还剩3页未读，
继续阅读
所属成套资源：人教版PEP六年级下册英语教案
成套系列资料，整套一键下载
小学人教版 (PEP)Unit 2 Last weekend Part A第二课时教案设计
展开
这是一份小学人教版 (PEP)Unit 2 Last weekend Part A第二课时教案设计，共5页。教案主要包含了按要求写单词，单项选择，看图补全对话，给下列句子排序等内容，欢迎下载使用。
B Let’s try Let’s talk
课时分析
本课时是人教版六年级下册第二单元第四课时，与第三课时紧密相连。围绕“上个周末做过的事情”这一话题展开，主要通过对话学习句型Was it interesting? Did yu see a film? N, I have a cld.及巩固句型What did yu d last weekend? I...的运用，培养学生学习英语的兴趣以及树立学好英语的信心。第三课时中已经学习了What did yu d last weekend? I...的表达，为本课时奠定了学习基础。本课时的重点是恰当的运用表达询问周末活动及回答的句型。
本课时包括Let’s try和Let’s talk两个板块。Let’s try通过Jhn和吴斌斌的对话呈现了Let’s talk 的背景。学生通过听力练习获得Let’s talk板块的人物和场景信息，为进入正式的对话学习做好准备。Let’s talk 板块通过Jhn和Amy的对话，让学生感知Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.的语义和语用情景，学会如何在这样的情景下表达。此情境讨论的周末活动是学生比较感兴趣的话题，很能激起学生学习的欲望和兴趣。
本课题涉及了前面几个课时的内容，在设计本课教学过程时，导入环节我采用儿歌、词卡认读、句型问答的方法，帮助学生复习和巩固学过的知识。对话学习采用整体感知对话、局部处理语言、分角色表演对话的方法，充分发挥学生的主体作用。练习采用调查、演讲比赛的方法，调动学生学习的积极性，扎实所学的语言。
课时目标
1. 能够理解对话大意，并能回答对话下面的问题。
2. 能够用正确的语音、语调朗读对话，并能进行角色扮演。
3. 能够听、说、读、写句型：Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.
4. 能够掌握Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.
5. 能够在语境中理解magazine, better, faster的意思，并能正确发音。
课时重难点
1. 重点
（1）能够理解对话大意，并能回答对话下面的问题。
（2）能够听、说、读、写句型：Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.
（3）能够掌握Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.
(4) 能够用正确的语音、语调朗读对话，并能进行角色扮演。
2. 难点
句型Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.
的掌握和灵活运用。
教学准备：课件、录音机、磁带、词卡
教学过程
Step 1 Warm up
Greeting
T: Gd mrning, everyne.
Ss: Gd mrning, teacher.
T: Hw are yu tday?
Ss: Fine, thank yu. And yu?
T: I’m fine, t. Bys and girls, let’s chant ” What did yu d last weekend?”
Ss: Ok.
（播放自制儿歌，师生共同吟唱。）
教学资源：课件
设计意图：师生共同吟唱儿歌，拉进了教师与学生之间的距离，调动了全体学生的积极性，带动了课堂气氛。
Step 2 Lead in
1. Review sme phrases.
a. T: Great! Everyne, nw I have sme wrd cards. Let’s say and d. 教师展示词卡read a bk, 学生说出它的过去式read, read, read a bk,看书，并做出看书的动作。
b. 教师依次展示see a film, have a cld, sleep的词卡，学生说出动词的过去式和汉语，然后做出相应的动作。
c. 学生齐读短语” read a bk, saw a film, had a cld, slept”。
教学资源：词卡
设计意图：认读词卡，说动词的过去式，做相应的动作，活泼的操练形式复习和巩固了上节课所学的短语。
2. Ask and answer.
T: I read a bk and watched TV last night. What did yu d last night?
S1: I …
T: Did yu…?
S1: Yes, I did./ N, I didn’t.
S2: What did yu d last weekend/yesterday…?
S3: I…
S2: Did yu…?
S3: Yes, I did./ N, I didn’t.
（板书句型，师生操练句型，生生操练句型。）
设计意图：句型问答使学生及时地复习和巩固了上节课所学的句型，并为学习新知做好铺垫。
Step 3 Presentatin
1. Let’s try.
Shw the pictures f Wu Binbin and Jhn.
T: Wh are they?
Ss: They are Wu Binbin and Jhn.
T: Yes. What did they d last weekend? What are they ging t d?
（1）学生读出题目尝试猜测答案，进行听前预测。
（2）播放录音，回答问题。
（3）校对答案。
教学资源：录音机、磁带、课件人物插图
设计意图：先听前预测要听的重点内容，做到心中有数，提高听力水平。并且通过听力练习Let’s talk板块的人物和场景信息，为进入正式的对话学习做好准备。
2. Let’s talk.
(1) T: Lk, they are Jhn and Amy. (利用课件展示教学插图。）What are they talking abut? What did they d last weekend?（对对话内容进行预测。）
S1: Did they…?
