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新版PEP小学六年级英语下册Unit2Lastweekend教案

2020-09-03 来源:星星旅游


Unit 2 Last weekend

教学目标 ●能够听、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. ●能够在情景中运用以下句型提问并回答有关周末活动的安排:How was your weekend ? It was good. What did you do last weekend? Did you see a film ? Did you do anything else ? ●能够听、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. ●能够正确使用上述单词谈论过去的活动 ●理解一般过去时的用法及动词词尾的规则变化 情感态度、文化意识、学习策略目标 知识与能力目标 ● 了解英国人喝下午茶的习惯 ● 培养学生合理安排周末活动的意识 课时安排 6课时 1 / 17

第一课时

教学内容 A. Let’s learn Do a survey and report 课 型 词汇教学 ● 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 教学目标 ● 能够正确运用上述词组描述人物在过去时间内做的事情 ● 能够理解一般过去时动词的规则形式是在词尾加-ed ● 学生能够根据表格的提示完成调查,并根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 ● 能够正确运用上述词组描述人物在过去时间内做的事情 教学准备 课件、图片 教学过程: Let’s learn 1.呈现与操练 (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。 教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.Let’s Learn板块的插图,提问:How was Chen Jie’s weekend ? What did she do ? 请学生 根据插图回答问题。 (3)请学生听A.Let’s 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 clothes ( ) washed my clothes ( ) stay at home ( ) stayed home ( √ ) watch TV ( ) Watched TV ( √ ) (4)指着表格中右列的词组,请学生观察有什么特点,从而引出一般过去时动词的规则变化,即在动词词尾直接加-er。引导学生对比朗读两列动词词组。 2 / 17

二、巩固与拓展 1.认读活动 活动一:教师出示单词卡片(含配图与单词),用白纸遮住单词的一部分(开头或者结尾),学生快速猜测并读出该单词。 活动二:教师出示单词卡片(含词形与配图)请学生快速认读。所有单词读过一遍后,教师在某单词处突然停住,提问学生:What’s next ? 学生根据记忆说出下一个单词。 2.听力活动 3.对话活动:说一说 教师让学生仿照词汇板块的对话,利用插图替换关键词进行对话练习。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 教师组织学生阅读以下文本,并完成判断正误的练习。 Sarah was busy but very happy last Sunday. She washed her clothes and cooked noodles in 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. ( ) ①Sarah cooked noodles last Sunday. ( ) ②Sarah watched TV last Sunday. ( ) ③Sarah did her homework last Sunday. ( ) ④Sarah is going to visit her grandparents next Sunday. ( ) ⑤Sarah 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. 教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 was fine, thanks. What did you do ? I stayed at home and watched TV. ( cleaned my room , washed my clothes ) 3 / 17

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教学反思 法。以师生会话形式导入新课,创造一定的语言情景,使学生自然融入情景会话中。

第二课时

教学内容 A. Let’s try Let’s talk 课 型 对话课 ● 学生能读懂题目要求,学会听前预测要听的重点内容;能运用基本的听力技巧完成听后主旨题和细节题的检测;能通过完成听力检测题预测即将发生的故事。 ● 学生能够在图片和教师的帮助下理解对话大意,并能回答对话下面的问题; 教学目标 ● 能够用正确的语音、语调朗读对话,并能进行角色表演; ● 能够听、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 ?谈论周末活动。 ● 能够在语境中理解新单词drank的意思,并能正确发音;能够描述自己上周末以及下周末的活动安排。 ● 能够听、说、读、写并在情景中恰当运用句型:How was your weekend ? It 教学重点 was good. What did you do ? I stayed at home with your grandma. Did you do anything else ?谈论周末活动。 教学难点 ● 能够描述自己上周末以及下周末的活动安排。 教学准备 课件、图片 教学过程 : 一、呈现与操练 A.Let’s try 1.从主情景图引入Mike 的周末活动后,教师提问:What do you think of Mike’s weekend ? Was it interesting ? 教师以课件呈现日历图,使学生初步了解要学习的内4 / 17 容涉及过去时间。 2.教师要求学生读题并猜测答案。 3.教师放录音,学生听后选择正确答案。 4.教师校对第一题答案时,请学生说出原因,引导学生推导时间,引出last weekend. A.Let’s talk 1.从呈现完整对话到处理局部语言 (1)教师利用头脑风暴活动激发学生的背景知识,复习相关的动词及动词词组。教师写出单词weekend.然后提问:What do you do on weekends ? 请学生说出周末一般做什么,教师摘抄在写字板上,复习有关活动的词汇。教师接着提问:Do you often visit or call your grandparents? (2)教师利用课件或教学挂图呈现本部分的插图,引导学生猜测Mike 和Grandpa在电话里谈了什么,他们上周末做了什么事情?以激活有关电话谈的背景知识。 (3)整体感知对话并回答问题。 ●提问:How was Mike’s weekend ? How was Grandpa’s weekend ? 让学生通过看图中人物的表演、动作猜测问题的答案。 ●教师请学生带着问题看动画或阅读文本获取信息,并在此过程中帮助学生理解drank的意思。 (4)引出核心句型并理解、分析句型。 ●教师提问:What did Mike and his grandpa do ? 引导学生回答:Mike …Grandpa… ●继续提问:Did he do anything else ? 引导学生回答:He…. ●板书核心问型,请学生找出句子中有什么特别的地方。核心句型如下: How was Grandpa’s 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. 请学生认真思考,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 请学生认真思考,填写以下表格 5 / 17

