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之江汇教育广场
教学设计
课程基本信息
学科 小学英语 年级 六年级 学期 春季
课题
Recycle Mike's happy days(Day 7 )
教科书 书 名：人教（PEP）2011课标版三年级起点（吴欣主编）教材
出版社：人民教育出版社 出版日期：2014年10月
教学目标
1.能读懂邀请函内容，并能回答相关问题；能对收到的邀请函做出书面回复；了解邀请函的
书写格式，并能写简单的邀请函。
2.能结合语境运用一般过去时描述Mike前六天的农场生活及过去的小学生活等；能结合语
境运用一般将来时“be going to/ will…”描述毕业典礼派对的活动，学会合理策划派对活
动。
3.了解在西方文化中派发邀请函为一种最常见的邀请方式，通过欣赏不同类型的邀请函体验
文化差异，培养跨文化意识。
4.能在教师的帮助下理解文章大意，并通过正确的语音语调及意群阅读文章，引发学生友好
相处，珍惜同学友谊的美好情感。
教学内容
本单元围绕Mike’s happy days展开教学，描述了Mike参观农场以及参加毕业告别派对
所度过的欢乐时光，复习并巩固单复数、比较级、一般现在时、一般将来时、一般过去时等
语法要点。Day7 Mike’s surprise是一节读写课，通过Mike收到学校毕业告别派对邀请函为
语境，重点复习一般将来时的表达。
学生在六年级主要学习了一般将来时和一般过去式的用法，已具备一定的语言基础。
基于以上教材与学情分析，本课教学重难点确立如下。
教学重点：
1.复习一般过去时和一般将来时的用法与表达。
2.能看懂邀请函并完成相关学习活动，能对收到的邀请函做出书面回应，能依据情境设计书
写简单的邀请函。
教学难点：
1. 学会用思维导图梳理归纳已学过的知识。
2. 学会与同学友好相处，感受美好友谊，美好生活。
教学过程
S tep 1 : Warming up
1. Greeting:
T: Hello,I’m Sunny.Welcome to my mini class.
2.Learning Objectives:
这节课，我们将
①学习并理解一种新的文体并完成相关活动任务。
②通过预测感知、理解探究和拓展延伸等互动学习，复习一般过去时和将来时的
用法与表达。
1之江汇教育广场
③学会用思维导图梳理归纳已学过的知识。
Now, are you ready for the class? Let’s go~
3.Look and say:
First，let’s enjoy some photos and tell me what are the photos about？
呈现Mike’s days at the farm插图
S1: They’re about Mike’s days.
T: Where is Mike these days?
T: Yes, he’s at the farm. What did he do there? Do you remember? ★
用一般过去时简单描述Mike前6天在农场的生活。
T: Wow, what did Mike do there?
T: He visited a farm and had a lot of fun. He went fishing, read books and played video
games on the farm. He met a new friend, Bill. He made a PPT about his school life and
drew a poster about Bill. He also went to the farmer’s market and had a picnic.
T:How is Mike？Yeah, he is so happy.
Wow, What happy days at the farm!（动画形成主题）
设计意图：通过欣赏视频复习巩固一般过去时，为之后进入文本做好铺垫，引导
学生用一般将来时谈论 Mike第七天的农场生活，旨在激发他们学习文本的兴
趣。
4.Let’s guess:
呈现Day1 至Day6截图，请学生用一般将来时预测Mike第七天的活动安排。
T: Look! These are 6 days of Mike’s farm life. But what about Day 7?
What will happen? Do you have any questions about day 7?
Where is Mike? Maybe...
How is Mike? Maybe he is...
What is Mike going to do ?
Can you guess?
T: Yes, maybe he is going to have a trip to the forest.
T: Maybe he will have a goodbye party with Bill.
T: So what will Mike really do? Now, let’s see.
Step2 : Pre-reading
1. Look and choose:
创设Mike收到电子邮件的情境，并出示Mike的话“Wow! It’s really a surprise!”
引导学生观察邀请函图文，并选出正确的文本体裁，初步感知新词。
T: What surprise? Let’s look and choose!
2之江汇教育广场
Maybe it’s an email, an invitation or an e-card.
T: Wow, what is it?Can you tell me?---It’s an invitation.
2.Good to know:
T: Do you know what an invitation is? It’s a card or a piece of paper that you invite
somebody to a party.
Let’s enjoy a video about it.(短视频感知文化invitation)
3. Look and say: （感知邀请函的格式和出处）
引导学生读一读邀请函的收件人和寄件人，感知其格式和出处：“Mike’s school
sent him an invitation.”
T: So this is an invitation to Mike. But where is it from? Yes, it’s from Mike’s school.
How can we know that? Look here, “Mike’s school sent him an invitation.”right?
