2022年人教版小学六年级英语下册教案全集3

1、PEP学校英语六年级下册英语教案 全册 Unit 1 How tall are you. 第一课时一、教学目标与要求：1 能够听、说、读、写形容词的比较形式：taller, stronger, older, younger 和 shorter. 2 能够用句型： I m cm tall. He/ Shes cm tall. 描述自己和他人的身高；3 能够用句型Youre taller than your brother. Im older than you. 进行年龄和身高的比较；4 能够听懂老师的指令,按不同年龄、身高排队,并用所学语言进行表述；二、教学重、难点分析1重点是能够听、说、读、写

2、A Let learn 部分五个形容词的比较级形式；并能用含有比较级的句型替换关键词进行问答；2难点是能够听、说、读、写四会单词；并能依据某一情境使用含有形容词比较级的句型替换关键词进行问答；长度单位cm 的完整形式centimeter 的发音也是本课的教学难点；三、课前预备1 预备主情形图的教学挂图；2 预备录音机、本课时的录音带；3 预备 A Let s learn 的单词卡片；4 预备测量身高和体重的工具；四、教学步骤1 Greetings Hello, boys and girls . Happy New Year. And nice to see you again. How are

3、 you. Now, after a term, I thin you know much better about your teachers. Whos you music teacher. Whats he/she like. 引导同学用学过的形容词 thin, short, tall, old, young, funny, strong, kind 来描述这位老师；当问到同学 Whos your English teacher.时,依据同学的回答 Shes tall.2 师出示测身高与体重的量器,提问同学：How tall am I , do you know. Guess. 帮忙同学

4、用句型 Are you cm tall. 来猜；师用 up 和 down 帮忙同学猜出准确的数字；3 师请出猜中自己身高的同学,问： How tall are you. 帮忙他 /她测量身高, 引导该同学说：I m cm tall； 然后师说： is taller than me. 或 I m taller than 来终止该嬉戏；4 板书测量的同学的身高,师尽量用手势帮忙同学懂得以下句子：A is tall. B is taller than A. C is taller than B. D is taller than C. 然后板书并领读 tall-taller ；5 师请出三名较强壮的

5、同学仿照健美动作,并做比较说：Youre strong. Hes stronger than you. 并板书领读 strong-stronger 6师在黑板上列出家人的年龄,介绍说：My mother is 44, My father is 46. He is older than her. My aunt is younger than my father, but she is older than my mother. How old is she. 然后板书oldolder 和 young-younger , 让同学回答疑题；7 放 Let s learn 部分的录音,同学听录音跟读

6、；8 Let s play 师贴出 4-5 个同学图像, 描述各人情形, 发指令： Line up from younger to older. Line up from shorter to shorter. 9Let s chant. 放录音同学跟读；10同学做活动手册的配套练习；其次课时一、 教学目标与要求1 能够听、说、读、写四会把握句子： How tall are you. Im 164cm tall. Youre shorter than me. Youre 4cm taller than me. 并能在情形中正确运用；2 能够听懂 Let s try 部分的录音并选出正确的选项；

7、二、 教学重难点重点与难点是四会把握句型：How tall are you. Im 164cm tall. Youre shorter than me. Youre 4cm taller than me. 三、 课前预备：1 预备录音机和本课时的录音带；2 预备测量身高和体重的数据；四、 教学步骤1 Warm up 2 Let s chant.3 放 Let s try 部分的录音,同学听录音,圈出录音材料所描述的大象；4 师： I m 167cm tall. Youre taller than me. Im shorter than you. How tall are you.I m 168

8、cm tall. 师接着说： Oh, you re 1cm taller than me. 然后板书这组对话并重点领读最终一个句子；5 师： How old are you, then. 生 : Im 14. 师补充： Hes 14 years old. Im 28 years old. Im 14 years older than xxx. 再询问几个同学的年龄,并作比较；6 同学年 Let s talk 部分的对话,师放录音,同学跟读；7 同学两人一组朗读对话；8 同学做活动手册的配套练习；第三课时一、教学目标与要求1能够听懂、会说Let read 部分的对话并完成填充句子的练习,特殊是能

