人教PEP版六年级下册英语Unit 1－Unit 4全册教案（表格式）

这是一份人教PEP版六年级下册英语Unit 1－Unit 4全册教案（表格式），共144页。
人教PEP版六年级下册英语Unit 1－Unit 4全册教案（表格式）Unit 1 How tall are you?单元整体分析本单元是人教版英语六年级下册的第一单元，单元的话题是“How tall are you?”本单元通过不同的场景，提供了表达比较人身高、体重的句型结构。共三个版块:A 部分， B部分和C 部分。A部分包括重点词汇和情景对话，共两个课时。第一课时呈现了课间张鹏和John谈话，张鹏问John身高，引出句型How tall are you? I’m… 第二课时张鹏和Mike参观恐龙博物馆，看见了最高的恐龙，Mike想要知道它的身高，从而引出了句型How tall is it? It’s…A 部分重点掌握词汇和句型How tall is it? It’s … How old are you? I’m… It’s/ I’m taller than…B部分包括重点词汇、情景对话和读和写，共三个课时。第一课时John和他的同学们去郊游，同学们互相交流, 很自然的引出了句型How heavy are you? I’m… 第二课时吴一凡和Mike 在鞋店里买鞋，呈现了询问对方鞋子的尺码的句型What size are your shoes? Size…，并进一步表达句型 How heavy are you? I’m…第三课时通过吴一凡给Robin讲故事，拓展本单元所学句型It is getting lower and lower. You are older and smarter than me. B部分重点是掌握单词和句型How heavy are you? I’m 48 kilograms. What size are your shoes? Size 7. Your feet are bigger than mine. C 部分包括听力测试、形容词比较级的总结和C部分的故事，共一课时。重点是复习巩固本单元所学重点句型。在课堂教学中，首先要整体把握本单元教学内容，教学重点和教学难点，了解学生学情。然后围绕本单元主题How tall are you?”展开教学设计。本单元的教学内容和学生相关，在组织语言教学时要注意设计生活化，充分利用教材已经设定的情境开展活动，帮助学生在合作学习中和任务型学习中正确表达所学句型。鼓励学生自编歌谣巩固所学知识。同时还要帮助学生归纳比较级构成中的规律，让学生学会思考。单元教学目标1. 知识目标（1） 能够听、说、读、写单词：younger, older, shorter, longer, taller，smaller, bigger, heavier, stronger，thinner。（2）能够听、说、认读单词：dinosaur, hall, meter, than, both, kilogram, country, lower, shadow, smarter, become。（3）能够听、说、读、写句型：—How tall is it? —Maybe 4 meters. —How tall are you? —I’m 1.65 meters.I’m taller than this one. —What size are your shoes？ —Size 7.Your feet are bigger than mine. —How heavy are you? —I’m 48 kilograms.You are heavier.（4）能够掌握句式:How+形容词+系动词be+主语？主语+系动词be+数字+单位(+其它).A+系动词be+形容词比较级+than+B.What size+ 系动词be+物？（5）理解形容词比较级的基本构成，即在词尾加 –er2. 能力目标（1） 能够正确使用younger, older, shorter, longer, taller，smaller, bigger, heavier, stronger，thinner形容词的比较级描述人或动物的外貌特征。（2）能够在情境中恰当运用以下句型比较人、动物的外貌特征： —How tall are you? —I’m 1.65 meters.—How heavy are you? —I’m 48 kilograms.I’m ...than you.—What size are your shoes? —My shoes are...(3) 理解形容词比较级所表达的意义。3.情感目标(1) 学生能够对英语课堂感兴趣，积极参与各项活动。(2) 关注自己身边的人、事物及自然界中与我们共同生活的其他生命。教学重难点1. 教学重点(1) 能够听、说、读、写单词：younger, older, shorter, longer, taller，smaller, bigger, heavier, stronger，thinner。(2) 能够听、说、读、写句型：—How tall is it? —Maybe 4 meters. —How tall are you? —I’m 1.65 meters.I’m taller than this one. —What size are your shoes？—Size 7.Your feet are bigger than mine. —How heavy are you? —I’m 48 kilograms.(3) 能够理解形容词比较级的基本构成，即在词尾加–er2. 教学难点（1）能够正确的使用形容词比较级描述人或动物的外貌特征。（2）能够在情境中恰当运用四会句型。教学方法任务型教学法、合作探究法、情景交际法。教学时间本单元共分六课时教学。第一课时: A Let’s learn Do a survey and report第二课时: A Let’s try Let’s talk 第三课时: B Let’s learn Match and say第四课时: B Let’s try Let’s talk第五课时: B Read and write 第六课时: B Let’s check Let’s wrap it up. C Story time知识视窗 1. how的妙用（1）用来询问身高： How tall+系动词be+ 主语? （多高）例：How tall is your father? 你的爸爸多高？（2）用来询问体重：How heavy +系动词be+ 主语? (多重) 例：How heavy is the box? 这个箱子多重？（3）用来询问长度：How long+系动词be+ 主语? （多长）例：How long is your leg? 你的腿有多长？（4）用来询问年龄：How old+系动词be+ 主语? （多大）例：How old are you? 你多大？（5） 用来询问大小：How big+系动词be+ 主语? （多大）例：How big are your feet?你的脚多大？2. 形容词比较级和最高级的构成单音节词和少数双音节词一般在词尾加–er或–estfast young kind faster younger kinder fastest youngest kindest以不发音的字母e结尾的词,加–r或–st fine late Finer later finest latest重读闭音节词只有一个辅音字母结尾的，双写这个辅音字母，再加–er 或–est hot fat big thin sad hotter fatter bigger thinner sadder hottest fattest biggest thinnest saddest以辅音字母加y结尾的，变y为i,加–er或–est happy funny angryearly happier funnier angrier earlier happiest funniest angriest earliest多音节词和部分双音节词在词前加more或mostdeliciousinterestingbeautifulcarefulmore deliciousmore interestingmore beautifulmore carefulmost deliciousmost interestingmost beautifulmost careful（1）规则变化（2）不规则变化原级比较级最高级good/ wellbad/illmany/muchfarlittlebetter worse more farther/ further lessbestworstmostfarthest/ furthestleast3. 形容词比较级和最高级的用法 （1）形容词比较级的用法：表示两者(人或物)之间的比较。句型构成：A + 系动词be + 形容词比较级 + than + B.例：This cat is smaller than that one. Lucy is taller and thinner than Lily. （2）形容词最高级的用法：表示三者或三者以上（人或物）的比较。句型构成：主语 + 系动词be + the + 形容词最高级+ of/in 短语 （形容词最高级前永远跟着the）例：Bailing is the youngest in her classroom. 第一课时课时内容 A Let’s learn Do a survey and report课时分析本课时是人教版六年级下册第一单元第一课时。围绕How tall are you?这一话题展开，主要通过对话学习词汇younger, older, taller, shorter, longer及句型How tall are you? I’m... You’re ...than...的表达。引导学生关注自己身边的人，培养学生学习英语的热情，树立学好英语的信心。第一课时是本单元的基础，学会了本课时所要掌握的知识，再学其他课时，对于学生来说就很容易。本课时的的重点是四会单词的掌握以及能够运用四会单词描述人物的外貌特点。 本课时包括Let’s learn 和Do a survey and report两个板块。Let’s learn呈现了Sarah 和Miss White比较年龄，张鹏和John比较身高，Amy 和Chen Jie 比较裙子长短的情景，体现了单词比较级的词性和意义。此板块呈现的对话情境是张鹏通过问John身高，得出了张鹏更高的结论。此情境是发生在校园里，学生很容易接受，也因为贴近学生的实际生活，更能激发学生学习的兴趣。Do a survey and report 板块是一个综合性的语用活动。学生可以通过这个活动将A 部分Let’s learn所学的词汇和句型描述自己和同学的实际情况，做到学以致用。 本课时虽然是新授课，但是四会单词的原级已经学过，所以学生接受新知比较快。在设计教学过程时，遵循以学生为主体的原则。采用听、说、读、 写、玩的方法调动全体学生的参与。通过任务型教学法、合作探究教学法等引导学生自主学习。课时目标 （1）能够听、说、读、写单词：younger, older, shorter, longer, taller。 （2）能够运用上述单词描述人或动物的外貌特征。（3）能够理解形容词比较级的基本构成，即在词尾加–er（4）能够听、说、运用句型How tall are you? I’m ...meters. I’m taller. You’re ...than me.（5）引导学生关注自己身边的人，培养学生学习英语的热情，树立学好英语的信心。课时重难点1.重点（1）能够听、说、读、写单词：younger, older, shorter, longer, taller。（2）能够运用上述单词描述人或动物的外貌特征。（3）能够理解形容词比较级的基本构成，即在词尾加–er（4）能够听、说、运用句型How tall are you? I’m ...meters. I’m taller. You’re ...than me.2.难点（1）正确的使用四会单词描述人或动物的外貌特征。（2）能够灵活运用句型How tall are you? I’m ...meters. I’m taller. You’re ...than me.（3）单词meter的认读。教学准备 多媒体课件、卡片、录音机、磁带、调查表。教学过程Step 1 Warm up 1. GreetingT: Good morning, everyone. Ss：Good morning, teacher.T: How are you today? Ss：I’m fine, thank you. And you?T: I’m fine, too. Are you ready for English class?Ss：Yes. 2. Let’s chant.T: Now let’s chant together. OK? Ss：OK.（课件展示儿歌，教师与学生一起边说边做。）Be tall. Be tall. Be tall, tall, tall.Be short. Be short. Be short, short, short.Be long. Be long. Make your arms long.教学资源：自制课件。设计意图：通过chant，既复习了与本课相关的词汇，为学习新的词汇做准备。同时也活跃了课堂气氛，激发学生学习的热情。Step 2 Lead inT: Boys and girls, let’s play a game. Guess. Who is he/she? （课件出示学生感兴趣的人物和资料,人物遮住一部分，让学生猜。最后猜人物姚明和周杰伦。）T：This is a man. He’s 226cm. He’s a basketball player. Who’s he?Ss：Yao Ming. T：Yes. Go on. This is a man, too. He is a singer. He likes singing. （播放周杰伦的歌曲片段,学生很快猜出。）Ss: Zhou Jielun.教学资源：自制课件。设计意图：通过猜学生们熟悉的人物，既吸引了全体学生的注意力，又为学习新课做准备。Step 3 Presentation1. Teaching the new words “taller, shorter, younger, older, longer”.(1) Look at the pictures about Yao Ming and Zhou Jielun.（课件呈现图片） T: Look at Yao Ming. What’s he like? S1: He’s tall/ strong... T: Look at Zhou Jielun. What’s he like? S2: He’s tall/ thin...T: Who’s taller, Yao Ming or Zhou Jielun?Ss: Yao Ming.T: Yes, Yao Ming is taller than Zhou Jielun.(板书taller，领读，拼读，指名读。教师带读句子，帮助学生理解，然后跟读句子。)T: We can also say “Zhou Jielun is shorter than Yao Ming.”(板书shorter，拼读，领读，齐读。教师带读句子，帮助学生理解，然后跟读句子。) （2）Show the pictures about Liu Xing and Qi Baishi. T：Do you know them? How old is Liu Xing? How old is Qi Baishi? 通过年龄比较，引导学生说出：Liu Xing is younger than Qi Baishi. Qi Baishi is older than Liu Xing.（板书younger, older 领读，拼读，指名读，齐读。）教师带读句子，理解句子，跟读句子。学生们具备了理解和迁移的能力，能通过教师的引导说出新句型。 （3）Show the pictures about dresses. a.呈现Amy和 Chen Jie裙子的图片。学生根据裙子长短的数据，互相说句子。Amy’s dress is _______ than Chen Jie’s. Chen’s dress is _______ than Amy’s. b. 指名说。板书longer, shorter领读，拼读，指名读，齐读。 c. 理解句子，齐读句子。 （多数学生能够独立说出句子，为了照顾个别学生，先两人说一说，纠正错误，然后再跟读，做到全面照顾。）（4）升降调领读新单词，两人读单词，找出共同点，总结形容词比较级的构成规律，即在词尾加-er，并告诉学生er发/ə/。教学资源运用：自制课件设计意图：从学生们熟悉的人物引出新知，然后帮扶学生学习新知，接着放手让学生独立学习，最后小结。每个环节过渡自然，层层递进，逐步的让学生们自己体会到成功的快乐。2. Teaching the sentences “How tall are you? I’m... meters. You are ... than me.”(1)用下面的句型比较班里同学的身高。××× is taller/ shorter than ×××. 学生们通过观察自己的同学说句子，积极性很高，踊跃参与。但是教师要告诉比较矮的学生们多运动，多吃蔬菜水果，就会长高，使学生们体会到老师的关心。(2）通过学生说句子，老师适时的引出句型How tall are you?(板书句型)T: How tall are you, ×××? 引导该生说出I’m 1.65 meters. (板书句型)(3) Teaching the word “meter” 通过me-ter, 以旧带新的方式教读单词，加深记忆。(4) Teaching “I’m... meters.” a. 教师教授学生带有小数点的数字的读法。 b. 指名学生说身高。 T：How tall are you? S1: I’m 1.63 meters. How tall are you? S2: I’m ... How tall are you? T: I’m 1.62 meter. You’re taller than me. (板书句型)c. 两人一组，仿照板书句型练习对话。d. 指组演练。设计意图：通过学生比较身边同学的身高，学习新句型，模仿新句型。充分发挥学生的自主学习能力，引导学生关注身边的人。3. Let’s learnShow the pictures about John and Zhang Peng.T: Who are they? Ss: Zhang Peng and John. T: How tall is John? Let’s learn the dialogue. （1）Listen to the tape and answer the question. （2）Open the books and follow the tape. （3）Read in roles. T: Please read in pairs.教学资源：录音机、磁带设计意图：通过听录音，跟读录音，分角色朗读，集中学生注意力，提高听读的效果，巩固所学的知识。4. Work in pairs and make a new dialogue. 仿照课文，两人一组遍对话。指组表演对话。设计意图：学生利用学过的词汇和句型，创设真实的情境，帮助学生更好的运用语言。Step 4 Practice 1. Let’s play a game. Guess the words.(1)教师出示单词词卡，用白纸遮住单词的一部分（开头或结尾），学生快速猜出单词并大声读出来。(2)单词拼读接龙。教学资源：词卡设计意图：猜单词的游戏，活跃了课堂气氛，巩固了单词的认读。单词拼读接龙，帮助了学生对单词的记忆，避免了记忆单词的枯燥乏味。2. Do a survey and report. (1)四人一组，每人拿出事先准备好的调查表，调查除自己之外的其他三名同学，并在表格中记录调查结果。 使用句型：—How old are you? —I’m …years old. —How tall are you? —I’m meters. （2）小组内整合调查结果。教师边巡视，边听学生报告。 （3）指组汇报。教学资源：自制课件、调查表设计意图：通过学生们之间的合作，培养了学生们团结的意识。又通过使用本课所学句子展开调查，不仅将所学知识得以运用，还加深了同学之间的了解，培养了学生的口语交际能力。Step 5 Summary T: What did you learn about this lesson? 学生自由说，教师总结。1.形容词比较级的基本构词规律是词尾加-er。2.形容词比较级是两者之间(人或物)的比较，句型构成：A + 系动词be + 形容词比较级 + than + B. (am, is ,are) 设计意图：将本节课所学的主要内容，知识结构进行归纳，帮助学生记忆，巩固提升本课时所学的知识。板书设计 Unit 1 How tall are you? A Let’s learn tall taller How tall are you? short shorter（更矮的） (多高) young younger I’m … meters. old older (米) long longer You are taller than me.short shorter（更短的） A + 系动词be + 形容词比较级 + than + B.（形容词比较级加-er） (am, is ,are) 作业单必做作业（完成时间：5分钟）一、写出下列单词的比较级。1. old ________ 2. tall _________ 3. young _________ 4. long _________ 5. short _________二、单项选择。