7B Uint 6 Grammar課堂實錄

Step 1： Lead-in

1. Enjoy a song.

T： Good morning， boys and girls. Just now， we listened to a song—Long Long Ago. Can you tell me what tense is used in the song？

S： Simple Past Tense.

T： Good. As this is the second period of Simple Past Tense， I hope you’ll be able to talk about your weekend activities and express your ideas in real situations after this lesson.

【設計意圖】學生欣賞歌曲并跟伴奏學唱英文歌Long Long Ago，激活話題背景知識。利用熱身活動激發(fā)學生的學習興趣和競爭意識，激活學生關于過去式知識的心理圖式。

2. Play a guessing game.

T： First， let me introduce myself to you. I come from Zhenjiang. As you can see from these pictures， it is a beautiful city with high mountains and clean blue lakes. And this boy， can you guess who he is？

Ss： Maybe he is your son.

T： Yes， you’re so clever. He is my son， his name is Hoven and he likes outdoor activities very much. Here are some photos I took last weekend. Looking at his smile， we can see he had a great time. Do you want to know more about Hoven’s last weekend activities？ OK， let’s play a guessing game to see what he did and where he went. If you can guess， just stand up. Now the first picture， was he happy last weekend？（板書Was he...？）

S1： Yes， he was.

T： OK， let’s check. You’re right. He was happy.（板書He was...）For the second picture， were they at home last Sunday？（板書Were they...？）

S2： Yes， they were.

T： OK， let’s check. Were they at home last Sunday？

Ss： No， they weren’t.

T： They weren’t at home. （板書They weren’t ...）Where were they？

Ss： They were in a restaurant.（板書They were...）

T： Now the third picture， did Hoven ride a bike last Sunday morning？

S3： Yes， he did.

T： Good， you’ve got it. He rode a bike last Sunday morning. （板書He rode... ）For the next picture， did Hoven’s aunt go running last Sunday afternoon？

S4： Yes， she did.

T： It seemed that she went running， but let’s see the whole picture. Did she go running？（板書Did she ...？）

Ss： No， she didn’t.

T： What did she do？

Ss： She flied a kite.

T： “flied” or “flew”？

Ss： She flew a kite.（板書She flew... ）

T： Yes. Now it is the last chance for you to guess. Did we go camping last Sunday afternoon？ （板書Did we ...？）

S5： Yes， you did.

T： Great， yes， we went camping. We also put up a tent and had a picnic.呈現(xiàn)生詞put up和tent。（板書We put up... ）

【設計意圖】呈現(xiàn)鎮(zhèn)江的風景圖片，教師自我介紹，通過談論周末生活進而開展猜謎游戲。本環(huán)節(jié)通過簡單的一般疑問句問答引導學生對話題有初步的感性認識，調動話題背景知識和相關生活經(jīng)驗的隱性思維，激發(fā)學生的學習興趣。同時通過圖片呈現(xiàn)一般過去時的肯定句、否定句和一般疑問句及其肯定、否定回答。教師依據(jù)學生的回答適時介入，助其掃除語言障礙，理解put up和tent等詞匯。

Step 2：Presentation

1. Free talk. What weekend activities did you do on May Day？

T： Just now you knew about Hoven’s weekend activities. I’m also interested in what you did last week on May Day. Who wants to have a free talk with me？

T： Did you listen to the music last weekend？

S1： No， I didn’t.

T： What did you do？

S1： I went shopping with my mother.

T： What about you？ What did you do on May Day？

S2： I played football with my friends.

【設計意圖】教師從貼近學生的問題導入話題。在presentation第一部分，我使用本班學生的照片，與學生先進行了一個簡單的free talk，然后給學生模板A、B，兩人一組進行活動，就上周末五一勞動節(jié)的活動操練一般疑問句及其肯定、否定回答。

2.Pair work. （Students work in pairs and use either sample A or sample B to finish your dialogue.）

T： Please work in pairs and tell your partner what you did on May Day. Pay attention to your pronunciation of the past form of the verbs.

（A）

S1： Did ...？

S2： Yes， ... did.

S1： What else did ... do？

S2： ...

S1： Was it interesting/ fun/great/ wonderful...？

S2：Yes， .../ No， ...

S1：Were you happy/excited...？

S2： Yes， .../ No， ...I felt...

（B）

S1： Did ... ？

S2： No， ... didn’t.

S1： What did ... do？

S2： ...

S1： Was it interesting/fun/ great/ wonderful...？

S2：Yes， .../ No， ...

S1：Were you happy/excited...？

S2： Yes， .../ No， ...I felt...

T： Which pair wants to share your activities with us？ OK， this pair， please.

S1： Did you play basketball on May Day？

S2： Yes， I did.

S1： What else did you do？

S2： I had a picnic with my family in a park.

S1： Was it fun？

S2：Yes， it was.

S1：Were you happy？

S2： Yes， I felt very happy.

【設計意圖】學生在辨識并理解語法點后，結合自身知識與經(jīng)驗積累，參照“觀點+支撐性理由或細節(jié)”這一語言形式，針對話題闡明自己的觀點。在此過程中，教師給出語言框架供學生進行有序的表達。

3. Individual work. （1） Help Millie finish her report about their weekend activities. （2）Help Sandy complete the conversation. （Page 74）

T： Our old friends Millie， Simon， Kitty and Daniel also had a meaningful weekend. Please help Millie finish her report. Remember to choose the right words and use the correct forms.