9、看懂、会朗读句子： I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier. 2能学唱本单元歌曲；二、教学重难点1 重点是使同学能够充分懂得、正确朗读对话；2 难点是同学能看懂、会朗读句子shorter but you are funnier. 三、课前预备1 预备录音机和本课时录音带；2 师预备两张宠物狗的图片；四、教学步骤1 Warm up 跟唱本单元 Let s chant 的歌谣；学唱本单元歌曲 My pets. : I think the little monkey

10、is only 40cm tall. The monkey is 2 师：The little girl has two pets. What are they. 生: A dog and a cat. T: Yes. I have two pets too. Let s have a look . What are they. S: They are do gs. 3 T: Yes, I have a black dog and a brown dog. Are they cute. Which dog is taller. Which dog is stronger. 同学看图回答；4 T

11、： The black dog is taller than the brown dog. Its 80cm tall. The brown dog is 55cm tall. And its tail is longer than than the brown dog. Its tail is about 28cm long. But the brown dog is stronger than the black dog. I like the brown dog. Its funny. Its funnier than the black dog. Whdog do you like.

12、5 师再出示一张小猴的图片,说：Look at the monkey. What do think of it. 帮忙同学回答：It is funny, too. 师接着问 Which one is funnier, the dog or the monkey. 帮忙同学表达自己的看 法,如： I think the monkey is funnier. 6 师引出课文： Ben is watching monkeys at a zoo with his father now. What are the monkeys like. Which monkey does Ben like. ets

13、 read the dialogue.7 同学听录音,懂得对话,完成填充句子练习；师检查；8 放录音,同学跟读；9 同学做活动手册配套练习；第四课时 一、 教学目标与要求：1 能够听、说、读、写形容词的比较级形式：heavier, longer, thinner, bigger 和 smaller. 2 能够敏捷精确地运用以上形容词比较描述人物和动物的特点差异；3 能够完成 Let s play 部分的活动并在活动中相应的语言正确表达；4 能够懂得 story time 中的故事；二、 教学重难点1 重点是四会把握五个形容词的比较形式；2 难点是把握以下形容词比较级的构成方式：三、 课前预备h

14、eavyheavier, thin thinner, big bigger. 1 预备录音机、 B Let s learn 和 C Story time 部分的录音带2 预备本课的教学挂图和单词卡片；3 预备一个汽球,一段弹力皮筋和一组对比明显的人物图片；四、 教学步骤1 Warm up 放本单元 Let s chant 录音,同学和着录音吟唱,师与生对话： T: How tall are you. S: Im 160cm tall.T: Im 168cm tall. Youre shorter than me. Youre 2cm shorter than me.2. 师拿出一个气球,请一名

15、同学帮忙吹,“Please make it big. ” 师带领全班同学跟随同学吹气球的节奏喊：Bigger, Bigger, Bigger！出现该单词；然后师拿着已经吹大的气球,一点一点放出空气,说 : Smaller, Smaller, Smaller.出现并领读这两个单词；3师拿出一段皮筋, 一边拉长, 一边说： longer, longer, longer. 接着渐渐放松皮筋说：shorter, shorter, shorter. 然后出现并领读这两个单词；4 师拿一叠作业本：I have many books. They are heavy. 师一本一本往上加时说：heavier,

16、heavier, heavier. 领读该词,请同学再次确认从heavy 到 heavier 的词尾变化；5 师出示一组有剧烈对比成效的图片,教学 heavy, thin, thinner. 师出示图片说 :look , The boy is heavy. He wants to be thinner. So he does exercises everyday and eats less meat. He is thin after three months. He keeps doing exercises. He is thinner after another three months

17、. 然后呈 现 thinner. 6 放录音,同学跟读单词；7 Let s play 8 Story time 9 同学做活动手册本部分的配套练习；第五课时一、教学目标与要求：1 能听懂、会说并能书写句型：“How heavy are you. I m 48kg. I m thinner than you and shorter.并能在情形中正确运用；2 能够完成 Pair work 中的调查任务；3 能够完成 Let s try 部分听录音选图片并填充句子的练习；4 能够明白 Good to know 部分的内容；二、教学重、难点分析1. 重点是能够询问、回答有关体重、身高、脚的大小尺寸、头