T: Maybe.
S2: Did they…?
T: Gd try…
（2）整体感知对话，理解对话
T: What did they d last weekend? Let’s have a lk tgether.
a. 带着问题阅读对话，出示下面表格检测学生对对话的理解。
b. 指名回答问题，完成表格。
(3)教师播放动画，学生再次阅读对话，理解新词和句子。
T: Where d they want t g?
Ss: The bkstre.
T: Right. Jhn wants t buy the new film magazine.（教师利用实物教学magazine，教读，拼读，指名读，齐读句子，理解句子。）Hw was the new film magazine? Was it interesting?
Ss: Yes. (板书句型。教读和理解interesting，领读句子，分组读句子，齐读句子。)
T: Hw d they g t the bkstre?
Ss: By bus.
T: Why? 引导学生说出It’s faster than walking.(教学faster，利用简笔画帮助学生理解faster，领读句子，齐读句子。)
T: Jhn had a cld last weekend. Is Jhn better nw?( 教读better，指名读，拼读，着重于它的原形gd, well。)
(4)教师带读核心句型。
(5) Listen t the tape and fllw the tape.
(4) Read in rle.
两人一组分角色朗读对话。
教学资源：课件、录音机、磁带
设计意图：处理本环节，我采取先整体感知对话初步体验，再抓住重点处理局部语言，然后又整体把握。相互渗透，培养学生的阅读能力。
Step 4 Practice
1. D a survey.
Whse weekend was mre interesting? 调查班里的两名或三名同学，询问对方的周末活动，并进行对比，看谁的周末更有趣。
参考句型：A: Hw was yur weekend? Was it interesting?
B: Yes.
A: What did yu d last weekend?
B: I…
A: Did yu…?
学生总结、汇报讨论结果。
_______’s weekend was mre interesting. He/ She___________________.
He/ She___________________. He/She had a busy but nice weekend.
设计意图：小调查，调动了全体学生的积极参与，锻炼了句型的应用能力。
2. 演讲比赛“我的周末”。
用mind map的形式表现：
busy
weekend
did hmewrk
设计意图：演讲比赛，锻炼了学生的记忆力，提高学生的口语表达能力。
Step 5 Summary
T: Bys and girls, which new wrds did yu learn abut this lessn?
Ss: Interesting有趣的, magazine杂志, faster 更快的，better 更好的，magazine杂志。
T: Which sentences did yu learn?(Pint t the blackbard.)
Ss: Was it interesting? Yes.
What did yu d last weekend? I ________.
Did yu see a film? N, I had a cld.
设计意图：教师帮助学生归纳和整理本节课的重点知识，加深学生对知识的记忆。
课堂作业
一、按要求写单词。
buy
同音词
is
过去式
1. 2.
talk
347..
过去式
have
过去式
3. 4.
二、单项选择。
( )1. This is _______ interesting bk.
A. a B. an C. /
( )2. It’s _______ than walking.
A. fast B. faster C. fastest
( )3. I want _______ a new magazine.
A. buy B. t buy C. buys
( )4. I’m happy yu feel_______ nw.
A. gd B. better C. gder
三、看图补全对话。
1. —Did yu ________ ________ ________ yesterday?
—Yes, I did.
2. — ________ ________ ________ _______ last night?
— We________ ________ ________.
3. —________ ________ yur clthes last weekend?
— N, I________ ________.
四、给下列句子排序。
( )Hi, Sarah. Let’s g t the bkstre. I want t buy a new film magazine.
( )N, I visited my grandparents.
( )Did yu see a film?
( )Oh, I read it last weekend.
( )Yes, it talked abut a lt f new films.
( )Was it interesting?
Answers:
一、1. was 2. by 3. had 4. talked
二、1. B 2.B 3.B 4.B
三、1. read a bk 2. What did yu d, saw a film
3. Did yu, watched TV
四、1、6、5、2、4、3、·
板书设计
B Let’s talk
magazine
interesting 有趣的
better更好的
（gd/well比较级）
Was it interesting? Yes.
faster 更快的
（fast比较级）
有趣的
What did yu d last weekend?
I…
Did yu see a film?
N, I had a cld.
What did they d?
