PEP六年级第三单元教案.doc

 Unit3  Last   Weekend  单元计划邹春荣教学内容 1四会单词、短语watched TV  washed the clothes  cleaned the room  played football  visited grandparents went to a park  read a book went swimming  went fishing  went hiking 2四会句子What did you do last weekend?I played football.Did you read books?Yes, I did. No, I didnt.1. 本单元的教学主要是使学生学会表达在过去时间内所做的事情，主要句型What did you do last weekend/yesterday?   I played football.  Did you read books?  Yes, I did. / No, I didnt. 在前面学生已经掌握了一般现在时，现在进行时，一般将来时的用法，建议老师应该在已有的基础上设计活动，由旧引新，把学生自然地带入一般过去时的情景之中，避免过度强调语法。2. 本单元涉及到了动词过去式的变化规则和读音规则，是学生的学习的难点，教师应该由浅入深，循序渐进，由规则变化到不规则变化，并借此复习动词后面加-ing的特殊变化情况，以加深学生的记忆。单元重难点 重点：1、四会单词和句子的听、说、读、写。2、Lets learn部分单词和短语的听说读写。 3、句型what did you do last weekend? 等的正确运用。难点：1、四会单词和句子的读写。2、Read and write 的理解。3、正确认读本单元所给出的7个音标以及相应的单词。学情分析 本单元的教学重点是使学生学会对过去时间里所做的事情进行英语表达，在以前已经掌握了一般现在时、现在进行时、等时态用法基础上本单元建议应给学生创设真实的教学情境和组织有意义的教学活动来展开一般过去式的教学。教师可以让学生通过朗读例词和完成单词、音标、图连线的活动初步建立单词的音、形、义之间的联系。本部分教学教师要引导学生仔细听录音，通过模仿、观察等手段认读音标，建议教师让学生多听录音，跟录音读例词，再完成连线活动。本单元Story time 将A、B部分出现的基本语言巧妙的编入故事中，让学生在情境中领会本单元的重点知识，同时渗透了德育教育，又因高年级的学生已经掌握了较多的词汇教师可以充分利用这一材料通过让学生角色表演、故事复述等活动来组织教学。课时安排 建议本单元共六课时，具体分配如下：(可根据本单位实际情况，灵活掌握。)一课时：A 部分 Lets start ，    Lets learn，  Lets find out二课时：A部分 Lets try ， Lets talk ， Lets find out Prounciation  。三课时：A 部分：Lets read， Lets play，  story time。四课时：B部分：Lets learn Lets  play  Lets sing ，Good to know 。五课时：Lets  chant ， Lets  talk  ，  Lets   find  out。六课时：B Lets  find out  ，Lets read， Lets check  Task  time 等。Unit3 Last weekend  Part A lets learn( 第一课时) 课型 词汇教学教学目标 1. 能听说读写短语：watched TV, washed clothes, cleaned the room, played football and visited grandparents。2. 能够听懂问句： What did you do last weekend ? 并能做出正确的回答。3. 能够运用新学内容完成Make a survey的任务。4. 教育学生熟悉身边的人所做的事情，并能做到经常关心别人。教学重难点1. 重点：(1)能听说读写短语：watched TV，washed clothes，cleaned the room，played football and visited grandparents。(2) 听懂会说句子:What did you do last weekend ? 并能在实际情景中灵活用。2. 难点：5个加e d词组的读音和书写，掌握动词过去式和发音。教具准备 1. 教师准备本课时所需的六张词卡。2. 教师准备录音机和录音带。3. 教师准备调查表。3. 教       学      过      程 （一）、Warm up1、Lets chantEvery weekend I climb mountains, what do you do ?Every weekend I clean the room, what do you do ?Every weekend I read books, what do you do ?Every weekend I go shopping, what do you do ?然后，问What do you do on the weekend ? 复习与周末活动相关的动词短语。 2、Lets startT: What do you usually do on the weekend? 帮助学生回忆学过的动词短语,并引导学生回答，如：I usually play football.(设计意图：通过简短交流，让学生回忆周末所做的活动，既复习了以前的单词，又为学习这些单词的过去式做了铺垫。)（二）、Presentation1猜周末活动呈现：last weekend   washed the clothes教师出示日历 T： Whats the date today?请学生回答Its .然后教师将日历翻到上周日：What was that day?然后帮助学生回答It was last Sunday. It was the last weekend.学习last weekend 。