18、发的长度等问题并能书写相关句型；2. 难点是四会把握句型以及单位词；三、课前预备1预备录音机和本课时的录音带；2预备一把软尺和一把称；四、教学步骤1 Let s sing2放 Let s try 的录音,同学听录音,填充句子并选出相应的图片；3师说： The boy s pencil is 15cm. How about your pencil. How long is your pencil. 同学测量自己的铅笔并回答；师再举例练习,如: How long is your English book/ Chinese book. 师接着拿着软尺并附与动作说：How long is your l

19、eg ？ 叫几名同学上台测量,并板书句子：How long is your leg ？85cm. 师接着连续量脚并说：My feet is 27cm. I wear size 35. How big is your feet. 同学明白后回答；师板书句子并带读：How big is your feet. I wear size 5 师放对话的录音,同学跟读；同学分成两大组练习对话；6 同学做活动手册本部分的配套练习；第六课时一、 教学目标与要求：1 能够听、说、认读 Let s read 部分的内容, 特殊是能听、 说、认读单词： squid, lobster, shark, seal, wh

20、ale 和单位词 ton, meter, kg, cm; 能听说、 认读短语和句子：can dive into the deep cold water/ jump out of water. Each up to 20cm long. 并能正确完成填充句子的练习；2 能够正确完成 Pronunciation 中 Read and Match 连线的练习；3 能够正确完成 Let s check 部分听音圈图的练习；二、 教学重、难点分析1 重点是让同学懂得、会读文内容；并能正确懂得几个单位词：2 难点是本部分语言学问含量大,需要帮忙同学充分懂得；三、 课前预备1 预备录音机、本课时录音带 四、

21、 教学步骤1 Warm up 师生共唱 Let s sing 部分的歌曲；ton, meter, kg, cm. 2 师放 Let s check 部分的录音,同学听录音完成听音圈图的练习；3 师： Today, lets get to know two kinds of whales, sperm whales and killer whales. 让同学仔细看图,然后提问：How long are they. How heavy are they. Lets read and answer.4 同学四人一组阅读文段回答师提出的问题；5 师指着图中的 Killer whale 的牙齿问： H

22、ow many teeth do they have, do you know . How long is each tooth. 同学依据文段的内容回答；师接着问：long is each tooth. How many teeth do you have. How 6 师再提问： What does a sperm whale eat. What does a killer whale eat. What can they do . 请同学依据课文内容回答疑题；7 师放 let s read 的录音,同学跟读,提出不懂得的单词或句子,师生一起争论解决；8 同学完成文后填充句子的练习；9 师

23、放 Pronunciation 部分的教学挂图并放录音,第一遍同学静听,感知音标的音与形；其次遍同学跟读；10 师请一名同学在挂图上连线做示范,请其他同学认真看图,辨认词形,试读音标,然 后连线；最终同学集体核对答案；11 做本课时活动手册配套练习；Unit 2 Whats the matter, Mike.一、 教学目标与要求1 能够听、说、读、写单词或短语：headache. have a cold, have a toothache, have a fever, hurt, have a 2 能够听、说、认读短语 :have a sore throat. 3 能够听、说、认读句型：Wha

24、ts the matter, Mike. I feel sick. I have a fever.并进行关键词的替换练习；4 能够懂得会并吟唱Let s chant 的歌谣；二、 教学重难点1 重点是把握A Let s learn 部分的四会单词和短语,并会用询问他人身体善、状况的问句和答句替换关键词操练所学新词和短语；2 教学难点是正确拼写四会单词、短语和把握三会单词 throat 的发音；三、 课前预备1 预备本课时录音带、录音机；2 预备本课时的单词卡片；3 预备一支体温表和一顶医生的帽子；四、 教学步骤1 Warm up 师放四年级上册第六单元的歌曲：My father is a do

25、ctor. 2 师生口语练习What are you. I m a student.Whats your father/mother.Hes / Shes a How are you today. I m fine, thank you. And you.3. T: Im not fine. I feel sick. I have a flu. 师做擦鼻涕的动作；师出示一支体温表 ,说 I have a fever. I have a cold. 出现图片教学 己的前额来判定是否发烧 . have a fever. 师示范朗读 ,同学跟读 . 让同学触摸他人和自4. 师: I have a f

26、ever . I have a headache. And my throat is sore. I have a sore throat. 并教学该短语. 5. 师课前预备一只美丽的糖果盒 ,装有巧克力等糖果 ,请同学猜 : What s in the box. 同学猜出后,师说 :Yes . Here are some sweets. I like eating sweets. So I often have a toothache. 师做牙痛状, 出现图片教学该短语 . 6. 出现 ZhangPeng 受伤图片 , What s the matter with Zhang Peng .

