人教版小学六年级英语下册Unit 2Last weekend教案.docx

《人教版小学六年级英语下册Unit 2Last weekend教案.docx》由会员分享，可在线阅读，更多相关《人教版小学六年级英语下册Unit 2Last weekend教案.docx（19页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Unit 2 Last weekend第一课时教学目标:知识与技能：1、能够听、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? 并能够做出正确的回答。3、能够运用新学语言内容完成Lets find out 中的任务。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：教育学生要热爱生活，关心他人，积极参加各种课外活动。教学重点:听、说、读、写短语 “ watched

2、TV, washed clothes, cleaned the room, played football and visited grandparents ”，听懂、会说句子：What did you do last weekend? 并能够在实际情景中灵活运用。教学难点: 5个词组读音和书写，掌握动词过去式及其发音。课前准备: 1、教师准备本课时所需的六张词卡。2、教师准备录音和PPT。3、教师准备本单元的挂图。教学过程1、Warm-up（1）Daily oral practice.Good morning! Glad to meet you. How are you? Whats the

3、 weather like today? 对话练习，已学知识的巩固。（2）Hangman game. 玩游戏，猜单词。( watch, wash, clean, play, visit)2、Preview: (1) Lets chant (Page 7)a. 听一遍录音 b、师生一起说唱(2) Lets start: What do you usually do on the weekend? 说说自己的周末，复习动词短语。3、Presentation(1) 教师出示一个日历给大家看，圈出今天的日子是Sunday(weekend)，然后问学生：Whats the date today? Wha

4、t day is it today? 学生回答今天的日期, Today is April the 10th. Its Sunday.(2) 教师说：On Sunday (weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片，学生跟读词组。跟着老师朗读几遍动词短语。(3) 教师问学生：What do you usually do on Sundays? 学生回答教师的问题。(4) 教师再次出示日历，圈出上个星期天的日子，然后问学生：Wh

5、at was that day? 引导学生回答：It was last Sunday? 板书并带读单词：last。教师：It was last Sunday. It was the last weekend. 板书、解释并朗读词组：last weekend。学生跟读并掌握词组：last weekend。(5) 引出句型：What did you do last weekend?板书句型并朗读。(6) 呈现词组：watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去

6、式的发音。/t/, /t/, /d/, /d/, /id/。(7) Activity one: Bingo!(8) 师生问答。(9) 引出句型 Did you play football last weekend? Yes, I did / No, I didnt (10) Activity two: 摘苹果游戏(11) 教师领读 Lets learn部分。4、Consolidation and extensionLets find out.(1) 教师出示图片，提问：What did Zoom do last weekend? 板书并认读：do-did, water-watered.(2)

7、教师问几个学生：What did you do？(3) Do a survey。 学生之间相互了解，并做好记录。完成后上台进行解说。(4) 填入所缺的单词。(5) 完成活动手册的相应练习。(6) 回家朗读课本Lets learn部分，抄写词组。5、Homework(1) 抄写四会单词各两行。(2)回去读熟课本内容，做本课时练习册。板书设计：Unit2 Last weekendWhat did you do last weekend?watched TV .washed clotes .I cleaned the room.played football .visited grandparent

8、s .教学反思： 让学生由被动的知识容器变成积极的探索者，使学生体会到成功带来的喜悦，学习兴趣更浓了。第二课时教学目标知识与能力：1、 能够听说读写句型：What did you do last weekend? I played football. 并能够在实际情景中运用。2、能够用过去式的一般疑问句形式进行简单的提问，如：Did you clean the room? Yes, I did. / No, I didnt.3、能够听懂并完成Lets try部分的联系。4、能够运用新语言完成Lets find out 中的任务。5、了解Good to know当中的标志的意思。过程与方法：能在

9、活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。教学重点能够听说读写句型：What did you do last weekend? I played football.并能够在实际情景中运用。教学难点：学生初步了解动词过去式的一般疑问句形式。识记help的意思。课前准备：1、教师准备若干张图片。2、教师准备录音和PPT。3、教师准备该课时的教学挂图。4、学生准备一张调查表。教学过程1、preparation：(1) Enjoy the song: At the zoo(2) Daily oral practice Good morni

10、ng. Glad to meet you. How are you? What day is today? Whats the weather like today?2、Presentation：(1) Activity 1(2) Lets try. T: What did you do last weekend? S: T: What about Chen Jie?Lets talk设计主情景“我是小小侦探”(1) “谁打扫了教室”教师用课件动画形式出现一个明亮干净的教室。出现一个老师和一个学生John。Look, our classroom. Its very clean and tidy

