新版PEP小学六年级英语下册Unit2Lastweekend教案.docx

《新版PEP小学六年级英语下册Unit2Lastweekend教案.docx》由会员分享，可在线阅读，更多相关《新版PEP小学六年级英语下册Unit2Lastweekend教案.docx（23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 教学目的学问及实力目的可以听、说、读、写句型: How was your weekend ? It was good. What did you do ? I stayed at home with your grandma. Was it interesting ? Did you see a film ? No, I had a cold.可以在情景中运用以下句型提问并答复有关周末活动的支配：How was your weekend ? It was good. What did you do last weekend? Did you see a

2、film ? Did you do anything else ?可以听、说、读、写单词: cleaned my room, washed my clothes, stayed at home, watched TV, read a book, saw a film, had a cold, slept.可以正确运用上述单词议论过去的活动理解一般过去时的用法及动词词尾的规则改变情感看法、文化意识、学习策略目的 理解英国人喝下午茶的习惯 培育学生合理支配周末活动的意识课时支配6课时第一课时教学内容 A. Lets learn Do a survey and report 课 型 词汇教学教学目的

3、 能听、说、读、写下列动词短语的过去式：cleaned my room, washed my clothes, stayed at home, watched TV 可以正确运用上述词组描绘人物在过去时间内做的事情 可以理解一般过去时动词的规则形式是在词尾加-ed 学生可以依据表格的提示完成调查，并依据调查结果作总结报告教学重点 能听、说、读、写下列动词短语的过去式：cleaned my room, washed my clothes, stayed at home, watched TV教学难点 可以正确运用上述词组描绘人物在过去时间内做的事情教学准备 课件、图片教学过程： Lets lea

4、rn 1.呈现及操练 （1）看一看，猜一猜 学生看Mike周末活动的图片，从一般性的周末活动到上周Mike所做的事情。老师请学生边看图片边说出动词词组，从而引出一般过去时的动词词组。 （2）看一看，说一说 从Mike上周末所做的事情过渡到陈杰上周末的活动，利用教学挂图呈现A.LetsLearn板块的插图，提问：How was Chen Jies weekend ? What did she do ? 请学生依据插图答复问题。 （3）请学生听A.Lets learn 板块的对话，听后勾出对话中提到的活动名称。 clean my room ( )cleaned my room ( )wash my

5、 clothes ( )washed my clothes ( )stay at home ( )stayed home ( )watch TV ( )Watched TV ( ) （4）指着表格中右列的词组，请学生视察有什么特点，从而引出一般过去时动词的规则改变，即在动词词尾干脆加-er。引导学生比照朗读两列动词词组。 二、稳固及拓展 1.认读活动 活动一：老师出示单词卡片（含配图及单词），用白纸遮住单词的一部分（开头或者结尾），学生快速揣测并读出该单词。 活动二：老师出示单词卡片（含词形及配图）请学生快速认读。全部单词读过一遍后，老师在某单词处突然停住，提问学生：Whats next ?

6、学生依据记忆说出下一个单词。 2.听力活动 3.对话活动：说一说 老师让学生仿照词汇板块的对话，利用插图交换关键词进展对话练习。对话示例： S1: How was your weekend ? S2: It was fine, thamks. S1: What did you do ? S2: I stayed at home and watched TV. 4.读、写活动 老师组织学生阅读以下文本，并完成推断正误的练习。 Sarah was busy but very happy last Sunday. She washed her clothes and cooked noodles i

7、n the morning. She did her homework and played the piano in the afternoon. She cleaned her room and listened to music in the evening. Next Sunday, she is going to the park with her parents. ( ) Sarah cooked noodles last Sunday. ( ) Sarah watched TV last Sunday. ( ) Sarah did her homework last Sunday

8、. ( ) Sarah is going to visit her grandparents next Sunday. ( ) Sarah played the violin last Sunday. Do a survey and report 1. 学生组成六人小组做调查活动，每名学生询问除自己之外的其他五名同学，并在表格中记录调查结果。2. 老师请几名学生汇报自己小组的调查结果。 三、作业布置 1. 把所学内容说给家长听。 2. 抄写本节课学习的重点短语。 3. 做同步精练上的相关练习。板书设计： Unit 2 Last weekend How was your weekend ?It