( )1. Miss White is 23 years old. Sarah is 13 years old. Sarah is _________ than Miss White.A. young B. younger C. older( )2. I’m 1.64 meters. I’m _________ than you.A. taller B. longer C. short ( )3. 你想知道对方的身高，可以说：_________How tall are you? B. How taller are you? C. How old are you?三、（选做作业：5分钟）将下列的单词宝宝连词成句,并写出汉语。1. shorter, Mike, is, than, John(.)_____________________________________________ （ ）2. than, you, me, are, older(.)_____________________________________________ （ ）3. ruler, is, longer, this, than, ruler, that(.)_____________________________________________ （ ） 第二课时课时内容A Let’s try Let’s talk课时分析本课时是人教版六年级下册第一单元的第二课时，与第一课时紧密相连，围绕“恐龙的身高”展开话题。本节课主要是通过谈话的情景学会如何表达询问动物或物体的身高How tall is it? 及回答Maybe 4 meters. 以及巩固第一课时所学的句型How tall are you? I’m … I’m … than…。并且引导学生了解恐龙的知识，培养学生学习英语的兴趣。在第一课时中句型How tall are you? I’m … I’m … than…的学习，为本课时奠定了基础。学生对于身高的问答句型掌握的比较熟练。本课时的重点是能在情景中运用How tall are you? I’m …How tall is it? It’s …It’s / I’m … than …及课文对话的理解。本课时包括Let’s try 和 Let’s talk 两个板块。Let’s try是听力训练，呈现的是关于恐龙的材料。通过听力的练习，学生们获得了场景信息，为下面进入正确的对话做好准备。Let’s talk呈现的是张鹏和Mike 在博物馆讨论恐龙的场景。在恐龙馆中，张鹏发现了一只最高的恐龙，从而引起Mike 对于它的身高的询问。然后他们又和恐龙比较身高，从而巩固How tall are you? I’m … I’m … than…句型的运用。恐龙是一种神秘的动物，学生们都非常感兴趣。本课时恐龙馆情景的设置，激发了学生求知的欲望，鼓舞了学生想要用英语表达的热情。本课时出现的词汇中，有很多的生词和词组，dinosaur, hall, maybe, both of，more，over there，这些单词和词组的读音，语义对于学生都有一定的困难，我要借助于一定的语境，肢体语言，图片等方法帮助学生学习和理解。本课时出现的话题很多。我采用先复习，帮助学生回忆和巩固。然后运用多媒体引出新知，学习新知。在学习新知的过程中，引导学生整体感知对话，局部处理语言，帮助学生更好的理解和运用语言。最后在通过游戏的环节巩固语言。课时目标1. 能够听、说、认读单词：dinosaur, hall, meter, both, tallest2. 能够听、说、读、写句型How tall is it? It’s… How tall are you? I’m … It’s/ I’m … than…3. 能够独立完成Let’s try。 4. 能够用正确的语音、语调朗读对话。5. 能够在图片和教师的帮助下理解对话大意。6. 鼓励学生大胆发言，激发学生用英语表达的热情。课时重难点1.重点（1）能够听、说、认读单词：dinosaur, hall, meter, both, tallest（2）够听、说、读、写句型：How tall is it? It’s… How tall are you? I’m … It’s/ I’m … than…（3）能能够用正确的语音、语调朗读对话。（4）能够在图片和教师的帮助下理解对话大意。2.难点（1）单词dinosaur, hall, meter, both , more, tallest的理解。（2）句型How tall is it? It’s… How tall are you? I’m … It’s/ I’m … than…的巩固和运用。教学准备 多媒体课件、词卡、录音机和磁带、表格教学过程Step 1 Warm up1. GreetingT: Good morning ,boys and girls.Ss: Good morning, teacher.T: Let’s review some words. OK？Ss: OK. （教师依次展示词卡，taller, shorter, younger, older, longer,学生认读。）2.T：Very good, boys and girls. Now let’s play a game. 教师拉长皮筋，学生说出longer, longer, longer。反之说出shorter, shorter, shorter。教师和学生慢慢蹲下来，shorter, shorter, shorter, 慢慢站起来，taller, taller, taller…3. Ask and answerT: How tall are you? / How old are you? S1: I’m… S2: I’m…教学资源：词卡、皮筋、设计意图：通过词卡、小游戏复习学过的单词，然后又通过问答操练复习学过的句型。既巩固了旧知，又为学习新知打下基础。Step 2 Lead in 1.绘画导入教师画恐龙的简笔画，学生猜。T: I’m drawing an animal. What is it? Guess!S1: Elephant.S2: Tiger…T: It’s a dinosaur. (理解单词，教读单词，板书单词) What’s it like? S1: It’s strong/ tall…2.T： Do you know something about dinosaurs? Do they eat meat or vegetables?（课件呈现霸王龙、腕龙、雷龙等图片，简单介绍关于恐龙的背景）。3. Listen to the tape and finish “Let’s try”.教学资源：课件、录音机设计意图：绘画的导入激发了学生学习的兴趣，调动了全体学生的注意力。听力的练习，为学习课文的对话做好准备。Step 3 Presentation1.展示动画课件，T: Zhang Peng and John are in the dinosaur museum. What are they talking about? Guess. Ss: Dinosaurs.T: How tall is the big dinosaur? How tall is Zhang Peng? 引导学生猜测问题的答案。教学资源：课件 设计意图：播放课件，调动学生的所有感官。提出问题，让学生猜测，激发学生的求知欲。2. Listen to the tape with the questions. 教学资源： 录音机、磁带设计意图：带着问题听录音，有意识的去听，能够提高听的能力。3.Read the text by yourselves and discuss in a group. Questions: ①How tall is the big dinosaur? ②How tall is Zhang Peng? ③Who is taller, Zhang Peng or the small dinosaur? ④Which dinosaur is taller, the green one or the brown one?教学资源：课件 设计意图：先自己解决老师提出的问题，然后在小组中讨论，整合出正确的答案。小组合作的方式，照顾了每个学生，增进了学生之间的感情。4.Report the answers. T：How tall is the big dinosaur? S1: Maybe 4 meters. T: Yes, the big dinosaur is maybe 4 meters. （课件展示句子）Maybe means“可能”。由may 和be两个单词组成。It’s the tallest dinosaur in this hall. tallest “最高的”，（课件展示句子）xxx is the tallest in our classroom. （用班里的学生） Who is the tallest basketball player in China? Ss: Yao Ming. T: Good. How tall is Zhang Peng? S1: It’s 1.65 meters. T: Yao Ming is taller than both of Zhang Peng and Mike together. both of “两者都” It’s taller than both of us together. (课件展示句子) What’s the meaning? Ss: 它比我们俩加起来都高。 T: Who is taller, Zhang Peng or the small dinosaur? S2: Zhang Peng. T: Yes, Zhang Peng is taller than the small dinosaur.设计意图：小组汇报结果，然后教师根据学生的回答，顺势引出要解决的难以理解的句子和单词，过渡很自然。5. Read the text. 听录音跟读课文，分角色互读课文， 齐读课文。 设计意图：通过不同的读，提高了学生的口语表达能力。6. Do a survey.教师先让学生写下自己的身高，然后小组内调查谁比自己高，并写下来。I’m _________meters._________ is _________ meters._________ is taller than me.设计意图：学生们喜欢这种真实的调查活动，既调动了全体学生的参与，又使学生们可以轻松愉快的和同学之间交流语言。Step 4 Practice1. Make a chant. Let’s chant: How old are you? How old are you? I’m 12. I’m 12. You are older than me. How tall are you? How tall are you? 1.65 meters. I’m taller than you.2. Do and say. 动手测量身边事物的高度、长度，互相问答操练。 句型：How tall is…? It’s … meters. How long is…? It’s … meters. 3.Play a game. “应聘篮球运动员”。四人小组活动，有意加入篮球队的学生，是“应聘者”。 其他担任“面试官”。“应聘者”作简单的自我介绍，然后面试官提问。最后由“面试官”选出应聘的学生。 “面试官”提问参考句型：How tall are you? Do you often play basketball? …设计意图：将本课时的重点内容编成歌谣的形式，降低了学习的难度，加深了学生对知识的记忆。动手操作，互问互答，调动学生英语的积极性。“应聘篮球运动员”的游戏，让学生学以致用，让学生敢于表达，树立学生的自信心。Step 5 SummaryT: What did you learn about this class?学生们自由说，教师总结。T：tall加+est 是形容词的最高级比较人或动物的外貌特征的句型：How tall is the …? It’s… It’s … than… How tall are you? I’m… I’m… taller…设计意图：总结的环节帮助学生归纳知识点，理清思路，有助于学生对知识的记忆。课堂作业一、将下列打乱的字母重新组合成新的单词，然后写出汉语。1. o, y, u, g, n, r, e 2. s, o, h, t, r, r, e 3. e, r, l, o, d, ______________ ______________ ______________ ( ) ( ) ( )二、 单项选择。( )1. I’m 1.62 _________.A. meter B. meters C. tall( )2. She is taller _________ me. A. then B. than C. that( )3. How tall _________ you? A. is B. am C. are三、选出下列句子中划线部分的汉语。 ( )1. That’s the tallest dinosaur in this hall. A. 高的 B. 更高的 C. 最高的 ( ) 2. They’re big and tall. A. 又高又大 B. 又高又瘦 C. 又矮又瘦四、按照要求完成句子。1. Tom is 1.58 meters. Bill is 1.65 meters.(合并成一句话) Tom is _________ _________ Bill.2. The brown dinosaur is 4.5 meters.（就画线部分提问） _________ _________ is the brown dinosaur?Answers: 一、1. younger （更年轻的）2. shorter（更矮的） 3. older（更年长的）二、1.B2.B3.C三、1. C 2. A四、1. shorter than 2. How tall 板书设计 A Let’s talk the tallest How tall is it?4 meters 米 最高的 It’s … meters. It’s taller than…dinosaur 第三课时课时内容 B let’s learn Match and say课时分析本课时是人教版六年级下册第一单元第三课时。围绕How heavy are you?这一话题展开，主要通过对话学习词汇bigger, smaller, stronger, thinner, heavier及句型How heavy are you? I’m...kilograms. You’re ...than me.的表达。引导学生关注周围的人，注意合理的膳食和运动，保持身体的健康。激发学生学习英语的热情，保持对英语学习的兴趣，树立学好英语的信心。在第一课时中学习了句型How tall are you? I’m... 在第二课时中学习了句型How tall is…? It’s...为本课时做了很好的铺垫。本课时的重点是四会单词的掌握以及能够运用四会单词描述人物的外貌特点。本课时包括Let’s learn 和Match and say两个板块。Let’s learn呈现了Mike 和同学们去郊游，John和 Jim比较体重，Mike 和吴一凡比较脚的大小，张鹏比Sarah强壮，帮助Sarah背书包的情景，呈现了单词比较级的词性和意义。此板块呈现的对话情境是John通过问Tim体重，得出了Tim更重的结论。此情景是发生在公园里，一帮同学去郊游，很贴近学生的实际生活，更能激起学生学习的兴趣。Match and say 板块是用于操练B Let’s learn板块中的形容词比较级。通过学生的描述并比较小朋友调到的鱼的特征，达到运用语言的目的。本课时虽然是新授课，但是四会单词的原级已经学过，所以学生接受新知会很容易。在设计教学过程时，遵循以学生为主体的原则。采用动手操作、玩游戏、小调查等多种教学手段调动全体学生的参与，让学生在轻松、快乐的环境下，自主的学习。课时目标能够听、说、读、写单词：stronger, thinner, heavier, bigger, smaller能够正确运用上述单词描述人物或事物的特点。了解部分形容词变比较级，双写最后一个字母，加er或变y为I, 加-er.能够听、说、运用句型How heavy are you? I’m…kilograms.引导学生关心他人，注意合理的膳食，多运动，保持身体的健康。培养学生学习英语的兴趣。课时重难点1. 重点（1）能够听、说、读、写单词：stronger, thinner, heavier, bigger, smaller（2）能够正确运用上述单词描述人物或事物的特点。（3）了解部分形容词变比较级，双写最后一个字母，加er或变y为I, 加-er.（4）能够听、说、运用句型How heavy are you? I’m…kilograms.2. 难点 （1）能够正确运用上述单词描述人物或事物的特点。 （2）句型How heavy are you? I’m…kilograms.的灵活运用。教学准备 课件、词卡、录音机、磁带、表格、书包、气球教学过程Step 1 Warm up 1. Greeting T: How are you, everybody? Ss: I’m fine, thanks. And you?T: Very well, thanks. 2. Let’s chant.T: Now let’s chant together. Are you ready?Ss: Yes, I’m ready.T: OK. Let’s do and chant.Big, big, big,. Make your eyes big.Small, small, small. Make your eyes small.Strong, strong, strong. Make yourself strong. Thin, thin，thin. Make yourself thin. （播放课件，师生边做动作，边吟诵歌谣） 教学资源：课件 设计意图：熟悉的旋律，勾起了学生对已学词汇的记忆。不但活跃了课堂气氛，吸引了学生的注意力，还为学习新的词汇做了铺垫。Step 2 Lead inT：Good. I have some pictures. Let’s have a look. Who are they?Ss: Li Chen and Wang zulan.T: What are they like?S1: Li Chen is tall. S2: Li Chen is strong.S3: Wang zulan is thin.S4: Wang zulan is short.…T: Who is taller, Li Chen or Wang zulan?Ss: Li Chen. Li Chen is taller than Wang zulan. Wang zulan is shorter than Li Chen.(教师引导学生说出)教学资源：课件 设计意图：用学生熟悉的跑男里的人物作比较，学生们积极的表达，巩固了已学的句型，并为引出新知做准备。Step 3 Presentation1.Teaching the new words“stronger, thinner, heavier, bigger, smaller”(1)Learn “stronger, thinner” T: Who is stronger, Li Chen or Wang zulan? Ss: Li Chen is stronger. T: Yes. We can say” Li Chen is stronger than Wang zulan. ( 引导学生说出) （板书stronger, 领读，指名读，齐读。教师带读句子，帮助学生理解句子。） We can also say” Wang zulan is thinner than Li Chen.” ( 引导学生说出)（板书thinner, 着重双写字母n, 领读，拼读，指名读。教师带读句子，理解句子。）（学生具有比较高的迁移能力，能够轻松的表达。但是要注意单词的发音和书写。）（2）Learn” heavier”Show two bags. One is light. The other one is heavy.T: I have two bags. One is xxx’s. The other one is xxx’s. Which one is heavier, xxx’s or xxx’s?(指一名瘦小的学生到讲台前分别提一提两个书包，告诉大家结果。)S1：xxx’s bag is heavier than xxx’s.(教师领读句子，特别强调’s。)(板书heavier, 着重变y为i，教读，领读，自拼，齐拼。) 学完单词和句子，教师让这名学生把书包归还给同学。T：Who can help him get the bags?S1：I can.（教师渗透情感教育，告诉学生同学、朋友之间要互相帮助。）（3）Learn ” bigger, smaller”T: Well. Boys and girls, let’s play a game. “ Blow the balloons.”(男生，女生各选一名学生，进行吹气球比赛。气球不能吹破，看看谁吹得大。)T：Whose balloon is bigger? Guess.Ss: xxx’s. /xxx’s.T: Let’s have a look. One, two, go.(比赛结束，引导学生说出比赛结果。)Ss: xxx’s balloon is bigger than xxx’s. xxx’s balloon is bigger than xxx’s.（板书bigger, smaller, 着重双写g, 拼读，领读，齐读。） （4）升降调领读新单词。两人互读，齐读，试着找出单词的拼写规律。教师小结。重读闭音节词只有一个辅音字母结尾的，双写这个辅音字母，再加–er。以辅音字母加y结尾的，变y为I,加–er。教学资源：课件、学生书包、气球设计意图：学习新的词汇，我用了动手操作、游戏等不用的教学方法。