27、Does he have a fever. Does he have a headache. Does he have a sore throat. 同学回答 NO. 师接着说 : Oh, look, Zhang Pens leg hurts. 师出示自己贴着胶布的手说 : My hand hurts too. 教学单词 hurt. 7. 师放 A Let s learn 部分的录音 ,同学跟读 . 8. “看病 ” 嬉戏请六个同学上台 ,每人选一张短语卡片 ,师戴医生的帽子提问 :Cold, cold, Who has a cold. 抽中have a cold 的同学上前一步 ,做动作并说

28、 :Cold, cold , I have a cold. 9. 同学做本课时活动手册配套练习 . 其次课时一、教学目标与要求：1 能够听、说、认读主要句型： How do you feel. I feel sick. Whats the matter. My throat is sore. My nose hurts. 2 能够书写四会句子：Whats the matter. My throat is sore. My nose hurts.3 能够听懂 Let s try 部分,并能依据录音内容为五张小图正确标号；4 能够明白 Pronunciation 中的音标音与形；能够读出例词并挑选

29、音标与单词、配图正确连线；二、教学重、难点1 重点句型： How do you feel. I feel sick. Whats the matter. My throat is sore. My nose hurts.2 Pronunciation 部分也是本课时的教学重点；3 难点是听、说、读、写娴熟把握四会句型；三、课前预备1 预备录音机和本课时的录音带；2 预备 et s talk 部分的教学挂图；四、教学步骤 arm up 师放本单元 Let s chant 部分的歌谣；同学跟唱；Let s try 师放录音,同学听音、看图、标序号；同学再听录音,跟读一至两遍； 师说： Today

30、is sunny. I like the sunny day. So I feel happy. How are you today. Do you feel happy today. I feel happy./I feel sad.You do well in your English study. I feel very happy. How about you. How do you feel. 问答进行几个回合后,师引导同学询问自己：How do you feel.同时做诞生病的表情,自然出现句子：I feel sick. 师教学新单词 sick. 并板书句子： I feel sic

31、. 师引导同学再问： hat s the matter？连续表述： I have a sore throat. 等； 师放 et s talk 部分的录音, 提问同学： how does Amy feel. What s the matter with her.引导同学听录音后模拟 my 回答疑题；师板书：My throat is sore. My nose hurts. 师再放录音,同学跟读； 同学分成两组练习朗读对话； pronunciation 板书单词,如home, snow, nose 等师生齐读两到三遍,师在相应字母或字母组合下面划线；写出音标；让同学感知音标的音与形,再用类似方式

32、出现其他音标 同学做本单元Let s talk 部分活动手册的配套练习；第三课时一、教学目标与要求 能够懂得并会朗读 et read 部分的短文,能完成文后回答疑题的练习； 能够听、说、认读单词和短语：people, know, have the flu, take some medicine 等；The way I feel. 基本会唱歌曲 二、教学重、难点 重点是同学能够充分懂得正确朗读短文； 难点是同学能懂得条件状语从句和时间状语从句并能用这两种从句简洁问答；三、课前预备 预备录音机和本课时的录音带； 师预备 Let s learn部分的单词卡片；四、教学步骤 arm up 师放 et

33、s chant 部分的录音,师生一齐吟唱； 师出现图片 have a fever,问 How do you feel , if you have a fever. 生： I feel sick. I have a headache. I have a sore throat. 再出现 have a cold. How do feel if you have a cold. 生：I feel sick. I have a headache. I have a sore throat. My nose hurts. T: Yes. If you have a fever or have a col

34、d. You might have the flu. 板书该句子并带读；T: Many people get the flu in the winter. Some people feel sick. How do you know when you have the flu. 师指导同学阅读短文,提出 Answer the questions 部分的两个问题让同学新闻记者后口头回 答,师在同学阅读过程中走动解答疑难问题；Answer the questions 部分的两个问题；再放本部分的录音,同学跟读；师请同学回答 同学做活动手册活动的练习；第四课时 一、教学目标与要求 能够听、说、读、写

