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四、学情分析：
六年级学生通过第1和2课的学习，已经能够在适当的情境中运用简单的过去时态的句子表达自己和他人在过去某个时间做的事情。但对现在完成时还很陌生。因此，在教学中我力求充分发挥小组合作，结对活动优势，发挥小老师作用，共同发展。
教具准备：
教学过程：
Step 1. Warm up
Greetings.
T: Children, your studies in primary school are coming to an end. You have learned together for six years. I think all of you are interested in English. What have you learned?
S: We have learned a lot of words.
S: We have learned a lot of sentences.
S: We have learned a lot of topics.
S: We have learned how to speak English.
S: We have learned how to read in English.
S: We have learned how to write in English.
S: We have learned how to listen to English.
设计意图：通过播放毕业歌,创设学生们即将毕业的情境，帮助学生投入到课堂中，为后续活动做好铺垫。
Step 2. Presentation
T: Great. You have learned so much. Now I have many words. 重复，板书，跟读words. Can you match them? Which ones will you choose? The red ones or the green ones? 组长选择，教师根据选择下发红绿卡片。
S: The red one.
…
T: Match the words and read them in groups.
…
T: Which group can show your ideas? 小组汇报，组长拖拽，其他同学说，全班跟读。
…
T: Good job. Next group.
…
T: Well done.
设计意图：通过小组共同完成信息差的单词任务，发挥学生主体作用，在交换信息中复习动词过去式和ing形式。
T: We have learned a lot of words. I practise writing words every day. I practise listening to English news every day. I practise reading English stories every day. I practise speaking English every day. How about you? What do you practise in class or out of class? Do the survey in groups. You have three minutes. Go!
…
What do you practise …?