设计意图：通过观察图文、观看视频等方式引入邀请函体裁，感知邀请函的文体
格式，了解邀请函的出处和文化。
Step3 ： While-reading
1. 初步感知，获取信息（why,where&when）
①Read and tick:
出示三幅不同派对的图片及选项，引导学生限时快速浏览文本，选出正确的选
项，明白farewell party的意义。
T: What invitation makes Mike so surprised? Let’s try to read and find out the answer.
An invitation for a birthday party, English party or a farewell party. Now, please read it
quickly and tick! You’ve got 10 seconds. （课件呈现倒计时）
T: Times up! Have you got the answers?
Yes, it’s an invitation for a farewell party.
设计意图：通过快速略读，让学生整体感知文本并理解farewell party含义。
②Think and ask:
用课件呈现关于邀请函的思维导图，引导学生对邀请函进行自主提问。
T: Do you know what the farewell party is? It’s a goodbye party.
We didn’t have an farewell party before? So what do you want to know about the
party?Look at this mind map. Do you have any questions about the party?
---Why will they have the party? Where is the farewell party? When is the farewell party?
What are they going to do at the party? Who is going to the party?
Wow, you have so many questions about the party.
Now, Let’s read and find out the answers.
设计意图：引导学生用why, when,where, what,how,who 等疑问词表达对邀请函的
疑问，激发学生对文本的猜想与期待，发展学生的自主探索能力，激发阅读兴
趣。
3之江汇教育广场
③Read and underline:
根据问题:
“Why are they going to have a farewell party?”
“Where is the farewell party?”
“When is the party?”
引导学生快速浏览文本，找出答案，师生核对答案。
T: Why are they going to have a farewell party? Because it’s time to leave their school.
They’re going to the middle school.
T: Where is the farewell party? It’s in the music room.
T: And when is the party? Friday, 3 p.m.
T: So now, we’ve got the time and the place of the party.
2. 再读文本，处理细节（what,how& who）
①Read and tick or cross:
T: So now, we’ve got the time and the place of the party. What are they going to do at
the party?
引导学生阅读完成判断，核对相关细节，结合图片和语境理解give prizes含义。
T: So, what are they going to do? This time, let’s read and tick or cross.
T: Will they draw pictures and sing songs at the party? Yes, they will.
From the text, here, we know:We will draw pictures and sing songs .
T: Next, will they listen to music, dance, play games and do some kungfu? No, they
won’t do any kungfu.
T: Are they going to have some fruits? Oh, no. But what are they going to have? They’re
going to have cake, candy and juice.
T: “They will give prizes for the best pictures.” Yes or no? From here, we know:“We’re
going to give prizes for the best pictures.”Yes.（课件上呈现“最佳绘画奖”，图片结
合语境理解新短语。）
T: They will give prizes to the good students.Yes or no?
And what do you think of the good students? Who are the good students?
They will give prizes to the good students who helped others the most, who studied hard
and who wrote the best stories.
Any more? What do you think the good students are like?
Maybe someone who ran the fastest, who sang the best songs, who had beautiful
handwriting.
②Listen and tick:
T: So, boys and girls, at the party, they can do so many things. Is it fun?
Yes, it will be great fun!
4之江汇教育广场
呈现Mike给Zhang Peng打电话的场景，听音打勾，并在听后核对文本信息。
T:The invitation is a big surprise for Mike. He is so excited. So he calls his
friends, let’s listen and tick. Who is going to the party, too?
T: Who is going to the party, too? Mike, Zhang Peng, Wu Binbin and Robin. What
about John? Is he going to the party? Why not? Because he is ill. Oh! What a
pity!
设计意图：通过阅读任务，理解判断，引导学生主动思考，积极交流的同时渗透
阅读技巧，通过挖掘文本细节对比，提升获取信息的能力。
3. Read along
T: So this is the whole invitation. Let’s read along.
听录音，跟读，注意句子中的升降调与停顿。
Step 4 ： Post-reading
1. Write a reply
T: Mike is going to the farewell party, so he writes a reply to ?---Miss White.
Now, Can you help? Let’s help Mike write a reply to his school.
Maybe I can show you first. （动画呈现书写示范）
Now,it’s your turn. Let’s write.
2. Choose and design
呈现不同派对的邀请函，请学生选择一种派对，设计、书写自己的邀请函。
T: So Mike will join in the farewell party. Do you like parties? Do you want to have
a party, too? What party do you want to have? Now, you can choose one party, let’s design
your own invitation.
设计意图：读后环节，通过设计自己的派对邀请函，培养学生的自主书写表达能
力，提升语言运用能力。
3. Summary:
今天，我们跟随着Mike’s surprise学习到一种新的文体体裁——邀请函；我们在
听、说、读、写、思等不同活动中，学会了怎样有方法地去阅读、回复邀请函和
设计自己的邀请函，同时我们还了解到了farewell party的特色和意义，相信大家
也一定非常期待属于你们自己的毕业派对吧！
4. Homework：
T: OK！So much for today’s class. Here comes today’s homework.
1. Repeat the text（ P48）more fluently .
2. Finish the invitation and try to make it better.
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可
自行补充增加。
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