PEP小学英语六年级Unit3lastweekend教学设计

1、PEP小学英语六年级Unit 3 last weekend教学设计一、单元教学目标1、水平目标(1)能够对过去某人所做的事情进行问答,如： What did you do yesterday? I visited my grandparents.(2)能够用一般过去时的一般疑问句形式询问别人过去某个时间所做的事情并作答.如：Did you go fishing last weekend? Yes, I did. No, I didn 't.(3)能够对某人过去某天所做的事情进行简单地表达.如：Zhang Peng visited hisgrandparents yesterday.(4

2、)能够听懂会唱歌曲 At the zoo2、知识目标(1)能够掌握 A, B局部Let's learn, Let's talk中的四会单词和四会句子.(2)能够听,说,认读 A, B局部Let's talk,中的加粗句子.(3)能够认读 Pronunciation局部的音标：(4)能够理解Let's chant局部的内容,并能答复相应的问题.(5)能朗读和理解 Let's read局部,并在此根底上进行有限度的复述.(6)能够了解 Story time , Good to know , Task time等局部的内容.尝试借助提示表演故事中的局部内容.3

3、、情感、策略、文化等有关目标(1)情感目标：热爱生活,关心他人,积极参加各种课外活动.(2)学习策略：积极运用所学语言进行表达与交流,增强合作,共同完成学习任务.(3)文化目标：了解一些西方国家图标(signs)的意思.二、单元教学课时安排：六课时第一课时一'、教学内容： Main sceneLet's startPart A Let 's learnLet's find out二、教学目标与要求1、能够听、说、读、写短语： watched TV, washed clothes, cleaned the room, played football andvisi

4、ted grandparents.2、能够听懂问句：What did you do last weekend?并能够做出正确的答复.3、能够运用新学语言内容完成Let's find out中的任务.三、教学重点听、说、读、写短语“ watched TV, washed clothes, cleaned the room, played football and visited grandparents",听懂、会说句子：What did you do last weekend? 并能够在实际情景中灵活运用.四、教学难点5个词组读音和书写,掌握动词过去式及其发音规那么.五、课前

5、准备1、教师准备本课时所需的六张词卡.2、教师准备录音机和录音带.3、教师准备本单元的挂图.六、教学过程1、Warm-up(1) Daily oral practice.Good morning! Glad to meet you. How are you? What 's the weather like today? 对话练习, 已 学知识的稳固.(2) Hang -man game.玩游戏,猜单词.(watch, wash, clean, play, visit)2、 PreviewLet's chant (第六册书本 Page 7)a.听一遍录音 b、师生一起说唱(2)

6、 Let's start:What do you usually do on the weekend? 说说自己的周末,复习动词短语.3、 Presentation(1)、教师出示一个日历给大家看,圈出今天的日子是 Sunday(weekend),然后问学生：What'sthe date today? What day is it today?学生答复今天的日期 ,Today is April the 10 th. It's Sunday.(2)、教师说： On Sunday (weekend), I usually wash clothes, clean the ro

7、om, play football, watchTV and visit grandparents.出示教师所说动作的卡片,学生跟读词组.跟着老师朗读几遍动词 o(3)、教师问学生： What do you usually do on Sundays?学生答复教师的问题.(4)、教师再次出示日历,圈出上个星期天的日子,然后问学生：What was that day?引导学 生答复：It was last Sunday? 板书并带读单词：last.教师：It was last Sunday. It was the last weekend.板书、解释并朗读词组：last weekendo学生跟读

8、并掌握词组：last weekendo(5)、引出句型： What did you do last weekend?板书句型并朗读.(6)、呈现词组： watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音./t/, /t/, /d/, /d/, /id/ .(7)、Activity one: Bingo!(8)、师生问答.(语言内容,媒介)(9)、Activity two:摘苹果游戏(10) .教师领读 Let's learn局部.4、Conso

9、lidation and extensionLet's find out.(1)、教师通过CAI出示图片,提问：What did Zoom do last weekend?板书并认读： do-did, water-watered.(2)、教师问几个学生：What did you do ?(3)、Do a surveyo学生之间相互了解,并做好记录.完成后上台进行解说.(4)、填入所缺的单词.(5)、完成活动手册的相应练习.(6)、回家朗读课本 Let's learn局部,抄写词组.七、板书设计：last weekend watch-watched wash-washed cle