避免了学习的枯燥乏味，使学生们时刻保持学习的热情，从快乐的氛围中学会了知识。2. Teaching“ How heavy are you? I’m … kilograms.T: Am I strong or thin? Ss: You are strong. T: Yes. I’m 67 kilograms. (板书句子，教学kilogram. ) I’m heavy. How heavy are you?(板书句子，帮助学生理解句子。) S1：I’m … kilograms. T: You’re thinner than me. (板书句子。借助于肢体语言理解句子。) 设计意图：通过教师自身明显胖的特征学习句子I’m … kilograms. 过渡很自然，学生们也会觉得教师很亲切，能够拉近与学生的距离。3. Learn the dialogue. T: How heavy is Jim? Who is heavier, John or Jim? Let’s learn the dialogue.a. Let’s listen to the tape. b. Open the books and follow the tape. c. Read in role.（两人互读，全班分角色读。） d. Answer the questions.教学资源：录音机设计意图：通过听录音，模仿录音，分角色朗读，提高学生们听读、朗读的水平，培养良好的阅读习惯。3. Make a dialogue in pairs. 两人一组仿编对话，指组表演对话。设计意图：仿编对话，加深了学生对本课知识的理解，将教材融于生活，提高了学生运用英语的水平。Step 4 Practice1. Play a game: What’s missing? 教师出示本课新授单词词卡，学生们快速认读。读完一遍后，随意抽出一张，让学生说出抽调的是哪一个单词？教学资源：单词词卡设计意图：What’s the missing?的游戏，培养了学生的注意力，提高了对单词认读和说的能力。2. Let’s say.a. Look and say.展示P7 情景图，根据提示的单词和句型说话。先自己说一说，然后两人说一说。最后教师指名说。smaller, bigger, _______’s feet is ________ than _________’s.thinner, heavier, _______ is ________ than _________.教师渗透情感教育，告诉学生少吃快餐，合理饮食，多运动，身体才会更健康。b. Match and say P7 教学资源：教科书情境图 设计意图：看图说句子，巩固了学生对单词的音、义和句子的掌握,拓展了学生的思维，达到了运用语言的目的。3. Do a survey. 任意调查班里的两名同学的体重，与自己作比较，然后将结果记录下来，小组汇报。 _______ is _______ than ________._______ is _______ than ________.教学资源：表格设计意图：调查的环节，巩固了本节课要学生掌握的重点句型，做到了活学活用，提高了学生的交际能力。Step 5 SummaryT: What did you learn about this lesson?学生自由发言，教师总结。1.形容词比较级的方法：（1）一般在词尾加–er。（2）重读闭音节词只有一个辅音字母结尾的，双写这个辅音字母，再加–er。如：hot（3）以辅音字母加y结尾的，变y为I,加–er。如：funny, happy, angry2. 询问体重的句型，How heavy + 系动词+ 主语？回答：主语+ 系动词+ 重量 （am, is, are）设计意图：将本节课所学的知识结构进行归纳，帮助学生对知识的理解和记忆。Name Height(体重)课堂作业一、按要求写单词。smaller原级heavy比较级1. 2. 比较级big比较级thin4.二、用单词的适当形式填空。 1. You ______ stronger than me. (be) 2. Amy’s fish is smaller than______.( Mike) 3. My cats are ______ than yours. ( heavy) 4. I’m ______ (tall)and ______ (thin) than him. 三、看图，用比较级写句子。 1. _________________________________________ red yellow 2. _________________________________________ elephant dog 3._________________________________________ Li Ming Wang Le四、改错。 ( )1. How heavier are you? _______ A B C D ( ) 2. John is 52 kilogram. _______ A B C DAnswers:一、1.heavier2.small 3. bigger 4. thinner二、1. are 2. Mike’s 3. heavier 4. taller, thinner三、1. The red apple is bigger than the yellow apple(one).2. The elephant is bigger than the dog.3. Li Ming is heavier than Wang Le.四、1. B, heavy 2. D, kilograms板书设计 B Let’s learn strong stronger How heavy are you? thin thinner(双写n, 加-er) 多重 heavy heavier(变y为i，加-er) I’m … kilograms. big bigger(双写g, 加-er) You are … than…. small smaller 第四课时课时内容B Let’s try Let’s talk课时分析本课时是人教版六年级下册第一单元第四课时，与第三课时紧密相连。围绕“穿多大号的鞋”这一话题展开，主要通过对话学习句型What size are your shoes? I wear size ...shoes./ Size...My shoes are size...及巩固句型How heavy are you? I’m... kilograms.的表达。让学生了解中西方鞋子尺码的不同，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How heavy are you? I’m... kilograms.的表达，为本课时奠定了基础。I wear …的句型四年级也已经学过，学生对于穿多大号的鞋的回答很容易掌握。所以本课时的重点是帮助学生理解和运用询问对方穿多大号的鞋及它的几种回答的表达。本课时包括Let’s try和Let’s talk两个板块。Let’s try通过聊天呈现了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Let’s talk的学习做好了准备。Let’s talk 板块通过吴一凡和Mike 在鞋店试穿鞋子的情景，让学生感知What size are your shoes? Size...How heavy are you? I’m... kilograms.的语义和语用情景，学会如何在这样的情景下表达。此情境是发生在鞋店里，与学生的生活息息相关，很能激起学生的求知欲。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，我采用游戏、问答的方法，帮助学生巩固学过的知识。学习对话时采用整体感知对话、局部处理语言、模仿对话、表演对话的方法，充分发挥学生的主体作用。课时目标1. 能够理解对话大意。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：What size are your shoes? Your feet are bigger than mine. How heavy are you? I’m … kilograms.4. 能够掌握What size are your shoes? I wear size…/ My shoes are…/ Size… 5. 能够简单了解常用的鞋码标注法。课时重难点1. 重点（1）能够理解对话大意。（2）能够听、说、读、写句型：What size are your shoes? Your feet are bigger than mine. How heavy are you? I’m … kilograms.（3）能够掌握What size are your shoes? I wear size…/ My shoes are…/ Size…(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What size are your shoes? Your feet are bigger than mine. How heavy are you? I’m … kilograms.的掌握和灵活运用。教学准备：课件、录音机、磁带教学过程Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, teacher.T: Are you ready for English class? Ss: Yes. T: Ok. Let’s begin our class. Before our class, let’s play a game first.2. Play a game. 教师说出big，学生们边做越来越大的动作边说bigger, bigger, bigger, B-I-G-G-E-R, bigger. 教师说出small, 学生们边做越来越小的动作边说smaller, smaller, smaller, S-M-A-L-L, smaller. 找几名学生依次说出stronger, heavier, thinner, 其他学生边做动作边说出单词的比较级。3. Ask and answer T: How heavy are you? S1: I’m… kilograms.T: You are… than me. How heavy are you?S2: I’m…(教师指几个学生做问答练习。)教学资源：词卡设计意图：小游戏的设计，将单词的音、形、义进行了复习和巩固，让学生们在玩得过程中扎实了单词。问答的环节复习了上一节课所学的重点句型，为学习本课打下基础。Step 2 Lead inT: Good, everyone. I have some pictures. Now let’s have a look . (展示Mike 和吴一凡的图画) Who are they? Ss: Mike and Wu Binbin.T: They are talking about the weekend. What do they want to do first? (展示购物、远足的图画。) Guess.Ss: Go hiking/ Go fishing.T: Let’s listen to the tape.（播放第一遍Let’s try录音，回答第一个问题。）Ss：They want to go hiking.T: That’s right. What are they going to buy? （展示衣物、鞋、杂志的图画。） (播放第二遍录音，回答第二个问题。)S1: Buy hiking clothes and shoes.T: Why does Wu Binbin want to buy new hiking clothes?Ss: Because he is bigger than last year.(引导学生说出。)教学资源：课件设计意图：先通过PPT课件引导学生猜测吴一凡和迈克去的地方，引起学生们的求知欲，然后再听录音，能够集中学生听的注意力，更好的完成任务。Step 3 Presentation1. Learn the text.(1) Listen to the tape with the questions.T: Now where are Wu Binbin and Mike?( 展示课件。) S1：They’re in a shoe store. T: Whose feet are bigger, Mike’s or Wu Binbin’s? Open your books and listen to the tape.(2) Read the text in role and fill in the blanks. a. Mike is _________ kilograms. Wu Binbin is_________. Mike is _________ than Wu Binbin. b. Mike wears size_________. Wu Binbin wears size_________. Mike’s feet are________ than Wu Binbin’s.(3) 两人讨论，指名汇报结果。 在完成b组习题时，教师向学生提问：T：Mike wears size 7 shoes. Wu Binbin wears size 38 shoes. Why? 然后向学生介绍中美两国鞋子尺码的不同。（课件可以展示鞋子尺码标准对照表，让学生了解常见的中西方鞋码标注法，增长课外知识。）（4）learn the sentences “ What size are your shoes? Size… Your feet are … than mine.” a. T: Wu Binbin wears size 37 shoes. I wear size 38 shoes. What size are your shoes? （板书句子 ，讲解句子, 领读句子。）S1：I wear size 39 shoes.（讲解wear与where 同音词。）T: What size are your shoes?S2: Size…S3: My shoes are size … T: Your feet are bigger than mine.（板书句子。讲解mine, 借助肢体语言帮助学生理解句子。） b. Pair -work. A：What size are your shoes?B: Size…/ I wear size 39 shoes./ My shoes are size …A: Your feet are … than mine. c. 指组练习。2. 听录音跟读对话。3. 两人一组仿编课文，4. 指组真实的表演课文。教学资源：课件、录音机、磁带、设计意图：先呈现整篇课文对话，让学生整体感知语言，然后再学习重点语言，练习语言。最后模仿整体对话，并创设真实的情境表演，达到理解语言、运用新的语言的目的。Step 4 PracticePlay a game.寻找“嫌疑人”。1. 课件呈现一个鞋印，T：Yesterday evening someone came to our classroom and left a shoe print. Whose is it? Now we should find the suspect. What size are your shoes? Si: Size…(教师请学生上台对比鞋印并作出判断。)T：Your shoes are bigger than this shoe print. You are not the suspect.(经过两三个学生的对比，确定鞋印的鞋码是s自责37.2. 学生全班内调查，找出鞋码为37的学生。S1：What size are your shoes?S2: Size 37.S1: Follow me.3. 教师请所有鞋码为37的学生站上讲台，然后公布“嫌疑人”的第二特征：体重43-45kg。4. 全体学生逐个问讲台上的学生：How heavy are you? 锁定“嫌疑人”。最后请“嫌疑人”脱下鞋子，比对鞋底的花纹。“嫌疑人”找到游戏结束。教学资源：鞋印设计意图：本次活动设计的是一个悬疑故事，吸引了全体学生的注意力，达到了在真实语境中运用语言的目的。Step 5 SummaryT: What did you learn about this lesson?学生自由发言，教师总结。1.询问对方鞋子的尺码，可以说：What size are your shoes? 回答Size…/ I wear size… shoes./ My shoes are size…2.表达对方的脚比自己的大，可以说：Your feet are bigger than mine.3. 询问重量的句型，可以说： How heavy+ 系动词be+ 人/ 物？回答：人/物+系动词be+数字+重量单位。设计意图：归纳和整理本节课学习的重点知识，帮助学生理解、记忆和运用。课堂作业一、选出不是同类的单词。( ) 1.A. taller B. heavier C. long( )2. A. dinosaur B. shoes C. dress( )3. A. your B. my C. he二、单项选择。( )1. Your feet are bigger than_______.A. me B. my C. mine( )2. Li Ming is 58 kilograms. Zhang Peng is 56 kilograms. Li Ming is _______than Zhang Peng.A. thinner B. heavier C. strong( )3. I wear _______ shoes.A. size 38 B. 38 size C. 38三、小蜜蜂采蜜。问答连线。 1. How heavy is Mike? A. Size 7. 2. What size are your shoes? B. He is 48 kilograms.3. How old are you? C. Maybe 2 meters.4. How tall is the tree? D. I’m eleven years old.四、根据实际情况回答问题。1. How heavy are you? ___________________________________2. Who is heavier than you? ___________________________________ 3. What size are your shoes?___________________________________ Answers:一、1.C 2.A 3.C二、1.C 2.B 3.A三、1.B 2.A 3.D 4.C四、略。 板书设计 B Let’s talk What size are your shoes? Size… 什么尺码 I wear size… shoes. My shoes are… Your shoes are ______ than mine.第五课时课时内容 B Read and write课时分析本课时是人教版六年级下册第一单元第五课时。围绕“吴一凡给Robin讲故事”这一话题展开，主要通过阅读文本学习词汇shadow, lower and lower, grow, go down及如何表达某人或某物越来越怎么样的句型。能够通过推理，提炼出文段的主旨—太阳和影子的关系，培养学生的思维能力，激发学习英语的兴趣和树立学好英语的信心。前几课时词汇、对话的学习为本课时的学习奠定了基础，本课时是第一单元知识的拓展和延伸。本课时的重点是单词shadow, lower and lower, grow, go down的听、说、认读以及了解太阳和影子的关系。 本课时只有Read and write一个板块，但分了读前活动和有意义的书写活动两个部分。读前部分呈现了四幅图，通过看图讨论春天带来的变化，激活相关的背景知识及话题词汇。读写活动呈现的是吴一凡和他的家人去乡村旅行，在路上给Robin讲了一个关于小鸭子影子的故事。故事讲述的是小鸭子观看太阳落山，发现太阳越来越低，他的影子越来越长。于是向老树请教。故事的情节有趣，非常吸引人，大大的提高了学生的阅读兴趣。 本课时的新授知识，对于学生来说有一定的难度。教师要结合图示、一定的语境帮助学生理解。遵循以学生为主体，教师为主导的原则，采取小组合作的方式，全面调动学生的参与，引导学生自主学习，培养良好的阅读习惯和技巧。课时目标 （1）能够听、说、认读单词和短语：shadow, lower and lower, grow, go down。 （2）能够运用学过的形容词比较级描述人物的特征。（3）能够在文中捕捉不同类型的信息，通过简单的推理，提炼文段的主旨大意。（4）能够根据阅读获取的信息完成活动。.（5）培养学生的思维能力，学习英语的兴趣和树立学好英语的信心。课时重难点1.重点（1）能够听、说、认读单词和短语：shadow, lower and lower, grow, go down（2）能够在文中捕捉不同类型的信息，通过简单的推理，提炼文段的主旨大意。（3）能够根据阅读获取的信息完成活动。.（4）能够运用学过的形容词比较级描述人物的变化。2.难点（1）正确的使用形容词比较级描述人物的变化。（2）能够在文中捕捉不同类型的信息，通过简单的推理，提炼文段的主旨大意。（3）单词shadow的认读。教学准备 多媒体课件、卡片、录音机、磁带、老树和小鸭子的图片。