小学英语沪教牛津版(六三制三起)六年级上册Module 1 Getting to know each otherUnit 1 Growing up教学设计

课题：沪教版牛津英语（三起）六年级上

Module 1 Unit 1 Little Justin

课时：第三课时

教材分析

 1．本课选自小学英语六年级上册，本书有十二个单元，本课为第一单元，属于故事型语篇教学。本单元共有三课时，本课是第三课时。

2．六年级上册第一单元第一课时用Sally成长的不同阶段的介绍引入一般过去时，并要求学生用was/were来表达过去的状态。一般过去时的学习是本单元的重点也是本册书的重点。而本课随着故事内容的推进，用小蝌蚪Justin的变化让学生进一步学习体会过去时和现在时对比应用，从而帮助学生提高巩固和综合运用本单元所学的知识的能力。

学情分析

1．在之前学习的基础上，教师虽然以前没有教过这个班的同学但能够在上课之前多次和学生进行沟通，并了解学生的学习习惯和认知规律。

2．六年级的学生有一定的英语语言基础，对待一些问题有自己的看法，并且具备了一定的逻辑思维能力、小组合作能力和写作能力。但是随着年级的增加不如中低年级的孩子愿意表达和积极参与，这就要求老师尽可能多的调动学生的积极性。课前布置学生做一个自己喜欢的居住在海里的小动物的头饰并鼓励学生最后在课文输出部分灵活再构自己头饰的动物，让学生对故事的学习更加感兴趣。

教学目标

一．     Knowledge aims

1. Learn the new  words and phrases: catch flies , be born

2. Learn how to describe an animal with functional sentences, such as: It is …It has …It can…

3. Learn the different situations when to use the past tense and when to use present tense.

二.Ability aims

1. Develop the ability of understanding a story.
2. Understand when to use “He was… He is …”and “His …was/were… His…is/are”
3. Retell the story and make up an ending to the story.

三.Emotion aims

Arouse the love to our mother. 

重点&难点

一.key points

1.Understand the main idea of the passage

2. By the tasks of the story, students can consolidate the usage of past tense of be.

二.different points

1. Correctly use the past tense when describe the changes of little Justin.

2.Make up an ending of the story .

教学工具

videos, powerpoint, pictures，new words cards

教学过程

教学环节

教师活动

预设学生活动

设计意图

Step One:

Warming-up

热身导入

1. Greetings.

2.Use a little video about the changes from a cocoon to a butterfly and a picture about little ducks to lead in the phrase “be born”

3. By contrasting the two sentences and the phrase ask students why the real situations we use the past tense.

The teacher and the students greet each other .问好

Watch the video and guess the meaning of “be born”

蝴蝶破茧成蝶的视频以及小鸭子破壳而出的图片给学生真实的场景，这个时候出示be born 短语，结合语境很容易猜出短语的含义——出生。

通过真实句子达让学生通过对比总结出be born 实际应用中注意过去时态的运用。

 Step Two:

Presentations

新知呈现

1.With the help of video about butterfly and the picture of the duck showing a picture of a tadpole and let students guess” Where was the tadpole(Justin) born ?”

2.Show a picture about tadpoles’ eggs and tell students when tadpole was born he was an egg.

3. Encourage students to describe the features of an egg, such as: small and black , a long tai.

By contrasting the two pictures from egg to tadpole let students to fill in the blanks.

1) He is an egg.

With the help of video and pictures students can make a sentence with be born and can answer the question Justin was born in the river easily

.

Students can describe the egg and tadpole with the sentences:

He is …

His head is …

He can/has…

从视频到图片到简单问题，一步步循序渐进易于学生回答。

首先通过熟悉的句型描述蝌蚪和卵的外貌特征，为后面出现过去时对比句型做铺垫。

He is small.

  He is black.

2) He was an egg.

  Now he is a__________.

  His head is___________.

  He has a ____________.

4. Teacher asks them to wear a headwear made by themselves and lead students to guess what happens when little Justin finds his mother. According to the headwear, Justin may meet fish, turtles, crabs and nets …

5. Watch the video and see what really happens. Before watching

guess two questions: How many mothers does little Justin meet?

Who are they?

6. When students answer fish and turtle let them think the common parts between Justin and fish or between the turtle.

Let them sum up the key words.

7.Fill in the blanks to describe the changes from a tadpole to a froglet.

8.As the turtle part has the mainly same sentence structures with the fish part, teacher lets students read by themselves and directly sum up the key words and key phrases.

The fill the blanks.

9.Make an ending of the story.

What will happen when Justin meets a frog?

Give students chance to make up the ending and write down on the answer sheet.

The fill the blank to make up the sentences of changes from froglet to frog.

Students follow the action of the teacher by referring to the pictures of catching flies, they can easily guessing the meaning of “catch flies”

After meeting the fish and the turtle students can easily make up what happens to the frog and Justin.

Justin:

Frog：

通过Justin从卵长成蝌蚪这一变化，让学生更好体会现在时和过去时的对比帮助巩固核心句型。其中关键词 was now 做了红色字处理，便于学生正确完成练习。

让学生课前准备自己喜欢的一种生活在河里的动物的头饰，激发学生的兴趣，鼓励学生在文本输出时加入自己想法或者角色。

这部分老师在展示课文中的故事之前，根据学生的头饰进行预测，（老师带上蝌蚪头饰游去同学之间遇见小螃蟹渔网等，激发了学生的兴趣，让本不是教课书里的动物也可以有机会参与扮演输出。）

填空练习采取循序剪辑，组层深入的方式，引导学生从简单句描述外貌填空到描述过去和现在不同的生长过程再到整句的输入，层层深入。

Step Three:

Practice

巩固练习

1．   Retell the story by referring to the pictures, words and phrases on the blackboard.

2．   Act the story

3．   Let students think whether Justin is angry with his mother or not.

In this way, arose the love to our mothers and make a heart card to express our greeting and love to our mother for the coming Mother’s Day.

Students can retell the story by referring to the pictures and phrases.

Students write their words to their mother for the coming Mother’s day.

从复述故事到改编故事再到输出表演故事，一步步循序渐进，符合学生的认知特点，同时鼓励学生加入课文额外的故事情节，培养学生的创造力。

Step four

Homework

作业

1. Retell the story of Little Justin and make your own ending.

B .Make a card to your mother and stick to the heart card to it.

Students work in pair or in little groups to take about it.

复述故事体的形式检测了学生文本输出的情况同时回家动手美化课上的母亲节卡片，让学生把学到的句子结构用到实际的生活中去，体现学以致用的好习惯。

板书设计