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1、六年级英语下下册第三单元教案Unit 3 Last weekend?第一课时教学目标与要求知识与能力：1、能够听、说、读、写短语：watched TV, washed clothes, cleaned the room, played football and visited grandparents。2、能够听懂问句：What did you do last weekend? 并能够做出正确的回答。3、能够运用新学语言内容完成Lets find out 中的任务。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。教学重点
2、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。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则。课前准备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。教学过程1、preparation：（1）Daily oral practice.Good morning! Glad to meet you. H
3、ow are you? Whats the weather like today? 对话练习，已学知识的巩固。（2）Hangman game. 玩游戏，猜单词。( watch, wash, clean, play, visit)2、presentation： (1) Lets chant (第六册书本Page 7)a. 听一遍录音 b、师生一起说唱(2) Lets 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)，
4、然后问学生：Whats the date today? What day is it today? 学生回答今天的日期, Today is April the 10th. Its Sunday.(2)、教师说：On Sunday (weekend)，I usually wash clothes, clean the room, play football, watch TV 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短语。(3)、教师问学生：What do you usually do on Sundays? 学生回答教师的问题。(
5、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? 引导学生回答：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 weekend。学生跟读并掌握词组：last weekend。(5)、引出句型：What did you do last weekend?板书句型并朗读。2 / 74(6)、呈现词组：watched TV, washed clothes, cleaned the room, played foo
6、tball and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。(7)、Activity one: Bingo!3、practise：师生问答。（语言内容，媒介）Activity two: 摘苹果游戏教师领读 Lets learn部分。4、production：Lets 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？5、progress：Do a
7、 survey。学生之间相互了解，并做好记录。完成后上台进行解说。填入所缺的单词。完成活动手册的相应练习。回家朗读课本Lets learn部分，抄写词组。板书设计：last weekend watch-watched wash-washed clean-cleaned play-played visit-visited do-did water-watered What did you do last weekend? I watched TV.教学反思：第二课时教学目标与要求知识与能力：1、能够听说读写句型：What did you do last weekend? I played foo
8、tball. 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 didnt.3、能够听懂并完成Lets try部分的联系。4、能够运用新语言完成Lets find out 中的任务。5、了解Good to know当中的标志的意思。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。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
9、际情景中运用。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。课前准备1、教师准备若干张图片。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。教学过程1、preparation：(1)、Enjoy the song: At the zoo(2)、Daily oral practice Good morning. Glad to meet you. How are you? What day is today? Whats the weather like today?2、presentation： (1)、Activity 1(2)、Lets
10、 try. T: What did you do last weekend? S: T: What about Chen Jie?Lets talk设计主情景“我是小小侦探”(1)、“谁打扫了教室”教师用课件动画形式出现一个明亮干净的教室。出现一个老师和一个学生John。Look, our classroom. Its very clean and tidy. But who cleaned it. I dont know. I want to thank him. Can you help me to find him?J: I can help you to find him.John跑了
11、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: What did you do last weekend?W：Hmm! I played football.3、practise：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: Look, John come to our class. He wants to find who cleaned t
12、he classroom last weekend.T: What did you do last weekend?S1: I T: What did you do last weekend?S2: I T: Did you help the teacher clean the classroom?引导学生回答。板书help，并朗读。(2)、Activity 2(3)、Activity 3 Make the chant.4、production：找到了”5、progress：通过课件展示John和Zoom的对话。J: What did you do last weekend?Z: I play
13、ed football at school.J: Did you help the teacher clean the classroom?Z: Yes, I did.J: Oh, Zoom. You are great!听录音，跟读书本对话。学生一起朗读对话。作业设计：(1)、对话操练：Lets find out. p28(2)、完成活动手册相应练习(3)、Good to know板书设计What did you do last weekend? I played football.help教学反思：第三课时教学目标与要求知识与能力：1、能听、说、认读Lets read部分的内容，并完成相应
14、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。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。教学重、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.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。教学过程1、preparation：（1）Lets sing: The days of the week.（2）Ask and answer
15、:What did you do last weekend?What did you do yesterday?I ( did) last weekend/ yesterday.结合单词卡片复习所学的四会单词，可让学生进行快看快拼的比赛。2、presentation：（1）Lets learn.从上面的问答中，老师总结并板书呈现：busy, was busy last weekend.根据学生的回答，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
