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1、Unit 2 Last weekend 教学设计（Period 1）广东省东莞市寮步镇石步小学王爵毅一、教材内容分析本部分通过Mike和Grandpa在电话里谈论周末活动的情境，提供学生要学习的核心句型How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?让学生感知上述句型的语义及语用情景，教学目标是通过学习让学生能够在动画和老师的帮助下理解对话大意，并能够听、说、读、写对话内容；在情景中恰当运用以上重点句型。二、学生情况分
2、析本课时是本单元的第一个课时，在此内容学习之前，“周末活动”这一话题在五年级的My week、My day等单元及六年级上册My weekend plan都有所涉及；学生在PEP教材一至七册里也学习了许多有关的动词词组；学生对动词的一般现在时、现在进行时、一般将来时都已经掌握了。而本单元则是一般过去时学习的开始，学生第一次接触一般过去时的陈述句和一般疑问句形式，通过本课内容有关周末活动相关知识的学习，使学生谈论周末活动的语言更加丰富、更加全面。1. 语言知识基础学生在PEP教材一至七册学习了有关活动的动词词组，如：clean the room, watch TV, wash the cloth
3、es等，学生能够在情景中运用功能句型What do you do on the weekend? I often . 及what are you going to do on the weekend? I am going to 等，对周末的活动知识比较丰富。2. 语言技能基础通过前七册的语言学习，学生具备一定的听说读写能力。六年级学生对于对话学习大多以经验感知型逐步转向理性思考型，他们已经具备丰富的周末生活经验，教学可从学生的已有的生活经验作为切入点。通过丰富的语言情景和启发式问题的设置，有层次、有梯度培养学生的思维能力。3. 语言策略基础学生喜欢和乐于开展小组合作学习技能，能够在此基础上进
4、行任务型学习。本课设计不同层次的活动，顾及学生水平差异。开展了同伴合作、小组调查等活动，发挥小组合作学习的优势。精选文档4. 情感态度基础小学六年级学生对英语学习有浓厚的兴趣。具备良好的语言学习习惯，敢于大胆表达，乐于参与语言实践，学习的成功感逐渐成为本学段学生英语学习的内驱力。能够积极与他人合作，共同完成任务。三、教学目标1. 知识目标（1）能够听、说、读、写核心句型How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?（
5、2）能够在具体的语言情景中理解新词drank tea, stayed at home, anything else等并能够正确发音。2. 能力目标（1）能够在动画和老师的帮助下理解对话大意，并在情景中恰当运用以上重点句型。（2）能够用正确的语音、语调朗读对话，并能进行角色表演。（3）能够完成调查及填表活动，描述自己上周末的活动。3. 情感态度目标（1）能有合理安排周末活动，劳逸结合意识。（2）培养学生热爱生活的积极态度。（3）体验分享与合作的乐趣。4. 策略目标（1）注重新旧知识融会贯通，培养自主学习的能力。（2）培养学生的观察，归纳和自主探究能力，激发多元思维。精选文档四、教学重难点1. 教
6、学重点（1）能够听、说、读、写核心句型How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?（2）能够用正确的语音、语调朗读对话，并能进行角色表演。2. 教学难点：新词drank tea, stayed at home, anything else的正确发音。五、教学步骤1. 复习热身（1）教师与学生谈论周末活动及周末打算的活动。T: Do you like weekends?Ss: Yes.T: How is your w
7、eekend? What do you often do on the weekend?S: I often T: What are you going to do this weekend?S: I am going to （2）Sharp eyes 快速说出相关周末的活动动词词组：clean my room，wash my clothes, cook a meal, watch TV, climb mountains, play football, read a book, see a film, go to a park, go hiking等。设计意图：课前的交谈，自然引入本课主题，谈
8、论周末经常开展的活动以及自己的周末计划。学生通过Sharp eyes快速说出与周末活动有关的动词词组，既熟悉了对话的主题，又为下面的对话学习，乃至调查交流做了很好的铺垫。精选文档2. 导入（1）主情景图引入对话（教师点击课件）T: Hello! Children, look at the main scene. Who are they?S: Zhang Peng and John.T: What day was it?S: I t was Saturday and Sunday.T: Did they have a nice weekend? What did they do?S: He c
9、leaned his room. He watched TV. He （2）Lets try: Listen and circle从主情景图引入并提问T：What do you think of Johns weekend? Was it interesting? How about Mikes weekend?引导学生读题并猜测答案。播放录音，学生选择正确答案。设计意图：通过讨论课件展示的主情景图所呈现的Zhang Peng and John.两个主线人物在上周所做的事情，及Mike 和Sarah 打电话聊天初步感知一般过去式的用法，也为下一步Mike给爷爷打电话作好铺垫，并为进入正式的对话
10、学习做好准备。3. 呈现与操练（1）Look and guess 课件呈现对话插图，引导学生猜测对话内容。T: What are they doing? What are they talking about?What did they do last weekend?S: They are talking about weekend.精选文档（2）听录音，感知理解对话内容。1st Listen and answer 听录音，初步感知对话。T: How was grandpas weekend? What did he do?S: It was good. He stayed at home.
