陕旅版六年级上册Unit 5教案.doc

单元（组）教学计划单元（组）序号Unit 5 单元（组）名称 It Was Here Just Now课时数4知识目标能听、说、读、写以下词汇:scarf, wallet, sunglasses, gloves, warm jacket, rain boots, school bag，heavy，lost，in front of，just now,yesterday.能力目标能听懂、会说、会读、会用下列句型：新 课 标 第 一 网1、It was here just now .Oh, Its behind the door.2、It was in front of the house yesterday. But now it isnt there.3、Last night,they were under your bed. Look,they are still there.4、WasWere there Yes,there waswere. No,there wasntwerent.5、I have to go now.情感目标1、 培养学生的生活条理性。2、 培养学生良好的生活习惯。教学重点“四会”词汇的掌握: 新- 课-标 -第-一-网scarf, wallet, sunglasses, gloves, warm jacket, rain boots, school bag，heavy，lost，in front of，just now,yesterday.教学难点“四会”句型的掌握：1、It was here just now .Oh, Its behind the door.2、It was in front of the house yesterday. But now it isnt there.3、Last night,they were under your bed. Look,they are still there.4、WasWere there Yes,there waswere. No,there wasntwerent.5、I have to go now.教材分析本单元以天气及衣着话题为载体，以一般过去式为主线，通过对话让学生学习和掌握be动词一般过去式的用法以及如何借助句型It was just now .Oh, its .Last night,they were . They are still there.WasWere there ? Yes,there waswere. No,there wasntwerent.对事物进行过去和现在的对比描述。学情分析在本单元的教学中，教师应充分借助天气及学生每日的衣着，学习怎样对事物的过去和现在进行对比描述。教学中教师可借助教学挂图、单词卡片、多媒体和实物，引导学生学习掌握所学知识并能在实际生活中灵活运用。x Kb 1.C om 课时教案教学内容Unit 5 It Was Here Just Now第几课时1共几课时4知识目标能听说读写词汇:scarf, wallet, sunglasses, gloves, warm jacket, rain boots, school bag能力目标能在实际生活中灵活运用词汇：scarf, wallet, sunglasses, gloves, warm jacket, rain boots, school bag情感目标1、培养学生的生活条理性。2、培养学生良好的生活习惯。新 课 标 第 一 网教学重点能听说读写词汇:scarf, wallet, sunglasses, gloves, warm jacket, rain boots, school bag教学难点能在实际生活中灵活运用词汇：scarf, wallet, sunglasses, gloves, warm jacket, rain boots, school bag学情分析本课时以词汇教学为主，教师在这部分教学中要注意将语音融入情景中，从而体现语言的真实性。教学准备单词卡片，雨衣图片及一些表示天气的图片；录音磁带、录音机；一个书包，书包里面装有lets learn部分所学的词汇对应的实物；教学流程二次备课1.导入课前热身：Look and choose T: Hello, boys and girls. Nice to meet you again. How is the weather? S: Its sunny/cloudy/rainy. T: Great, Now please open your books and look at the exercise教师让学生观察每幅图片，通过问答引导学生说出图中并要求学生给图片选出相匹配的单词。T：Look at the first picture carefully .What can you see?S: Clouds and rain.T: Whats the weather like, then?S: Its rainy.参考答案：c,b,a,e,d教师引导学生就天气话题继续讨论：T：What kind of weather do you like?S: I like.T: I like sunny days On sunny days, the weather is fine . its very hot Now ,look! Im wearing my T-shirt. Do you feel hot.S1?S1II 授新课：i.新课展示Part A Lets learn1.学习单词sunglasses(1).教师戴上自己的太阳镜，与学生进行通话： T: Its a sunny day .I am wearing my sunglasses. Look! They are dark. Think I am very cool. But do I need to wear them in the classroom? Ss: No T: I have bad eye sight I should wear glasses. I have a pair of glasses What color are they? Ss: They are blue /red (2).小调查：Who is wearing glasses?教师请学生就班里戴眼镜的同学进行调查。T: Who is wearing glasses?S1: is wearing glasses.S2:.is wearing a pair of green glasses.S3:is wearing a pair of green glasses.T: Yes. They wear glasses. But they are not sunglasses. Sunglasses are usually dark.