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1、PEP六年级(下册)英语Unit,2单元知识梳理(2)Unit 2 Last weekend 一、单词 clean打扫 - cleaned(clean 的过去式)打扫 stay停留 - stayed (stay的过去式)停留 wash洗 washed 洗 watch看 watched看 have患病 had 患病 sleep 睡觉slept睡觉 read读 read 读 see 看见saw看见 last 上一个的 yesterday 昨天 before在之前 二、短语 clean my room 打扫我的房间 wash my clothes 洗衣服 stay at home 呆在家里 watc
2、h TV 看电视 go boating 划船 read a book 读书 see a film 看电影 have a cold 感冒 sleep 睡觉(过去式slept) climb a mountain 爬山 cooked dinner做饭 cook noodles 面条 三、句子 1.How was your weekend?你周末过得怎么样? 2.It was good/fine/OK,thank you.很好,谢谢! 3.What did you do last weekend?你上个周末干了什么? 4.I stayed at home with your grandma.我和你奶奶
3、呆在家里.(with和谁) 5.Did you do anything else?你还做了其他什么事吗? 6.Yes,I cleaned my room and washed my clothes.是的,我扫了房间,还洗了衣服。 7.I want to buy the new film magazine.我想买期新的电影杂志。 8.Did you see a film?你看电影了吗? No,I didnt .I had a cold.I stayed at home all weekend and slept.没有,我感冒了。整个周末都呆在家里睡觉。(肯定回答Yes,I did.) 四、语法知
4、识: 一般过去时 1一般过去时表示过去某个时间发生的动作或存在的状态,常和表示过去的时间状语连用。一般过去时也表示过去经常或反复发生的动作感谢。 2Be动词在一般过去时中的变化: am 和is在一般过去时中变为was。(was not=wasnt) are在一般过去时中变为were。(were not=werent) 带有was或were的句子,其否定、疑问的变化和is, am, are一样,即否定句在was或were后加not,一般疑问句把was或were调到句首。 3句中没有be动词的一般过去时的句子 (1) 否定句:didnt +动词原形,如:Jim didnt go home yest
5、erday.(2)一般疑问句:在句首加did,句子中的动词过去式变回原形。 如:Did Jim go home yesterday? (3)特殊疑问句:疑问词+did+主语+动词原形? 如:What did you do yesterday? I read a book. (人教PEP)六年级英语下册教学实录Unit 2 whats the matter, mike?1.Warm-up (1)放四年级上册第六单元的歌曲“My father is a doctor.”先师生齐唱,然后分组唱,比一比哪组唱得好。(2)日常口语练习。师生可进行如下对话: T: What are you? S1: I
6、am a student.T: Whats your father? S2: Hes a .T: What your mother? S3:She is a .(1)放四年级上册第六单元B部分Lets chant的录音,师生一起吟唱歌谣。(2)吟唱歌谣后,教师做如下陈述:“When we want to learn something, we can e to school.When we feel hungry, we can go to KFC.When we feel sick, we can go and see a doctor.We should go and see a doct
7、or when we feel sick.”教师有意放慢语速或加重语气重复feel sick,以引起学生的注意。 Lets start出示Lets start部分的教学挂图,说:“Look! We have some new friends here.Who are they? Are they happy? Where are they? What are they doing? Whats the matter with them?”帮助回答:“The robot is tired.The rabbit is sad.The straw man has a headache.The dog
8、 has a sore throat.The monkeys leg hurts.”教师可引导学生通过仔细观察教学挂图或观察教师的肢体动作来帮助学生熟悉答句中的新单词和短语。Lets chant 教师放学生用书P14 Lets chant的录音,学生听录音,跟唱歌谣,教师领读重点句子“I have a headache.”和“I have the flu.”需及时纠正学生的发音,再请个别学生试读歌谣。教师稍微讲解词义,为下一课时学习新单词和短语铸铺垫。 Lets learn(1)教师出示一支体温表,介绍说:“This is a thermometer.If I have a fever, it
9、 will tell me.I dont have a fever today.I feel well.But Mike doesnt feel well.He has a fever.指着学生用书上Mike发烧的图画教学have a fever。教师示范朗读,学生跟读。教师板书并带领学生拼读。教学该短语时,教师也可以让学生触摸他人和自己的前额来判断是否发烧,有意识地把课堂教学实践与实际生活结合起来。(2)教师请学生继续看Lets start部分的教学挂图,问“Whats the matter with the straw man?”引导学生说出:“He has a headache.”再指着
10、图中的猴子问:“Does the monkey have a headache, too?突出have a headache的发音。板书并教学该短语。(3)教师接着以上问题问:“The monkey doesnt have a headache.Whats the matter with him? Yes! His leg hurts.”教师示范朗读并板书,学生跟读。教师还可适当拓展语言,如:“My arm hurts.His ear hurts.Her nose hurts.My nose hurts.”等,为学习下一课时的重点句子“My nose hurts.”埋下伏笔。(4)教师课前准备
11、一只漂亮的糖盒,装有巧克力等糖果,请学生猜:“Whats in the box?”学生猜出后,教师说:“Yes! Here are some sweets.I like eating sweets.So I often have a toothache” 教师做“牙痛”,板书have a toothache并领读,同时提醒学生注意headache和toothache两个单词的共同之处,帮助学生简单了解构词法。(5)教师出示刚才学过的单词卡片,请学生认读。趁学生不注意时再加上一张,让他们猜加上的是哪张卡片。(6)教师利用肢体语体帮助表达:“I dont feel well.I have a fe
12、ver.I have a headache.I have a sore throat.My nose hurts.Whats the matter with me? Gue!”根据学生的回答引出短语:have a cold。教师板书该短语领读。(7)放A部分Lets learn的录音,学生跟读。教师示范书写四会单词,并让学生在学生卡片背面的灰体词上描红,以达到听、说、读、写四会掌握单词的目的。 Lets play(1)教师将单词卡片随机发给六名学生,提问:“Whats the matter?”持不同卡片的学生出示卡片,回答问题并做出相应的表情。教师示范两次后,请两人一组进行练习。(2)“看病”
13、游戏请学生分别扮演医生和病人,用句型“Whats the matter? I have a fever/My leg hurts”来提问、回答并附以相应的动作、表情。 (4)“敲敲打打”活动将所学单词或短语写在黑板上,然后把学生分成两大组,每组派一名代表,站到黑板前。教师说单词或短语,请学生敲击听到的单词或短语,谁敲得既对又快得一分,最后得分高的组获胜。 (5)单词认读学生制作单词卡片,每张写有一个学过的单词,最好是大写字母,如:HURT, COLD, HEADACHE等。此活动可三人一组在课余时间进行,游戏规则是:三名学生中任一名随意展示一张卡片再迅速放下,其他两名学生说出所见单词。首先说出的得一分,谁得分最多谁获胜。情感表现得很好。总算找到一篇这么优秀的范文。第 页 共 页