教学过程Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you today?Ss: Fine, thank you. And you?T: I’m fine, too. Are you happy today?Ss: Yes. We’re happy. T: What’s the weather like today?S1: It’s warm.S2: It’s windy.T: What season is it now?Ss: It’s spring.T: Yes. It’s spring. It’s a beautiful season.设计意图：通过师生间的谈话，使学生们尽快的投入到课堂中。Step 2 Lead in1.T：Now look at these pictures. （课件呈现Read and write四副插图。）Spring is coming. The sky is clearer and the sun is brighter. Can you think of any other changers? Look, tick and say. 提示句型：It’s getting（变得） _________. The day is getting _________. The night is getting _________.The trees turn _________.2.两人一组互相说一说。3.教师指名说一说。 S1：It’s getting warm.（教师纠正warmer.） S2: The day is getting longer. S3: The night is getting shorter. S4: The trees turn green. …T: Very good, everybody. Spring is so beautiful. Wu Binbin and his family are going on a trip to the countryside. Wu Binbin has a story to tell Robin.教学资源：课件设计意图：通过讨论图片中春天季节的变化激活相关的背景和词汇，为学习下面的故事做了个铺垫。Step3 Presentation1.快速浏览课文。T：Who is in this story? S1: Little Duck and Old Tree.T：Who is he?Ss: Little Duck.( 板书粘贴Little Duck图片和词卡,教读little, 理解little。)T: Who is he?Ss: Old Tree.（板书粘贴Old Tree图片和词卡，）教学资源：词卡、图片设计意图：整体感知课文，了解主要人物。2.细读课文，两人小组按要求完成下面的活动。 a. 画出lower and lower, shadow, grow, become等生词，鼓励学生联系上下文猜测词义。 b. 完成Read and circle.c.讲解难以理解的词汇和句子。T: What is Little Duck doing? Ss: It’s watching the sun go down.（教师动作演示go down，领读，跟读，指名读。） T: When does the story happen? Ss: In the afternoon. T: So the sun is getting lower and lower.（板书lower and lower，课件演示帮助学生理解， 着重于–er，and。） But his shadow is getting longer and longer.（板书shadow和longer and longer, 联系window中ow的发音，教读shadow. 教师带读句子，帮助学生理解句子。）T: Little Duck asks Old Tree a question. What question? S1: “Why is my shadow longer when the sun gets lower?”（课件展示句子。） T: Old Tree says…Ss: “The sun goes down every day, and we grow older every day. Your shadow grows longer because you are growing taller.”（课件展示句子。理解grow，讲解句子，跟读句子。）教学资源：课件设计意图：细读课文，理清思路。借助于一定的语境，学习新的词汇和重点句子。3. 再次读课文，完成对话。（1）展示Read and write板块，跟读录音。（2）模仿录音。（3）自己完成对话，小组统一答案。（4）分角色朗读对话。 a. 师生分角色朗读对话。b. 三人一组朗读对话。教学资源：录音机、磁带、设计意图：跟读录音，能够模仿正确的停顿、语音、语调，提高学生的口语表达能力。4. 小组活动。 （1）圈出含有-er的单词。（2）出示问题，小组讨论。 Do you agree with Old Tree? Why? Can you answer Little Duck’s question? What’s your answer? （2）师生共同整理答案。设计意图：对于有一定难度的问题，采取小组讨论的方式，降低难度。并让每个人都有发言的机会，都去思考、倾听，增强学生的合作意识。Step 4 Practice 1. 小游戏。 教师做动作，学生马上说出对应的形容词和它的比较级；反过来教师说形容词和它的比较级，学生做动作。如：教师做出越来越低的动作，学生快速说出low, lower, lower, lower。设计意图：小游戏环节的设计，激发了学生学习的积极性，扎实了学生对词汇的音、形、义的掌握。2. 小练笔。 用形容词比较级写一写班里同学的变化，然后小组互相交流，整理。最后找几名同学说一说。设计意图：训练学生使用比较级描述人物的特征，积累大量的词汇，提高学生的书面表达能力。Step 5 SummaryT: What did you learn about this class?学生自由发言，教师引导学生整合和归纳知识点。T: We learned some new phrases and words.Ss: go down, shadow, lower and lower, longer and longer.T: 像lower and lower这种形容词比较级+and+ 形容词比较级，表示“越来越…”。 We also know “ When the sun gets lower, the shadow will get longer. When the sun gets higher, the shadow will get shorter.设计意图：师生共同整理和归纳，强调了重点，深化了知识。课堂作业一、英汉互译。1. go down __________ 2. shadow __________ 3. every day __________ 4. than __________ 5. That’ s easy.___________ 6. longer and longer __________二、按要求写单词。smart比较级older反义词 1. 2. get第三人称单数watch现在分词 3. 4.三、单项选择。( )1. You’re _______ a beautiful bird.A. become B. becoming C. becoming( )2. The sun _______ down every day.A. go B. goes C. going( )3. Mike and his family _______ going on a trip.A. is B. are C. am四、将下列的单词宝宝连词成句。1. is, it, lower, and, getting, lower(.)______________________________________________________2. are, older, you, smarter, me, than(.)______________________________________________________Answers:一、1. 降落2. 影子3. 每天4. 比 5. 那很容易。6. 越来越长二、1. younger 2. smarter 3. watching 4. gets三、1.C 2.B 3.B四、1. It is getting lower and lower. 2. You are older and smarter than me.板书设计 B Read and write ? Little Duck lower and lower Old Treeshadow longer and longer 第六课时课时内容 B Let’s check、Let’s wrap it up C story time课时分析本课时是人教版六年级下册第一单元第六课时，与前几课时紧密相连。围绕“本单元的重点词汇和句型”展开。主要通过Let’s check.和 Let’s wrap it up.检测本单元的A，B部分的核心句型的听、写能力和掌握形容词变比较级的方法。通过Story time引导学生灵活运用语言，培养学生的口语表达能力，激发学习英语的兴趣，增强团队合作的意识。本课时是对前几课时重点知识的回顾。学会了本课时所要掌握的知识，那么学生对本单元的重点已经掌握。本课时的的重点是形容词变比较级的规律的掌握以及四会单词、句子的听、说、读、写及运用。 本课时包括Let’s check 、Let’s wrap it up 和story time三个板块。Let’s check呈现了四幅图，学生学会从图片信息中推测考查点，有目的、有针对性地听录音，完成听力任务。重点培养学生良好的听力习惯，持续提高学生的听力水平。Let’s wrap it up. 板快呈现了10个形容词，学生要能总结形容词的比较级的词尾变化，培养学生的语法意识。Story time板块呈现的是Zoom 和Zip招聘足球守门员的故事。此故事阅读性强，情节有趣，贴近学生的生活，符合学生的心理，激发学生阅读的兴趣。通过故事的学习，复习巩固本单元句型How tall are you? How heavy are you? I’m… He’s bigger than… 以及借助图片和上下文理解新句子：Football needs teamwork. 本课时是复习课，话题比较多。在设计教学过程时，不同的板块采取不同的方法。Let’s wrap it up. 让学生自己总结，教师归纳，培养学生的思维能力。Story time.采用引导学生初步感知、深入学习、角色表演等方式巩固语言，发展语言。故事的词汇量大，教师要给学生调整文本，降低难度，使学生能够成功体验到角色表演的快乐。课时目标 （1）能够较好的完成Let’s check。培养学生良好的听力习惯。 （2）能够理解和掌握形容词比较级的词尾变化规律。（3）能够理解故事内容。（4）通过故事复习巩固本单元的重点语言。（5）能够表演故事，恰当运用故事中的语言。（6）培养学生学习英语的兴趣，增强团队合作意识。课时重难点1.重点（1）能够较好的完成Let’s check。培养学生良好的听力习惯。（2）能够理解和掌握形容词比较级的词尾变化规律。（3）能够理解故事内容。（4）通过故事复习巩固本单元的重点语言。2.难点能够表演故事，恰当运用故事中的语言。教学准备：课件、录音机、词卡、动物图片、自制动物头饰教学过程Step 1 GreetingT: Good morning, everybody.Ss: Morning, teacher.T: How are you today?Ss: I’m fine, thanks.T: What’s the weather like today?Ss: It’s sunny/windy…T: Yeah, it’s a sunny day. So I feel happy. Are you happy, boys and girls?Ss: Yes, we’re happy, too.T: Ok. Are you ready for English class?Ss: Yes. We’re ready.设计意图：通过与学生之间互相问好，询问天气、心情等话题，拉近与学生之间的距离，为正式进入学习而准备。Step 2 Lead in Sing a song.T: Great, boys and girls. Do you like listening to music?Ss: Yes.T: OK. Before our class, let’s enjoy a song” My small cat”.（播放课件。）Can you sing?Ss: Yes, a little. T: It doesn’t matter. Let’s sing together.T and Ss: My small cat, my small cat…教学资源：课件设计意图：歌曲的导入，吸引了学生的学习兴趣，活跃了课堂气氛。既巩固了已学的知识点，又为引出新知做铺垫。Step 3 Presentation1. Let’s wrap it up. （1）指名认读smaller, bigger, longer, shorter, stronger, younger，全班齐读。（教师课件展示歌曲中的单词。）（2）出示tall, thin, heavy单词,学生快速读出和拼出三个形容词的比较级。 S1: tall, taller, T-A-L-L-E-R，taller. S2: thin, thinner, T-H-I-N-N-E-R, thinner S3: heavy, heavier, H-E-A-V-I-E-R, heavier.(3) 呈现上面的形容词比较级，两人一组观察词尾的变化规律，引导学生自己总结。（教师补充。） 1. 直接加-er。 2. 双写最后一个字母加-er。3. 辅音字母+y, 变y为i，加-er。(课件展示。)（4）小组讨论，将下面的单词按词尾的变化规律分为三类。（学生事先准备好词卡。） sunny，sad，old, hot , happy, angry , funny ,windy, （5）小组汇报结果，核对答案。（6）学生在词卡上写出这几个单词的比较级，然后互相订正。教学资源：课件、自制词卡设计意图：通过引导学生们自己观察、总结、练习的模式，启发学生的思维，培养学生自主学生的意识。2. Let’s check.T: Now look at some pictures. (Let’s check.图片) What’s the difference between the two pictures?(1) Listen and Tick. 说出选择的理由，复习录音机中的关键句子。(2）Listen again and write the answers to the question.提示注意录音中提出的问题，写出问题的答案，再校对。教学资源：录音机、磁带设计意图：先猜测图意，再有针对性的听录音，锻炼学生的记忆力，提高学生听力的技巧。3. Learn “Story time”(1)T：OK, everyone. Let’s listen to a story again. Before the story, I want to ask you some questions? Can you play football?S1: Yes, I can.…T: Have you ever been a goalkeeper?… (2) 播放动画课件，整体感知。T: Zoom and Zip need a new goalkeeper. （板书goalkeeper. 学习goalkeeper.）Who wants to be a goalkeeper? Let’s listen to the tape. （3）学习故事，了解故事大概。a. T：Who wants to be a goalkeeper?Ss；Giraffe , Zebra and Deer.(张贴长颈鹿和梅花鹿图片。)T： Deer and Giraffe cannot be the goalkeepers. Why?b. 阅读故事，两人一组完成填空。 Deer is ________ meters. But he is ________ than Zebra. Zebra is ________ meters. But he can’t catch the ________. Giraffe is ________ meters. But his neck is too ________. The others can’t ________ him. c.师生共同分析梅花鹿、斑马和长颈鹿不能当守门员的原因。 教师引出句子：Football needs teamwork. (板书句子，理解teamwork，跟读句子,讲解句子。)d. T: Who became the goalkeeper at last? Ss: The hippo.( 引导学生回答。张贴河马图片，教读hippo。) T: Why? Ss: He’s almost bigger than the goal.(4)再次欣赏故事，分角色朗读故事。教学资源：课件、图片、设计意图：先初步欣赏动画了解梗概，然后再阅读故事，分析内容，最后再次欣赏故事。层次清楚，大大的提高了学生的阅读理解能力。Step 4 Presentation 调整故事的文本，将全班分成几个大组，进行角色练习。然后分组表演故事。教学资源：自制动物头饰设计意图：分角色表演故事，是学生非常喜欢的活动形式，给学生创造了展示自我的机会。复习巩固了本单元所学的语言，增加语言的输入，同时培养学生的合作意识。Step 5: SummaryT: What did you learn about this lesson?学生自由发言，教师小结。1. 形容词比较级的变化规律。 (1) 直接加-er。 (2) 双写最后一个字母加-er。(3) 辅音字母+y, 变y为i，加-er。2. Hippo” means”河马”.3.”Football needs teamwork.” means“足球需要团队合作。”设计意图：学生自由发言，教师帮助整理归纳知识点，便于学生记忆。课堂作业一、按要求写单词。1. smaller（反义词）___________ 2. dinosaur（复数）___________3. taller（原级）___________ 4. strong（反义词）___________5. funny（比较级）___________ 6. hot(比较级) ___________二、单项选择。( )1. —_________ is Zhang Peng? —He’s 1.63 meters. A. How B. How tall C. How old ( )2. You are younger than_________.A. my B. me C. mine( )3. The sun is getting _________.A. low and low B. lower and low C. lower and lower( )4. Who is _________, Amy or Sarah? A. thin B. thinner C. thiner三、按要求完成句子。1. I am 51 kilograms.（就画线部分提问） _______ _______ are you?2. Bill is 1.69 meters. Tom is 1.63 meters.(合并为一句。) Tom is _______ _______ Bill.3. My shoes are size 39. _______ _______ are your shoes?四、我是阅读小能手。阅读短文，判断句子正“T”误“F”。 Hi，I’m Lily. I’m twelve years old. I have a good friend. She is Liu Mei. She is eleven years old. She is 1.63 meters. She is taller than me. I’m 47 kilograms. She is 46.5 kilograms. I like swimming and reading a book. She likes dancing and singing. We often go to school on foot together.( )1. Lily is older than Liu Mei.( )2. Liu Mei likes singing and dancing.( )3. Lily is heavier than Liu Mei.( )4. They sometimes go to school on foot together.( )5. Lily is taller than Liu Mei. Answers:一、1. bigger 2. dinosaurs 3. tall 4. thin 5. funnier 6. hotter二、1.B 2.B 3.C 4.B三、1. How heavy 2. shorter than 3. What size四、1. T 2. T 3. T 4. F 5.F板书设计 B Lets’ wrap it up C Story timegoalkeeper short hippobigger than the goalcan’t catch the ball can’t reachFootball needs teamwork.足球需要团队。Unit2 Last Weekend单元整体分析本单元是人教版英语六年级下册的第二单元，单元的话题是“Last Weekend”。本单元通过呈现不同的场景，提供关于周末活动的句型结构。共三个版块:A 部分， B部分和C 部分。A部分包括四会短语和情景对话，共两个课时。