《新标准英语》（一起）六（下）Module 3 Unit 1 I took some photos

于 健

教学过程

Step 1.Leading in

1.Free talk:What did you do yesterday?

2.Activity1:What did Sam do last Sunday?

(1) Look at the picture carefully and try to guess“what Sam did last Sunday”.

设计意图：由谈论自己昨天做了什么引出本文Sam昨天做了什么。把课文Activity-1简单的chant热身改编为让学生先通过观察图片寻找信息，根据所给的关键词提示来回答问题，然后再通过chant找答案，以此引发学生思维的发生和发展。

(2)Listen to the chant and find the answers:cleaned,found,closed,went.

(3)Chant together.

Step 2.Presentation

1.Review Module 2 Unit 1

(1)WhatdidDaming,Simon and his mum do last week?

(They had a picnic.)

(2)Whatdoyou think of that day?

(It’s a/an_____day.)

设计意图：本课与Module 2 Unit 1课文联系紧密，选取M2 U1中部分图片帮助学生回忆课文情境，通过What do you think of that day?这个开放式的问题发散学生的思维，引发学生的思考，为本课学习做好铺垫。

2.Watch Activity 2 and answer:How did Daming feel about that day?

Teach the key sentence“I had a very funny day on Saturday”.

Bb:I had a very funny day on Saturday.

设计意图：通过开放性的问题，由学生对课文中郊游的不同感受过渡到让学生看一看、听一听Daming自己信中对郊游的感受，引出本课的主旨句“I had a very funny day on Saturday”。

3.Choose and underline.

(1)Choose:Whatwasthe weather like last Saturday?

A.It was sunny.

B.It rained all day.

C.It was changeable.（多变的）

(2)Underline the sentences about weather.

T: The weather was changeable,now could you try to underline the sentences about weather?

(Then it started to rain.)

Bb（板贴）:

(Itrained and rained and rained.)

Bb（板贴）:

(Then the rain stopped.)

Bb（板贴）:

LetSsanswer:Whatwas the weatherlike atfirstfrom Module 2 Unit1?(It’s a beautiful day.)

(It was sunny.)

Bb（板贴）:

设计意图：提炼本课funny day的有趣之处是因为多变的天气引发的各种小故事，所以以“天气变化”为主线串联整篇文本。通过画出天气变化的句子，板贴天气符号帮学生们理出文本线索。

4. Listen and order the photos in groups.

T:According to changeable weather,they did many different things.I’ve got some photos,and you’ve got some photos in your groups,too.Some are yellow,and some are blue.Let’s listen and order these photos in groups：

(1)Part 1 (Paragraph 1)and order the yellow papers.

Part2 (Paragraph 2 -Paragraph 4)and order the blue papers.

(2)Ask two students to help the teacher stick the photos on the blackboard in the right order.

Bb:

设计意图：本课以“I took some photos.”为题，以文本动画中出现的大量photos作为资源，通过配有关键词的照片，让学生根据天气变化的主线，通过听音给照片排序，梳理出本篇课文的发展过程，完成整体略读课文。

因为文本内容较长，所以划分为两个部分听音排照片顺序。听第一部分，完成第一段黄色底色照片的排序，听第二部分，完成蓝色底色照片的排序。然后请同学将板贴贴在黑板上完成板书。

5.Paragraph 1

(1)Describe the firstfour photos in groups according to the key words.One person one sentence.Then,show it out.

(2)Read Paragraph 1 with Daming together.

(3)Describe the firstfour photos together.

设计意图：精读课文，以段落为单位，第一段的学习主要借助板书中的关键词，让学生们能够边学边复述每个段落。

6.Paragraph 2

T:Thereweresome dark clouds.Then it started to rain.Did they take any umbrellas?

Teach“ran quickly”

Did they take theirfood?Why?

Teach“get wet”

Bb:get wet.

7.Paragraph 3

T:It rained and rained and rained.What did the ducks do?

(Those naughty ducks went to ourfood and drinks.They had a picnic!)

8.Paragraph 4

T: Fortunately, then the rainstopped.Theywenthome.But look at Daming.Is he happy? There are two key words aboutDaming’s feeling.What are they?Daming said：

We were______,and we were______ with the ducks.(hungry,angry)

Bb:hungry,angry：

设计意图：第二、三、四段的学习主要通过让学生们观察photos寻找答案。

Step 3. Practice and Consolidation

1.Repeat the letter.

2. Discuss Activity Book Exercise 1 on P10.

3.Finish the blackboard.

T:Look at Daming’s letter.At the beginning, we should write...

Bb:Hi,Lingling.

T:At last,don’t forget to sign name.

Bb:Love,Daming.

4.Retell the letter according the blackboard.

Hi,Lingling,

I had a very funny day on Saturday.

Love,

Daming

设计意图：本课文本是一封信，通过帮学生梳理写信的格式完成板书，给学生们提供复述课文的支架。

5.Sum up the structure of Daming’s letter and think over“How to write an experience well?”

T:Daming wrote a letter about his last Saturday.First,he use one sentence to sum up his day.That is“I had a very funny day on Saturday”.Then,according to the changeable weather,for example,“Then it startted to rain.”“It rained and rained and rained.” “Then the rain stopped.” Daming told us“Wheredidtheygo?”“When did they go?”“What did they do?”and so on.

So, from Daming’s letter,could you try to sum up how we can write an experience well?You can answer me in Chinese.

(feeling, weather, when,where,what,...)

设计意图：总结归纳本课所学，再次回到板书，通过梳理板书脉络，引导学生们总结提炼如何写一次经历，可以写“feeling,weather,when,where,what,...”等内容。

6. Describe a day we learned before in groups.

T:Welearnedmanytexts about experiences before. For example,a letter from Lingling,she went to a theatre.A story about Zara.Lucy learnt to skate.Now suppose you were the main character in the story,let’s try to tellthese storiesin groups.One person can write one or two sentences. Try to use“first,then”and talk about your feeling about that day.

设计意图：在四、五年级时学生已经学习过有关经历的文本。进入六年级下学期，在教学设计时，要树立大教材观。整理和本课文本相关的有关经历的文本。通过学习本课，再尝试用本课新学习的主旨句、顺序词等让学生在小组间进行合作，完成之前文本—— 一段经历的复述。

7. Talk and write“My Day”.

(1)T makes an example.

(2)Let Ss talk and write.

设计意图：由说到写，联系实际生活，教师先给出示范，学生根据给出的写作支架说说自己的一次经历，完成一篇小短文。

Step 4.Summary

T:Todaywehavelearned Daming’s letter.And we talked aboutstories aboutexperiences we learned before.Then we sum up how we can write our experiences well. At last, we shared“My Day”with each other.

Step 5.Homework

1.Listen and imitate the texton Page 14-15 forfive times.

2.Try to retellDaming’s letter according to the photos.

3.Go on finishing“My Day”.

附：板书设计