T: Now I know what you do on the weekend. Guess what I usually do on the weekend?学生猜出后，T:I usually clean the room on the weekend. Last weekend I cleaned the room too.板书clean the room 和cleaned the room.(设计意图：由clean the room 到cleaned the room 符合认知规律，让学生自己从几个词组中找出发音规律，这样更容易记忆。)2. 同样方法呈现：watch TV   watched TV  wash the clothes  washed the clothes  play football  played football  visit grandparents   visited grandparents然后让学生找规律，学生找出规律后，教师用不同颜色的粉笔标上过去式的后缀-ed示范其发音，让学生试着找出发音规律。3.学生听录音，打开课本跟读短语，学生小组内相互指读短语。（三）、Practice 1看动作猜词组一名学生用动作表示上周末活动，其他学生说出过去形式动词短语。 2接龙问答游戏T: What did you do last weekend ?S1:I watched TV. How about you.S2?S2:I played football. How about you.S3?S3:.（设计意图：以游戏的方式进行，能够活跃课堂气氛，调动学生积极性，使学生乐于参与，提高了学生的语言辨音能力）（四）、Production1Lets find out 2.Do a surveyName  What did you do last weekend？学生四人一个小组进行问答练习，鼓励学生完成教师发的调查表。完成后请几位同学上台讲解自己组内同学的上周末活动情况。（设计意图：让学生运用所学知识在小组内完成任务，有助于培养学生的合作精神和综合运用语言知识的能力。）     五板书设计 Unit3 ast weekend Wash washed clothes Clean cleaned roomWhat did you do last weekend? Watch watched TV Play played football Visit visited grandparents 教学札记：Unit3  Last weekend Part A Lets talk（第二课时） 课型 对话教学教学目标 1能够听、说、读、写句型：What did you do last weekend? I played football. 2能够完成Lets try部分的练习。 3能够正确运用重点句型进行对话，完成Lets find out部分的游戏。教学重难点  1重点是句型：What did you do last weekend? I played football. 2难点是该句型的问句部分，以及认读语音部分的三个双元音音标。教具  1、教师准备若干张图片。 2、教师准备录音机与磁带。 教       学      过      程 （一）、Preparation 1、快举快读游戏，复习动词的原形和过去式，如watch TV   watched TV  wash the clothes  washed the clothes  2、一个比划一个猜。一名学生通过动作描述上周末活动，其他学生说出过去式短语。（设计意图：通过游戏的方式复习所学过的内容，活跃课堂气氛，让学生更有兴趣参与，提高学生的主动性。）（二）、Presentation1Lets try T: What did Chen Jie do last weekend? Listen and circle.2T：Now we know what Chen Jie did last weekend. What did you do last weekend? 请学生回答  I played football./.教师板书并示范朗读句型What did you do last weekend? I played football.学生跟读，口拼句型。(设计意图：利用听力活动进一步熟悉本单元新词，并引入新句型What did you do last weekend?降低了难度，让学生更容易接受。)3接龙问答游戏操练主句型。如：S1: What did you do last weekend? S2:I watched TV . What did you do last weekend?S3: I played football. What did you do last weekend?/How about you?S4:4在接龙游戏尾声老师打断学生的回答，接下去问Lets me guess. Did you play football last weekend?引导学生回答，Yes ,I did. / No,I didnt5同桌用课本配图进行意义操练。（三）、Practice1听录音Lets talk, 学生逐句跟读。3.学生展示：分角色朗读，表演对话。4.Q: What did Wu Yifan do last weekend？  What did John do last weekend？学生听录音回答问题，然后跟读录音，同桌之间做对话练习。(设计意图：通过不同的形式，由整体到部分再到个人的反复操练对话，进行朗读训练，培养学生的朗读能力，增强语感。)（四）、Production1连词成句(1) did you last what weekend do (?)(2) cleaned room I the (.)(2)、Have a report      请几名学生汇报调查结果，最后让学生把调查结果写成书面文字。如：Zhang Peng listened to music  I watched TV yesterday.（五）、Progress1. 把Lets talk 部分读给家长或同伴听。