(3).教师板书、学生分组读单词，教师注意纠正学生的错误读音。2.学习词组rain boots 教师出示雨天的图片，与学生进行对话： T: We can wear our sunglasses on a sunny day. Look. It is raining . What can we take with us ? S: We can take our umbrellas. T: And we can wear our raincoats. (教师出示雨衣照片) Sometimes. Rain cats and dogs (教师出示倾盆大雨图)，and my shoes are wet.I can wear my rain boots. (教师出示雨靴图片)教师板书、学生分组读词组，并注意Boots中字母组合OO的读音。 Boots 中字母组合OO读长音(u:). 在单词boots ,school中都有OO,并且都读长音（u:） 3.学习词汇School bag. Wallet .scarf, gloves, warm jacket 教师出示所准备的书包。与学生进行对话； T: Look at this bag . Its my school bag. I have something in my bag.Can you guess whats in it? (教师请一名学生摸包里的物品)What do I have? S1:You have a “钱包 and 手套 T: Well. I have a wallet and a pair of gloves. Where are they? Ss: They are in your school bag. 教师请学生打开钱包，说出钱包中的物品。 T: Open the wallet and tell me what you can see in it? Ss: I can see some money. Yes. Winter is coming. We should wear our warm clothes I will buy new clothes for me with the money. Do you know what I will buy? T/Ss: A scarf , gloves and a warm jacket.(教师引导学生说出) 教师逐一出示围巾、手套和 棉夹克的图卡和词卡、板书并引导学生学习生词。. 巩固活动 教师播放此部分的录音，让学生听录音跟读词汇、教师可在后稍作停顿，要求全班同学或随机抽取某个同学读出相应的词汇。III.教学设计（Practice Activities）1.Part B Ask and answer1.教师出示此部分的衣物词汇卡片 ，学生认读单词。2.教师出示不同天气的图标，让学生说出相应的单词，然后按天气让学生将衣物单词进行分类。3.学生根据表格内容两人一组进行问答练习。如：S1：What do you wear on a snowy day?S2: I wear a scarf .a warm jacket and a pair of gloves on a snowy day在单词scarf ,wallet, gloves, jacket中有学过的单词 car, wall, love, jack. 学生可以根据这些已知部分进行联想记忆，快速记住新单词。课堂检测翻译下面短语scarf _ wallet _ gloves _ sunglasses _yesterday _warm jacket_just now_rain boots_school bag_课后练习1、抄写新学“四会”词汇各两行。2、预习下节课内容。板书设计Unit 5 It Was Here Just Nowscarf（围巾） wallet （钱包）sunglasses（太阳镜） gloves（手套） warm jacket（棉夹克） rain boots（雨靴）school bag（书包）教学反思课时教案教学内容Unit 5 It Was Here Just Now第几课时2共几课时4知识目标1.能听 、说、读、写词汇：heavy. last week .in front of . yesterday, lost.2.能听懂和理解Lets talk 部分的对话内容，学习和掌握过去试中be 动词was .were的用法。能力目标1.能运用以下句型谈论物体过去和现在的位置 ：It was here just now .Oh, Its behind the door.It was in front of the house yesterday. But now it isnt there.2.能正确理解、运用have to do something 结构表示“不得不做某事”。情感目标1、培养学生的生活条理性。2、培养学生良好的生活习惯。教学重点1.能听 、说、读、写词汇：heavy. last week .in front of . yesterday, lost.2.能听懂和理解Lets talk 部分的对话内容，学习和掌握过去试中be 动词was .were的用法。ttp:/www . 教学难点1.能运用以下句型谈论物体过去和现在的位置 ：It was here just now .Oh, Its behind the door.It was in front of the house yesterday. But now it isnt there.2.能正确理解、运用have to do something 结构表示“不得不做某事”。学情分析以会话为主要内容，通过对话学习和掌握一般过去式中be动词的肯定形式was和were，同时培养学生生活要有条理的意识。教学准备Lets talk及Lets chant部分的录音带、录音机教学流程二次备课.导入（1）课前复习教师创编歌谣，带领学生复习上节课所学的词汇。如：I wear my sunglasses on a sunny day.I wear my scarf on a snowy day.I wear my warm jacket on a windy day.I wear my rain boots on a rainy day.（2）新课导入：Look, choose and write1.教师先引导学生仔细观察图片，然后通过师生对话复习所学的单词，T：Look at the picture carefully. Whats in it? Where is/are the? Can you find the?1.