35、表心情的五个单词： 能够听、说、认读单词 bored. tired, angry, excited, happy 和 sad. 能够听、 说、认读句子： How does Amy feel. She s tired. 并能进行关键词的替换操练；二、教学重、难点1. 重点是使同学娴熟把握五个四会单词,并能替换句型How does he/she feel. He/ Shes 中的关键词进行问答；2. 难点是同学娴熟把握五个四会单词；三、课前预备 预备本课的单词卡片； 预备录音机、本课时的录音带和教学挂图；四、教学步骤 师预备一根长绳,绳上挂些小夹子,把课前制作的些可组成不同句子的单词卡片夹在 夹子

36、上,让同学快看拼句子；谁拼得既对又快可以为本组赢一分； “拼句子 ”活动终止后获胜的小组会很兴奋,师可指着他们对其他同学说：Look, they are so excited.让同学认真观看老师的口形、听清发音后跟读；第五课时 一、教学目标与要求 能够听、说、认读句子：How are you, Liu Yun. You look so happy. Im going on a big trip. I failed the math test. Im sorry to hear that. 并能在实际情形中进行运用； 能够把握四会句子：How are you. You look so happy

37、. You look sad today. 能够依据 Let s try 和 Let s check部分的录音选出正确答案；二、教学重、难点重点是使同学四会把握句型：How are you. You look so happy/sad. 并能、说、认读句子：I m going on a big trip. I failed the math test. Im sorry to hear that.三、课前预备1. 预备录音机和本课时的录音带；2. 预备本课时的单词卡片；四、教学步骤1Warm up T： How are you today. S: Im fine.m sad/bored. 师可

38、以说 :I m sorry to hear that. Can T: Im glad to hear that 假如同学回答说： I you tell me why. 2师出现单词卡片复习 Let s learn 部分的单词；师出现 Let s check 中 Sarah 和 Amy 的头像,说： How does Sarah feel. S: She is sad. She has a fever. T: How about Amy. S:Amy is sad. T: Sarah is sick. What should Sarah do. P: She can go to the hosp

39、ital. See a doctor. Take some medicine and drink hot drinks. T: What two things Sarah should not do. Amys dog Spot run away. She is sad. How can you make Amy feel better.师生共同完成 Let s check 部分练习； 3.师出现 Let try 部分的图片,依据图片内容询问同学：How does feel. 并在人物下方板书： look sad, look tired, look happy, look bored. 师放录

40、音,同学看图听音标号,然后跟读两遍；4复习第七册单词卡片 have a trip. 引出短语 going on a big trip. T: After see a doctor and take some medicine. Sarah is fine now. How is Sarah now. She is happy. Yes, Because she is going on a big trip. 带读该短语； T：What about Zip. How does she feel. She is Sad. T: Because she failed the math test.并板

41、书,师预备一张成果很糟的数学试卷,使同学更明白语意；进一步拓展,教学短语 a Chinese test, an English test 等；仍可以让同学明白 test, an English test 等表达法；Pass the math test/ a Chinese 5师放 Let s talk 部分的录音,同学听后回答并且问题：How is Liu Yun. Is she happy. Is she excited. Why.师帮忙同学回答：Yes, she s excited. She is going on a big trip. 师领读： She is going on a bi

42、g trip. 并准时订正发音；师连续提问：Is Sarah happy today. How does she feel. Why .请同学听录音6师放本部分录音,同学静听后跟读8 同学听录音,做活动手册本课时配套练习；第六课时一、教学目标与要求1能够听、说、认读 Let s read 部分,并能回答短文后的问题；2能够懂得 Story time 的故事；二、教学重、难点1重点是能听、说、认读 Let s read 部分的故事并回答文后问题；2难点是能充分懂得并大致叙述 Let s read 部分的故事梗概；三、课前预备1预备录音机和本课时的录音带；四、教学步骤1Warm up How ar

43、e you feeling. Do you like sports. Whats your favourite sport.Do you like football. What class are you in. What class is in.（询问别班的同学）3. T：（出现图片） Look, This is Zhang Peng. This is John. What class is Zhang Peng/John in. There is a football match between Class 1 and Class 3.Now Zhang Peng has the ball