2. 完成相关配套练习   六 板书设计 Unit3 last weekend教学札记： Unit3 A Lets read    （第三课时） 课型 阅读课教学目标  1、能听、说、认读Lets read部分的内容，并完成相应活动。并能模仿短文描述自己或他人的周末生活。 2、读懂story time中的故事。教学重难点 1、理解短文内容，能模仿短文描述自己或他人的周末生活。2、本课难点是is的过去式形式was的用法。教       学      过      程 (一) preparation:Ask and answer:1.T：Wang Qiang:What did you do yesterday? S：I watched TV and did homework.T ask the other Ss:What did Wang Qiang do yesterday? S:He watched TV and did homework.（在这里告诉学生回答他人的活动，只需要改变人称就可以了。其他地方跟回答第二人称时没有变化）设计意图：通过转述他人的活动，让学生学会如何表达第三人称活动形式。2、T: Li Tao:What did you do last weekend?   S: I washed the clothes、cleaned the room、read books and did homework.   T:What did Li Tao do last weekend?   S:He washed the clothes、cleaned the room、read books and did homework.T: Li Tao was busy last weekend.(板书)   明确地向学生解释is的过去式形式was的用法。（二）：Pre-reading1、再询问两个学生，达到巩固was busy last weekend.这句话的目的。2、根据学生的回答，教师可提出更细节性的问题：T: What did you do last Saturday morning/ last Sunday evening?SA: I (did)last Saturday morning/ last Sunday evening。生边答，师边板书。设计意图：让学生进一步明确Saturday morning、Sunday evening等时间副词的用法。（三）、In-reading1、(1)Do you want to know what Wu Yifan did last weekend?展示小黑板Lets read the passage and tick or cross:   Wu Yifan was busy last weekend.(  )   Last Sunday was Wu Yifans grandmas birthday.(  )设计意图：让学生带着简单的问题首次阅读短文，增加学生再次阅读的兴趣。(2)、读后找生校正答案。2、(1)Read again and finish the sentences of the book.(2)Point student answer the questions and check.3、(1)Please read the passage again and finish the form:再次展示小黑板并拿出下发的调查表 Wu Yifans weekend（2）看着调查表回答What did Wu Yifan do last weekend?完成课本上的第二个问题。设计意图：层层递进，帮助学生正确回答问题。4、Do you have any questions？If you have，pleas ask.设计意图：为发展学生个性，提倡大胆质疑，满足不同学生的学习需求。5、(1)Listen to the tape and read after it.（四）Post-readingWhat did you do last weekend?Please write a passage about your weekend.I was busy last weekend. I             Saturday morning. I           Saturday afternoon.In the evening           Sunday morning           Sunday afternoon                  .(五)Progress1.Summary：今天我们学习了如何描述自己的周末活动，及如何询问别人的周末活动。希望同学们能把所学知识运用到生活中去。2.HomeworkRead the story time and answer “What did Zoom do last weekend?板书设计： Unit3 A Lets read was busy last weekend. What did you do last weekend? I watched TV. 教学札记：Unit 3  Part B Lets learn（第四课时） 课型 词汇教学教学目标 1能够听、说、读、写短语：went to a park, went swimming, read a book,   went fishing, went hiking。2能够听、说、认读句子：What did you/ (name) do last weekend/ yesterday? I(name) (did) last weekend/ yesterday. Did you.? Yes, I did.教学重难点 1重点是掌握四会词组2难点是掌握不规则动词的过去形式教学过程1. Warm-up1) Free-talk: T: What day is today? A day isT: What day was yesterday? (强调 yesterda y) B: Yesterday/ It was T: What did you do yesterday?  