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六上Unit 2 What a day! (Checkout time)Ⅰ. Teaching contents: Checkout &Ticking timeⅡ. Teaching aims and learning objectives: By the end of the lesson, the students should be able to: 1. Listen to the dialogue and choose the right answer. 2. Know the format of diary. 3. Use the past tense to write a diary.Ⅲ. Focus of the lesson: 1. To use the past tense to talk and write about the thingsthey did. 2. To listen and choose.Ⅳ. Predicted area of difficulty: To use the past tense correctly to write a diary.Ⅴ. Teaching aids: Pictures, PPTⅥ. Teaching procedures:Step 1 Warming up1. Play a game before class: Brain Storm 1) I say go, you say went: fly, lose, climb, find, happen 2) I say went, you say go: went, became, saw, could, brought2. Sing the song: Rain, rain, go away 3. Free talk 1) T: The song is about: Jonny’s sad rainy day. 2) Do you like ... Days?T: I don’t like rainy days. Because I can’t go out and play. What about you?S: ...Step 2 Review story time1. T: Everyday is different. Every day is colourful. How was Yang Ling’s Sunday?Why?2. Ss try to retell story time with their mind maps 1) T: You made a mind map about Yang Ling’s diary. Please take it out and discuss第 1 页
with your desk mates, try to retell Yang Ling’s diary. 2) Pair work 3) Check (2 paris) Step 3 Review Cartoon time1. Talk about Bobby’s day 1) T: Yang Ling had an unhappy day. What about Bobby? Was he happy?Ss: Yes./ No.T: At first, he was ... Why? What happened? ...S: ...2. Bobby had a lucky Sunday. He wanted to write a diary about his day. Let’s helphim. 1) Fill in the blanks: 日记格式的填空题 2) Check3. What happened then? 1) T: Sam found Bobby’s kite. What happened then? You thought about aninteresting ending yesterday, can you show your classmates? Discuss in four, eachone says one sentence. 2) Discuss in four 3) CheckStep 4 Checkout time Listen and write1. Yang Ling wrote a diary about her Sunday, her friend Mike wrote a diary too. It wasabout his Monday. Let’s guess. What happened? 1) Look and predict T: Can you guess the weather? When did Mike get up? Was he late for school? What did he can’t find? S: ... 2) Listen and choose 3) Check2. Read Mike’s diary together. 3. Give a name to the diary: Mike’s _______Day.Think and write1. Prepare for writing 1) T: Look at Mike’s diary. What can we write in the diary? We can write what timewas it, ... Who, When, Where, What happened, Weather, Your feeling, Why 2) Talk about the format of the diary T: Now, we know what we can write in the diary. But do you know the format of thediary? Look at these three diaries. Can you try to say? S: ... 3) Check and conclude左上角写日期（星期几，日，月），右上角写天气情况。英式日期写法是日，月，年。美式日期写法是月，日，年。We should write Day, Date and months on the topleft corner, and write the weather on the top right corner.第 2 页