44、. He kicks it. The ball flies into the goal. 用简笔画出一个龙门；Which class won the game.How many goals did they get. Who get the first goal.Who got the second goal.How did they get the second goal. 4. 师放 Let s read 的录音,同学听录音,懂得课文,完成句子练习；师检查；5. 师放录音,同学跟读两遍后全班齐读；5 Good know ,师先同学看 Zoom 的四种表情动作, 再请同学读本部分的四个句子,

45、与 Zoom的四种表情运用和 Zip 手举的四种颜色连线；67Unit 3 Last Weekend 第一课时一、教学目标与要求1能够听、说、认读句型：What did you do last weekend. I visited my grandparents. 并能够对其中的动词短语进行替换；2能够听、说、读、写动词短语的过去式: watched TV, washed clothes, cleaned the room, played football, visited grandparents. ；并初步明白一般动词过去式的变化规章及其发音规章；二、教学重、难点1重点是把握Let s l

46、earn 部分动词短语的过去式以及就过去时间所做的事情进行简洁回答；2 难点之一是动词短语过去的拼写,二是动词过去式的发音；三、课前预备1 预备本课时的动词短语卡片2师课前制作一些过去式规章变化的动词短语卡片,等；3预备前一个星期六或星期日的日历；4预备录音机和录音带；四、教学步骤1师课前放本课时Let s chant 部分的歌谣；如：played the piano, climbed mountains2师生一起吟唱五年级下册第一单元第一页的歌谣：What do you do on the weekend.复习与周末活动相关的动词短语；3师问： What do you usually do

47、on the weekend. 同学回答；帮忙同学回忆同学学过的动词短语并引导4师 : Now I know what you do on the weekend. Guess what I usually do on the weekend. 假如同学猜不出, 师可适当的做动作提示同学；同学猜出后, 老师说：Yes, thats right. I usually clean my room on the weekend. But I didnt clean my room last weekend. 师拿出一张当天的日历,说：What day is it today.引导同学回答：It 然后

48、师出示上一个周末的日历,说： was Saturday/Sunday. It was last weekend. 师板书 last weekend. 同学跟读；5师说： Last weekend, I didnt clean my room. I was tired but I was very happy. What did I do. Please guess. 同学通过出示不同的短语卡片进行推测,师先板书相关动词短语：play football ,然后再用不同颜色的粉笔标上过去式的后缀-ed.师带读动词短语的过去式,同学仿照跟读；师问： What did you do last week

49、end. 让同学边出示相应的卡片边试着回答；师用拍手打节奏的形式与同学进行连环问答；T：What did you do last weekend. S1: I played football. How about you, S2. 6.Let s find out 师说： What did Zoom do last weekend. Look at the pictures. 引导同学回答；当同学回答 He watched TV.时,师说： Did you watch TV last weekend. Did you？并引导学生作出正确的回答；Yes, I did./ No, I didnt.

50、7. Lets try 师问：What did Chen Jie do last weekend .Lets listen to the tape. 同学听录音完成练习；8师生校对答案后,师说：Now we know what Chen Jie did last weekend. Did you clean you room last weekend. Now lets listen what did Wuyifan and John do last weekend.放 Let s talk 录音,同学看课文听录音；同学跟读两遍分角色朗读；9做活动手册配套练习；其次课时一、教学目标与要求1能够

51、读懂Let s read 部分的短文,并完成文后的填空和问答练习；2能够完成Let s play 中的嬉戏,通过嬉戏训练并提高同学的记忆才能；3能够认读语音部分的三个双元音音标；二、教学重、难点1重点是读懂 Let s read 部分的短文并能仿照短文描述自己上个周末所做的事情；2难点是 is 的过去式形式 was 的用法；三、课前预备1预备录音机和本课时的录音带；2预备本月的月历一张；3预备音标卡片；四、教学步骤1. 师生一起齐唱上一课时热身步骤的歌谣；2师生对话复习第一课时的对话；3师拿出月历指着当的日期说：Whats the date today.引导同学回答： It s 师连续问： W

52、hat day is it today.引导同学回答； 然后指着一星期前的日期,问：What day was it March 15th/？ 并有意强调 was 的发音,带领同学回答：It was Sunday / ？师板书 is 和 was,带读,然后指着自己举例说：I am tired today. I was excited last weekend. 询问一同学周末活动,板书生的活动支配,说：S1 was busy last weekend. Wu Yufan had a busy weekend, too. Please read the passage and find out.