10、an-cleaned play-played visit-visited do-did water-wateredWhat did you do last weekend? I watched TV .课后反思：A)这堂课的教学设计紧密联系学生的实际生活的,让学生通过be going to do 句型交流行事方案.在教授时注重时间短语和动词短语的搭配教学,来稳固句型和新授知识的实际应用水平,这样可以让学生活学活用,易于接受.B)引导性的道具,使抽象中的概念引领到实际的概念中.如电影海报-go to thecinema .C)在实际的教学过程中,可能是太注重内容的输送,对学生扎实的掌握所学语言根

11、本功有 些无视,师生之间的互动缺乏,单词和句子操练缺乏,导致学生所表达的内容很局限,这还需进一步的改善.第二课时一'、教学内容： A Let's try Let's talk Let's find out C Good to know二、教学目标与要求1、能够听说读写句型：What did you do last weekend? I played football. 并能够在实际情景中运用.2、能够用过去式的一般疑问句形式进行简单的提问,如： Did you clean the room? Yes, I did. / No, I didn 't.3、能

12、够听懂并完成 Let's try局部的联系.4、能够运用新语言完成Let's find out中的任务.5、了解 Good to know当中的标志的意思.三、教学重点能够听说读写句型：What did you do last weekend? I played football.并能够在实际情景中运用.四、教学难点学生初步了解动词过去式的一般疑问句形式.识记help的意思.五、课前准备1、教师准备假设干张图片.2、教师准备录音机与磁带.3、教师准备该课时的教学挂图.4、学生准备一张调查表.六、教学过程1、Warm-up、Enjoy the song: At the zoo(2

13、)、Daily oral practiceGood morning. Glad to meet you. How are you? What day is today? What's the weather like today?2、Preview、Activity 1(2)、Let's try.T: What did you do last weekend?S: T: What about Chen Jie?3、Presentation and practiceLet's talk设计主情景“我是小小侦探(1)、“谁清扫了教室教师用课件动画形式出现一个明亮干净的教室.

14、出现一个老师和一个学生John.Look, our classroom. It 's very clean and tidy. But who cleaned it. I don 't know. I want to thank him. Can you help me to find him?J: I can help you to find him.John 跑了出去,碰到了 Sarah, John 就问 Sarah. J: What did you do last weekend?Sarah: Hmm! I watched TV.John 跑去问了 Wu Yifan.J:

15、 What did you do last weekend?W： Hmm! I played football.板书句型： What did you do last weekend? I played football. 学生朗读.教师头带John的头饰T: What did you do last weekend?51: I T: What did you do last weekend?52: I T: Did you help the teacher clean the classroom?引导学生答复.板书help,并朗读.(2)、Activity 2(3)、Activity 3 Ma

16、ke the chant.(4)、“找到了通过课件展示 John和Zoom的对话.J: What did you do last weekend?Z: I played football at school.J: Did you help the teacher clean the classroom?Z: Yes, I did.J: Oh, Zoom. You are great!(5)、听录音,跟读书本对话.(6)、学生一起朗读对话.4、Consolidation and extension(1)、对话操练：Let's find out. p28(2)、完成活动手册相应练习(3)、

17、Good to know七、板书设计：What did you do last weekend? I played football.help课后反思：在对话教学中,多进行PAIR WORK是非常重要的,但是进行小组间的合作对话又是比不可少的,为此我摸索着进行两套思路的教学：一、以本为本读对话.新授课完成后立即给学生5分钟左右的时间,以四人小组为单咬准每一个音,发好每一个单词,尽量模仿录音中的语音、语调,把整个对话完整、流利、整洁地朗读出来.二、含作创造编对话.这一阶段的练习旨在培养学生对场景的想象水平,以及对在适当的场景里运用适当、得体的语言的判别水平.这是一个自主学习,自觉消化的过程.此时

18、还是以四人小组为单位,但这时更充分表达了任务型教学,更强调合作学习,我要求小组围绕话题展开讨论,大胆创设各类场景来运用所学知识第三课时*、教学内容： Part A Let' s readLet's play. Part C Pronunciation二、教学目标与要求1、能听、说、认读 Let's read局部的内容,并完成相应活动.2、能够了解双元音音标/、/ /、/ /的音与形,能够读出例词并选择音标与单词和配图正确连线.三、教学重点1)理解短文内容,学会描述自己或询问他人的周末生活.2) was, busy, It was 's birthday.四、教学