Jhn
Amy
B Let’s try Let’s talk
课时分析
本课时是人教版六年级下册第二单元第四课时，与第三课时紧密相连。围绕“上个周末做过的事情”这一话题展开，主要通过对话学习句型Was it interesting? Did yu see a film? N, I have a cld.及巩固句型What did yu d last weekend? I...的运用，培养学生学习英语的兴趣以及树立学好英语的信心。第三课时中已经学习了What did yu d last weekend? I...的表达，为本课时奠定了学习基础。本课时的重点是恰当的运用表达询问周末活动及回答的句型。
本课时包括Let’s try和Let’s talk两个板块。Let’s try通过Jhn和吴斌斌的对话呈现了Let’s talk 的背景。学生通过听力练习获得Let’s talk板块的人物和场景信息，为进入正式的对话学习做好准备。Let’s talk 板块通过Jhn和Amy的对话，让学生感知Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.的语义和语用情景，学会如何在这样的情景下表达。此情境讨论的周末活动是学生比较感兴趣的话题，很能激起学生学习的欲望和兴趣。
本课题涉及了前面几个课时的内容，在设计本课教学过程时，导入环节我采用儿歌、词卡认读、句型问答的方法，帮助学生复习和巩固学过的知识。对话学习采用整体感知对话、局部处理语言、分角色表演对话的方法，充分发挥学生的主体作用。练习采用调查、演讲比赛的方法，调动学生学习的积极性，扎实所学的语言。
课时目标
1. 能够理解对话大意，并能回答对话下面的问题。
2. 能够用正确的语音、语调朗读对话，并能进行角色扮演。
3. 能够听、说、读、写句型：Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.
4. 能够掌握Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.
5. 能够在语境中理解magazine, better, faster的意思，并能正确发音。
课时重难点
1. 重点
（1）能够理解对话大意，并能回答对话下面的问题。
（2）能够听、说、读、写句型：Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.
（3）能够掌握Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.
(4) 能够用正确的语音、语调朗读对话，并能进行角色扮演。
2. 难点
句型Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.
的掌握和灵活运用。
教学准备：课件、录音机、磁带、词卡
教学过程
Step 1 Warm up
Greeting
T: Gd mrning, everyne.
Ss: Gd mrning, teacher.
T: Hw are yu tday?
Ss: Fine, thank yu. And yu?
T: I’m fine, t. Bys and girls, let’s chant ” What did yu d last weekend?”
Ss: Ok.
（播放自制儿歌，师生共同吟唱。）
教学资源：课件
设计意图：师生共同吟唱儿歌，拉进了教师与学生之间的距离，调动了全体学生的积极性，带动了课堂气氛。
Step 2 Lead in
1. Review sme phrases.
a. T: Great! Everyne, nw I have sme wrd cards. Let’s say and d. 教师展示词卡read a bk, 学生说出它的过去式read, read, read a bk,看书，并做出看书的动作。
b. 教师依次展示see a film, have a cld, sleep的词卡，学生说出动词的过去式和汉语，然后做出相应的动作。
c. 学生齐读短语” read a bk, saw a film, had a cld, slept”。
教学资源：词卡
设计意图：认读词卡，说动词的过去式，做相应的动作，活泼的操练形式复习和巩固了上节课所学的短语。
2. Ask and answer.
T: I read a bk and watched TV last night. What did yu d last night?
S1: I …
T: Did yu…?
S1: Yes, I did./ N, I didn’t.
S2: What did yu d last weekend/yesterday…?
S3: I…
S2: Did yu…?
S3: Yes, I did./ N, I didn’t.
（板书句型，师生操练句型，生生操练句型。）
设计意图：句型问答使学生及时地复习和巩固了上节课所学的句型，并为学习新知做好铺垫。
Step 3 Presentatin
1. Let’s try.
Shw the pictures f Wu Binbin and Jhn.
T: Wh are they?
Ss: They are Wu Binbin and Jhn.
T: Yes. What did they d last weekend? What are they ging t d?
（1）学生读出题目尝试猜测答案，进行听前预测。
（2）播放录音，回答问题。
（3）校对答案。
教学资源：录音机、磁带、课件人物插图
设计意图：先听前预测要听的重点内容，做到心中有数，提高听力水平。并且通过听力练习Let’s talk板块的人物和场景信息，为进入正式的对话学习做好准备。
2. Let’s talk.
(1) T: Lk, they are Jhn and Amy. (利用课件展示教学插图。）What are they talking abut? What did they d last weekend?（对对话内容进行预测。）
S1: Did they…?
T: Maybe.
S2: Did they…?
T: Gd try…
（2）整体感知对话，理解对话
T: What did they d last weekend? Let’s have a lk tgether.
a. 带着问题阅读对话，出示下面表格检测学生对对话的理解。
b. 指名回答问题，完成表格。
(3)教师播放动画，学生再次阅读对话，理解新词和句子。
T: Where d they want t g?
Ss: The bkstre.
