刊物属性
  • 刊物名称:校园英语
  • 国内刊号:CN 13-1298/G4
  • 国际刊号:ISSN 1009-6426
  • 邮发代号: 18-116
  • 数据库收录:中国知网
  • 投稿邮箱:
      tougao@xiaoyuanyingyu.com
  • 作者:校园英语杂志社 字数:4018 点击:

      摘 要:一般过去时是英语学习的重要内容,但因为汉语中没有相对应的语法结构,导致学生时常感到困惑并屡屡犯错。本教学设计以大单元整体教学为出发点,融合串连一系列相关情景的“大任务”,从学生的角度开展“教-学-评”一体化的学习,有效帮助学生自主发掘语言规律与特点,在真实的情境中运用与掌握语言,内化知识,从而减少学习障碍,增强自信心。
      关键词:大单元;学历案;一般过去时
      作者简介:陈茗琪(1984.07-),女,广东广州人,清华附中湾区学校,中小学一级教师,硕士研究生,研究方向:小学英语教学。
      小学英语教学中,教师应注重对学生英语能力和学习能力的培养,使学生能在具体语境中理解、运用一般过去时,能在小组活动中积极配合与合作,具备复习与归纳、联想与观察等综合能力。本文以教科版小学英语六年级上册Module4 “Past Experiences”一般过去时模块复习大单元为例,设计“参与志愿者活动”的系列情景,帮助学生自主内化一般过去时的用法,实现了以下目标:学生成为課堂的主角与中心,主动观察与猜测语料,领悟吸收知识;学生通过同桌操练、小组内采访与分享汇报,真正实现语言输入与输出的有效执行;学生通过阅读与思辨,以读促写,读写交融,结合渗透志愿者申请信的文体写作特征,提升综合能力;通过现代社交媒体的运用,拓宽学生的视野,陶冶学生的美德,增强其自我效能感。
      一、学习任务
      1.完成Get ready,写出常用动词的过去式。
      2.完成Task 1——Let's compare the changes brought by 'Double Reduction Policy', by observing and guessing, and talk with partners.
      3.完成Task 2——Let's interview what your group mates did and report.
      4.完成Task 3——Let's read Li Hua's diary of a voluntary work and think critically.
      5.完成Task 4——Let's write an application for the voluntary work in the GZ library, involving your past experiences.After that, evaluate within classmates.
      6.完成检测与练习1,在朋友圈用英语发表一篇美文,描述在广州图书馆当志愿者时发生的具体故事。
      7.完成检测与练习2,搜索有关志愿者服务的网络资源,在英语课堂上分享。
      二、学习过程
      Get ready:write down the verbs in the past tense. (检测目标1)
      Review : Let's chant. (课本第42页Rhyme time的小诗)
      We helped out
      I walked to school with Shirley.
      We got there very early.
      She said, “Let's clean the classroom.”
      So I got out a big broom.
      Shirley tidied all the chairs.
      I put the desks in pairs.
      When the teacher came inside,
      She couldn't believe her eyes.
      Thumb up for yourself: I know the past-tense verbs.
      Task 1:Let's compare.
      活动1:Observe and guess: what is changed for the boy? Why? What happened before and what happen now?
      活动2:Talk with your partners. (与同桌操练)
      A: How_______ the boy now? What about before? B: He _______  tall and strong now. But he_______ short and thin before.
      A: He often   _______sports now,, hasn't he? What about before? B: _______ , he_______. But before he seldom_______sports .
      A: What   _______ he do on weekends now? What about before? B: He _______some reading and_______ to the park now.  But now he_______ maths lessons before
      Thumb up for yourself: Our life changed and became more meaningful.
      Task 2: Let's interview.

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