第一课时呈现了陈杰和Mike上个周末的活动，引出句型How was your weekend? It was good. What did you do? I …第二课时Mike 和他的爷爷打电话聊周末，重点掌握句型How was your weekend? I was fine. What did you do? I … Did you do anything else? B部分包括四会短语、情景对话和读和写，共三个课时。第一课时John 和Amy 互相交流上周末的活动, 继续学习句型What did you do? I …Did you…? Yes, I did./ No, I didn’t.第二课时John 和Amy讨论电影杂志，呈现了句型Was it interesting? Did you see a film? 第三课时通过吴一凡和他的家人在酒店的遭遇，学会用一般过去时态描述发生在过去的事。A、B部分重点掌握一般过去时动词短语和句型How was your weekend? It was good. What did you do? I … Did you…? C 部分包括听力测试、一般过去时态的动词过去式和C部分的故事，共一课时。重点是复习本单元所学重点句型和掌握一般过去时态动词过去式的变化规律。在课堂教学中，首先要整体把握本单元的教学内容，教学重难点，然后围绕本单元主题Last Weekend展开设计活动。本单元的教学内容和学生的生活息息相关，充分利用课件、教材主题图、网络资源等方式，引导学生思考、交流，并且创设真实的情境表达所学句型。励学生能用所学的语言描述过去发生的事及上周末的活动，培养学生的口语和书面表达能力。本单元所需要掌握的cleaned the room, washes my clothes, stayed at home, watched TV , read a book, saw a film 这些动词短语的原形在五年级的教材中已经学过，学生接受起来会很容易。本单元所需要掌握的句型在前面的教材中没有涉及到，但是询问周末经常干的活动的句型What do you do on the weekend? I ...在五年级上册教材中已经学过。这个句型的表达对本单元的教学有很大的帮助。单元教学目标1. 知识目标（1）能够听、说、读、写单词和词组：cleaned my room, washed my clothes, stayed at home, watched TV, read a book, saw a film, had a cold, slept, last, yesterday, before（2）能够听、说、认读单词：drank, show, magazine, better, faster, hotel, fixed, broken, lamp, loud, enjoy, stay（3）能够听、说、读、写句型：—How was your weekend? —It was good. —What did you do? —I stayed at home with your grandma. . Was it interesting? —Did you see a film? —No, I had a cold.(4)能够掌握句式：What did + 主语+ do (+过去时间)？主语+动词过去式+其他.Did+ 主语+ 动词原形+其他？（5）理解动词过去式的规则变化，即在词尾加–ed2. 能力目标（1） 能够正确使用cleaned my room, washed my clothes, stayed at home, watched TV, read a book, saw a film, had a cold, slept, last, yesterday, before这些单词和词组讨论过去的生活。（2）能够在情境中恰当运用以下句型提问和回答有关周末活动的安排：—How was your weekend? —It was good. —What did you do last weekend? —Did you see a film? Did you do anything else?(3) 理解一般过去时的意义和用法。3.情感目标(1) 了解英国人有喝下午茶的生活习惯。(2) 培养学生合理安排周末活动的意识。教学重难点1. 教学重点(1) 能够听、说、读、写单词和词组：cleaned my room, washed my clothes, stayed at home, watched TV, read a book, saw a film, had a cold, slept, last, yesterday, before (2) 能够听、说、读、写句型：—How was your weekend? —It was good. —What did you do? —I stayed at home with your grandma. . Was it interesting? —Did you see a film? —No, I had a cold.(3) 理解动词过去式的规则变化，即在词尾加–ed。2. 教学难点（1）能够在情境中恰当运用四会句型。（2）能够正确的使用一般过去式描述自己在过去时间里所做的事情。教学方法任务型教学法、合作学习法、情景交际法、愉快教学法、活动教学法。教学时间本单元共分六课时教学。第一课时: A Let’s learn Do a survey and report第二课时: A Let’s try Let’s talk 第三课时: B Let’s learn Look and talk第四课时: B Let’s try Let’s talk第五课时: B Read and write 第六课时: B Let’s check Let’s wrap it up C Story time知识视窗1. 国外孩子的课余生活 德国孩子爱上“儿童大学”。德国目前有120所儿童大学，在儿童大学注册的小学生达到百万以上。他们到大学听讲座、与知名学者讨论科学问题。 美国孩子课余爱参加社区活动。美国社区一周的活动项目非常丰富，包括餐馆银行、学做面包等。做义工是美国的一项优良传统，几乎所有的中学生都在社会上各种义工组织内服务。 俄罗斯孩子接受补充教育。俄罗斯的补充教育机构多种多样，有青少年宫、儿童创造中心、俱乐部、科学协会及休闲康复基地等。教育活动内容多样化，包括艺术、技术等。儿童一般利用课余时间到机构学习。 法国孩子爱去“娱乐中心”。巴黎市政府规定，城内每个小区都要选出一所小学设立“娱乐中心”。“娱乐中心”的活动由辖区内各中小学的教师轮流主持，家长只需要把孩子送到中心就可以了。在中心里孩子们能愉快的和小朋友相处，共度课余时光。法国从小学到中学几乎没有家庭作业。学生们课余时间去图书馆、博物馆、科学馆参观学习，增长知识。2.动词过去式的构成及读音（1）规则动词过去式的构成。构成规则原形 过去式一般在动词原形末尾加-edcookplayvisitcookedplayedvisited词尾是e结尾的动词加-edlivehopeuselivedhopedused末尾只有一个辅音字母的重读闭音节词，先双写这个辅音字母，再加-edstopplantripstoppedplannedtripped结尾是“辅音字母+y”的动词，变y为i， 再加-edstudycarryworrystudiedcarriedworried （2）词尾的读音读 音例 词在浊辅音和元音后面 /d/ played /pleId/ moved /mu:vd/cleaned /kli:nd/ stayed /steId/在清辅音后面/t/watched /wɒtʃt/ passed /pɑ:st/helped /helpt /在/t/,/d音/后面/id/wanted /wɒntId/ needed /ni:dId/visited /vIzItId / (3)常见的不规则动词过去式am/is — was are — were go — went have — had swim — swamfly — flew do — did come — came see — saw get — got draw — drew sleep — slept3. 一般过去时态一般过去时态表示过去某个时间发生的动作或存在的状态，常和表示过去的时间状语连用，如yesterday（昨天）, last weekend（上个周末）, the day before yesterday（前天）等。也表示过去经常和反复发生的动作。例如：I visited my grandparents last weekend. I went fishing yesterday.一般过去时态的构成肯定式否定式含有be动词I was…He(She, It) was…We(You, They) were…I was not(wasn’t)…He(She, It) was not (wasn’t)…We(You, They) were not (weren’t)…含实义动词(以work为例)I(You/We/He/She/It/They) worked…I(You/We/He/She/It/They)did not(didn’t) work…一般疑问句和简略答语：疑 问 式 和 简 略 答 语第一人称 第二人称 第三人称含有be动词Was I…?Yes, you were.No, you were not.Were you…?Yes, I was.No, I wasn’t. Was he(she, it)…?Yes, he(she, it) was.No, he(she, it) wasn’t.Were we…?Yes, we(you) were.No, we(you) were not.Were you…?Yes, we were.No, we were not. Were they…? Yes, they were. No, they were not.含有实义动词（以work）为例Did I work…?Yes, you did.No, you didn’t. Did you work…? Yes, I did. No, I didn’t.Did he (she, it) work…?Yes, he (she, it) did.No, he (she, it) didn’t.Did we work…?Yes, we (you) did.No, we (you) didn’t.Did you work…? Yes, we did. No, we didn’t.Did they work…? Yes, they did. No, they didn’t.第一课时课时内容 A Let’s learn Do a survey and report课时分析本课时是人教版六年级下册第二单元第一课时。围绕Last Weekend?这一话题展开，主要通过对话学习一般过去时动词短语cleaned my room, washed my clothes, stayed at home, watched TV及句型How was your weekend? It was...What did you do? I ...的表达。引导学生了解同学上个周末的活动情况，培养学生合理安排周末的意识。第一课时是本单元的首课时，是整个单元的基础。本课时的重点是一般过去时动词短语的掌握以及对过去时间内所做的事情进行简单问答。 本课时包括Let’s learn 和Do a survey and report两个板块。Let’s learn通过陈杰待在家里、看电视、Mike打扫房间、洗衣服的活动场景，呈现了单词的词形和意义。此板块呈现的对话情境是Mike询问陈杰的周末情况。此情境是与学生的实际生活相关的，话题很能引起学生的兴趣。Do a survey and report 板块是一个综合性的语用活动。学生可以通过Do a survey and report是综合性的语用活动。通过这个活动，学会在自然的情景中运用所学的词汇和句型描述自己和同学的周末活动。本课时虽然是新授课，但是学生已经掌握了很多的动词短语，为本课的学习打下了很好的基础。我在设计教学过程时，采用引导学习和自主学习相结合的方式，运用情景教学法、愉快教学法等教学方法培养学生学习英语的兴趣，调动学生学习的主动性。课时目标 （1）能够听、说、读、写词组：cleaned my room, washed my clothes, stayed at home, watched TV。 （2）能够运用上述词组描述人物在过去时间内做的事情。（3）能够理解一般过去时动词的规则形式是在词尾加–ed。（4）能够听、说、运用句型How was your weekend? It was good. What did you do? I …（5）培养学生学生合理安排周末的意识。课时重难点1.重点（1）能够听、说、读、写词组：cleaned my room, washed my clothes, stayed at home, watched TV。（2）能够听、说、运用句型How was your weekend? It was good. What did you do? I …（3）能够理解一般过去时动词的规则形式是在词尾加–ed。（4）能够运用上述词组描述人物在过去时间内做的事情。2.难点（1）正确的使用上述词组描述人物在过去时间内做的事情。（2）能够灵活运用句型How was your weekend? It was good. What did you do? I … （3）动词过去式词尾-ed的发音。教学准备 多媒体课件、人物图片、卡片、录音机、磁带、日历、调查表、教学过程Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you?Ss: I’m fine, thanks. And you?T: Very well, thanks. How do you feel today?Ss: I’m happy, tired…T: Oh, you feel tired. Let’s play a game. OK？Ss: OK.设计意图：师生之间的交流，拉进了与学生之间的距离。2. Play a game.师生玩“我来比划，你来猜”的游戏。教师做出watch TV, clean the room, wash the clothes, play football等这些短语的动作，学生根据教师的动作猜出短语。设计意图：游戏的设计既让学生们快速进入学习英语的氛围中，又复习了和本课有关的短语。Step 2 Lead in1. Let’s chant T: Good, boys and girls. Now let’s chant together. 教师播放歌谣“What do you do on the weekend?”学生边拍手边吟唱。教学资源：课件设计意图：吟唱歌谣激发了学生学习的兴趣，帮助学生回忆了和本课有关的句型和短语。2. Ask and answer T: What do you do on the weekend? S1: I often watch TV. T: How about you? S2: I often listen to music. What do you do on the weekend?S3: I clean my room. What about you? S4: … （将学生说到的和本课有关的短语词卡张贴到侧板书。）设计意图：这一环节要求学生敢于表达，敢于参与，为学习新知做好铺垫。Step 3 Presentation1. T: Now I know what you do on the weekend. Guess what I usually do on the weekend. S1: You play ping-pong. S2: You go hiking. S3: You read books. …( 如果学生猜不出，教师可做动作提示。) T: Yes, that’s right. I usually read books and play ping-pong, but I didn’t read books last weekend.设计意图：老师让学生猜一猜自己经常周末干些什么事？激发了学生的兴趣，拓展了学生的思维。2. 教师展示日历，学习last weekend。T：What’s the date today?Ss: It’s …T: What was the date?(教师指着上个周末的日子。)Ss: April…T: April … was Saturday/ Sunday. It was last weekend.(板书课题last weekend,讲解last weekend，跟读last weekend。)教学资源：日历设计意图：利用实物教学词汇，有益于学生的理解。3. Teaching” cleaned my room, washed my clothes, stayed at home, watched TV”（1）T: I stayed at home and cleaned my room last weekend.（板书张贴卡片stayed at home和cleaned my room。领读stayed, cleaned, 课件展示照片理解短语和句子。然后指名读短语，齐读短语，理解句子，跟读句子。）（2）课件展示学生上个周末看电视、洗衣服的照片。 T: I stayed at home and cleaned my room last weekend. What did you do last weekend, xxx?（板书What did you do，引导学生理解句子。） S1: I watched TV.（板书张贴卡片watched TV，领读watched, 指名读, 齐读） T: What about you，xxx? S2: I washed my clothes. (板书张贴卡片washed my clothes，领读washed, 指名读， 齐读。）（3）播放动词短语录音，学生跟读录音，找出相同点，总结动词过去式的一般变化规律即在词尾+-ed。 (4) 自读动词过去式，辨别动词过去式发音的规律，教师小结发音规律。watch/t/ washed/t/ clean/d/ stayed/d/儿歌小结发音规律：清辅音读/t/， 浊辅音、元音读/d/， t, d 结尾读/Id/。（5）两人练读动词过去式。教学资源：词卡、课件设计意图：从教师、学生的生活实际出发，很自然的学习一般过去时态的句子和动词过去式短语。让学生自己发现动词过去式的一般变化规律和读音，培养学生自主学习的能力。、4. Teaching the new sentences (1) Do the dialogue in pairs with the new phrases. A: What did you do last weekend? B: I…stayed at home cleaned my roomwashed my clothes watched TV (两人一组利用新学短语做对话练习，指组练习。)（2）learn “ How was your weekend? I was…” T: Wow! Your weekend was very good. How was your weekend, xxx?(板书句子，指名讲解句子，带读句子。) 引导学生回答：It was fine/OK/ great.（ 板书句子，理解句子，跟读句子。）（3）领读板书上的对话，操练对话。 A: How was your weekend?B: It was_____, thanks.A: What did you do? B: I_______.( 师生操练、生生操练、指组练习。)教学资源：课件设计意图：操练句型采用不同的方法，巩固所学短语、句子的运用。5. Learn “Let’s learn”. (1) Show a picture of “Chen Jie”. T: Who’s she? Ss: She’s Chen Jie. T: How was Chen Jie’s weekend? What did she do? Let’s listen to the tape. (2) Listen to the tape and answer the questions.a. How was Chen Jie’s weekend? b. What did she do? (3) Open the books and follow the tape. (4) Read in role.a. 两人一组分角色朗读。b. 男生女生分角色朗读。（5）Make a dialogue in pairs. One is Mike. The other one is Chen Jie. (6) Act the dialogue。教学资源：录音机、磁带、人物图片设计意图：学生自学课文对话，编对话、分角色表演对话，提高了学生自主学习的能力，加深了对语言的理解。Step 4 Practice1. Play games. （1）教师出示短语词卡请学生快速认读。所有单词读过一遍后，教师在某单词处停住，提问学生：What’s next? 学生根据记忆说出下一个单词。 （2）找几名学生到台前抽短语词卡，根据抽到的卡片做出相应的动作，其他学生说出短语。教学资源：词卡设计意图：通过不同的游戏形式练习动词过去短语，提高学生的记忆力，使学生达到熟练的程度。2. Do a survey and report.（1）六人一组，每人拿出事先准备好的表格，询问除自己之外的其他五名同学，并在表格中记录调查结果。（教师巡视于各个小组之间。） 使用句型：—How was Chen Jie’s weekend? —It was… —What did she do? — I...（2）小组整合调查结果。Last weekend, ____ students washed their clothes... （3）请几名学生汇报自己小组内的调查结果。