T: Right. Jhn wants t buy the new film magazine.（教师利用实物教学magazine，教读，拼读，指名读，齐读句子，理解句子。）Hw was the new film magazine? Was it interesting?
Ss: Yes. (板书句型。教读和理解interesting，领读句子，分组读句子，齐读句子。)
T: Hw d they g t the bkstre?
Ss: By bus.
T: Why? 引导学生说出It’s faster than walking.(教学faster，利用简笔画帮助学生理解faster，领读句子，齐读句子。)
T: Jhn had a cld last weekend. Is Jhn better nw?( 教读better，指名读，拼读，着重于它的原形gd, well。)
(4)教师带读核心句型。
(5) Listen t the tape and fllw the tape.
(4) Read in rle.
两人一组分角色朗读对话。
教学资源：课件、录音机、磁带
设计意图：处理本环节，我采取先整体感知对话初步体验，再抓住重点处理局部语言，然后又整体把握。相互渗透，培养学生的阅读能力。
Step 4 Practice
1. D a survey.
Whse weekend was mre interesting? 调查班里的两名或三名同学，询问对方的周末活动，并进行对比，看谁的周末更有趣。
参考句型：A: Hw was yur weekend? Was it interesting?
B: Yes.
A: What did yu d last weekend?
B: I…
A: Did yu…?
学生总结、汇报讨论结果。
_______’s weekend was mre interesting. He/ She___________________.
He/ She___________________. He/She had a busy but nice weekend.
设计意图：小调查，调动了全体学生的积极参与，锻炼了句型的应用能力。
2. 演讲比赛“我的周末”。
用mind map的形式表现：
busy
weekend
did hmewrk
设计意图：演讲比赛，锻炼了学生的记忆力，提高学生的口语表达能力。
Step 5 Summary
T: Bys and girls, which new wrds did yu learn abut this lessn?
Ss: Interesting有趣的, magazine杂志, faster 更快的，better 更好的，magazine杂志。
T: Which sentences did yu learn?(Pint t the blackbard.)
Ss: Was it interesting? Yes.
What did yu d last weekend? I ________.
Did yu see a film? N, I had a cld.
设计意图：教师帮助学生归纳和整理本节课的重点知识，加深学生对知识的记忆。
课堂作业
一、按要求写单词。
buy
同音词
is
过去式
1. 2.
talk
347..
过去式
have
过去式
3. 4.
二、单项选择。
( )1. This is _______ interesting bk.
A. a B. an C. /
( )2. It’s _______ than walking.
A. fast B. faster C. fastest
( )3. I want _______ a new magazine.
A. buy B. t buy C. buys
( )4. I’m happy yu feel_______ nw.
A. gd B. better C. gder
三、看图补全对话。
1. —Did yu ________ ________ ________ yesterday?
—Yes, I did.
2. — ________ ________ ________ _______ last night?
— We________ ________ ________.
3. —________ ________ yur clthes last weekend?
— N, I________ ________.
四、给下列句子排序。
( )Hi, Sarah. Let’s g t the bkstre. I want t buy a new film magazine.
( )N, I visited my grandparents.
( )Did yu see a film?
( )Oh, I read it last weekend.
( )Yes, it talked abut a lt f new films.
( )Was it interesting?
Answers:
一、1. was 2. by 3. had 4. talked
二、1. B 2.B 3.B 4.B
三、1. read a bk 2. What did yu d, saw a film
3. Did yu, watched TV
四、1、6、5、2、4、3、·
板书设计
B Let’s talk
magazine
interesting 有趣的
better更好的
（gd/well比较级）
Was it interesting? Yes.
faster 更快的
（fast比较级）
有趣的
What did yu d last weekend?
I…
Did yu see a film?
N, I had a cld.
What did they d?
Jhn
Amy
相关教案
人教版 (PEP)六年级下册Unit 2 Last weekend Part B第二课时教案： 这是一份人教版 (PEP)六年级下册<a href="/yy/tb_c64949_t8/?tag_id=27" target="_blank">Unit 2 Last weekend Part B第二课时教案</a>，共5页。教案主要包含了英汉互译，找出错误的一项，并改正等内容，欢迎下载使用。
英语六年级下册Unit 4 Then and now Part A第2课时教案： 这是一份英语六年级下册<a href="/yy/tb_c102959_t8/?tag_id=27" target="_blank">Unit 4 Then and now Part A第2课时教案</a>，共10页。
英语六年级下册Unit 3 Where did you go? Part A第2课时教学设计： 这是一份英语六年级下册<a href="/yy/tb_c102955_t8/?tag_id=27" target="_blank">Unit 3 Where did you go? Part A第2课时教学设计</a>，共10页。
