《新版PEP小学六年级英语下册Unit 2 Last weekend教案》由会员分享，可在线阅读，更多相关《新版PEP小学六年级英语下册Unit 2 Last weekend教案（17页珍藏版）》请在金锄头文库上搜索。
1、Unit 2 Last weekendUnit 2 Last weekend教学目标教学目标能够听、说、读、写句型: How was your weekend ? It was good. What didyou 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 yourweekend ? It was good. What did you do last weekend? D
2、id you see afilm ? 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 略目标知识与能知识与能力目标力目标 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课时安排6 课时1第一课时第一课时教学内容教学内容A. Le
3、ts learnDo a survey and report课课型型词汇教学 能听、说、读、写下列动词短语的过去式： cleaned my room, washed myclothes, stayed at home, watched TV教学目标教学目标 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教学重点 能听、说、读、写下列动词短语的过去式： cleaned my room, washed myclothes, stayed at home, watched TV教学难
4、点教学难点 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教学准备课件、图片教学过程： Let Let s learns learn1.呈现与操练（1 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.LetsLearn 板块的插图，提问：How was ChenJiesweekend ? What did she do ? 请学生根据插图回答问题。（3）请学生听 A.Lets
5、 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。2二、巩固与拓展二、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
6、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： Whats 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
7、busy but very happy last Sunday. She washed her clothes andcooked noodles in the morning. She did her homework and played the piano inthe afternoon. She cleaned her room and listened to music in the evening.Next Sunday, she is going to the park with her parents. ( ) Sarah cooked noodles last Sunday.
8、 ( ) Sarah watched TV last Sunday. ( ) Sarah did her homework last Sunday. ( ) Sarah is going to visit her grandparents next Sunday. ( ) Sarah played the violin last Sunday. Do a survey and report Do a survey and report1. 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、作业布置三、作业
9、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：板书设计：Unit 2 Last weekendUnit 2 Last weekendHowHow was your weekend ?was your weekend ?It wasIt was finefine, thanks., thanks.What didWhat did you you dodo ? ?I I stayed at homestayed at home and and watched TVwatched TV. ( cleaned my room , wash
10、ed my clothes ). ( cleaned my room , washed my clothes )3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。第二课时第二课时教学内容教学内容A. Lets tryLets talk课课型型对话课 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；教学目标教学目标 能够用正确的语音、语调朗读对话
11、，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 ? Itwas good. What did you do ? I stayed at home with your grandma. Didyou 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教学重点教学重点was good. What did you do ? I stayed at ho
12、me with your grandma. Didyou do anything else ?谈论周末活动。教学难点教学难点 能够描述自己上周末以及下周末的活动安排。教学准备教学准备课件、图片教学过程教学过程 ：一、呈现与操练A.Lets tryA.Lets 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 Mikesweekend ? 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
13、，请学生说出原因，引导学生推导时间，引出last weekend.A.Lets talkA.Lets 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 oftenvisit 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
14、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 Mikes weekend ? How wasGrandpas 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
15、心句型如下： How was Grandpas 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5e/_/ItYou / We /_二、巩固与拓展1.听录音，做动作wasbusybusybusylast weekend教师读出一些句
16、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 Mikes grandma 周末活动的图片，提问学生: How was Grandmasweekend ? What did she do ? Did
17、 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: Im fine, thank you, It was good.T: What did you do ?Lily: I went to the park with my father and mother.T: Thats nice. Di
18、d 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: Im going to visit my grandparents.T: Thats good.教师转述示例如下：6Lily was happy last weekend. She went to the park with her family. S
19、hecooked a meal and washed the dishes. She played chess with her dad. She isgoing to visit her grandparents nest weekend. 6.完成同步精练中对应的练习。板书设计：板书设计：Unit 2 Last weekendUnit 2 Last weekend How was your weekend ? How was your weekend ? It was good, thank you. It was good, thank you. What did you do ? Wh
20、at did you do ? I stayed at home with your grandma. I stayed at home with your grandma. We drank tea in the afternoon and watched TV. We drank tea in the afternoon and watched TV. Did you do anything else ? Did you do anything else ? Yes, I cleaned my room and washed my clothes. Yes, I cleaned my ro
21、om 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。第三课时第三课时教学内容教学内容B.Lets learnLook and talk课课型型词汇教学 学生能够听、说、读、写上述单词和词组: read a book,
22、 saw a film, hada cold , slept, last weekend / night / Monday, yesterday, the day教学目标教学目标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 了解常与一般过去时搭配使用的埋单状语。7 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教学重点教学重点a cold , slept, last weekend / night / Monday, ye
