Unit 2 Last weekend 第四课时 教案 5页

第四课时 课时内容 B Let’s try Let’s talk 课时分析 本课时是人教版六年级下册第二单元第四课时，与第三课时紧密相连。围绕“上个周末做过的事情”这一话题展开，主要通过对话学习句型Was it interesting? Did you see a film? No, I have a cold.及巩固句型What did you do last weekend? I...的运用，培养学生学习英语的兴趣以及树立学好英语的信心。第三课时中已经学习了What did you do last weekend? I...的表达，为本课时奠定了学习基础。本课时的重点是恰当的运用表达询问周末活动及回答的句型。‎ 本课时包括Let’s try和Let’s talk两个板块。Let’s try通过John和吴一凡的对话呈现了Let’s talk 的背景。学生通过听力练习获得Let’s talk板块的人物和场景信息，为进入正式的对话学习做好准备。Let’s talk 板块通过John和Amy的对话，让学生感知Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.的语义和语用情景，学会如何在这样的情景下表达。此情境讨论的周末活动是学生比较感兴趣的话题，很能激起学生学习的欲望和兴趣。‎ 本课题涉及了前面几个课时的内容，在设计本课教学过程时，导入环节我采用儿歌、词卡认读、句型问答的方法，帮助学生复习和巩固学过的知识。对话学习采用整体感知对话、局部处理语言、分角色表演对话的方法，充分发挥学生的主体作用。练习采用调查、演讲比赛的方法，调动学生学习的积极性，扎实所学的语言。‎ 课时目标 ‎1. 能够理解对话大意，并能回答对话下面的问题。‎ ‎2. 能够用正确的语音、语调朗读对话，并能进行角色扮演。‎ ‎3. 能够听、说、读、写句型：Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.‎ ‎4. 能够掌握Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.‎ ‎5. 能够在语境中理解magazine, better, faster的意思，并能正确发音。‎ 课时重难点 ‎1. 重点 ‎（1）能够理解对话大意，并能回答对话下面的问题。‎ ‎（2）能够听、说、读、写句型：Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.‎ ‎（3）能够掌握Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.‎ ‎ (4) 能够用正确的语音、语调朗读对话，并能进行角色扮演。‎ ‎2. 难点 句型Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.‎ 的掌握和灵活运用。‎ 教学准备：课件、录音机、磁带、词卡 教学过程 Step 1 Warm up Greeting T: Good morning, everyone.‎ Ss: Good morning, teacher.‎ 5‎ T: How are you today?‎ Ss: Fine, thank you. And you?‎ T: I’m fine, too. Boys and girls, let’s chant ” What did you do last weekend?”‎ Ss: Ok. ‎ ‎（播放自制儿歌，师生共同吟唱。）‎ 教学资源：课件 设计意图：师生共同吟唱儿歌，拉进了教师与学生之间的距离，调动了全体学生的积极性，带动了课堂气氛。‎ Step 2 Lead in ‎1. Review some phrases.‎ a. T: Great! Everyone, now I have some word cards. Let’s say and do. 教师展示词卡read a book, 学生说出它的过去式read, read, read a book,看书，并做出看书的动作。‎ b. 教师依次展示see a film, have a cold, sleep的词卡，学生说出动词的过去式和汉语，然后做出相应的动作。‎ c. 学生齐读短语” read a book, saw a film, had a cold, slept”。‎ 教学资源：词卡 设计意图：认读词卡，说动词的过去式，做相应的动作，活泼的操练形式复习和巩固了上节课所学的短语。‎ ‎2. Ask and answer.‎ T: I read a book and watched TV last night. What did you do last night?‎ S1: I …‎ T: Did you…?‎ S1: Yes, I did./ No, I didn’t.‎ S2: What did you do last weekend/yesterday…?‎ S3: I…‎ S2: Did you…?‎ S3: Yes, I did./ No, I didn’t.‎ ‎（板书句型，师生操练句型，生生操练句型。）‎ 设计意图：句型问答使学生及时地复习和巩固了上节课所学的句型，并为学习新知做好铺垫。‎ Step 3 Presentation ‎1. Let’s try. ‎ Show the pictures of Wu yifan and John.‎ ‎ T: Who are they?‎ ‎ Ss: They are Wu yifan and John.‎ ‎ T: Yes. What did they do last weekend? What are they going to do?‎ ‎（1）学生读出题目尝试猜测答案，进行听前预测。‎ ‎（2）播放录音，回答问题。‎ ‎（3）校对答案。‎ 教学资源：录音机、磁带、课件人物插图 设计意图：先听前预测要听的重点内容，做到心中有数，提高听力水平。并且通过听力练习Let’s talk板块的人物和场景信息，为进入正式的对话学习做好准备。‎ ‎2. Let’s talk.‎ ‎(1) T: Look, they are John and Amy. (利用课件展示教学插图。）What are they talking about? What did they do last weekend?（对对话内容进行预测。）‎ 5‎ S1: Did they…?‎ T: Maybe.‎ S2: Did they…?‎ T: Good try…‎ ‎（2）整体感知对话，理解对话 T: What did they do last weekend? Let’s have a look together.