11、 He drank tea and watched TV.T: How was Mikes weekend? What did he do?S: It was good. He watched TV, cleaned, and washed clothes.2nd Listen and choose 听音，关注重点句子。挖空对话中的重点句子：How was your weekend? What did you do? Did you do anything else?3rd Listen and choose听完之后再按顺序把以上句子排列好。设计意图：通过三次不同层次要求的活动，第一次让学生从
12、初步感知对话内容，完成简单问题了解对话，第二、三次通过对关键句型的重点听力，让学生感受使用一般过去时的语境，加深对话的理解。（2）跟读，理解对话内容看视频，学生跟读，注意语音语调。遮住关键句型和单词让学生跟读。当读到过去时句子时站起来，如：What did you do? I stayed at home. Drank tea. Watched TV. Cleaned my room and washed my clothes.学生分角色朗读并表演对话。设计意图：在充分听的基础上，让学生跟读，培养学生用正确的语音、语调朗读对话，通过对过去时的关注及朗读，让学生感受一般过去时的形式，学生之间的角
13、色扮演为下一步的个性化产出做好准备。4. 拓展延伸（1）编写一个新的对话精选文档T: Boys and girls, Mike had a nice weekend. What about you? How was your weekend? What did you do? What are you going to do next weekend? Talking with your friend.A: Hi, . How was your weekend?B: It was good/fine/nice, thank you.A: What did you do?B: Well, I W
14、hat about you?A: I B: Thats nice. Did you do anything else?A: Yes, I B: Greet! Weekend is coming, what are you going to do this weekend?A: I am going to Do you want join me?B: Sure. / Sorry, I am going to 设计意图：在充分听说的基础上，为学生提供语言支架，让学生根据实际编写对话，进一步感受一般过去时的形式，同时增加一般将来时练习，达到对比巩固的效果。（2）Do a survey 学生相互采访上
15、周末的活动了解Who had a good weekend? What did you do last weekend?（3）学生根据调查表作汇报Last weekend, 3 students washed their clothes 设计意图：采访活动突出语用目的，以谁的周末更加合理这个任务驱动，赋予学生调查更加真实的语用目的，在口头交际中整体巩固词汇和主要句型。精选文档5. 小结与评价利用板书的评价引导学生运用所获得的词组进行编排合理的周末。6. 布置作业（1）跟读Unit 2 A Lets talk对话。（2）运用课文句子，采访两个同学上周末的活动情况。六、板书设计板书以突出本课所学重点词汇为主，利用简单的思维导图方式，直观简明地把本课的重难点呈现，帮助学生梳理巩固，方便学生进行概括巩固和知记，同时起到在学生听说读写活动时给予充分支架作用。精选文档Unit 2 Last Weekend 教学设计（Read and write）广东省东莞市莞城英文实验学校罗羽一、教学内容精选文档二、教学设计整体思路整体思路与理念指导：本课为读写教学课。在整体教学设计中，遵循一