C: I (did)yesterday. (用前几课时已经学的词组) 2) Chain-drill:C: I (did)yesterday. What did you do yesterday?D: I (did)yesterday. What did you do yesterday?E, F( ask the teacher)T: I went to a park yesterday.2. Presentation （1）继续Chain-drill,由教师引出并出示新授词组:went hiking.（2）学生已经了解了go的过去式后, 教师边用I went (这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing. （3）同样的方式，教师引出新授词组 read a book。教师教授read 的过去式发音，并让学生了解不规则动词的过去式。.3. Practice（1）听录音，跟读，教师领读，学生小组内互读短语（通过这个环节让学生准 确掌握所学新单词的发音）（2）自编chant.一起哼唱歌谣。    Park,park,went to a park,I went to a park yesterday.    Swimming, swimming,went swimming.I went swimming yesterday.    Book,book,read a book,I read a book yesterday.    Fishing,fishing,went fishing, I went fishing yesterday.    Hiking, hiking,went hiking, I went hiking yesterday.（通过轻松自在的哼唱，让学生掌握所学的单词以及短语，通过这种方式可以激发学生的学习兴趣）4. Production1) Pair workA: What did you do last weekend? / Did you ?B: I (did)/ Yes, I did.2)在问答过程中完成书中所示的表格.3)邀请几组同学到前面汇报调查结果。板书设计       Unit 3 Last weekend              教后反思： Unit 3  Part B Lets talk （第五课时）课型 对话课教学目标 1. 能够听、说、读、写句型：Did you read books? Yes, I did. No, I didnt. 2. 能够完成Lets find out 部分的活动。 3. 能够完成Lets try部分的听力练习。 4. 能够理解并会吟唱本单元第一页Lets chant部分的歌谣。教学重难点 1. 重点是学生听、说、读、写句型：Did you read books? Yes, I did. No, I didnt. 2. 难点是学生能够正确使用动词的原形和过去式形式。教       学      过      程 二次备课 Step 1 Preparation(1) Free talk:T: What day is it today ?   Ss: T: Whats the weather like today ?  Ss: T: What did you do last weekend/yesterday?  S1: Ilast weekend. How about you? S2: Ilast weekend. How about you?(2) 教师出示单词卡片，让全班学生分两组一起进行动词原形与过去式的快速变换问答。 SA: watch TV        SB: watched TV SA: go to a park        SB: went to a park SA:       SB: . 设计意图：通过教师和学生的交流，复习所学过的动词过去式和句型，为新课学习做好铺垫。Step 2  Presentation 1. answer my questions, T：(出示钓鱼的卡片) I went fishing yesterday. Did you go fishing ? 找学生试着回答：Yes, I did. / No, I didnt. (教师再出示读书的卡片) Ask: Did you read books ？学生回答：Yes, I did. No, I didnt.将引出的四会句子及答语板书，学生口拼句子。然后将句子Did you read books?中的read 划出。T: Pay attention to this word,/ri:d/ or /red/？解释：一般过去时态的一般疑问句用Did 提问，后面的动词用原形。然后将全班学生分成两部分练习Did you? Yes, I did.  No, I didnt.2. Play a guessing game T: Ask: What did I do yesterday ? Guess! S: Did you?    T: Yes, I did. / No, I didnt.T: What did do yesterday ?  S: Did you ?   S1; Yes，I did. /No, I didnt. 4.让学生用学过的动词，四人一组练习Did you? Yes, I did. /No, I didnt这一句型。找几组学生对话。6Lets talkAsk：What did Mike do yesterday? Guess.教师放录音，让学生带着问题听录音。然后找学生回答问题。让学生听录音并跟读。Step 3 Practice1 让学生分角色朗读对话。 2 让学生表演对话。3 把对话中的人物换成其他三幅图中的人物，让学生编出自己的新对话。设计意图：让学生由集体到个别的形式，对所学对话进行机械操练和有意义操练，也为下一步的拓展做好充分的准备。(Step 4  Homework1. 让学生拿出练习本，书写四会句子。2. 听录音，完成配套内容。