PEP小学六年级英语下册UnitLast weekend 14页

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Let’s 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 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? What’s the weather like today? 对话练习，已学知识的巩固。‎ ‎（2）Hang–man game. 玩游戏，猜单词。‎ ‎( watch, wash, clean, play, visit)‎ ‎2、Preview: (1) Let’s chant (Page 7)‎ a. 听一遍录音 b、师生一起说唱 ‎(2) Let’s 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：What’s the date today? What day is it today? 学生回答今天的日期, Today is April the 10th. It’s 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：What 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 didn’t ‎ ‎(10) Activity two: 摘苹果游戏 ‎(11) 教师领读 Let’s learn部分。‎ ‎4、Consolidation and extension Let’s 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) 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Let’s 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 weekend What did you do last weekend?‎ watched TV .‎ washed clotes .‎ I cleaned the room.‎ played football .‎ visited grandparents .‎ 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 didn’t.‎ ‎3、能够听懂并完成Let’s try部分的联系。‎ ‎4、能够运用新语言完成Let’s 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 morning. Glad to meet you. How are you? What day is today? ‎ What’s the weather like today?‎ ‎2、Presentation：‎ ‎(1) Activity 1‎ ‎(2) Let’s try.‎ ‎ T: What did you do last weekend? S: …‎ ‎ T: What about Chen Jie?‎ Let’s 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. It’s very clean and tidy. But who cleaned it. I don’t 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 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) Activity 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：Let’s find out. p28‎ ‎(2) 完成活动手册相应练习 ‎(3) Good to know。‎ 板书设计：‎ Unit2 Last weekend What did you do last weekend? ‎ I played football visited 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Let’s 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）Let’s sing: The days of the week.‎ ‎（2）Ask and answer:‎ What did you do last weekend?‎ What did you do yesterday?‎ I ( did) …last 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）Let’s learn.‎ 从上面的问答中，老师总结并板书呈现：busy, … was busy last weekend.‎ ‎①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 evening…‎ T 根据学生A的回答，再向其他学生提问：‎ T: What did A do last 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。‎ ‎②完成表格后，T 再次重复：‎ A was busy last weekend.‎ ‎③ 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 ‎① T: A was busy last weekend. B was busy last weekend. And Wu Yifan was busy last weekend, too.（可用课件展示）‎ ‎② Now, let’s 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 Wu Yifan do in the afternoon?‎ ‎③ 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) Let’s play T: 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.After-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 weekend Wu Yifan was busy last weekend?‎ ‎ played football .‎ ‎ He visited his grandparents .‎ ‎ cooked 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…‎ ‎ 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：‎ Let’s learn ‎ ‎（1）继续Chain-drill,由T 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, 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 the 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 work A: 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 ‎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 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 didn’t.‎ 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 following sentence structures:‎ ‎2、Did you read books? Yes, I did./ No ,I didn’t.‎ 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) Let’s try听对话，选择图片 ‎2、Presentation：‎ A. Chant ‎(1)教师用课件呈现chant ‎(2) 学生二人小组说唱书本上的chant ‎ ‎3、Practise：学生用手头的卡片自编一个chant ‎4、Production：‎ Let’s talk ‎(1) Listen and do ‎(2) Look and answer ‎(3)Listen and read ‎5、Progress： practice Activity 1.Let’s find out Activity 2 The story of Zoom Activity 3 Guessing 作业设计：‎ ‎1、Consolidation and extension ‎1. 听录音，做活动手册。‎ ‎2. 根据情景编对话。‎ 板书设计 Unit2 Last weekend Did you read books? Yes, I did./ No ,I didn’t.‎ 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.Preparation:‎ Sing the song: at the zoo ‎ ‎2、Presentation A: Activity 1: Memory testing ‎ What did you do last weekend?‎ ‎ I went shopping.‎ ‎ I went shopping and visited grandparents ‎ I went shopping and visited grandparents………‎ ‎3、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: 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 / returned D: Activity 3 无字的故事书 E: Exercises ‎(1) Finish the sentences ‎(2) Number the sentences Comprehensive activity ‎5. After-reading:‎ Story time ‎1. Two students a group and discuss the story.‎ ‎2. Ask the questions:‎ ‎(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-play Prepare and act out their stories in roles.‎ 板书设计：‎ Unit2 Last weekend was / 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。‎