19、难点1)理解短文内容,学会描述自己或询问他人的周末生活.2) was, busy, It was 's birthday.五、课前准备1、教师准备一幅本课时的教学挂图.2、教师准备一台录音机和相关录音带.3、学生准备本课时的单词卡片.六、教学过程1、Warm-up(1) Let' sing: The days of the week.(2) Ask and answer:What did you do last weekend?What did you do yesterday?I ( did) - last weekend/ yesterday.2、Preview结合单词卡片

20、复习所学的四会单词,可让学生进行快看快拼的比赛.3、Presentation(3) Let; s learn.从上面的问答中,老师总结并板书呈现：busy,was busy last weekend.根据学生的答复,教师可提出更细节性的问题：T: What did you do last Saturday morning/ last Sunday evening ?A: I (did) - last Saturday morning/ last Sunday evening T根据学生A的答复,再向其他学生提问：T: What did A do last Saturday morning/ l

21、ast Sunday evening ？引导学生将第一人称改为相应的第三人称进行答复,并将学生的答复(选择一个)以短语形式填入课前准备好的表格中.见附录.完成表格后,T再次重复：A was busy last weekend. 根据板书及表格,引导其他学生以：xxx was busy last weekend.为开头转述其他同学上周周末的活动.(4) Presentation of the sentences T: A was busy last weekend. B was busy last weekend. And Wu Yifan was busy last weekend,too.(

22、可用课件展示) Now, let's listen to the short passage and answer some questions.( T 可根据段落内容顺序设 计问题)A : What did Wu Yifan do Saturday morning?B: Whom did he visit？ Why？C: What did they do together?D: What did they do in the evening?E: What did Wu Yifan do Sunday morning? With whom?F: What did Wu Yifan d

23、o in the afternoon?听完两遍录音,学生可以同桌讨论并答复下列问题.如果有不同答案,大家一起讨论,寻求最正确答案.听音跟读,再齐读.要求学生独立完成课本中“Finish the sentences".再进行组内讨论并校对答案.1) Let's playT: Look at the calendar. Today is ( date ).Yesterday was (date).What did you do yesterday?A: I (did) yesterday.2) Activity 1 :滚雪球Pronunciation(1)听音模仿.教师要以夸张的

24、口型带学生跟读.(2)认读双元音音标./ / , / /, / /.说明音标与字母的区别和联系.(3)拼读单词.老师请学生自己拼读并读给大家听.(4)读单词,连线.(5) Activity 2: Play basketball4、Consolidation and extension(1)用词组或短句来描述自己爸爸或妈妈上周末的活动情况.(2)完成活动手册相关内容. 七、板书设计： Busywas busy last weekend.教学反思：小学六年级的学生,由于其生理和心理都在发生着急剧的变化,因此,英语课堂上表现出来的性格也渐渐由外露变得比拟内敛、害羞和敏感.根据这种细微的变化,我抓住学

25、生争强好胜的心理,以朗读教学为突破口即在对本课时根本都理解的根底上,以小组学习、比赛为基本形式,力求使每一位学生都积极主动参与到教学活动中来,在听中模仿,在读中练,再在同桌之间的交流中提升.为此选择六年级英语课本中每单元的第三课为材料,具有很强的知识融合性和概括性, 学生通过反复的朗读与自编,既到达了复习稳固的目的,又无形中大大培养和提升了学生的学习兴趣,为进一步的教学埋好伏笔.教学目标对于这局部对话的要求不仅是按部就班地 学会,更强调能灵活地 学以致用第四课时一'、教学内容： Part B Let's learn Let 's play. Part C Task ti

26、meLet's check二、教学目标与要求1、 掌握四会词组： went to a park, went swimming, read a book, went fishing, went hiking.2、学会用句型 What did you/ (name) do last weekend/ yesterday? I(name) (did) last weekend/ yesterday. Did you.？ Yes, I did.来进行问答并完成 Task time的表格.三、教学重点掌握四会词组,并用所学词组和句型进行调查四、教学难点掌握四会词组,并用所学词组和句型进行调查五、