完成问答之后，由学生自主选出合适的介词写下来补全句子。2.教师通过请学生读出句子来带领学生核对答案。参考答案：1. under 2.beside 3.on 4.behind 5.in3.最后请学生自己看图说句子。.教学设计新课程展示T: Hello, everyone. We should wear different kind of clothes there is different weather, It is rainy today, Kevin wants to wear his raincoat. Lets listen carefully.1.教师就本段对话提出问题，然后播放录音，让学生在对话中找到答案。Question1: Where is Kevins raincoat?Question2: Where are Kevins rain boots?2.教师请学生来回答问题，检测他们对对话的理解，然后引导学生看句子说出问题的答案。Answer1: Kevins raincoat is behind the door.Answer2: Kevins rain boots are behind the bed.阅读理解1.教师提出问题，让学生读对话，判断句子正误并改正错误的句子。Kevins bike is in frond of the house now.Kevins will go to school by bike today.2.教师请学生说出正确答案。改为：Kevins bike was in frond of the house yesterday.Kevins will walk to school. / Kevins will go to school on foot.3.教师讲解was、were的用法：教师用今天和昨天，通过星期名称引出yesterday、today及后面的were，教师与学生进行如下对话：T：what day is it today?(以当天为Tuesday，以此为例)S: Its Tuesday.T: You are right. Today is Tuesday。（问前一天）What about yesterday?S：（引导学生说出）Yesterday was Monday.T: Where are you now?S: Im in the classroom now.T: Where were you at six this morning?S: I was at home.(教师引导学生说出句子)T：We are in classroom now. And Im here with you now. But I was not here just now. I was in the teachers office just now.教师板书句子，用红色粉笔标出句子的动词及时间状语。Its today. It was yesterday.Im in the classroom now. I was in the teacher office just now.You are in the classroom now. You were at six this morning.4.找出Lets talk部分中含有was，were的句子并板书，朗读：It was here just now.Last night, they were under your bed.It was in front of the house yesterday. Im afraid it was lost.5.让学生朗读课文并画出对话中I have to go now, You have to walk to school today两句话。教师板书并领读这两个句子，继而做一些讲解使学生理解somebody have to do something结构说话。.巩固活动听录音，让学生跟读Lets talk 部分的对话，教师注意纠正学生发音。 教学设计Part B Lets chant1.教师可先让学生试读课文并画出句子中的动词及时间状语；引导学生有意把are you变成了were youyesterday.把I am变成了I was，是在就“我”昨天的情况进行的问答。2.学生听录音。3.用男女生一问一答或分组一问一答的方式说，练习过去时态的用法.知识小贴士（一）一般过去时态描述过去的情况，动词的形式也要变为其过去式，be动词的过去式有两种形式，其中，am和is的过去式是was，are的过去式是were。同动词的现在式一样，应用时要与主语的人称和数保持一致。一般过去时态往往与表示过去的时间状语连用，这一类短语常见的有：yesterday, yesterday morning/afternoon/evening, just now, last week/year/month/night,ago, at six this morning (在说话时间之前)等，随着对过去时态深入的学习，教师可逐步向学生介绍。知识小贴士（二）Have to do something用来表达“不得不做某事”，可在日常生活中表示某人因环境或条件所限，不得已而做出的选择。如：Its late. We have to go fast.Its raining. I have to wear my raincoat.Rose has to take a bus to the park, because its a little far from here.课堂检测好朋友，拉拉手。1. just now A. 雨靴 2. rain boots B. 在.面前 3.in front of C. 棉夹克 4. school bag D. 刚才 5. warm jacket E.书包 开心选择：( ) 1._a heavy rain! A Who B What C Where ( ) 2. Where_ my raincoat?A is B am C are ( )3. Im afraid it_ lost. A are B were C was ( )4._are the ruler and the pen? A What B Where C How课后练习1、作业：write the dialogues.一遍并翻译。2、预习下节课内容。