53、同学默读或朗读课文,独立完成短文后的填空的练习；师问： What did Wu Yifan do last weekend. 师生一起依据板书提示描述Wu Yifan s Weekend.师放课文录音,同学看书跟读两遍后齐读；4做活动手册的配套练习；5Prounciation 师板书 ear, near here bear , pear , hair, there, sure. 同学总结划线部分的发音；6同学打开课本听录音,在节奏中跟读语音例词；同学做 连一连；公布正确答案,表拼得快,连线正确的同学；第三课时一、教学目标与要求Read and match 部分,拼一拼,1能够听、说、读、写短语

54、：went to a park, went swimming, read a book, went fishing, went hiking. 2.能够听、说、认读句子：What did you do yesterday. I went hiking. 3能够做 Let play 中的嬉戏并通过这个嬉戏进一步巩固所学短语和锤炼同学的记忆才能；二、教学重、难点1重点是四会短语的听、说、读、写；2难点是把握不规章动词的过去式形式；三、课前预备1预备本课时的动词短语卡片；2预备录音机和本课时的录音带；四、教学步骤1齐读 Let s talk and Let部分的短文；T: Did 2Free tal

55、k : T:Yesterday was Sunday. It was weekend. What did you do yesterday. S1: I you read books. Did you ？ S2: Yes, I did. /No, I didnt.3师放 Story time 部分的录音,同学一起听；听完后师问：What did Zoom do last weekend. Tell me, please.同学凭记忆回答疑题；如有同学提到went to a park 或 went fishing ,师顺势教学这两个短语；师带读短语,同学跟读；4师用歌谣形式比较动词原形与过去式 E

56、very weekend I go fishing. What do you do. What do you do. Last weekend I went fishing. What did you do. Every weekend I go hiking. What do you do. Last weekend I went hiking. What did you do. Every weekend I go swimming. What do you do. Last weekend I went swimming. What did you do. 师最终给出短语 read a

57、book, 提示同学留意其过去式形式及读者音；师放课文录音,同学跟录音齐读短语；4师拿出 John 的头饰说： What did John do yesterday. Did he go swimming. Did he go fishing. Let s listen to the tape. 同学看 Let s try 部分的图画,听录音完成练习；5. 同学跟读 Let s talk 部分的对话,然后分角色朗读；6同学做活动手册配套练习；第四课时 一、教学目标与要求1能够读懂Let s read 部分的短文,并完成文后的填空和问答练习；2能够完成Let s check 部分的练习；二、教学

58、重、难点1重点是能懂得并会朗读Let s read 部分的短文；2难点是一认读一些新语言：如：We read funny tongue twisters together. Sundenly my kite flew into the lake. I was very grateful to him. 三、课前预备1. 预备录音机和本课时录音带 四、教学步骤1师生以地唱的形式吟唱Let s chant 部分的歌谣；2师生日常口语对话；3“绕口令 ” 嬉戏； 做完成嬉戏后师提问：What did we do just now. 帮忙同学回答： We read tongue twisters to

59、gether. 4师一边做放风筝的动作一边问：What am I doing. 同学回答：Youre flying kites. 师连续I 说： I like flying kites. Guess what I did last weekend. 同学猜到是fly kites. 引导同学回答：flew kites. 板书： flew kites. 并带读；师连续说： Zhang Peng flew kites yesterday. Something happened. What was that. Lets listen to the tape.5. 同学听录音独立完成短文后的练习,师生一

60、起校对答案；6师放录音,同学完成Let s check 的练习；7同学完成活动手册配套练习；Unit 4 My holiday 第一课时一、教学目标与要求 能够听、说、读、写以下动词短语： learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food. 能够询问别人在假期里所做的事情并作答；二、教学重、难点 重点是把握五个动词短语的过去式形式； 难点是以下六个单词珠读音和拼写：三、课前预备 预备录音机和相关的录音带； 预备五个动词短语的卡片；四、教学步骤1Warm up took, lear