11、. But who cleaned it. I dont know. I want to thank him. Can you help me to find him?J: I can help you to find him.John跑了出去，碰到了Sarah，John就问Sarah. J: What did you do last weekend?Sarah: Hmm! I watched TV.John跑去问了Wu Yifan.J: What did you do last weekend?W：Hmm! I played football.3、Practise：板书句型：What did

12、 you do last weekend? I played football. 学生朗读。教师头带John的头饰.T: Look, John come to our class. He wants to find who cleaned the classroom last weekend.T: What did you do last weekend? S1: I T: What did you do last weekend? S2: I T: Did you help the teacher clean the classroom?引导学生回答。板书help，并朗读。(2) Activ

13、ity 2(3) Activity 3 Make the chant.4、Production：5、Progress：通过课件展示John和Zoom的对话。J: What did you do last weekend?Z: I played football at school.J: Did you help the teacher clean the classroom?Z: Yes, I did.J: Oh, Zoom. You are great!听录音，跟读书本对话。学生一起朗读对话。作业设计：(1) 对话操练：Lets find out. p28(2) 完成活动手册相应练习(3)

14、Good to know。板书设计：Unit2 Last weekendWhat did you do last weekend? I played footballvisited grandparents .Did you help them clean their room?Yes, I did.教学反思： 通过让学生在实践中大胆尝试，不断摸索，使学生逐渐熟悉和掌握所学知识，教学效果明显。 第三课时教学目标:知识与能力：1、能听、说、认读Lets read部分的内容，并完成相应活动。2、能够了解双元音音标的音与形，能够读出例词并选择音标与单词和配图正确连线。过程与方法：能在活动中恰当运用所

15、学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。教学重、难点:1）理解短文内容，学会描述自己或询问他人的周末生活。2）was, busy, It was s birthday.课前准备: 1、教师准备一幅本课时的教学挂图。2、教师准备录音和PPT。3、学生准备本课时的单词卡片。教学过程1、Preparation：（1）Lets sing: The days of the week.（2）Ask and answer:What did you do last weekend?What did you do yesterday?I ( did) last

16、weekend/ yesterday.结合单词卡片复习所学的四会单词，可让学生进行快看快拼的比赛。2、Presentation：（1）Lets learn.从上面的问答中，老师总结并板书呈现：busy, was busy last weekend.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?A: I (did)last Saturday morning/ last Sunday eveningT 根据学生A的回答，再向其他学生提问：T: What did A do last

17、 Saturday morning/ last Sunday evening?引导学生将第一人称改为相应的第三人称进行回答，并将学生的回答(选择一个)以短语形式填入课前准备好的表格中。见附录。完成表格后，T 再次重复：A was busy last weekend. 根据板书及表格，引导其他学生以： was busy last weekend.为开头转述其他同学上周周末的活动。（2）Presentation of the sentences T: A was busy last weekend. B was busy last weekend. And Wu Yifan was busy la

18、st weekend, too.（可用课件展示） Now, lets listen to the short passage and answer some questions.( T 可根据段落内容顺序设计问题)A：What did Wu Yifan do Saturday morning?B: Whom did he visit? Why?C: What did they do together?D: What did they do in the evening?E: What did Wu Yifan do Sunday morning? With whom?F: What did W

19、u Yifan do in the afternoon? 听完两遍录音，学生可以同桌讨论并回答问题。如果有不同答案，大家一起讨论，寻求最佳答案。3、Pre-reading:听音跟读，再齐读。要求学生独立完成课本中“Finish the sentences”. 再进行组内讨论并校对答案。1) Lets playT: Look at the calendar. Today is ( date ).Yesterday was (date).What did you do yesterday?A: I (did) yesterday.4、In-reading: Activity 1 :滚雪球5.Aft

20、er-reading:Pronunciation(1) 听音模仿. 教师要以夸张的口型带学生跟读。(2) 认读双元音音标。说明音标与字母的区别和联系。(3) 拼读单词。老师请学生自己拼读并读给大家听。(4) 读单词，连线。(5) Activity 2: Play basketball作业设计：（1）用词组或短句来描述自己爸爸或妈妈上周末的活动情况。（2）完成活动手册相关内容。板书设计： Unit2 Last weekendWu Yifan was busy last weekend? played football . He visited his grandparents . cooked

21、noodles . cleaned his room.教学反思：通过设计各种不同梯度的任务，让学生在环环相扣的教学活动中，去感知、学习、操练与运用不规则动词，教学效果不错。 第四课时教学目标:知识与能力：1、掌握四会词组：went to a park, went swimming, read a book, went fishing, went hiking.2、学会用句型What did you/ (name) do last weekend/ yesterday? I(name) (did) last weekend/ yesterday. Did you.? Yes, I did. 来进