16、 morning/ last Sunday eveningT 根据学生A的回答，再向其他学生提问：T: What did A do last Saturday morning/ last Sunday evening?引导学生将第一人称改为相应的第三人称进行回答，并将学生的回答(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： was busy last weekend.为开头转述其他同学上周周末的活动。（2）Presentation of the sentences T: A wa
17、s busy last weekend. B was busy last weekend. And Wu Yifan was busy last weekend, too.（可用课件展示） Now, lets 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 e
18、vening?E: What did Wu Yifan do Sunday morning? With whom?F: What did Wu Yifan do in the afternoon? 听完两遍录音，学生可以同桌讨论并回答问题。如果有不同答案，大家一起讨论，寻求最佳答案。3、Pre-reading: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) Lets playT: Look at the calendar. Today is ( date ).Yesterday was (date).What did yo
19、u do yesterday?A: I (did) yesterday.4、In-reading: Activity 1 :滚雪球5.After-reading:Pronunciation（1）听音模仿. 教师要以夸张的口型带学生跟读。（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 basketball作业设计：（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。板书设计Busy was busy last weeke
20、nd.教学反思：第四课时教学目标与要求知识与能力：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。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保
21、意识。教学重点掌握四会词组,并用所学词组和句型进行调查教学难点掌握四会词组,并用所学词组和句型进行调查课前准备1、教师准备本课时所需的五张词卡及A部分所学单词。2、教师准备录音机和的录音带。教学过程1、preparation：1) Free-talk: T: What day is today? A: Today is T: What day was yesterday? (强调 yesterday) B: 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-dr
22、ill:C: I (did)yesterday. What did you do yesterday?D: I (did)yesterday. What did you do yesterday?E, F( ask the teacher)T: I went to a park yesterday.2、presentation：lets 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: we
23、nt swimming, went fishing.（3）Ask and 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
24、, Ss say it lowly; T say the phrase lowly, Ss say it loudly.Practice:通过各种游戏，操练所学词组Activity 1 找搭档Activity 2 我是侦察兵Activity 3 记忆大挑战3、practise：1) 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、production：1) Ask Ss to describe each pictu
25、re with the sentence structures of:I (did) yesterday/ last weekend.2) Listen and circle.5、progress： Check the answers.作业设计：（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.板书设计went to a parkgo to a parkwent hikinggo hikingwent swimminggo swimmingwent fishinggo fishingread a book-read a book教学反思：第五课时教学目标与要求知识与能力
26、：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 books? Yes, I did./ No ,I didnt.过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。教学重点To master the following sentence structures:Did you read books? Yes, I did./ No ,I didnt.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。教学过程1、preparation：(1) Hang-ma
27、n game( went to a park, went swimming ,went fishing, went hiking, read books)(2) 游戏Bingo(3) Lets try听对话，选择图片2、presentation：A. 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、practise：学生用手头的卡片自编一个chant4、production：Lets talk(1) Listen and do(2) Look and answer(3)L
28、isten and read5、progress： practiceActivity 1.Lets find outActivity 2 The story of ZoomActivity 3 Guessing作业设计：1、Consolidation and extension1. 听录音，做活动手册。2. 根据情景编对话。板书设计Did you read books?Yes, I did. No, I didnt.教学反思：第六课时教学目标与要求知识与能力：1能综合运用动词的过去时。2. 阅读理解故事过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同
29、生活的其他生命，培养环保意识。教学重点1 动词过去时的读音及不规则动词的变化2 阅读部分的理解和有限度地再现课前准备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。教学过程1.preparation:Sing the song: at the zoo 2、PresentationA: Activity 1 Memory testing What did you do last weekend? I went shopping. I went shopping and visited grandparents I went shopping a
30、nd visited grandparents3、Pre-reading: 比一比，谁说得最快。（见表格1） 请两个学生上来，背向黑板，教师说出表格中任意一个词组，学生就说出与之对应的词组，败者换其他人，再与胜者比赛，看看全班谁说得最快。C: Text A. 看图跟读课文。4、In-reading: 教师提示总结：was / walked / studied / read /went/saw / jumped / swam / returnedD: Activity 3 无字的故事书E: Exercises(1)Finish the sentences(2)Number the sentenc
31、esComprehensive activity5.After-reading:story time1. Two students a group and discuss the story.2. Ask the questions:(1)What did Zoom do on Saturday?(2) What did Zoom do on Sunday?3. Listen and read the story作业设计：Mini role-playPrepare and act out their stories in roles.板书设计：教学反思：Unit 4 My Holiday第一课
