy.和I/We/He/She

brought/saw/flew…

2. 学生能理解Story time，并能正确朗读、复述Story time。

3. 学生能进一步理解动词过去式的不规则变化及读音，并学会运用。

4. 学生能理解并会运用表达天气的句型。

Focus of the lesson and predicted area of difficulty 教学重点和难点

教学重点：1. 学生能理解故事内容，并能正确朗读、复述故事。

2. 学生能理解动词过去式的不规则变化及读音，并学会运用。

3. 学生能理解并会运用表达天气的句型。

教学难点：学生能理解动词过去式的不规则变化及读音，并学会运用。

Teaching procedures 教学过程

Step1 Free talk & Song time

1. T: Hello, boys and girls. Nice to meet you again.

  S: Nice to meet you, Miss He.

  T: Do you remember the song How is the weather?

    Let’s sing the song together, OK? (播放歌曲，学生跟唱)

2. T: How is the weather in the song? (PPT上呈现歌曲中出现的四个天气情景)

  S: It’s sunny/cloudy/rainy/snowy.

3. PPT呈现Tip, 学生跟读单词 (补充foggy“有雾的”这个词汇，和sunny结合在一起，学习双写最后一个字母加y的用法。)

Step 2 Grammar time

1. T: How is the weather in Suzhou today?

  S: It is... (根据实际情况回答)

  T: Look! It was the weather in Suzhou last week.

    How was the weather last Sunday?

  S: It was sunny.

  T: Ask and answer in pairs. Discuss the weather in Suzhou last week.

2. PPT呈现be动词过去式的变化规则

   T: "was" is the past form of "is" and "am". What’s the past form of "are"?

 → were (学生一起读动词过去式)

3. T: Look at the picture and complete the sentences.

Step 3: Song time

  T: Let’s have a rest and enjoy an interesting song Simple Simon.

Step 4: Grammar time

1. T: When we write a diary, we should write down the weather and the date first.

    And then we can describe what happened on that day.

    We can describe from morning to afternoon like Yang Ling’s diary.

    (In the morning, ... Then ... In the afternoon ...)

2. T: Do you remember Yang Ling’s diary?

    Look at the pictures and try to complete the sentences.

  (看图完成句子)

  T: Please put the sentences in the right order.  (给句子排序)

3. T: In Yang Ling’s diary, there are some past forms of the verbs. Can you find them?

   (PPT呈现，教师带读单词以及过去式) 

4. 行为动词过去式的变化规则：

  (1) 一般情况在动词末尾加ed，如pulled，cooked；

  (2) 以不发音的e结尾的动词，在词尾加d，如tasted；

  (3) 以重读闭音节结尾的动词，双写末尾字母加ed，如stopped，planned；

  (4) 以y结尾且y前面是辅音字母的动词，变y为i加ed，如worried，studied；

  (5) 部分动词变过去式为不规则变化，如go—went，bring—brought；

  (这个环节可让学生先试着说说，教师在学生说出的结果上再进行总结归纳)

  T: In Yang Ling’s diary, the past forms of the verbs are special.

   (学生朗读动词原形和过去式, 试比较不同处)

 T: Please complete the sentences and retell Yang Ling’s story.

Pay attention to the verbs.

 5. 部分不规则动词过去式的变化情况：

  T: In English, there are some other verbs. The past forms of them are special too.

    (呈现单词)

  T: Read, spell and try to remember them.

Step 5: Consolidation

1. Look and say

  (填空完成迈克的日记)

2. Exercise

  (用动词的适当形式填空)

Step 6: Homework

1. Read “Story time” three times and retell it.

2. Read and recite the verbs, and try to find more verbs.

3. Complete the exercise in《补充习题》.

4. Preview “Fun time” and “Song time”.

Teaching aids  教学准备

PPT课件

板书设计：

说课

本节课主要学习了动词过去式的不规则变化。这篇课文是日记的形式，学生第一次接触如何写日记，本课通过帮助学生了解如何写日记，来学习动词过去式的不规则变化。日记书写的第一步就是写日期和天气，从而引到be动词的过去式变化。在教学中，利用和学生实际生活紧密相连的话题，学习巩固be动词过去式的变化。生活化的学习内容一向是学生感兴趣的，而且能够学以致用。

第二步让学生了解书写日记的内容，可以按照时间节点来记录当天发生的事情。通过回顾Yang Ling日记中的内容，学习了动词过去式不规则变化，通过复述Yang Ling的日记，巩固了动词过去式的不规则变化。

最后通过展示Mike的日记，呈现了已经学过的部分动词过去式是如何不规则变化的，拓展学生的语言知识，提高学生的学习能力。