I He/____/It You / We /___ 二、巩固与拓展 1.听录音,做动作 was busy busy busy last weekend 教师读出一些句子,学生只要判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.教师放录音,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Mike’s grandma 周末活动的图片,提问学生: How was Grandma’s weekend ? What did she do ? Did she do anything else ? 组织学生创编新的对话并进行表演。 5.教师与学生对话,提问该生上周末了什么以及下周末打算做什么。对话后教师示范 如何转述该生的放,然后请学生依照示范与同学对话,并尝试转述同学的活动安排,师生对话示例如下: T: Hi, Lily . How are you ? How was your weekend ? Lily: I’m fine, thank you, It was good. T: What did you do ? Lily: I went to the park with my father and mother. T: That’s 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: I’m going to visit my grandparents. T: That’s good. 6 / 17

教师转述示例如下: Lily was happy last weekend. She went to the park with her 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 afternoon and watched TV. Did you do anything else ? Yes, I cleaned my room and washed my clothes. 1.教师以说唱歌谣和比赛的形式来导入课堂,一方面及时地复习了前面所学的知识,为新课的开展奠定了知识基础,另一方面调节了课堂气氛。 教学反思 2.这节课以会话教学为主。会话教学离不开情景,教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知识。然后通过同桌间对话的形式让学生了解别人的活动情况,使学生在对话操练中不知不觉地提高了语言表达能力。

第三课时

教学内容 B.Let’s learn Look and talk 课 型 词汇教学 ● 学生能够听、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 教学目标 before yesterday. ● 能够正确使用上述单词和词组描述人物在过去时间做的事情 ● 了解常见的一般过去式动词的不规则形式 7 / 17

● 了解常与一般过去时搭配使用的埋单状语。 ● 学生能够正确运用示范语言问答表格中的内容 ● 学生能够听、说、读、写上述单词和词组: read a book, saw a film, had 教学重点 a cold , slept, last weekend / night / Monday, yesterday, the day before yesterday. 教学难点 ● 能够正确使用上述单词和词组描述人物在过去时间做的事情 教学准备 图片、课件 教学过程 : 一、呈现与操练 B.Let’s learn 1.利用日历询问日期,接着提问学生上周末做了什么在,复习巩固已学语言知识。然后利用教学挂图呈现B.Let’s learn板块的插图,提问学生: Who are they ? 2.再引导学生观察Amy 和John,提问:How do they feel ? Happy ? Sick? 然后提问:What did Amy do last weekend ? 学生回答:She read a book and saw a film。导出核心词汇后,继续提问:What did John do last weekend ? 学生回答:He had a cold and slept in bed . 教师再问:Who is happy ? 学生回答:Amy. 3.引导学生继续观察图片,把动词词组与句型结合进行问答。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 you …? S1: Yes, I did. 4.教师展示一张张日历,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,帮助学生理解这些过8 / 17

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,引导学生观察动词的变化,比较与A部分动词词尾直接加-ed有何不同,引出一般过去式动词的不规则变化形式。 二、巩固与拓展 1.认读活动: What’s missing ? 教师出示单词卡片,请学生快速认读。所有单词读过一遍后,抽出其中一张卡片,提问学生:What’s missing ? 学生根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. It was great. ( No, I didn’t.) 本课主要掌握几个不规则动词的过去式。在教学中,采用多种记忆方法来指导学生记单词,使学生当堂掌握所学内容。如:在学习单教学反思 词read的过去式时,教师先让学生读句子,然后指出单词read的发音问题,使学生在纠正读音的过程中牢牢掌握动词的原形及过去式。 9 / 17

第四课时

教学内容 B.Let’s try Let’s talk 课 型 对话教学 ● 学生能读懂要求,学会听前预测要听的重点内容;能运用基本的听力技巧完成听后主旨题和细节题的检测;能通过完成听力检测题预测即将发生的故事。 ● 学生能够在图片和教师的帮助下理解对话大意,并能回答对话下面的问题;教学目标 能够用正确的语音、语调朗读对话,并能进行角色表演;能够听、说、读、写并在情景中恰当运用以下句型提问并回答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. 能够在语境中理解新单词magazine, better, faster的意思,并能正确发音。 能够听、说、读、写并在情景中恰当运用以下句型提问并回答有关周末做教学重点 过的事情:Was it interesting ? What did you do last weekend? Did you see a film ? No, I had a cold. ● 能够在语境中理解新单词magazine, better, faster的意思,并能正确发音 教学难点 教学准备 课件、图片 教学过程 : 一、Let’s try 1.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猜测答案,进行听前预测。 2.教师放第一遍录音,请学生回答第一个问题。 10 / 17