T： Last month， Simon also went camping. Sandy is asking him about his trip. Please help her finish their dialogue. If you finish it， please practice your dialogue with your partner.

【設計意圖】本環(huán)節(jié)旨在使學生在語篇和對話中筆頭練習使用過去時，獲得語篇結構的整體感知，通過第一個語篇對第一課時的動詞過去式進行書面的操練鞏固，通過第二個對話對本節(jié)課的一般疑問句和否定句進行書面操練。

Step 3 Practice

1. Group work. Make a report about your trip.

T： Last month， you had a class trip to Suzhou Jiangnan Agricultural Culture Park. Can you make a report about your trip？ Please work in groups and choose a leader to report.

S1： Last month， we went to Suzhou Jiangnan Agricultural Culture Park by bus. We enjoyed ourselves there.

It was sunny. In the morning， we went to the park. There were many beautiful flowers and different plants. It was interesting！ In the afternoon， we saw many animals such as pigs and chickens. After that， we enjoyed nice food. In the evening， we went back to school.

It was a wonderful trip！

【設計意圖】在操練部分，首先呈現(xiàn)了本班學生去蘇州江南農耕文化園的照片，引起學生情感上的共鳴。讓學生以小組為單位，討論并完成report，每組派一個組長進行匯報，幾乎每組學生都能有機會開口說。

本環(huán)節(jié)旨在引導學生綜合所學語法知識以及前面教師所做的鋪墊，基于話題情境進行富有內容和意義的有序、連貫的語言輸出，在運用語言的過程中，深化對話題的自我認知和對語法知識的理解。

2. Individual work. Practice was/were.

T： Apart from this trip， I’m sure you had other wonderful trips， right？ I want to share one of my trips with you.（呈現(xiàn)我和家人在長城上的照片以及幫助學生表達的表格。）

T： Can you guess where it was？

Ss： It was the Great Wall.

T： I was 30 at that time. Actually， I went there last Summer Holiday. I was in Beijing. I was with my family there and I was excited when I climbed to the top of the Great Wall.

T： What about your trip？ I have got some pictures of you here. Can you share your trips with us？

T： This boy， please.

S1： For the left picture， I was 10 years old and I was in Hengdian. I was with my best friends and we were all happy at that time. For the picture on the right， I was in Inner Mongolia， my hometown. I was with my family and I was very excited when I went back to my hometown.

T： The twins， please.

S2： We were 13 years old. We were in an amusement park in Zhangjiagang. We were with our classmates and we had a good time there.

…

【設計意圖】操練的第二部分，呈現(xiàn)了自己一次游玩的照片并以自己為范例完成了過去時was/ were的表格，后面邀請五個學生根據(jù)表格描述他們的照片。

3. Group work. Ask and answer： what questions will you ask if you see a photo？

T： I saw most of you bring your photos here. I’m sure you are interested in your classmates’photos. What questions will you ask if you see a photo？ Please think about it by yourselves.

T： Now I will choose some of your photos. Picture one， this boy please come to the front. Others ask questions about the pictures.

S1： Where were you？

Boy1： I was in the park.

S2： What did you do？

Boy1： I flew the model plane in the park.

S3： Were there many trees？

Boy1： Yes， there were.

S4： How did you feel then？

Boy1： I was happy because my model plane could fly high.

【設計意圖】操練的第三部分是根據(jù)每個學生帶過來的不同照片進行小組活動，學生挑選一般過去時的一般疑問句和特殊疑問句來詢問組員。

4. Writing. My wonderful life.

T： From all these photos， we can see our life is full of beautiful memories. We are sure to have some unforgettable things in our life. Now please write about your unforgettable things in your life， such as a birthday party， a trip to ...， last... festival， shopping， and picnic.You can fill in this questionnaire to help you organize your ideas.

Fill in the questionnaire.

1. Where did you go？

2. When did you go there？

3. Who did you go there with？

□family □friends □classmates

4. How did you go there？

□By bus. □By car. □By train.

5. How long did it take？

□An hour. □Two hours. □Over 2 hours.

6. How was the weather？

□sunny □cloudy □rainy

7. What did you do？ （in the morning/ afternoon/ evening）

8. Did you enjoy yourselves？ Why？

□Yes， we did. □No， we didn’t

【設計意圖】操練的第四部分為寫作，學生根據(jù)調查問卷組織語言，用一般過去時寫一段自己難以忘記的經(jīng)歷。教師針對學生的照片從不同角度進行提問，提示學生思考的方向，學生循此方向進行多維度的分析和評價，有助于學生形成批判性思維，對所讀文本從被動接受到主動思辨。需要特別注意的是，用英語進行理解和表達的過程不僅有利于學生培養(yǎng)思維能力，而且有利于學生逐步形成英語使用者獨有或擅長的思維方式。

Step 4 Homework

T： Yesterday is history； tomorrow is a mystery； and today is a gift； that’s why we call it “the present”. So we can’t travel to the past to rewrite the history. We are writing history every moment. The most important thing is to cherish today.

T： After class， make your own poster about a wonderful trip including the article and pictures. Thank you for your cooperation！

【設計意圖】教師將學生設置在具體的情境中，深化對文本的理解和情感升華，以提升思維品質。教師的作業(yè)旨在讓學生帶著批判性思維復習鞏固所學語法知識，啟發(fā)學生反思內省，自覺修正，以求理性表達自我。

（作者為江蘇省鎮(zhèn)江市丹徒區(qū)石馬中學教師）