9、was fine, thanks.What did you do ?I stayed at home and watched TV. ( cleaned my room , washed my clothes )教学反思 本课时的重点在于动词过去式短语的学习以及过去式的相关语法。以师生会话形式导入新课，创建肯定的语言情景，使学生自然融入情景会话中。第二课时教学内容A. Lets try Lets talk课 型对话课教学目的 学生能读懂题目要求，学会听前预料要听的重点内容；能运用根本的听力技巧完成听后主旨题和细微环节题的检测；能通过完成听力检测题预料即将发生的故事。 学生可以在图片和老师的扶植

10、下理解对话大意，并能答复对话下面的问题； 可以用正确的语音、语调朗读对话，并能进展角色表演； 可以听、说、读、写并在情景中恰当运用句型：How was your weekend ? It was good. What did you do ? I stayed at home with your grandma. Did you do anything else ?议论周末活动。 可以在语境中理解新单词drank的意思，并能正确发音；可以描绘自己上周末以及下周末的活动支配。教学重点 可以听、说、读、写并在情景中恰当运用句型：How was your weekend ? It was good.

11、 What did you do ? I stayed at home with your grandma. Did you do anything else ?议论周末活动。教学难点 可以描绘自己上周末以及下周末的活动支配。教学准备 课件、图片教学过程 ： 一、呈现及操练 A.Lets try 1.从主情景图引入Mike 的周末活动后，老师提问：What do you think of Mikes weekend ? Was it interesting ? 老师以课件呈现日历图，使学生初步理解要学习的内容涉及过去时间。 2.老师要求学生读题并揣测答案。 3.老师放录音，学生听后选择正确答案

12、。 4.老师校对第一题答案时，请学生说出缘由，引导学生推导时间，引出last weekend. A.Lets talk 1.从呈现完好对话到处理部分语言 （1）老师利用头脑风暴活动激发学生的背景学问，复习相关的动词及动词词组。老师写出单词weekend.然后提问：What do you do on weekends ? 请学生说出周末一般做什么，老师摘抄在写字板上，复习有关活动的词汇。老师接着提问：Do you often visit or call your grandparents? （2）老师利用课件或教学挂图呈现本部分的插图，引导学生揣测Mike 和Grandpa在 里谈了什么，他们上

13、周末做了什么事情？以激活有关 谈的背景学问。 （3）整体感知对话并答复问题。 提问：How was Mikes weekend ? How was Grandpas weekend ? 让学生通过看图中人物的表演、动作揣测问题的答案。 老师请学生带着问题看动画或阅读文本获得信息，并在此过程中扶植学生理解drank的意思。 （4）引出核心句型并理解、分析句型。 老师提问：What did Mike and his grandpa do ? 引导学生答复：Mike Grandpa 接着提问：Did he do anything else ? 引导学生答复：He. 板书核心问型,请学生找出句子中有什

14、么特殊的地方。核心句型如下： How was Grandpas weekend ? It was good. What did he do ? He stayed at home. Did you do anything else? I cleaned my room and washed my clothes. 请学生仔细思索，初步归纳一般过去时的句子有什么特点。 1. be - was 2. V+ed 3. did 4. last weekend 请学生仔细思索，填写以下表格wasbusylast weekende/_/ItbusyYou / We /_busy 二、稳固及拓展1.听录音，

15、做动作老师读出一些句子，学生只要推断是一般过去时的句子，就起立并跟读。师生对话示例如下： T: I go to school on foot. Ss: （不起立、不复读） T: What did you do ? Ss: What did you do ? （起立并复读） T: Mike called his grandpa. Ss: Mike called his grandpa.2.老师放录音，请学生跟读。 3.组织学生分角色朗读并表演对话。 4.利用课件呈现Mikes grandma 周末活动的图片，提问学生: How was Grandmas weekend ? What did sh

16、e do ? Did she do anything else ? 组织学生创编新的对话并进展表演。 5.老师及学生对话，提问该生上周末了什么以及下周末准备做什么。对话后老师示范如何转述该生的放，然后请学生按照示范及同学对话，并尝试转述同学的活动支配，师生对话示例如下：T: Hi, Lily . How are you ? How was your weekend ?Lily: Im fine, thank you, It was good.T: What did you do ?Lily: I went to the park with my father and mother.T: Tha