22、行问答并完成Task time的表格。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。教学重点掌握四会词组,并用所学词组和句型进行调查教学难点掌握四会词组,并用所学词组和句型进行调查课前准备: 1、教师准备本课时所需的五张词卡及A部分所学单词。2、教师准备录音和PPT。教学过程1、Preparation：1) Free-talk: T: What day is today? A: Today is T: What day was yesterday? (强调 yesterday) B: Yesterday/ It was

23、 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：Lets learn （1）继续Chain-drill,由T 引出并出示新授词组:went hiking.（2）学生

24、已经了解了go 的过去式后, T 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）Ask and answer: A: T ask and Ss answer. B: S1 ask and S2 answer. C: S3 ask and T answer.由此, T 引出新授词组: read a book.（4）自编chant. Chant together.（5）Listen to the tape and repeat. Pay attention to th

25、e pronunciation of: went, read.(6) Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.Practice:通过各种游戏，操练所学词组Activity 1 找搭档Activity 2 我是侦察兵Activity 3 记忆大挑战3、Practise：1) Pair workA: What did you do last weekend? / Did you ?B: I (did)/ Yes, I did.2) 在

26、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4、Production：1) Ask Ss to describe each picture with the sentence structures of:I (did) yesterday/ last weekend.2) Listen and circle.5、Progress： Check the answers.作业设计：（1）完成活动手册相应内容。（2）课后继续交流同桌的周末或前天的活动信息.板书设计：Unit2 Last weekend?What did you do yesterday? went to the

27、 park . went swimming . I read a book . went fishing . went hiking .教学反思通过设计各种不同梯度的任务，让学生在环环相扣的教学活动中，去感知、学习、操练与运用不规则动词，教学效果不错。第五课时教学目标:知识与能力：1、能理解并询问他人在过去时间里干了什么事情。2、掌握句型：Did you read books? Yes, I did./ No ,I didnt.过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。教学重、难点：1、To master the

28、following sentence structures:2、Did you read books? Yes, I did./ No ,I didnt.课前准备1、教师准备图片。2、教师准备录音与PPT。3、教师准备该课时的教学挂图。教学过程1、Preparation：(1) Hang-man game( went to a park, went swimming ,went fishing, went hiking, read books)(2) 游戏Bingo(3) Lets try听对话，选择图片2、Presentation：A. Chant(1)教师用课件呈现chant(2) 学生二

29、人小组说唱书本上的chant 3、Practise：学生用手头的卡片自编一个chant4、Production：Lets talk(1) Listen and do(2) Look and answer(3)Listen and read5、Progress： practiceActivity 1.Lets find outActivity 2 The story of ZoomActivity 3 Guessing作业设计：1、Consolidation and extension1. 听录音，做活动手册。2. 根据情景编对话。板书设计Unit2 Last weekendDid you re

30、ad books? Yes, I did./ No ,I didnt.教学反思通过设计各种不同梯度的任务，让学生在环环相扣的教学活动中，去感知、学习、操练与运用不规则动词，教学效果不错。第六课时教学目标:知识与能力：1能综合运用动词的过去时。2. 阅读理解故事过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。教学重、难点: 1) 动词过去时的读音及不规则动词的变化2) 阅读部分的理解和有限度地再现课前准备: 1、教师准备一幅本课时的教学挂图。2、教师准备录音和PPT。3、学生准备本课时的单词卡片。教学过程1.Prepara

31、tion:Sing the song: at the zoo 2、PresentationA: Activity 1: Memory testing What did you do last weekend? I went shopping. I went shopping and visited grandparents I went shopping and visited grandparents3、Pre-reading: 比一比，谁说得最快。（见表格1）请两个学生上来，背向黑板，教师说出表格中任意一个词组，学生就说出与之对应的词组，败者换其他人，再与胜者比赛，看看全班谁说得最快。C:

32、 Text A. 看图跟读课文。4、In-reading: 教师提示总结：was / walked / studied / read /went /saw / jumped / swam / returnedD: Activity 3 无字的故事书E: Exercises(1) Finish the sentences(2) Number the sentencesComprehensive activity5. After-reading:Story time1. Two students a group and discuss the story.2. Ask the questions:

33、(1) What did Zoom do on Saturday?(2) What did Zoom do on Sunday?3. Listen and read the story作业设计：Mini role-playPrepare and act out their stories in roles.板书设计：Unit2 Last weekendwas / walked / studied / read /went/saw / jumped / swam / returned教学反思： 通过把语法的讲解与操练转化为学生乐于参与的各种教学活动，让学生在语境中学习语言、运用语言，在潜移默化中掌握语言。教学效果不错。我在英语教学过程中尽可能少地说汉语，而是通过手势、眼神、动作、音调等辅助手段来组织教学。用英语组织教学能增加学生的语言实践机会，创设英语氛围，培养学生直接用英语思维、表达的习惯。19