在日期和天气的下一行中间可以写上自己的小标题，也可以不写。We can give aname of the diary.正文是关于一天生活的记载。要选择当天感受最深刻的事件来描述，不要写成流水账。We should write down the impressive thing. 正文书写时，可以开头不空格，段与段之间空一行。也可以开头空四个字母的位子，段落之间不用空行。2.Talk about one’s Sunday. 1)Make a model.T: We know how to write a diary. Let’s write a diary about your Saturday. Wentswimming, watched a film, had a picnic, did the housework, what did you do lastSaturday? You can talk about your Saturday with these key words. First, discuss withyour desk mates. Ss discuss in paris 2) Check3. Ss write the diary 1) T: Are you clear? Now, take out your paper and write your diary. Ss write the diary: My _______ Sunday 2) 教师巡视并指导4. 欣赏一篇教室里同学的作文，做修改和点评Blackboard DesignUnit 2 What a day! Day/Date Weather When Weather Who Where How What happened Feeling 教学反思：这节课的主题是Someone’s day。围绕主题，我安排了谈论Yang Ling’s Sunday,Bobby’s day, Mike’s Monday这三个活动，来为学生写作文：My Saturday来铺垫。通过这些语言铺垫，以及学习如何写日记，最后，完成一篇描述周末活动的日记。在这节课的备课、试教、正式亮相的过程中，我学习到了很多如何处理checkouttime板块的知识，有了一些心得。1.复习Story time的活动，是安排学生制作思维导图，让学生自己组织语言来复述课文。在之前的准备，和上课时学生的展示过程中，我发现：在高年级，让学生在学习完story time后制作思维导图，有利于学生记忆课文，也帮助学生拓展思维。同学们制作的思维导图都不相同，各有各的想法，也各有各的理解。这还可以帮助学生条理清晰的理解、掌握课文，并培养学生有条理的运用语言表达的习惯。我觉得在教学中可以多加利用。2.在复习Cartoon time的时候，我让同学们编故事，这个活动的要求是三到四人一组，每人说一句，给Cartoon time编一个新的结局。但是如果改成像第一单元cartoon time中Miss Fox安排的活动那样，大家轮流来说句子，故事就会更有意思，同学们的参与度也会提高，无论听的效率还是参与思考的积极性，都会提高。而且说话的难度也会降低。这样的活动方式会更适合每一个学生。3.Mike的日记其实有很多可以挖掘的地方，比如文中过去式，文中语言丰富的句子，第 3 页
好去垫。这几个单元的过铺式是难点，学生要有大
量的输入，才能更好的输出。教师课在堂上每次的阅读都有意识的指导学生关注过去式的用法，
才能更好的帮助学生掌握。4.这
次的板书虽然考虑美到了观，但是没有考虑到条理性。虽然理的我解是，写作文要
量尽账不写流，水量尽围绕一件印象是刻的事情深写。但来即使只情写一件事是，也有描述的
序顺，先人写时间、气、天物、地点。再写发生了什么事情，详细描述事件的
经等词过，这中间可以有first, nextn, the语来串联。学
案六上 Unit 2 What a day! (4) Checkout time 1.Bobby wanted to write a diary. Can you help him?2.Let’s readMike’sdiary!3.What did you do with your family or friends last Saturday? Writea diary about your last Saturday. 第 4 页Saturday,_____________
Sunday, 20th September ________This morning, Tina and I ______ my new kite in the park, but itwasn't______ in the park. Then we ______ ______ the hill. It waswindy there.Then the kite flew too high, we couldn't ______ ______ it. I______ my new kite. I was sad. I cried in the park. Then, Sam came, he ______ my kite near the hill. Ha ha! I washappy! ______________________________________________________________________________________________________________________________Monday, 21st September It was cloudy in the morning. I got up late. It was seven thirty. Icouldn’t eat my breakfast. I went to school by bike. I got toschool at eight o’clock. Miss Li was in the classroom. It was her English lesson. I waslate again. I was very sorry for Miss Li. I opened my schoolbag. Oh, no, I couldn’t find my English book. 有条理的描述事情，都可以让学生关注。为写作文做
with your desk mates, try to retell Yang Ling’s diary. 2) Pair work 3) Check (2 paris) Step 3 Review Cartoon time1. Talk about Bobby’s day 1) T: Yang Ling had an unhappy day. What about Bobby? Was he happy?Ss: Yes./ No.T: At first, he was ... Why? What happened? ...S: ...2. Bobby had a lucky Sunday. He wanted to write a diary about his day. Let’s helphim. 1) Fill in the blanks: 日记格式的填空题 2) Check3. What happened then? 1) T: Sam found Bobby’s kite. What happened then? You thought about aninteresting ending yesterday, can you show your classmates? Discuss in four, eachone says one sentence. 2) Discuss in four 3) CheckStep 4 Checkout time Listen and write1. Yang Ling wrote a diary about her Sunday, her friend Mike wrote a diary too. It wasabout his Monday. Let’s guess. What happened? 1) Look and predict T: Can you guess the weather? When did Mike get up? Was he late for school? What did he can’t find? S: ... 2) Listen and choose 3) Check2. Read Mike’s diary together. 