‎ ‎ a. 带着问题阅读对话，出示下面表格检测学生对对话的理解。‎ ‎ What did they do?‎ ‎ John ‎ Amy ‎ b. 指名回答问题，完成表格。‎ ‎(3)教师播放动画，学生再次阅读对话，理解新词和句子。‎ ‎ T: Where do they want to go?‎ ‎ Ss: The bookstore.‎ ‎ T: Right. John wants to buy the new film magazine.（教师利用实物教学magazine，教读，拼读，指名读，齐读句子，理解句子。）How was the new film magazine? Was it interesting?‎ ‎ Ss: Yes. (板书句型。教读和理解interesting，领读句子，分组读句子，齐读句子。)‎ T: How do they go to the bookstore?‎ Ss: By bus.‎ T: Why? 引导学生说出It’s faster than walking.(教学faster，利用简笔画帮助学生理解faster，领读句子，齐读句子。)‎ T: John had a cold last weekend. Is John better now?( 教读better，指名读，拼读，着重于它的原形good, well。) ‎ ‎(4)教师带读核心句型。‎ ‎(5) Listen to the tape and follow the tape.‎ ‎(4) Read in role.‎ 两人一组分角色朗读对话。‎ 教学资源：课件、录音机、磁带 设计意图：处理本环节，我采取先整体感知对话初步体验，再抓住重点处理局部语言，然后又整体把握。相互渗透，培养学生的阅读能力。‎ Step 4 Practice ‎1. Do a survey.‎ ‎ Whose weekend was more interesting? 调查班里的两名或三名同学，询问对方的周末活动，并进行对比，看谁的周末更有趣。‎ ‎ 参考句型：A: How was your weekend? Was it interesting?‎ ‎ B: Yes.‎ ‎ A: What did you do last weekend?‎ ‎ B: I…‎ ‎ A: Did you…?‎ 学生总结、汇报讨论结果。‎ ‎_______’s weekend was more interesting. He/ She___________________.‎ He/ She___________________. He/She had a busy but nice weekend.‎ 设计意图：小调查，调动了全体学生的积极参与，锻炼了句型的应用能力。‎ 5‎ ‎2. 演讲比赛“我的周末”。‎ 用mind map的形式表现：‎ busy weekend did homework 设计意图：演讲比赛，锻炼了学生的记忆力，提高学生的口语表达能力。‎ Step 5 Summary T: Boys and girls, which new words did you learn about this lesson? ‎ Ss: Interesting有趣的, magazine杂志, faster 更快的，better 更好的，magazine杂志。‎ ‎ T: Which sentences did you learn?(Point to the blackboard.)‎ Ss: Was it interesting? Yes.‎ ‎ What did you do last weekend? I ________.‎ ‎ Did you see a film? No, I had a cold.‎ 设计意图：教师帮助学生归纳和整理本节课的重点知识，加深学生对知识的记忆。‎ 课堂作业 一、按要求写单词。‎ buy 同音词 ‎ is ‎ ‎ 过去式 ‎1. 2. ‎ ‎ ‎ ‎ talk ‎347..‎ ‎ ‎ 过去式 have ‎ ‎ 过去式 ‎ ‎ ‎3. 4. ‎ 二、单项选择。‎ ‎( )1. This is _______ interesting book.‎ A. a B. an C. /‎ ‎( )2. It’s _______ than walking.‎ A. fast B. faster C. fastest ‎( )3. I want _______ a new magazine.‎ A. buy B. to buy C. buys ‎( )4. I’m happy you feel_______ now.‎ ‎ A. good B. better C. gooder 三、看图补全对话。‎ ‎1. —Did you ________ ________ ________ yesterday? ‎ ‎ —Yes, I did.‎ ‎2. — ________ ________ ________ _______ last night? ‎ ‎ — We________ ________ ________.‎ 5‎ ‎ ‎ ‎3. —________ ________ your clothes last weekend?‎ ‎ — No, I________ ________.‎ 四、给下列句子排序。‎ ‎( )Hi, Sarah. Let’s go to the bookstore. I want to buy a new film magazine.‎ ‎( )No, I visited my grandparents.‎ ‎( )Did you see a film?‎ ‎( )Oh, I read it last weekend.‎ ‎( )Yes, it talked about a lot of new films.‎ ‎( )Was it interesting?‎ Answers:‎ 一、1. was 2. by 3. had 4. talked 二、1. B 2.B 3.B 4.B 三、1. read a book 2. What did you do, saw a film ‎ 3. Did you, watched TV 四、1、6、5、2、4、3、·‎ 板书设计 ‎ B Let’s talk ‎ magazine interesting 有趣的 better更好的 ‎（good/well比较级）‎ ‎ ‎ ‎ Was it interesting? Yes. ‎ faster 更快的 ‎（fast比较级）‎ ‎ 有趣的 ‎ What did you do last weekend?‎ I…‎ Did you see a film? ‎ No, I had a cold. ‎ ‎ ‎ 5‎