23、sterday, the daybefore yesterday.教学难点教学难点 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教学准备图片、课件教学过程教学过程 ：一、呈现与操练一、呈现与操练BLets learn.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.Lets 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： S
24、he read a book and saw afilm。导出核心词汇后，继续提问：Whatdid 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
25、日子做了什么，学习yesterday, the daybefore yesterday , last Monday , last night , last weekend 等时间短语，帮助学生理解这些过去的时间短语的意义。85.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、巩固与拓展二、巩固与拓展1.认读活动: Whats 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：Whats missing ? 学生根据记忆说出抽掉的是哪一个单词。
26、2.做 Look and talkLook 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：板书设计：Unit 2 Last weekendUnit 2 Last weekend John: What did you do last weekend ? John: What did you do last weekend ?last nightlast night last Monday last Monday yesterday yesterday the day before yesterday? the day before yesterd
27、ay? Amy: I saw a film. Amy: I saw a film.read a book.read a book. had a cold. had a cold. slept. slept. John: John: Did youDid you like it ? like it ? Amy: Yes, Amy: Yes, I did.I did. It was great. It was great. ( ( No,No, I didn I didn t 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
28、习单教学反思教学反思词 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第四课时第四课时教学内容教学内容B.Lets tryLets talk课课型型对话教学 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
29、itinteresting ? 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教学重点过的事情：Was it interesting ? What did you do last weekend? Didyousee a film ? No, I had a cold. 能够在语境中理解新单词 magazine, better, faster
30、 的意思，并能正确发音教学难点教学难点教学准备教学准备课件、图片教学过程教学过程 ：一、一、Lets tryLets try1.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 lastweekend ? 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。3.提问：What are they going
31、 to do ? 然后放第二遍录音，请学生回答第二个问题。104.继续提问：Why did John sleep all day ? 引导学生回答：Because he had a cold.二、二、LetLet s talks 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: Whatdid you d
32、o ? 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
33、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况,找出和自己有共同爱好的同伴 .学生对话示11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 lastSunday . Forty students did home
34、work 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：板书设计： B.Let B.Let s talks talkJohn: Hey, .Lets go to. I want toJohn: Hey, .Lets go to. I want toAmy:Amy:Oh, IOh, I . last weeekend. last weeekend.John: Was itJohn: Was it? ?Amy: Yes, it talked aboutA
35、my: Yes, it talked about.What did you do.What did you do .? Did you.? Did you ? ?John: No, IJohn: No, I . I. I . all weekend and slept. all weekend and slept.Amy: Oh, IAmy: Oh, I m sorry. Im sorry. I mm you feel you feel now. now.John: Thanks. LetJohn: Thanks. Let s s by bus. It by bus. It s s than
36、walking. 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。第五课时第五课时教学内容教学内容B.Read and write12课课型型阅读教学 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教学重点能朗读、理解短文，并完成相关练习教学难点教学难点 能朗读、理解短文，并完成相关练习
37、教学准备教学准备图片、课件教学过程教学过程 ：Step 1 : Warm-upStep 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 -sleptgo-wentread -readw
38、atch - watchedSee-sawwash -washedvisit -visitedStep 2: PresentationStep 2: PresentationRead and writeRead and write1. 1. 阅读前阅读前（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呈现本部分 Mrs Broom 的头象，介绍说：Mrs Broom works in a hotel. Sh
39、e isahousekeeper.Whatdidshedoyesterday ? 请学生选择。made the bedscooked the foodcleaned the rooms（3）教师介绍文段的背景：Wu Yifan and his family stayed in a hotel yesterday. It was nota good time. Why not ? 请学生预测吴一凡一家人在酒店中的遭遇。2. 2. 阅读中阅读中（1）第一次阅读要求学生快速阅读文段后回答问题：How was Wu Yifans stay in the hotel last weekend ?（2）第
40、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 Pictures1-3 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
41、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 the14hotel ?（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：CommentsDear Sir,Our weekend at your hotel was bad. Our room .Our friend RobinMy mother wanted toMy
42、 dad got some., but they were .I wanted to.The people in . I didnt sleep Im sorry, but we didnt 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
43、内容，并形成一定的自我观点。第六课时第六课时教学内容教学内容C. Story time课课型型复习课教学目标教学目标 读懂 Story time 中的故事。 能够分角色自然表演 Story time 中的故事。15 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。教学重点教学重点能够理解故事教学难点教学难点 能自如表演故事教学准备教学准备课件、教学图片教学过程 ：Step 1. Warm-upStep 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
44、 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. PresentationStep 2. Presentation Story time 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
45、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
46、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. PracticeStep 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 extensionStep 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：板书设计：Unit 2 Last weekendUnit 2 Last weekend It was a busy one. It was a busy one. I did my homework. Then I went fishing. 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。17