17、ts nice. Did you do anything else?Lily: Yes, I cooked a meal and washed the dishes. I played chess with my dad.T: Wow! You are a good girl. What are you going to do next weekend ?Lily: Im going to visit my grandparents.T: Thats good. 老师转述示例如下：Lily was happy last weekend. She went to the park with he

18、r family. She cooked a meal and washed the dishes. She played chess with her dad. She is going to visit her grandparents nest weekend. 6.完成同步精练中对应的练习。板书设计： Unit 2 Last weekend How was your weekend ? It was good, thank you. What did you do ? I stayed at home with your grandma. We drank tea in the aft

19、ernoon and watched TV. Did you do anything else ? Yes, I cleaned my room and washed my clothes.教学反思 1.老师以说唱歌谣和竞赛的形式来导入课堂，一方面刚好地复习了前面所学的学问，为新课的开展奠定了学问根底，另一方面调整了课堂气氛。2.这节课以会话教学为主。会话教学离不开情景，老师运用图片把学生带到真实的语言环境中去，让学生身临其境，通过动作表、变换角色等形式来学习新学问。然后通过同桌间对话的形式让学生理解别人的活动状况，使学生在对话操练中不知不觉地进步了语言表达实力。第三课时教学内容B.Lets

20、learn Look and talk课 型词汇教学教学目的 学生可以听、说、读、写上述单词和词组: read a book, saw a film, had a cold , slept, last weekend / night / Monday, yesterday, the day before yesterday. 可以正确运用上述单词和词组描绘人物在过去时间做的事情 理解常见的一般过去式动词的不规则形式 理解常及一般过去时搭配运用的埋单状语。 学生可以正确运用示范语言问答表格中的内容教学重点 学生可以听、说、读、写上述单词和词组: read a book, saw a film,

21、had a cold , slept, last weekend / night / Monday, yesterday, the day before yesterday.教学难点 可以正确运用上述单词和词组描绘人物在过去时间做的事情教学准备图片、课件教学过程 ：一、呈现及操练BLets learn.利用日历询问日期，接着提问学生上周末做了什么在，复习稳固已学语言学问。然后利用教学挂图呈现B.Lets learn板块的插图，提问学生: Who are they ? 2.再引导学生视察Amy 和John,提问：How do they feel ? Happy ? Sick?然后提问：What

22、did Amy do last weekend ? 学生答复：She read a book and saw a film。导出核心词汇后，接着提问：What did John do last weekend ? 学生答复：He had a cold and slept in bed . 老师再问：Who is happy ? 学生答复：Amy. 3.引导学生接着视察图片，把动词词组及句型结合进展问答。师生对话示例如下： T: How was your weekend ? S1: It was . T: What did you do last weekend ? S1: I. T: Did

23、you ? S1: Yes, I did. 4.老师展示一张张日历，提问学生在不同的日子做了什么，学习yesterday, the day before yesterday , last Monday , last night , last weekend 等时间短语，扶植学生理解这些过去的时间短语的意义。 5.请学生将单词卡片贴在教学挂图中相应的位置，引导学生视察动词的改变，比拟及A部分动词词尾干脆加-ed有何不同，引出一般过去式动词的不规则改变形式。 二、稳固及拓展1.认读活动: Whats missing ? 老师出示单词卡片，请学生快速认读。全部单词读过一遍后，抽出其中一张卡片，提问学

24、生：Whats missing ? 学生依据记忆说出抽掉的是哪一个单词。2.做Look and talk板块的活动。 学生两人结对，把表格盖起来互相询问。看谁记得多、记得准。板书设计： Unit 2 Last weekend John: What did you do last weekend ? last night last Monday yesterday the day before yesterday? Amy: I saw a film. read a book. had a cold. slept. John: Did you like it ? Amy: Yes, I did.