板书设计Unit 5 It Was Here Just NowIts today. It was yesterday.Im in the classroom now. I was in the teacher office just now.You are in the classroom now. You were at six this morning.教学反思X Kb1 .Co m课时教案教学内容Unit 5 It Was Here Just Now第几课时3共几课时4知识目标1.能听懂和理解Lets learn more部分的两个对话。能力目标1.学习和掌握be动词过去式的否定形式（wasnt, werent）、疑问形式及其过去时在there be结构中的应用。2.通过对对话的学习，能对事物的今昔进行对比表达。情感目标1、培养学生的生活条理性。2、培养学生良好的生活习惯。教学重点能听懂和理解Lets learn more部分的两个对话。教学难点1.学习和掌握be动词过去式的否定形式（wasnt, werent）、疑问形式及其过去时在there be结构中的应用。2.通过对对话的学习，能对事物的今昔进行对比表达。学情分析以B部分的对话为主，让学生掌握和学习there be句型的一般过去式形式及一般过去式中be动词的否定形式wasnt和werent，并能运用所学知识对事物进行对比性的描述。教学准备Lets learn more部分的录音磁带、录音机。教学流程二次备课 .导入.课前热身教师让学生说唱Part B Lets chant部分进行热身，可采用男女生一问一答或分组一问一答的形式进行。Where were you yesterday?I was in my house.Where was your house yesterday?It was on my back.新课导入T: Hello, everyone. Do you love our school?S: Yes.T: Can you say something about our school?S: Our school is beautiful. There are many students here.教学设计.新课展示Part B Lets learn more1.教师可让学生通过听录音了解对话大意，引出功能句.T: Well .Liu Zhao yangs dad is visiting his old school. Are there many differences? Lets listen carefully.a)教师就本段对话提出问题。Question 1：When was Lius dad at this school?Question 2：Was there a library?Question 3：How many students were there at that time?b)教师播放录音，学生在对话中找答案。c) 教师请学生来回答问题，检测他们对对话的理解，教师引导2.学生用完整的句子说出问题的答案。Answer 1: Thirty years ago.Answer 2: Yes, there was.Answer 3: About six hundred students.3.教师板书上述问题的完整答案： Lius dad was at this school thirty years ago.Yes. There was a library. but there werent so many books.There were about six hundred students at that time.4.可采用问答，讨论的方式进一步讲解以上功能局：T: Is Lius dad at this school now?Ss: No.T: When was he here?T/Ss: Thirty years ago. 要求同学说出更多类似的状语，如：two years ago, Five hours ago教师引导学生继续问答，讲解There be 结构的过去式：T: Is there a library? / Was there a library at that time?T/Ss: Yes, there was But there werent so many books .T: How many students were there at that time ?T/Ss: There were about six hundred students at that time . 首先可用Is there?导出Was/were是学生理解表示过去的名词III 巩固活动1.要求学生听录音并跟读对话。教师可以要求学生分组朗读、男女生之间同伴间朗读，也可以鼓励学生进行示范朗读。2.学生两人一组分角色朗读对话，教师及时给与评价。.教学设计做一做，说一说1.学生读对话，完成表格。Thirty years agoNowIt was a small school.It is big school.There were six hundred students.There are about two hundred students.There was a library.There is a library. tooThere wasnt computer room.There is a computer room.2 .要求试着根据表格的信息，描述一下这所学校的过去和现在。Thirty years ago, it was But now, it is .Part C Choose and fill in the blanks.1.教师引导学生讨论、复习、归纳be动词的现在式和过去式及其用法。2.教师带领学生读题干，重点关注过去时的时间状语just now, last night, last year.3.学生独立完成填空后，由学生两人一组在班上读一读对话，其他同学检测他们的选词是否正确。参考答案：1. are, were 2.were,was 3.Is,was 4.are,am可数名词单数或不可数名词时，be动词用was, be动词后的名词是可数名词复数是Be动词用were; 疑问句需要把was/were提到主语之前，否定句 was/were后面加not.否定形式可缩写为wasnt /werent知识小贴士 There be 结构的过去式表示某处过去曾经有某物，be 动词后的名词数名词单数或不可数名词时，be 动词用was ,be 动词后的名词是可数名词复数时，Be动词用 were ; 疑问句需要把was/were 提到主语之前，否定句was/were后面直接加Not,否定形式可缩写为wasnt/ werent. 