《Mike’s happy days》Day3-Day4 教学反思
一、Day3 教学反思：Life on the farm
书本中以 “农场生活” 为情境，通过 “圈单词拼图” 活动让学生在 “pqswimmingbdcboatingarthomeworkc” 中找农场相关活动词汇，多数学生能快速圈出 “fishing、cleaning、playing music” 等，完成 “Write down what he, she or they do every day” 时，能结合动词短语描述日常，如 “He goes fishing.”。但部分学生对 “homework” 这类非农场核心活动词归类犹豫，反映出对 “农场生活” 场景边界认知模糊。接着通过作业本的听力文本，导入情节“The Booths are busy on the weekend”, 接着通过The Booths一家人在农场的活动，复习词组“Sometimes he plants vegetables. He goes shopping on the weekend. Mrs Booth often cooks meals and washes clothes. She does the cleaning every weekend. Bill usually does homework. And he picks some vegetables. Bill’s grandparents often play games and watch TV.书本和作业本的结合，让情节更加完整，知识复习更加全面。
“写正在进行活动句子” 环节，学生能写出 “Bill is playing ping - pong.”，但句式单一，缺乏 “主语 + is/are + 动词 ing + 其他” 的多样表达。同样的作业本上，通过练习“Mike is swimming. Bill is riding a bike. Mrs Booth is washing clothes in the bathroom.”等句子填空完善正在进行时的复习和书写。
二、Day4 教学反思：Mike's day on the farm
（一）过去时间线梳理
以 “Mike 农场忙碌周六” 为主线，引导学生补全 “In the morning, I got up early. Then I_ After that, I_ Next, I_ In the afternoon, _ In the evening, I_ Finally, I_ at 10 p.m.” 时间线，多数学生能结合文本填 “went fishing，picked grapes，rode horses” 等，复现故事时能按时间顺序叙述。“Mike 和 Bill 卡片游戏” 环节，学生通过 “Is this bigger or smaller than the elephant?” 对话，掌握 “biggest、smallest” 比较级和最高级用法，但部分学生对 “whale、elephant、tiger” 的大小逻辑判断需提示。
（二）语言运用与思维训练
“Retell Mike’s day” 时，学生能运用连接词 “then、after that、next” 使叙述连贯，但对 “had a race、won” 等细节描述简略。“Look, find and write” 中，学生能完成 “Mike's horse is smaller than Bill's.”“Bill's horse runs faster.” 等比较句，但 “Bill's grandpa is taller than Tree ①.” 这类跨事物比较句存在逻辑困惑，说明对比较对象合理性理解不足。
（三）作业本故事链接
作业本的听力文本，从书本的Mike’s day on the farm was busy到Bill and Mike were all busy on the weekend? What did they do?通过询问学生Mike在和Bill一起的时候，两人忙碌了些什么，阅读听力文本Bill and I got up early. He did homework first. Then he went fishing with me. We only got some small fish. In the afternoon, Bill helped his father pick grapes. Then we rode horses together. We had a race...引导学生复习过去式的动词词组。