教学资源：调查表设计意图：通过调查的活动，调动起了全体学生积极参与，做到活学活用。Step 5 Summary T: What did you learn about this lesson? 学生自由说，教师总结。 1. 学习了四个一般过去时态动词短语： 2. 一般过去时动词的规则形式是在词尾加–ed。3. 询问上周末过得怎样，要说：How was your weekend? 询问上周末干了哪些事情，要说What did you do? 设计意图：鼓励学生积极发言，帮助学生整理、加工、归纳，更加明确教学目标、重点和难点。课堂作业一、看图片，选短语。1. 2. 3. 4. _____________ _____________ _____________ _____________A. cleaned my room B. washed my clothes C. stayed at home D. watched TV二、单项选择。( )1.—_____ was your weekend? —It was fine, thanks.A. How B. What C. Where ( )2.—What did you do? —I _____ TV. A. watch B. watched C. watches( )3. Mike often cleans _____ room on the weekend. A. he B. his C. him三、根据表格将句子补充完整。Names Activities Tom washed my clothes  Bill played football Amy cleaned my room Sandy stayed at home, listened to music1. —What did you do last weekend, Tom?—I _______________________.2. —What did Bill do last weekend? —He_______________________.3. —What did you do last weekend, Sandy?—_______________________4. —What did Amy do last weekend?—_______________________Answers:一、1. D 2. A 3.B 4.C二、1.A 2. B 3.B三、1. I washed my clothes.2. He played football.3. I cleaned my room4. She stayed at home and listened to music.板书设计Unit Two Last WeekendA: How was your weekend?B: It was __, (OK/ great/good/fine) thanks.A: What did you do?B: I__________.stayed at homecleaned my roomwatched my clotheswatched TV(动词过去式词尾+-ed)A Let’s learn第二课时课时内容A 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的第二课时，与第一课时紧密相连，围绕“Last Weekend”展开话题。本节课主要是通过打电话的情景学会如何用英语表达周末过得怎么样? 周末做了哪些事情？你还做了其它什么事情吗？激发学生学习英语的兴趣。在第一课时中句型How was your weekend? It was… What did you do? I…的学习，为本课时奠定了基础。学生对于How was your weekend? It was… What did you do? I…的句型掌握的比较熟练。本课时的重点是Did you do anything else?的理解和How was your weekend? It was… What did you do? I…在情景中的运用。本课时包括Let’s try 和Let’s talk 两个板块。Let’s try是听力训练，呈现的是Mike和Sarah打电话聊天的情景。通过听力的练习，体会三种时态的不同语用环境，为下一步Mike打电话给爷爷做铺垫，为进入正式的的对话学习做好准备。Let’s talk呈现的是Mike和Grandpa在电话里谈论周末活动的场景。情景设置很真实，学生们都非常感兴趣，激发了学生学习的热情和想要用英语表达的欲望。本课时出现的短语stayed at home, watched TV, cleaned my room, washed my clothes在第一课时已经学过，drank的原形drink, children’s show在四、五年级也学过，所以本课的知识学生比较容易接收。教学本课时，我采用先做一做、说一说、答一答的方式复习前面所学的知识，帮助学生回忆和巩固。然后引导学生采用自主学习、教师引导的方式，帮助学生更好的理解和运用语言。最后在通过“我是小记者”的活动巩固和运用语言。课时目标1. 能够听、说、认读单词和词组：drank, Children’s show, anything else2. 能够听、说、读、写句型：How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?3. 能够很好的完成Let’s try。 4. 能够用正确的语音、语调朗读对话，并能进行角色表演。5. 能够在图片和教师的帮助下理解对话大意。6. 鼓励学生大胆发言，激发学生用英语表达的热情。课时重难点1.重点（1）能够听、说、认读单词和词组：drank, Children’s show, anything else（2）能够听、说、读、写句型：How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?（3）能能够用正确的语音、语调朗读对话，并能进行角色表演。（4）能够在图片和教师的帮助下理解对话大意。2.难点（1）单词drank的发音。（2）在情景中恰当的运用句型How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?教学准备 多媒体课件、词卡、录音机、磁带、教学过程Step 1 Warm upGreetingT: Good morning, everyone.Ss: Good morning, teacher.T: Nice to see you again.Ss: Nice to see you, too.T: Boys and girls, let’s sing a song ”How are you today?”Ss: Ok. T/Ss: “How are you, how are you, how are you today? I’m fine, thanks, I’m fine, thanks. Have a lovely day…（播放录音，师生共唱歌曲。）教学资源：课件设计意图：师生共唱歌曲，既拉进了与学生之间的距离，活跃了课堂气氛，又让学生尽快地融入到课堂之中。Step 2 Lead in1. Review some phrases.a. T: Great! Everyone, now I have some word cards. Let’s say and do. 教师展示词卡watch TV, 学生说出它的过去式watched, watched, watched TV，看电视，并做出看电视的动作b. 教师依次展示stay at home, wash my clothes, clean my room的短语词卡，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” watched TV, stayed at home, washed my clothes, cleaned my room”。教学资源：词卡设计意图：认词卡做动作，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 listened to music and watched TV last weekend. My weekend was fun. How was your weekend?S1: It was Ok.T: What did you do?S1: I …（师生操练句型，生生操练句型。）设计意图：句型问答既可以看出对上节课所学句型学生的掌握程度，为学习新知做好心理准备。Step 3 Presentation1. Let’s try.T: Sarah and Mike are talking about this weekend. What do they say? Let’s listen to the tape.（1）学生读题猜测答案。（2）播放录音，圈出答案。（3）校对答案。教学资源：录音机、磁带设计意图：先预测，做到有目的听录音，提高听力的技巧。并且通过听力练习体会三种时态的不同御用环境，为进入正式的对话学习做好准备。2. Let’s talk.T: Mike is calling his grandpa. (利用课件展示教学插图。）They’re talking about last weekend.（用日历帮助学生理解last weekend。）What did they do last weekend? Let’s have a look together.（1）整体感知对话。 a. 出示表格，学生浏览课文，填表格。How WhoWhatGrandpaMike b. 指名回答教师提出的问题。 T: How was Mike’s weekend? S1: It was nice.（将nice填入表格。）T: How was Grandpa’s weekend?S2: It was good.（将good填入表格。）T：Let’s read the sentences together.Ss: How was your weekend? It was good. (全班齐读课文中的原句,板书句型)。（2）理解、分析重点生词和核心句型，并完成表格。 a. Learn the new word. T: What did Mike’s grandpa do last weekend? S1：He stayed at home with Mike’s grandma. (全班齐读课文原句，板书句型，并将stayed at home填入表格。)T：What else? 引导学生说出 He drank tea in the afternoon and watched TV.（展示词卡drank, 通过动作帮助学生理解drank，教读drank-drink，跟读，拼读，指名读，齐读句子，将drank tea填入表格。） b. Learn new phrases and sentence. T: What did Mike do? 引导学生说出He watched some Children’s shows on TV.（展示词卡Children’s show, 教读，领读，出示动画节目帮助学生理解。齐读句子，将watched some Children’s shows on TV填入表格。） T: Did he do anything else?(全班齐读课文原句，板书句型。理解anything else，领读anything else，指名读，齐读句子，理解句子。)Ss：Yes. (板书句型。) He cleaned his room and washed his clothes.（将cleaned his room，washed his clothes填入表格。）(3) Listen to the tape and follow the tape.(4) Read in role.两人分角色朗读课文。 男生女生分角色朗读课文。(5) Act the dialogue.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 Practice1. Make a new dialogue. a. 呈现Mike’s grandma周末活动的图片。两人一组，一人是Mike, 另一人是Mike’s grandma。根据提供的句型创编新的对话。参考句型：Hi, … How are you? How was your weekend? I’m fine, thank you. It was …. What did you do? I… Did you do anything else? … Wow! You are a good boy/girl. What are you going to do next weekend? I’m going to …That’s good.b. 指组表演对话。设计意图：设置情境，提供句型让学生有意识的创编对话，让所学句型得到了运用和巩固。2. 活动“我是小记者。” 采访班里的一名同学，并写一写他/她的活动安排。 参考句型：Hi, …How was your weekend? What did you do last weekend? Did you do anything else? 活动安排： _______ was _______ last weekend. He/ She________________. He/ She _______________. He/ She is going to________________.设计意图：“我是小记者”的活动，把语言的听、说、读、写结合起来，锻炼了学生的口语表达能力，提高了听和写的能力。Step 5 SummaryT: Boys and girls, which new phrases did you learn about this lesson? Ss: Drank tea, Children’s show, anything else. T: Which sentences did you learn?(Point to the blackboard.)Ss: How was your weekend? It was _____. What did you do last weekend? I ________. Did you do anything else? Yes. I_______.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、将左栏与右栏连线组成短语，并选择相符的图片。 Ⅰ 栏 Ⅱ栏 1. watched A. my room ________ 2. drank B. tea ________ 3. washed C. my clothes ________ 4. cleaned D. TV ________a. b. c. d. 二、单项选择。( )1. Mike stayed ________ home and listened to music.A. to B. at C. in( )2.—How are you, Amy? —________ A. It was good, thanks. B. I’m fine, thanks. C. Nice to meet you.( )3. I’m going to ________ football next weekend.A. play B. played C. played the( )4. I ________ some Children’s shows on TV last weekend.A. watch B. watched C. watches( )5. We drank water ________the afternoon. A. in B. on C. at三、将下列的单词宝宝连词成句，并选出正确的答语。( )1. was, how, weekend, your(?)________________________________________________( )2. did, anything, you, do, else(?)________________________________________________( )3. did, what, do, you, weekend, last(?)________________________________________________A. Yes, I did. B. It was nice.C. I visited my grandparents. Answers:一、1. D-a 2. B-c 3. C-d 4. A-b二、1. B 2. B 3. A 4. B 5. A三、1. How was your weekend? B 2. Did you do anything else? A 3. What did you do last weekend? C板书设计 A Let’s talk How was your weekend? It was _____. drinkWhat did you do last weekend? I ________. drank tea Did you do anything else? Yes. I_______. 喝茶其它的一些事情 Children’s show 儿童节目 第三课时课时内容 B let’s learn Look and talk课时分析本课时是人教版六年级下册第二单元第三课时。继续围绕“上个周末”这一话题展开，主要通过对话学习单词和词组read a book, saw a film, had a cold, slept，last weekend/night/Monday, yesterday, the day before yesterday及句型 What did you do last weekend? I… Did you…? 的表达。引导学生关注他人，注意周末活动的合理安排。激发学生学习英语的热情，保持对英语学习的兴趣，树立学好英语的信心。在第一课时、第二课时中学习了句型What did you do ? I... Did you...? 的表达，为本课时做了很好的铺垫。本课时的重点是四会单词和词组的掌握以及运用四会单词和词组描述人物在过去时间所做的事情。本课时包括Let’s learn 和Look and talk两个板块。Let’s learn呈现了Amy看书、看电影，John感冒、睡觉四个周末场景，通过Amy与John周末的活动场景，体现了单词或词组的词形和意义。Look and talk板块呈现的是不同人物在过去时间做的事情的表格，用于操练Let’s learn板块中的动词词组。通过快速记忆游戏提高记忆能力，达到操练语言的目的。本课时虽然是新授课，但是四会词组read a book, saw a film, slept的原形已经学过，所以学生对词组的理解很容易掌握。在设计教学过程时，遵循以学生为主体的原则，采用愉快教学法、合作教学法、情景教学法等多种教学手段，充分调动全体学生的参与，让学生在轻松、愉快的环境下，掌握所学的知识。课时目标1.能够听、说、读、写单词和词组： read a book, saw a film, had a cold, slept，last weekend/night/Monday, yesterday, the day before yesterday2. 能够正确运用上述单词和词组描述人物在过去时间做的事情。3.了解常见的一般过去式动词的不规则形式。5.了解常与一般过去时搭配使用的时间状语。6. 通过完成记忆游戏，提高记忆能力。课时重难点1.重点（1）.能够听、说、读、写单词和词组： read a book, saw a film, had a cold, slept，last weekend/night/Monday, yesterday, the day before yesterday（2）能够正确运用上述单词和词组描述人物在过去时间做的事情。（3）了解常见的一般过去式动词的不规则形式。（4）了解常与一般过去时搭配使用的时间状语。2.难点 能够正确运用read a book, saw a film, had a cold, slept，last weekend/night/Mondayyesterday, the day before yesterday描述人物在过去时间做的事情。教学准备 课件、词卡、录音机、磁带、图片、照片教学过程Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you?Ss: I’m fine, thanks. And you?T: I’m fine, too. Are you ready for English?Ss: Yes, we are ready.T: Before our class, let’s play a game. Ok？Ss: Ok.设计意图：师生之间的交流，拉近了与学生之间的距离，培养了学生的听力。2. Play a game.师生玩“我来比划，你来猜”的游戏。教师把watch TV, read a book, sleep, see a film等这些短语的图片扣到讲桌上，找几名学生到讲台前抽图片，然后根据抽到的图片做出相应的动作，其他学生快速猜出短语。教学资源：短语图片设计意图：游戏的设计既让学生们尽快的融入到英语的课堂之中，又复习了和本课有关的短语，为学习新知做准备。Step 2 Lead in1. Let’s chant T: Great, boys and girls. Now let’s enjoy a chant together. (教师播放自编歌谣“How was your weekend?”师生共同欣赏并吟唱。)