3.提问:What are they going to do ? 然后放第二遍录音,请学生回答第二个问题。 4.继续提问:Why did John sleep all day ? 引导学生回答:Because he had a cold. 二、Let’s talk 1.呈现与操练 (1) 首先提问学生一般情况下在周末做什么?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 it … ? 询问学生,然后提问: What did you do ? Did you … ? 使学生在与教师交流的过程中感知语言,理解句子的语用环境与意义. (2) 用课件呈现描述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,教师只能用Yes. 或No.回答.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. (3)小结自己的周末活动,用mind map 的形式表现如下: did housework busy weekend 教师陈述: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情11 / 17 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. 教师请所有做同样周末活动的学生到讲台上来作汇报:…and …did homework last Sunday . 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.Let’s talk John: Hey, … .Let’s 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 weekend and slept. Amy: Oh, I’m sorry. I’m … you feel … now. John: Thanks. Let’s … by bus. It’s … than walking. 本课时的教学重点是对话教学,教师以自由谈话的形式来引入新 教学反思 句型,结合生活实际,学生在学习过程中更容易理解和掌握。以词---短语--- 句子的方式开展教学,分散重难点,使学生更容易掌握,最后以对话表演的形式来检测学生对重点句型的掌握程度。

第五课时

教学内容 B.Read and write 12 / 17

课 型 阅读教学 ● 学生能够通过读前活动回忆相关背景知识及话题词汇 教学目标 ● 能够在文段中寻找关键信息 ● 能够根据阅读所获取的信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. 与学生一起进行动词原形与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: Sleep ----slept go-------went read -----read watch ------ watched See----saw wash -------washed visit -----visited Step 2: Presentation Read and write 1. 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与差的酒店,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愉快或者不愉快的事情,与同学们一起分享。 (2)看一看,勾一勾 13 / 17

呈现本部分Mrs Broom的头象,介绍说:Mrs Broom works in a hotel. She is a housekeeper. What did she do yesterday ? 请学生选择。 made the beds cooked the food cleaned the rooms (3)教师介绍文段的背景:Wu Yifan and his family stayed in a hotel yesterday. It was not a good time. Why not ? 请学生预测吴一凡一家人在酒店中的遭遇。 2. 阅读中 (1)第一次阅读 要求学生快速阅读文段后回答问题:How was Wu Yifan’s stay in the hotel last weekend ? (2)第二次阅读 要求学生细读第一段后回答问题: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。还可请学生注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,模仿正确的停顿和语音、语调。 3. 阅读后 (1)要求学生思考后回答问题:How do you feel about Wu Yifan’s stay at the 14 / 17 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: Comments Dear Sir, Our weekend at your hotel was bad. Our room ….Our friend Robin… My mother wanted to…My dad got some….., but they were …. I wanted to….The people in …. I didn’t sleep … I’m sorry, but we didn’t enjoy our stay very much. Wu Yifan and family 本课时的重点是阅读理解及练习巩固,课时内容难度较大且较为枯燥乏味。通过提问的方式,激发学生的好奇心理。再通过学生自主阅读、讨论解疑等方式,让学生独立阅读、大致了解短文的基础上通教学反思 过讨论更深入地理解短文内容。独立阅读的过程十分重要,它能让学生养成自己的阅读习惯,合作讨论能让学生相互促进,深入理解短文内容,并形成一定的自我观点。

第六课时

教学内容 C. Story time 课 型 复习课 教学目标 ● 读懂Story time中的故事。 ● 能够分角色自然表演Story time中的故事。 15 / 17

● 能够用所学语言来描述他人上周末所做的事情。 ● 教育学生要合理安排自己的空闲时间。 教学重点 能够理解故事 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 教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 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行描述,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 Zoom 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,了解大概意思,告诉学生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。16 / 17

第三遍学生一边跟读一边画出回答问题的关键信息点。然后回答问题,最后师生共同核对答案。 3.学生根据故事内容,制作表格,画出Zoom上周末的行程表并进行展示,教师评价。 4.教师说故事中的动词短语,学生做动作。最后分角色朗读对话,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行汇报上。 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. Consolidation and extension 1.将Story time中的故事读给家长听。 2.和家长说一说自己本周末的计划。 3.完成同步精练的相关练习。 板书设计: Unit 2 Last weekend It was a busy one. I did my homework. Then I went fishing. 本课时主要是复习课,目的是阅读教学。主要采用学生看图说故事、有目的教学反思 地解决问题的形式来展开故事阅读的教学。看图说故事有利于丰富学生的想象力,同时也是对单元重点短语的复习和巩固。教师提出问题,学生阅读故事并解决问题,能帮助学生快速掌握故事内容,理解故事。

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