3. Give a name to the diary: Mike’s _______Day.Think and write1. Prepare for writing 1) T: Look at Mike’s diary. What can we write in the diary? We can write what timewas it, ... Who, When, Where, What happened, Weather, Your feeling, Why 2) Talk about the format of the diary T: Now, we know what we can write in the diary. But do you know the format of thediary? Look at these three diaries. Can you try to say? S: ... 3) Check and conclude左上角写日期（星期几，日，月），右上角写天气情况。英式日期写法是日，月，年。美式日期写法是月，日，年。We should write Day, Date and months on the topleft corner, and write the weather on the top right corner.第 2 页
在日期和天气的下一行中间可以写上自己的小标题，也可以不写。We can give aname of the diary.正文是关于一天生活的记载。要选择当天感受最深刻的事件来描述，不要写成流水账。We should write down the impressive thing. 正文书写时，可以开头不空格，段与段之间空一行。也可以开头空四个字母的位子，段落之间不用空行。2.Talk about one’s Sunday. 1)Make a model.T: We know how to write a diary. Let’s write a diary about your Saturday. Wentswimming, watched a film, had a picnic, did the housework, what did you do lastSaturday? You can talk about your Saturday with these key words. First, discuss withyour desk mates. Ss discuss in paris 2) Check3. Ss write the diary 1) T: Are you clear? Now, take out your paper and write your diary. Ss write the diary: My _______ Sunday 2) 教师巡视并指导4. 欣赏一篇教室里同学的作文，做修改和点评Blackboard DesignUnit 2 What a day! Day/Date Weather When Weather Who Where How What happened Feeling 教学反思：这节课的主题是Someone’s day。围绕主题，我安排了谈论Yang Ling’s Sunday,Bobby’s day, Mike’s Monday这三个活动，来为学生写作文：My Saturday来铺垫。通过这些语言铺垫，以及学习如何写日记，最后，完成一篇描述周末活动的日记。在这节课的备课、试教、正式亮相的过程中，我学习到了很多如何处理checkouttime板块的知识，有了一些心得。1.复习Story time的活动，是安排学生制作思维导图，让学生自己组织语言来复述课文。在之前的准备，和上课时学生的展示过程中，我发现：在高年级，让学生在学习完story time后制作思维导图，有利于学生记忆课文，也帮助学生拓展思维。同学们制作的思维导图都不相同，各有各的想法，也各有各的理解。这还可以帮助学生条理清晰的理解、掌握课文，并培养学生有条理的运用语言表达的习惯。我觉得在教学中可以多加利用。2.在复习Cartoon time的时候，我让同学们编故事，这个活动的要求是三到四人一组，每人说一句，给Cartoon time编一个新的结局。但是如果改成像第一单元cartoon time中Miss Fox安排的活动那样，大家轮流来说句子，故事就会更有意思，同学们的参与度也会提高，无论听的效率还是参与思考的积极性，都会提高。而且说话的难度也会降低。这样的活动方式会更适合每一个学生。3.Mike的日记其实有很多可以挖掘的地方，比如文中过去式，文中语言丰富的句子，第 3 页
好去垫。这几个单元的过铺式是难点，学生要有大
量的输入，才能更好的输出。教师课在堂上每次的阅读都有意识的指导学生关注过去式的用法，
才能更好的帮助学生掌握。4.这
次的板书虽然考虑美到了观，但是没有考虑到条理性。虽然理的我解是，写作文要
量尽账不写流，水量尽围绕一件印象是刻的事情深写。但来即使只情写一件事是，也有描述的
序顺，先人写时间、气、天物、地点。再写发生了什么事情，详细描述事件的
经等词过，这中间可以有first, nextn, the语来串联。学
案六上 Unit 2 What a day! (4) Checkout time 1.Bobby wanted to write a diary. Can you help him?2.Let’s readMike’sdiary!3.What did you do with your family or friends last Saturday? Writea diary about your last Saturday. 第 4 页Saturday,_____________
Sunday, 20th September ________This morning, Tina and I ______ my new kite in the park, but itwasn't______ in the park. Then we ______ ______ the hill. It waswindy there.Then the kite flew too high, we couldn't ______ ______ it. I______ my new kite. I was sad. I cried in the park. Then, Sam came, he ______ my kite near the hill. Ha ha! I washappy! ______________________________________________________________________________________________________________________________Monday, 21st September It was cloudy in the morning. I got up late. It was seven thirty. Icouldn’t eat my breakfast. I went to school by bike. I got toschool at eight o’clock. Miss Li was in the classroom. It was her English lesson. I waslate again. I was very sorry for Miss Li. I opened my schoolbag. Oh, no, I couldn’t find my English book. 有条理的描述事情，都可以让学生关注。为写作文做
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