25、 It was great. ( No, I didnt.)教学反思 本课主要驾驭几个不规则动词的过去式。在教学中，采纳多种记忆方法来指导学生记单词，使学生当堂驾驭所学内容。如：在学习单词read的过去式时，老师先让学生读句子，然后指出单词read的发音问题，使学生在订正读音的过程中牢牢驾驭动词的原形及过去式。第四课时教学内容 B.Lets try Lets talk课 型 对话教学教学目的 学生能读懂要求，学会听前预料要听的重点内容；能运用根本的听力技巧完成听后主旨题和细微环节题的检测；能通过完成听力检测题预料即将发生的故事。 学生可以在图片和老师的扶植下理解对话大意，并能答复对话下面的问题

26、；可以用正确的语音、语调朗读对话，并能进展角色表演；可以听、说、读、写并在情景中恰当运用以下句型提问并答复有关周末做过的事情：Was it interesting ? What did you do last weekend? Did you see a film ? No, I had a cold. 可以在语境中理解新单词magazine, better, faster的意思，并能正确发音。教学重点可以听、说、读、写并在情景中恰当运用以下句型提问并答复有关周末做过的事情：Was it interesting ? What did you do last weekend? Did you s

27、ee a film ? No, I had a cold.教学难点 可以在语境中理解新单词magazine, better, faster的意思，并能正确发音教学准备课件、图片教学过程 ： 一、Lets try1.出示John和Wu Yifan的图片，首先介绍 听力活动的背景：Who are they ? They are John and Wu Yifan . What are they talking about ? What did they do last weekend ? What are they going to do ? 请学生读出题目并尝试揣测答案，进展听前预料。 2.老师

28、放第一遍录音，请学生答复第一个问题。3.提问：What are they going to do ? 然后放第二遍录音，请学生答复第二个问题。4.接着提问：Why did John sleep all day ? 引导学生答复：Because he had a cold. 二、Lets talk 1.呈现及操练 (1) 首先提问学生一般状况下在周末做什么?然后用课件呈现last weekend ,提问学生: How was your weekend ? 并利用课件给学生一些提示,如: interesting, busy , happy, good , nice 等.接下来用核心句型: Was

29、it ? 询问学生,然后提问: What did you do ? Did you ? 使学生在及老师沟通的过程中感知语言,理解句子的语用环境及意义. (2) 用课件呈现描绘自己周末的两个关键词: My weekend Saturday busy Sunday interesting 请学生尝试用Was it ?或者 Did you ? 提问,老师只能用Yes. 或No.答复.师生对话如下: S: How was your Saturday ? Was it busy ? T: Yes, it was. S: Did you do any housework? T: Yes, I did. (

30、3)小结自己的周末活动,用mind map 的形式表现如下: did housework busy weekend 老师陈述:I was very busy last weekend. I did some housework. I (4) 引导学生调查全班同学周末活动的状况,找出和自己有共同爱好的同伴.学生对话示例如下: S1: How was your Saturday ? Was it interesting ? S2: No. S1: Did you ? S2: Yes, I did. 老师请全部做同样周末活动的学生到讲台上来作汇报:and did homework last Sund

31、ay . Forty students did homework last Sunday. (5)学生看书听录音，跟读课文。 (6)学生按角色朗读课文、表演课文。 三、小结：本课时所学内容 四、作业布置：1.朗读对话、背诵对话 2. 做同步精练相关练习。板书设计： B.Lets talk John: Hey, .Lets go to. I want to Amy: Oh, I . last weeekend. John: Was it ? Amy: Yes, it talked about .What did you do .? Did you ? John: No, I . I . all

32、weekend and slept. Amy: Oh, Im sorry. Im you feel now. John: Thanks. Lets by bus. Its than walking.教学反思 本课时的教学重点是对话教学，老师以自由谈话的形式来引入新句型，结合生活实际，学生在学习过程中更简单理解和驾驭。以词-短语-句子的方式开展教学，分散重难点，使学生更简单驾驭，最终以对话表演的形式来检测学生对重点句型的驾驭程度。第五课时教学内容B.Read and write课 型阅读教学教学目的 学生可以通过读前活动回忆相关背景学问及话题词汇 可以在文段中找寻关键信息 可以依据阅读所获得的信

33、息完成填充邮件的活动教学重点能朗读、理解短文，并完成相关练习教学难点 能朗读、理解短文，并完成相关练习教学准备图片、课件教学过程 ：Step 1 : Warm-up 1. 师生一起唱歌曲Last weekend. 2. 及学生一起进展动词原形及过去式的快速变换练习，如： T: Play football. S: Played football. T: Go swimming. S: went swimming. T: Have a cold. S: Had a cold. T: See a film. S: Saw a film.3. 出示动词原形的卡片，学生说出相应的动词过去式。如：Slee