另外，与人称代词连用的be动词可视情况做个归纳：1，he she ,it 要用was; you ,we, they则要用were.课堂检测选词填空，补全句子。（ in ，on , were, was）1. Where _you yesterday?2. I was _my car.3.Where _your car yesterday？4.It was _the farm.课后练习1、作业：write the dialogues.一遍并翻译。2、预习下节课内容。板书设计Unit 5 It Was Here Just Now There be 结构的过去式表示某处过去曾经有某物，be 动词后的名词数名词单数或不可数名词时，be 动词用was ,be 动词后的名词是可数名词复数时，Be动词用 were ; 疑问句需要把was/were 提到主语之前，否定句was/were后面直接加Not,否定形式可缩写为wasnt/ werent. 另外，与人称代词连用的be动词可视情况做个归纳：1，he she ,it 要用was; you ,we, they则要用were.教学反思课时教案教学内容Unit 5 It Was Here Just Now第几课时4共几课时4知识目标1. 复习和巩固一般过去时中be动词was，were的用法。2.复习和巩固物品过去和现在的位置的表达。能力目标1.掌握be动词过去式的否定形式（wasnt, werent）、疑问形式及其过去时在there be结构中的应用。新 课 标 第 一 网2.通过对对话的学习，能对事物的今昔进行对比表达。情感目标1、培养学生的生活条理性。2、培养学生良好的生活习惯。教学重点1. 复习和巩固一般过去时中be动词was，were的用法。2.复习和巩固物品过去和现在的位置的表达。教学难点1. 复习和巩固一般过去时中be动词was，were的用法。2.复习和巩固物品过去和现在的位置的表达。学情分析在综合复习本单元重难点的基础上，通过相应的练习，针对学生对本单元的重点词汇和重点句型的掌握情况进行全面检测。教学准备Listen and match部分的录音磁带、录音机教学流程二次备课 .导入X k B 1 . c o m.课前热身根据上节课所学的对话，课前热身如下：T: From the dialogue. we know Liu Zhao yangs father was at the thirty years ago. At that time, the school was small. There was a And there were about six hundred students in the school. But now about two thousand .It is a big school. How many students are in our school. do you know?.授新课根据本单元内容，教师可设计一些类似下面这样的会话作为导入活动。T: Where is your English book?S: It is on my desk.T: Was it on the desk an hour ago?S: No.T: Where was it?S: It was in my school bag.T: Was there a Chinese book in your school bag, too?S: Yes, there was. And there were many other books.T: I see. Now please open your books. What shall we do today?We have some things to do.教学设计II. part B Look and say.1.教师引导学生观察第一图片，以问题what can you see in the 学生说出图中的花草、树木、房子、人物：a beautiful girl, a dog and small beautiful house, a clean river, fish, green trees and nice 2.以同样的方式让学生观察熟悉第二幅图，引导学生先说出图中的大厦，垃圾满地: tall buildings ,the cars make the air dirty ,the the river dirty. 从而推出环境不好、空气不新鲜。3.让学生参照课本中Look and say部分的形式进行描述。教师引导学习句型结构，可以示范其中的一部分。Thirty years ago, my mother was youngNow，没有mother is tall .Part C Listen and match.1.教师引导学生观察上面一排图片，以Whats this/that? What is it? 提问，让学生说出场所名称。然后让学生观看下面的人物头像，通过提问Who is he/she? Can you tell his/her name? 让学生熟记对话里的人物。2.教师播放录音，学生听录音独立完成练习。3.教师呈现正确答案，学生核对答案。4.本部录音内容如下：Mr. Zhao: Hello, boys and girls! Were you at home yesterday?Students: No, we werent.Mr. Zhao: Where were you, Kitty.Kitty: I was at the cinema. There was a great film yesterday.Mr. Zhao: How about you, Colin? Where were you?Colin: I was in the library. There were many interesting books.Mr. Zhao: And you Alice? Where were you?Alice: I was in the park. There were many beautiful flowers there.Mr. Zhao : Great! What about you, Kevin? Where were you?Kevin: I was on my uncles farm.5.参考答案：Kitty电影院，Colin图书馆，Alice公园，Kevin农场6.让学生根据连线结果试着说句子，如：Kitty was at the cinema yesterday.Colin was in the library. Order and act.1.教师先向学生介绍此类题的答题技巧，即：先找出问句，再为每个问句找