7B Uint 6 Grammar课堂实录

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.

【设计意图】学生欣赏歌曲并跟伴奏学唱英文歌Long Long Ago，激活话题背景知识。利用热身活动激发学生的学习兴趣和竞争意识，激活学生关于过去式知识的心理图式。

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.（板书He was...）For the second picture， were they at home last Sunday？（板书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. （板书They weren’t ...）Where were they？

Ss： They were in a restaurant.（板书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. （板书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？（板书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.（板书She flew... ）

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

S5： Yes， you did.

T： Great， yes， we went camping. We also put up a tent and had a picnic.呈现生词put up和tent。（板书We put up... ）

【设计意图】呈现镇江的风景图片，教师自我介绍，通过谈论周末生活进而开展猜谜游戏。本环节通过简单的一般疑问句问答引导学生对话题有初步的感性认识，调动话题背景知识和相关生活经验的隐性思维，激发学生的学习兴趣。同时通过图片呈现一般过去时的肯定句、否定句和一般疑问句及其肯定、否定回答。教师依据学生的回答适时介入，助其扫除语言障碍，理解put up和tent等词汇。

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.

【设计意图】教师从贴近学生的问题导入话题。在presentation第一部分，我使用本班学生的照片，与学生先进行了一个简单的free talk，然后给学生模板A、B，两人一组进行活动，就上周末五一劳动节的活动操练一般疑问句及其肯定、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.

【設计意图】学生在辨识并理解语法点后，结合自身知识与经验积累，参照“观点+支撑性理由或细节”这一语言形式，针对话题阐明自己的观点。在此过程中，教师给出语言框架供学生进行有序的表达。

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.

【设计意图】本环节旨在使学生在语篇和对话中笔头练习使用过去时，获得语篇结构的整体感知，通过第一个语篇对第一课时的动词过去式进行书面的操练巩固，通过第二个对话对本节课的一般疑问句和否定句进行书面操练。

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！

【設计意图】在操练部分，首先呈现了本班学生去苏州江南农耕文化园的照片，引起学生情感上的共鸣。让学生以小组为单位，讨论并完成report，每组派一个组长进行汇报，几乎每组学生都能有机会开口说。

本环节旨在引导学生综合所学语法知识以及前面教师所做的铺垫，基于话题情境进行富有内容和意义的有序、连贯的语言输出，在运用语言的过程中，深化对话题的自我认知和对语法知识的理解。

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.（呈现我和家人在长城上的照片以及帮助学生表达的表格。）

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.

…

【设计意图】操练的第二部分，呈现了自己一次游玩的照片并以自己为范例完成了过去时was/ were的表格，后面邀请五个学生根据表格描述他们的照片。

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.

【设计意图】操练的第三部分是根据每个学生带过来的不同照片进行小组活动，学生挑选一般过去时的一般疑问句和特殊疑问句来询问组员。

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

【设计意图】操练的第四部分为写作，学生根据调查问卷组织语言，用一般过去时写一段自己难以忘记的经历。教师针对学生的照片从不同角度进行提问，提示学生思考的方向，学生循此方向进行多维度的分析和评价，有助于学生形成批判性思维，对所读文本从被动接受到主动思辨。需要特别注意的是，用英语进行理解和表达的过程不仅有利于学生培养思维能力，而且有利于学生逐步形成英语使用者独有或擅长的思维方式。

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！

【設计意图】教师将学生设置在具体的情境中，深化对文本的理解和情感升华，以提升思维品质。教师的作业旨在让学生带着批判性思维复习巩固所学语法知识，启发学生反思内省，自觉修正，以求理性表达自我。

（作者为江苏省镇江市丹徒区石马中学教师）