34、p -slept go-went read -read watch - watchedSee-saw wash -washed visit -visitedStep 2: Presentation Read and write1. 阅读前 （1）提问学生是否住过酒店，引出单词：hotel，并通过图片分别展示好的及差的酒店，请学生回忆曾经去过的印象较深的酒店是什么样子，能在酒店里做什么，在酒店里遇到过什么开心或者不开心的事情，及同学们一起共享。 （2）看一看，勾一勾 呈现本部分Mrs Broom的头象，介绍说：Mrs Broom works in a hotel. She is a housek

35、eeper. What did she do yesterday ? 请学生选择。 made the beds cooked the food cleaned the rooms （3）老师介绍文段的背景：Wu Yifan and his family stayed in a hotel yesterday. It was not a good time. Why not ? 请学生预料吴一凡一家人在酒店中的遭受。2. 阅读中 （1）第一次阅读 要求学生快速阅读文段后答复问题：How was Wu Yifans stay in the hotel last weekend ? （2）第二次阅读

36、 要求学生细读第一段后答复问题：What was the room like ? （3）第三次阅读 要求学生结对阅读文段其他部分，找出Mike 的爹 妈以及Mike的困扰是什么，然后完成文段后Find the sentences that describe Pictures 1-3部分。还可请学生留意文本中出现的动词短语，完成以下搭配练习： Clean loud music Fix a book Taste bad Read TV Watch the room Listen to our stay Enjoy a broken chair （4）第四次阅读 放录音，请学生跟读，仿照正确的停顿和

37、语音、语调。 3. 阅读后 （1）要求学生思索后答复问题：How do you feel about Wu Yifans stay at the hotel ? （2）学生完成Circle all the verbs in the text and complete the table.部分并核对答案。 （3）学生完成Read and finish the letter.部分并核对答案。板书设计： CommentsDear Sir,Our weekend at your hotel was bad. Our room .Our friend RobinMy mother wanted toMy

38、 dad got some., but they were .I wanted to.The people in . I didnt sleep Im sorry, but we didnt enjoy our stay very much. Wu Yifan and family教学反思 本课时的重点是阅读理解及练习稳固，课时内容难度较大且较为枯燥乏味。通过提问的方式，激发学生的新奇心理。再通过学生自主阅读、探讨解疑等方式，让学生独立阅读、大致理解短文的根底上通过探讨更深化地理解短文内容。独立阅读的过程非常重要，它能让学生养成自己的阅读习惯，合作探讨能让学生互相促进，深化理解短文内容，并形成

39、肯定的自我观点。第六课时教学内容 C. Story time课 型复习课教学目的 读懂Story time中的故事。 可以分角色自然表演Story time中的故事。 可以用所学语言来描绘别人上周末所做的事情。 教化学生要合理支配自己的空闲时间。教学重点可以理解故事教学难点 能自如表演故事教学准备课件、教学图片教学过程 ： Step 1. Warm-up 老师把本单元所学重点句型编成chant ,让学生一边用手指出所读的句子一边大声跟读。然后男女生以对唱的形式吟唱。歌谣内容如下： Did you go to the park ? Yes, I went to the park. Did you

40、 go at night ? Yes, I went at night. Did you see the full moon ? Yes, I saw the full moon. Did you go last night? No, I went in June.Step 2. Presentation Story time 1.学生观看Story time部分的图片，引导学生用动词短语对故事内容进展描绘，尝试看图说故事。 2.播放Story time的录音，让学生带着问题去听录音。问题如下：What did Zoom do on Saturday morning ?What did Zoo

41、m do on Saturday afternoon ?What did Zoom do on Sunday morning ?What did Zoom do on Sunday afternoon ?第一遍学生静听录音，理解也许意思，告知学生went是go的过去式，第二遍学生一边跟读一边用手指出所读的句子。第三遍学生一边跟读一边画出答复问题的关键信息点。然后答复问题，最终师生共同核对答案。3.学生依据故事内容，制作表格，画出Zoom上周末的行程表并进展展示，老师评价。4.老师说故事中的动词短语，学生做动作。最终分角色朗读对话，学生两人一组分角色表演故事。Step 3. Practice 1.学生自主制作自己上周末的行程表，并在班上以小组为单位进展汇报上。2.学生自主制作本周末的行程表，让自己度过一个有意义的周末。Step 4