27、课前准备1、教师准备本课时所需的五张词卡及A局部所学单词.2、教师准备录音机和的录音带.六、教学过程1、Warm-up1) Free-talk:T: What day is today?A: Today is T: What day was yesterday?(强调 yesterday)8: Yesterday/ It was T: What did you do yesterday?C: I (did) - yesterday.(用前几课时已经学的词组)2) Chain-drill:C: I (did) - yesterday. What did you do yesterday?D: I

28、 (did) - yesterday. What did you do yesterday?E, F ( ask the teacher)T: I went to a park yesterday.2、Presentation and practicelet ' s learn(1)继续Chain-drill,由T引出并出示新授词组:went hiking.(2)学生已经了解了 go的过去式后,T边用I went (这个动词用动作表示)yesterday.表达 自己昨天去做什么了 ,边做动作.让学生帮老师说出：went swimming, went fishing.(3) Ask an

29、d answer:A: T ask and Ss answer.B: S1 ask and S2 answer.C: S3 ask and T answer.由此,T引出新授词组:read a book.(4)自编 chant. Chant together.(5) Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.(6) Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lo

30、wly, Ss say itloudly.Practice:通过各种游戏,操练所学词组Activity 1 找伙伴Activity 2我是侦察兵Activity 3记忆大挑战3、Task-time1) Pair workA: What did you do last weekend? / Did you ?B: I (did) / Yes, I did.2)在问答过程中完成书中所示的表格.3)邀请几组同学到前面汇报调查结果4、Let's check1) Ask Ss to describe each picture with the sentence structures of: I

31、(did) yesterday/ last weekend.2) Listen and circle.3) Check the answers.5、consolidation and extension(1)完成活动手册相应内容.(2)课后继续交流同桌的周末或前天的活动信息.七、板书设计：went to a park go to a parkwent hiking -go hikingwent swimming go swimming went fishing go fishingread a book-read a book课后反思：在词汇教学中我觉察应采用"全方位教学法"

32、;,即在教学一个词时,应尽可能多地 将该词与学生已有的旧知识建立起各种联系对学生的知识稳固性较好.Eg: newspaper分开记忆new (新的)news (新闻)& paper(纸)newspaper (报纸),这种方法特别适用于有了一定的词汇量的高年级学生.整体效果还不错,再在平时加深听写与稳固,对学生扩充词量能更有效的去记忆.第五课时一'、教学内容：Let's chant Main scene Let's try Let's find out二、教学目标与要求1、能理解并询问他人在过去时间里干了什么事情.2、掌握句型：Did you read b

33、ooks? Yes, I did./ No ,I didn 't.三、教学重点To master the following sentence structures:Did you read books? Yes, I did./ No ,I didn 't.四、教学难点：To master the following sentence structures:Did you read books? Yes, I did./ No ,I didn 't.五、课前准备1、教师准备图片.2、教师准备录音机与磁带.3、教师准备该课时的教学挂图.六、教学过程1、Warm-up(1

34、) Hang-man game(went to a park, went swimming ,went fishing, went hiking, read books)游戏BingoLet's try听对话,选择图片2、Presentation and practiceA. chant(1)教师用课件呈现chant(在课件上出现几幅图片 NIGHT PARK JUNE 等,然后在 YES的地方出现一个人)(2)学生二人小组说唱书本上的chant(3)学生用手头的卡片自编一个chantB. Let's talk(1) Listen and do(2) Look and answ

35、er(3)Listen and readC. practiceActivity 1.Let s find outActivity 2 The story of ZoomActivity 3 Guessing4、Consolidation and extension1 .听录音,做活动手册.2 .根据情景编对话.七、板书设计：Did you read books?Yes, I did. No, I didn 't.教学反思：在教学中作为教师要坚持尽量使用英语,适当利用母语的教学原那么,以减少学生对母语的依赖性和母语对英语教学的负迁移.教师的教和学生的学都尽量不用母语为中介的译法,即使使用也应该增强分析比照.由于用一种语言解释另一种语言不一定都能做到一一对应完全准确.我想大家都有这样的经历,即有些英语词、句用汉语很难解释,甚至会出现越解释越难的现象,学生有时会感到更烦.在这种情况下,我经常给出一些包含该词、句的句子,让学生在具体的语境中去猜想、理解.所给出的语境应尽力和该词、句所处的语境相似,而且是学生熟悉或容易接受的,这样既可以给学生的理解以铺垫,到达帮助学生理解掌握词、句的目的,又能增强语言实践的量, 也能有效提升学生的英语理解水平