板书设计：        Unit 3  Part B Lets talk   教学札记：Unit3 Part B Lets read （第六课时）课型 阅读课 教学目标 1 能够听、说、认读Lets read 部分的短文并完成文后的练习。 2 能够完成Task time中的任务。教学重难点 ：重点是能理解并会朗读Lets read部分的短文。 难点是认读一些新语言，如：We read funny tongue twisters together. Suddenly my kite flew into the lake. I was very grateful to him. 教       学      过      程 二次备课Step 1 Preparation（准备活动）(1) Lets chant. （让学生齐唱3单元Lets chant部分的歌谣）设计意图：用Lets chant既复习了所学的动词过去式，又激发了学生的学习兴趣。(2)Review the words in Part B.(教师出示词卡，让学生齐读并拼写B课所学的短语)(3) Free talkT: What did you do last weekend? S1: I went shopping.T: Did you read books/?  S1: Yes, I did./ No, I didnt.T: Did you？  S2：Yes, I did./ No, I didnt.     Step 2 Pre-reading（阅读前活动）1） Teach: Tongue twister 和We read funny tongue twisters together.（教师出示几个绕口令；也可以放五年级上、下册语音部分一段绕口令的录音，让学生跟录音朗读。）教师说：Lets read some Tongue twisters together。引出Tongue twister，然后板书，领读并且让学生由集体到个别轮流读单词。2） Teach : Suddenly my kite flew into the lake.（教师拿出风筝，一边做放风筝的动作一边问：）“What am I doing?”学生回答：“ You are flying kites.” 教师继续说：“Yes, and I like flying kites very much. Guess what I did last weekend.” 学生猜到是“fly kites” 时，教师引导学生回答： I flew kites last weekend. 板书“flew” 并领读。强调 flew是 fly的过去式。3） Teach: I was very grateful to him. 教师接着说：“At that time, A dog saw the kite. Something happened. What did the dog do ? Guess.” 教师引导学生回答：“He jumped into the lake and swam to it. Five minutes later, he returned the kite to me.  最后引导学生回答I was very grateful to him. 教师边板书边领读，并让学生由集体到部分再到个别轮流读此句。并强调 be grateful to这一短语。设计意图：在阅读前，创设一系列情景突破文中的难点句子：We read funny tongue twisters together. Suddenly my kite flew into the lake. I was very grateful to him.为下面的阅读扫除了障碍.Step 3 In-reading（阅读中活动） (1) General reading 略读T： Read the passage quickly and silently, then answer my questions: 1. Did they read tongue twisters together?  2. Did Mike fly kites?  3. Did the dog jump into the river?(2) Detailed reading 细读   T： e read the passage carefully and answer my questions. If you have something difficult, you can circle them. You can talk about in your groups.1. What did they do together? 2. Where did Zhang Peng go? 3. Who returned the kite to Zhang Peng?T: Do you have any questions?    Ss: Yes/No.（这时如果个别学生提出了阅读中的疑难问题，先找其他学生帮助解决，学生解决不了的，教师再点拨，例如：study过去式studied, walk过去式walked, see 过去式saw, return 过去式returned最后归纳总结过去式的变化规则。）(4) Listen to the tape 听音并跟读设计意图: 让学生带着问题去读文章，并且让学生找出难点和疑点，与老师进行探讨，这样能诱发学生自主尝试的动机，培养其自主学习的能力。Step 4 Postreading (阅读后活动)Retell the dialogue. 设计意图:通过听、说、读、写，对所学语言进行重组和创造，以促进语言活动中多维能力的发展。板书设计  Unit 3   Part B Lets readTongue twister          We read funny tongue twisters together.flew saw                      Suddenly my kite flew into the lake.I was very grateful to him. jumped returned studied教学札记：