32、时教学目标与要求知识与能力：1.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.2.能够询问别人在假期里所做的事情并做答。教学重点和难点 1.本课时的教学重点是掌握五个动词短语的过去式形式。2.本课时的教学难点是以下六个单词的拼读和拼写：took, learned, sang, danced, ate, climbed。教师要多示范，通过有针对性的反复操练知道学生熟练掌握。课前准备:Teacher：本课时的动词短语卡片；一架照相机、食物、一首歌曲
33、，一张照片；本课时的单词卡片。教学过程1、preparation：1. 教师放五年级下册的歌谣“Lets go on a field trip” 学生边唱歌边跟教师作相应的动作。2. 教师放Lets chant的录音，学生跟着录音说。1. “猜一猜”游戏：教师呈现学生小时候的照片问：Whos he/she? 引导学生回答。然后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes, its me. I was years old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生回答。2. Lets start教师展示本部分的挂图问
34、：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。2、presentation：Lets learn1. 教师问一名学生：Whats your hobby? 引导学生回答。教师指着自己说：I like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took
35、 the picture last week. 教师板书took pictures和take pictures，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。2. 教师拿出一张自己爬山的照片，说：I went to Xinjiang/last year. Guess. What did I do there? 请学生猜。如果有学生猜到climb a mountain，教师就向学生展示照片：Yes, thats right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对东词原形和过去式形式进行比较。教师继续问：Have y
36、ou ever been to any famous mountains? Where have you been? 引导学生说：I climbed Hua/Yandang/Mountain.教师可继续提问：When did you climb Yandang Mountain? I climbed Yandang Mountain in spring/April 8th.3. 教师再次展示爬山的照片，说：I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there
37、? 如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes, I ate. I ate good food. 板书ate good food和eat good food，带领学生比较不同之处。教师带读，注意强调ate的发音。4. 教师依次出示爬山和美食的照片说：I climbed a mountain. I ate good food, too. What else did I do there? Guess.5. 教师放课前准备的歌曲录音，放完一遍后，问学生：Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生
38、：What did we do just now? 引导学生回答：We sang a song. 教师板书sang和sing，带领学生进行比较。教师带读单词。教师边做动作边说：People in Xinjiang like singing. They like dancing, too. 教师板书sang and danced，带读。3、practise：教师出示本部分的教学挂图，介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else di
39、d he do? 手指Mike学中文的图说：He learned Chinese. 板书 learned Chinese，带读。教师再问学生：What did John do? 引导学生回答：He climbed a mountain. He ate good food. He sang and danced. 教师放A Lets learn部分的录音，学生跟读。4、production： 教师带领学生说唱下面歌谣：What did you do on your holiday?What did you do on your holiday?I took, took pictures.What
40、 did you do on your holiday?I climbed, climbed a mountain.What did you do on your holiday?I learned, learned Chinese.What did you do on your holiday?I sang, sang and danced.快速抢答：全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food/ and climbed a mountain/ 哪个小组手先猜出正确答案就得一分，最后总分最高的小组获胜。 学
41、生两人一组，轮流抽取学生卡片编对话。5、progress：Lets play 学生两人一组，每人在长纸条上写过去式时的句子，然后把句子在单词间空隙处剪开。学生交换剪下来的单词，看谁能最先把同伴的两个句子排列好。Good to know1. 教师介绍普通相机一些基本零部件的名称和简单的摄影常识。2.教师一边介绍摄影的基本步骤一边用相机给学生照一张照片。作业设计：1. Activity Book2.学生课后进一步熟悉照相的基本步骤，教师鼓励有条件的学生拍下几张照片，下节课进行班级交流。板书设计教学反思第二课时教学目标与要求知识与能力：1. 能够听、说、读、写句型：Where did you go
42、on your holiday? I went to Xinjiang.2. 能够听懂Lets try部分的录音并完成练习。3.能够理解、说唱歌谣“Where did you go on your holiday?”。4.会使用英汉字典查新词。教学重点和难点1. 本课时的教学重点是句型：Where did you go on your holiday? I went to Xinjiang.2.本课时的教学难点是在实际情景中正确运用所学对话。课前准备Teacher：录音机及磁带；Lets learn部分的单词卡片；调查表格；几张地名卡片；几张照片；英汉字典。教学过程1、preparation：
43、1.教师与学生的日常会话。2.复习上一课时新课呈现部分所学的歌谣。2、presentation：1. 教师放A Lets learn 部分的录音，学生跟读并拼读动词短语。2.“打擂台”游戏 请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I learned Chinese at school. 不能正确造句的学生即被淘汰出局。然后教师出示另一张卡片，留在台上的学生继续比赛。能最后留在台上的学生成为擂主。3、practise：Lets try1.学生听Lets try部分的录音，完成练习。2.教师提问：What do people in Xinjiang li
44、ke doing? 引导学生回答：They like singing and dancing. Lets talk1.教师出示一张新疆的风景照说：Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教师再拿出一张公园的照片，说：This is a park. I went to the park last weekend. 教师板书：I went to指导学生拼写单词went。2.教师出示一张中国地图说：This is a map of China. I went to a
45、 city last year. Its in Guangdong province. Its a new city. Guess. Where did I go? 引导学生用句型Did you go to ,? 猜一猜，然后教师说：Yes, I went to3.教师邀请一名学生到讲台前面来描述自己曾经去过的一个地方，教师问：Where did you go on your holiday? 引导这名学生回答。再请几名学生轮流上台，台下的学生其问：Where did you go on your holiday? 教师指导讲台上的学生回答。4.教师在请一名学生上台，随意抽取一张地名卡片举起来，不要让台上的学生看到卡片的内容。台下的学生一起问：Where did you go on your holiday? 台上的学生用I went to 回答。猜对地名后，这名学生指定另外一名学生上台继续游戏。教师再拿出上一课时的单词卡片，在学生猜出地点名称后，任意抽取一张动词短语过去式的卡片，带领台下学生问：What did you do there? 请台上的学生回答。教师注意强调there的发音。5.听录音，跟读Lets talk部分的内容。6.学生操练对话，教师引导学生根据本部分插图的提示进行替换练习。7.教师出示能拼成重点句型的单词卡片，要求学生在最快的时间内组合成句。4、prod