How was your weekend? How was your weekend? Fine, fine, it was fine. Good, good, it was good. What did you do last weekend? What did you do last weekend? I stayed at home and watched TV. I cleaned my room and washed my colthes.教学资源：课件设计意图：歌谣复习和巩固了前几节课所学的短语和句型，激发了学生学习英语的兴趣，为本课的学习打下了良好的开端。2. Ask and answer T: How was your weekend? S1: It was fine/ good/ Ok, thanks. T: What did you do? S1: I watched TV/ cleaned my room… How was your weekend?S2: It was… What did you do? S3: …设计意图：句型问答要求学生大胆表达，敢于参与，及时的了解学生对知识点的掌握情况，为引出学习、学习新知做好铺垫。Step 3 PresentationLet’s learn1. Teaching” read a book, saw a film, had a cold, slept” (1) T: Now I know what xxx did last weekend. Guess what I did last weekend. S1: You watched TV. S2: You cleaned your room. …( 如果学生猜不出，教师可做动作提示。) T: Yes, that’s right. I washed my clothes and cleaned my room. Then what did xxx do last weekend? (课件展示本班一名学生看书、看电影的照片。) 引导学生回答：She /Heread a book and saw a film. （教读短语read a book, saw a film，领读短语，指名读短语，齐读短语，着重于read, saw的读音和原形。）（2）T: xxx read a book and saw a film last weekend. What did xxx do last weekend?(课件展示本班学生感冒、睡觉的照片。) 引导学生回答：She/He had a cold and slept.（教读had a cold, slept, 领读，拼读，指名读，齐读，着重于had，slept的读音和它们的原形。）（3）播放动词短语录音，学生跟读录音。（4）小组练读短语儿歌。 Read, read, read a book, 看书。See, saw, saw a film, 看电影。 Have, had, had a cold, 感冒。 Sleep, slept, slept睡觉。 （课件展示儿歌。）（5）指组读儿歌，齐读儿歌。 (6) 观察动词的变化，记住一般过去式动词的不规则变化形式。 read — read see — saw have — had sleep — slept教学资源：学生自制照片设计意图：猜一猜教师上周末的活动，引起了学生们的好奇，激起学生们想表达的欲望。然后又从学生们熟悉的同学入手,学习新的短语，引起了全体学生的兴趣。最后儿歌的呈现巩固了新授短语。2. Learn the dialogue. (1) Do the dialogue with the new phrases.（对话呈现在课件上。）S1: How was your weekend?S2: It was…S1: What did you do last weekend?S2：I…S2: Did you…?S1: Yes, I did. （两人一组利用新学短语做对话练习。）（2）指组练习。（3）教师出示日历，提问学生在不同的日子做了什么，学习yesterday, the day before yesterday, last Monday, last night等时间短语，帮助学生理解表示过去时间短语的意义。（4）将时间短语、动词过去式短语与句型结合进行问答。 A: What did you do last weekend? B: I… A：Did you…?(强调动词用原形。) B：Yes, I did./ No, I didn’t. （对话呈现在板书上，讲解句型，领读句型，理解句型。）had a clod yesterday cleaned my room the day before yesterdaywashed my clothes last Monday/Tuesday…watched TV last night read a book last weekend saw a film （课件呈现短语。） (5)师生操练句型，生生操练句型，指组练习句型。3. Learn the text.(1) Show a picture of “Amy and John”. T: Look at the picture. Who are they? Ss: Amy and John.T: Yes. What did Amy do last weekend? Let’s listen to the tape.(2) Listen to the tape and answer the questions.a. What did she do last weekend? b. Did she see a film? (3) Open the books and follow the tape.(4) Read in role.a. 两人一组分角色朗读。b. 男生女生分角色朗读。(5)Make a new dialogue in pairs.(6) Act the dialogue.教学资源：录音机、磁带、人物图片设计意图：听录音回答问题，听录音跟读，集中学生的注意力，提高了学生的口语表达和听力的能力。编对话、分角色表演对话，培养学生的自主学习能力，拓展学生的思维能力以及语言的运用能力。Step 4 Practice1. Play games. （1）What’s missing? 教师出示单词卡片，请学生快速认读。所有单词读过一遍后，教师抽出其中的一张卡片，提问学生学生What’s missing?根据记忆说出抽掉的是哪个单词？ （2）教师出示短语卡片，每组学生派一名代表，背对着卡片。其他学生说出卡片上的单词或词组，每组代表快速作动作。谁做得慢或做错，谁就出局。教学资源：词卡设计意图：通过认读活动练习所学的动词过去短语，使学生能熟练的掌握所学短语的音、形、义。2. Look and talk.（1）组织学生认真观看表格，并以最快的速度记住表格里的内容。（2）盖住表格，教师用下面的句型询问学生，对于答对的同学予以奖励。句型：—What did xxx do yesterday? —He/She… —Did he/she... yesterday\? —Yes, he/ she did./ No, he/she didn’t. （3）学生两人结对，把表格盖起来互相询问。看谁记得多、记得准。教学资源：表格设计意图：通过快速记忆的小游戏，调动起了全体学生积极参与，达到了操练语言的目的Step 5 Summary T: What did you learn about this lesson? 学生自由说，教师总结。 1. 学习了四个一般过去式动词短语：read a book, saw a film, had a cold, slept 2. 学习了表示过去时间的词和短语：yesterday, the day before yesterday, last Monday, last night3. 询问某人过去的某个时间干的事情，要问：What did+主语+do +表示过去的时间词或短语？回答：主语 + 动词过去式+其他。4. 询问对方在过去的时间里是否做了某事，要问：Did you +动词原形？回答：Yes, I did./ No, I didn’t.设计意图：鼓励学生积极发言，帮助学生有系统的整理、归纳知识点，便于学生的记忆。课堂作业一、将图片与短语连线。 1. 2. 3. 4. A. had a cold B. read a book C. saw a film D. slept二、单项选择。( )1. Mike _______ a book yesterday.A. reads B. readed C. read( )2.—Did she _______ a cold last night? —No, she watched TV. A. had B. have C. has( )3.—Did you see a film last weekend? —_______ A. Yes, I am. B. No, I didn’t. C. Yes, I do.三、选择合适的句子补全对话。Mary: Hi, Linda. 1.__________________Linda: I’m fine, thanks. How was your weekend?Mary: 2. __________________Linda: What did you do?Mary: 3. __________________Linda: 4. __________________Mary: 5. __________________ It was great.Answers:一、1.B 2.C 3.A 4.D二、1.C 2.B 3.B三、1.C 2.A 3.E 4.B 5.DA. It was good.B. Did you like it?C. How are you?D. Yes, I did.E. I went boating.板书设计 B Let’s learn A: What did you do last weekend?B: I…A：Did you…?B：Yes, I did./ No, I didn’t. read a book read /e/ /i:/ saw a film see /ɔ:/ /i:/ had a cold have过去时间：last night, yesterday, last Monday昨晚 昨天 上个星期一the day before yesterday 前天 /æ/ /æ/ slept sleep /slept/ /sli:p/ 过去式 原形 第四课时课时内容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 you see a film? No, I have a cold.及巩固句型What did you do 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 you do 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John和吴一凡的对话呈现了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John和Amy的对话，让学生感知Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.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 you do last weekend? Did you see a film? No, I have a cold.4. 能够掌握Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.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 you do last weekend? Did you see a film? No, I have a cold.（3）能够掌握Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold. (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 you do last weekend? Did you see a film? No, I have a cold.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 upGreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you today?Ss: Fine, thank you. And you?T: I’m fine, too. Boys and girls, let’s chant ” What did you do 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 in1. Review some phrases.a. T: Great! Everyone, now I have some word cards. Let’s say and do. 教师展示词卡read a book, 学生说出它的过去式read, read, read a book,看书，并做出看书的动作。b. 教师依次展示see a film, have a cold, 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 book, saw a film, had a cold, 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 book and watched TV last night. What did you do last night?S1: I …T: Did you…?S1: Yes, I did./ No, I didn’t.S2: What did you do last weekend/yesterday…?S3: I…S2: Did you…?S3: Yes, I did./ No, 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 Presentation1. Let’s try. Show the pictures of Wu Binbin and John. T: Who are they? Ss: They are Wu Binbin and John. T: Yes. What did they do last weekend? What are they going to do?（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: Look, they are John and Amy. (利用课件展示教学插图。）What are they talking about? What did they do last weekend?（对对话内容进行预测。）S1: Did they…?T: Maybe.S2: Did they…?T: Good try…（2）整体感知对话，理解对话T: What did they do last weekend? Let’s have a look together. 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。 What did they do? John Amy 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 do they want to go? Ss: The bookstore. T: Right. John wants to 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。）How 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: How do they go to the bookstore?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: John had a cold last weekend. Is John better now?( 教读better，指名读，拼读，着重于它的原形good, well。) (4)教师带读核心句型。(5) Listen to the tape and follow the tape.(4) Read in role.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 Practice1. Do a survey. Whose weekend was more 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: How was your weekend? Was it interesting? B: Yes. A: What did you do last weekend? B: I… A: Did you…?学生总结、汇报讨论结果。_______’s weekend was more 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：busyweekenddid homework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 SummaryT: Boys and girls, which new words did you learn about this lesson? Ss: Interesting有趣的, magazine杂志, faster 更快的，better 更好的，magazine杂志。 T: Which sentences did you learn?(Point to the blackboard.)Ss: Was it interesting? Yes. What did you do last weekend? I ________. Did you see a film? No, I had a cold.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. talk347.. 过去式have 过去式 3. 4. 二、单项选择。( )1. This is _______ interesting book.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. to buy C. buys( )4. I’m happy you feel_______ now. A. good B. better C. gooder三、看图补全对话。1. —Did you ________ ________ ________ yesterday? —Yes, I did.2. — ________ ________ ________ _______ last night? — We________ ________ ________. 3. —________ ________ your clothes last weekend? — No, I________ ________.四、给下列句子排序。( )Hi, Sarah. Let’s go to the bookstore. I want to buy a new film magazine.( )No, I visited my grandparents.( )Did you see a film?( )Oh, I read it last weekend.( )Yes, it talked about a lot of 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 book 2. What did you do, saw a film 3. Did you, watched TV四、1、6、5、2、4、3、·板书设计magazineinteresting 有趣的better更好的（good/well比较级） B Let’s talk Was it interesting? Yes. faster 更快的（fast比较级） 有趣的 What did you do last weekend?I…Did you see a film? No, I had a cold. 第五课时课时内容 B Read and write课时分析本课时是人教版六年级下册第二单元第五课时。围绕“吴一凡和和他的家人在宾馆度周末”这一话题展开，主要通过阅读文本学习词汇hotel, tasted, were, fixed, got, loud及如何用一般过去时态表达曾经发生过的事情。锻炼学生的思维能力，理解能力和分析能力，激发学习英语的兴趣和树立学好英语的信心。前几课时词汇、对话的学习为本课时的学习奠定了一定的基础，本课时是第二单元知识的拓展和延伸。本课时的重点是单词hotel, tasted, were, fixed, got, loud的听、说、认读以及能够在文段中寻找关键信息，并根据阅读所获取的信息完成一系列活动。 本课时Read and write板块，分为读和写两个部分。读前部分呈现了Mrs Broom的头像，通过头像了解她的职业，回忆相关的背景知识及话题词汇。文段呈现的是吴一凡写的评论稿，通过阅读评论稿，能够完成读后阅读检测及填充表格任务。书写活动呈现的是Mrs Broom给经理的一封电子邮件，学生能够根据投诉信补全电子邮件。文段内容接近学生的生活实际，具有实效性，能够激起学生阅读的欲望。 本课时词汇量大，对于学生来说有一定的难度。教师要帮助学生理清脉络，并结合图片、语境理解课文。本着以学生为主体，教师为主导的原则，采取自主学习，小组合作的方式，积极调动学生的参与，培养良好的阅读习惯和技巧。课时目标 （1）能够听、说、认读单词：hotel, tasted, were, fixed, got, loud。 （2）能够运用一般过去式描述在酒店发生的事情。（3）能够在文段中寻找关键信息。（4）能够根据阅读获取的信息完成活动。（5）锻炼学生的思维能力、理解能力，激发学习英语的兴趣和树立学好英语的信心。课时重难点1.重点（1）能够听、说、认读单词：hotel, tasted, were, fixed, got, loud（2）能够在文段中寻找关键信息。（3）能够根据阅读获取的信息完成活动。（4）能够运用一般过去式描述在酒店发生的事情。2.难点（1）能够根据阅读获取的信息完成活动。（2）能够正确运用一般过去式描述在酒店发生的事情。教学准备 多媒体课件、卡片、录音机、磁带、教学过程Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you today?Ss: Fine, thank you. And you?T: I’m fine, too. T: What did you do yesterday?S1: I…T: Did you…?S2: Yes, I did./ No, I…What did you do yesterday?T: I…设计意图：通过师生间的交流，提高了学生的口语表达能力，拉近了师生之间的距离。Step 2 Lead in1. Let’s play a game.（课件展示听音乐、台灯、汉堡包、椅子、打扫房间、看电视等图片，图片被遮住一部分，请学生猜出单词或短语。） T: Ok. Everyone, I have some pictures, what are they? Guess. What’s this?（教师展示被遮住一部分的台灯的图片。） S1: Cap?T: No. S2: Lamp?T: Yes, wonderful. Next one.…教学资源：课件设计意图：猜一猜的游戏环节，复习了和本课有关的词汇，为学生阅读文段扫清障碍，同时也调动了全体学生的注意力。2. Let’s chant. T: Excellent! let’s chant together now. “Did you go to a park?” Ss: Great.（播放儿歌，师生拍手吟唱。）教学资源：课件设计意图：伴随着好听的节奏，师生一起吟唱儿歌，活跃了课堂气氛，激发学生学习的兴趣，为学习正文做准备。 Step3 Presentation1. 阅读前(1)T：Now boys and girls, look at the picture. （课件呈现Mrs Broom的头像。）This is my new friend. She is Mrs Broom. She’s a beautiful woman. She is a housekeeper. She works in a hotel.(课件呈现宾馆的图片,板书单词。)(2)学习单词hotel，领读，拼读，齐读。(3)通过图片展示好的差的酒店，请学生回忆曾经去过的印象比较深的酒店是什么样子，能在酒店里做些什么，在酒店里看到过什么愉快和不愉快的事情，与大家分享。(4)看一看，勾一勾。T: Mrs Broom works in a hotel. What did she do yesterday? 请学生选择。 made the beds cooked the food cleaned the rooms(5)教师介绍文段的背景：Wu Binbin and his family stayed in a hotel yesterday. It was not a good time. Why not? Let’s have a look together.教学资源：课件设计意图：通过讨论人物回忆相关背景知识及话题词汇，为进入正式阅读做好铺垫。2. 阅读中(1)第一次阅读。 要求学生快速阅读文段后回答问题：How was Wu Binbin’s stay in the hotel last weekend? （2）第二次阅读要求学生细读第一段回答问题：What was the room like?(3)第三次阅读a.要求学生阅读其他部分，找出Mike的爸爸妈妈以及Mike的困扰是什么，用直线画出。b.两人小组或四人小组统一意见，指名汇报，课件呈现。 My mother wanted to read a book but the lamp was too small. My dad got some hamburgers from the hotel kitchen, but they were cold and tasted bad.（讲解were, tasted, 通过动作、语言帮助学生理解。板书were, tasted bad, 着重于原形。） I wanted to watch TV but the TV didn’t work.(领读句子，齐读句子，板书句子。) The people Room 301 listened to loud music. I didn’t sleep all night.（讲解loud, all night， 领读，指名读，齐读。板书listened to loud music, didn’t sleep all night）c. Find the sentences that describe Picture 1-3. 用曲线画出。d.两人一组统一意见，指名汇报，校对答案。 Picture1: Or room was big but everything was very old. Picture2: My mother wanted to read a book but the lamp was too small. My dad got some hamburgers from the hotel kitchen, but they were cold and tasted bad. Picture3: I wanted to watch TV but the TV didn’t work. The people Room 301 listened to loud music. I didn’t sleep all night.(4)第四次阅读播放录音，跟读录音。教学资源：课件、录音机、磁带、设计意图：通过初读、细读、跟读、模仿朗读，培养学生的阅读方法和习惯。3.阅读后（1）阅读文段后，请学生思考后回答问题：How do you feel about Wu Binbin’s stay at the hotel?（2）完成动词短语搭配练习。 clean loud music fix a broken chair taste TV read bad watch the room enjoy our stay listen to a book（3）圈出文中所有动词的过去式，完成表格并核对答案。Past (过去)  Present（现在） (4读一读，完成给经理的一封电子邮件，并核对答案。 设计意图：通过问答、词语搭配、完成电子邮件等活动形式，检验学生对文本的理解。Step 4 Practice 1. 小游戏。 (1) 教师准备listen, get, are, fix, don’t, cleaned等动词词卡，学生快速拼出它们的过去式及说出它们的汉语。例如：教师拿出listen 词卡，学生要说L-I-S-T-E-N-E-D, listened听。 （2）教师做动作，学生马上说出对应的动词词组。反过来教师说动词词组，学生做动作。然后两两做动作。动词词组：cleaned the room, read a book, tasted food, watched TV, listened to music, slept教学资源：词卡、图片设计意图：小游戏环节的设计，激发了学生学习的积极性，巩固了学生对词汇和短语的音、形、义的掌握。2. 小练笔。 写一写你曾经去过的酒店的样子，在酒店里做的事情，在酒店里看到过或发生过愉快和不愉快的事情，然后小组互相交流，整理。最后找几名同学说一说。设计意图：仿编课文，训练学生使用动词过去式，积累大量的词汇和语言，培养学生的书面表达能力。Step 5 SummaryT: What did you learn about this class?学生自由发言，教师引导学生整合和归纳知识点。(1)词汇和短语：listened to loud music, fixed, were, hotel, all night(2)一般过去时态的否定句句型：主语+didn’t+动词原形+其他。设计意图：师生共同整理和归纳，强调了重点，深化了知识，强化了记忆。课堂作业一、英汉互译。1. 太小 __________ 2. at the hotel __________ 3. a broken chair __________ 4. all night__________ 5. got __________ 6. 太糟糕__________二、找出错误的一项，并改正。 ( )1. I didn’t saw a film yesterday. ________ A B C( )2. Last weekend, Mike is happy. ________ A B C ( )3. My friend Bill clean our room and fixed a broken desk. ________ A B C 三、阅读短文，判断句子正“T”误“F”。 Dear Sir, Our weekend at your hotel was very bad. Our room was small and everything was too old. My mom cleaned the room. My father got some fruit from the hotel kitchen, but they tasted bad. I wanted to watch TV, but the TV didn’t work. The people in Room 401 listened to loud music. We didn’t sleep all night. I’m sorry, but we didn’t enjoy our stay very much. Tom and family ( )1. Our room was big and everything was too old.( )2. Tom wanted to watch TV, but the TV didn’t work.( )3. Our weekend at the hotel was very good.( )4. The people in Room 401 listened to loud music.Answers:一、1. too small 2. 在宾馆 3. 一把坏了的椅子4. 整晚 5. 拿，得到6. too bad二、1. B, see 2. B, was 3. B, cleaned三、1.F 2.T 3.F 4.T 5.F( )5. Tom’s mother wanted to read a book.板书设计 B Read and write hotel 宾馆 too small tasted bad hamburgers were是 taste are the TV didn’t work listened to loud music didn’t sleep all night listen (didn’t + 动词原形)第六课时课时内容 B Let’s check、Let’s wrap it up C story time课时分析本课时是人教版六年级下册第二单元第六课时，与前几课时紧密相连。围绕“本单元的重点词汇和句型”展开。Let’s check用于检测本单元的A，B部分的核心句型和考查单元核心词汇的认读。Let’s wrap it up.培养学生的语法意识。Story time引导学生灵活运用本单元所学语言，增加语言的输入，提高学生的口语表达能力和表演能力，持续激发学习英语的兴趣，培养学生合理安排生活的能力。本课时是对前几课时重点词汇、句型的总结，掌握了本课时所要掌握的知识，那么学生已经把握住了本单元的重点。本课时的的重点是一般过去式动词的规则变化的总结以及四会单词、句子的运用。 本课时包括Let’s check 、Let’s wrap it up 和story time三个板块。Let’s check呈现了四幅图，学生要学会从图片信息中推测考查点，做到有目的、有针对性地听录音。重点是培养学生良好的听力习惯，持续提高学生的听力水平。Let’s wrap it up. 板快呈现了6个动词的一般过去式形式，要引导学生自己总结一般过去式动词的规则变化，启发学生的思维。Story time板块呈现的是Zoom向Zip描述自己过了一个非常忙碌的周末。此故事阅读性强，有趣，与学生的实际生活相关。通过故事的学习，复习巩固本单元句型How was your weekend? It was... What did you do...?以外，还可以借助图片和上下文理解新句子：Now I need another weekend. 本课时是总结复习课。Let’s wrap it up. 让学生自己总结，小组归纳，最后整理，培养学生的思维能力。Story time通过整体感知、答疑解惑、模仿表演、拓展创新的方式，帮助学生积累丰富的语言，巩固和发展语言以及培养学生的想象力,以及提高学生的听、说、读、写的能力。课时目标 （1）能够较好的完成Let’s check。 （2）能够理解和掌握一般过去式动词的规则变化。（3）能够理解故事内容，并能按照正确的意群及语音、语调朗读故事。（4）通过故事复习巩固本单元所学的语言，并增加语言的输入。（5）能够表演故事，恰当运用故事中的语言。（6）培养学生学习英语的兴趣，增强团队合作意识。课时重难点1.重点（1）能够较好的完成Let’s check。（2）能够理解和掌握一般过去式动词的规则变化。（3）能够理解故事内容，并能按照正确的意群及语音、语调朗读故事。（4）通过故事复习巩固本单元所学的语言，并增加语言的输入。2.难点能够表演故事，恰当运用故事中的语言。教学准备：课件、录音机、磁带、词卡、自制Zoom和Zip头饰教学过程Step 1 Warm upGreetingT: Good morning, everybody.Ss: Good morning, teacher.T: How are you today?Ss: I’m fine, thanks. And you?T：Very well, thanks. What’s the weather like today?Ss: It’s sunny/windy…T: Yeah, it’s a sunny day. So I feel happy. Are you happy, too?Ss: Yes.T: Ok. Now let’s begin our class.设计意图：教师与学生之间的相互问候，相互交流，增进教师与学生之间的感情，也为正式进入学习而做好心理准备。Step 2 Lead in 1. Sing a song.T: Boys and girls. Do you like English songs?Ss: Yes.T: Ok. Let’s enjoy a song” Last Weekend”.（播放歌曲，学生熟悉旋律和歌词。）Can you sing?Ss: Yes, a little. T: Let’s sing together.T and Ss: “Last weekend I went to the zoo…”教学资源：课件设计意图：歌曲的导入，激发了全体学生的学习兴趣，活跃了课堂气氛，巩固了已学的词汇和句型。Step 3 Presentation1. Let’s check.T: Now let’s look at some pictures. (展示Let’s check.图片。) (1) Listen and number.a. 请学生逐一看图，几秒种后放录音。学生听录音，为图片排序。b. 校对答案，并请学生描述每张图片。(2）Listen again and number the phrases.a. 请学生在听录音之前先默读一遍词组。b. 播放录音，学生根据听到的先后顺序为词组排序。c. 校对答案,注意强调一般过去式动词的不同形式。教学资源：录音机、磁带设计意图：先看图再做听力，学会从图片信息中推测考查点，有针对性的听录音，提高听力的水平。2. Let’s wrap it up. （1）词卡展示watch, wash, clean, stay这几个动词，指名快速拼出和读出动词的过去式。 S1: W-A-T-C-H-E-D, watched S2: W-A-S-H-E-D, washed…(2)呈现talked, stayed, lived, wanted, planned, cried 六个动词的一般过去式形式，两人一组观察词尾的构成有什么规律。（3）师生共同归纳总结。1. 直接加-ed。 2. 以e结尾的加-d。3. 双写最后一个字母加-ed。4. 辅音字母+y, 变y为i，加-ed。(课件呈现规律，特别强调最后一条，注意stay 与cry的区别。)（4）小组讨论，将下面的单词分为对应的四类。（学生事先准备好词卡。）cook, play, like, visit, stop, study（5）小组汇报结果，校对答案。（6）学生在词卡上写出这几个单词的比较级，然后互相订正。（7）背诵规律，互相检查。教学资源：词卡设计意图：引导学生自己观察、总结规律，启发学生的思维，培养学生自主学习的意识。3. Learn “Story time” (1) 师生自由对话。How was your weekend?It was… What did you do? I… Did you…? Yes/No… (2) 带着问题观看动画并同时放录音，初步了解故事梗概。T: How was Zoom’s weekend?Ss: It was busy.(带读单词busy，拼读单词，齐读单词，板书单词。)（3）深入学习故事。a. 带着问题自读课文。 What did Zoom do last Saturday? What did Zoom do last Sunday?b. 理解课文,两人讨论，完成填空。 On Saturday morning, Zoom __________ and __________ On Saturday afternoon, he__________ and __________. On Sunday morning, Zoom __________ and __________. On Sunday afternoon, he_________ _and __________. (指名汇报，校对答案，板书动词短语。) c. 理解新句子Now I need another weekend. 教师引导学生说：Last weekend, Zoom washed his schoolbag, went to a park, did his homework, went fishing, cleaned his room, visited his grandparents, played football and watched TV. Wow, he did so many things, he is very tired, so he says: “ Now I need another weekend.”（板书句型，领读句子，理解句子。告诉学生要合理的安排周末活动。） （4）再次欣赏故事，跟读故事。 （5）分角色朗读故事。 （6）分角色练习故事、表演故事。教学资源：课件、录音机、磁带、自制Zoom 和Zip头饰设计意图：先初步欣赏动画整体感知，然后答疑理解故事，最后模仿表演故事。条理清楚，促进语言的积累、吸收和学生思维的发展，增加语言的输入。Step 4 PresentationMake a story. 两人一组创编故事，小组内表演。设计意图：创编故事激发学生的想象力，锻炼学生的逻辑思维能力，扩大词汇量，提高口头表达能力和交际能力。Step 5: SummaryT: What did you learn about this lesson?学生自由发言，教师小结。1. 一般过去式动词的规则变化。（1）直接加-ed。 （2）以e结尾的加-d。（3）双写最后一个字母加-ed。（4）辅音字母+y, 变y 为I,加-ed。2. 某日上下午要用介词on。3. 你想告诉对方你的周末很忙，可以说：It was a busy weekend.设计意图：师生共同整理和归纳本课知识点, 加深学生对本课知识的理解。课堂作业一、写出下列动词的过去式。 1. like __________ 2. clean __________3. stop __________ 4. sleep__________5. wash __________ 6. see __________二、用单词的适当形式填空。1. My father _________ (cook) breakfast for me last Tuesday.2. I _________ (study) English with my sister yesterday afternoon.3. Amy _________ (visit) her grandparents last Saturday.4. I often stay at home and _________ (watch) TV on the weekend.三、我是阅读小能手。阅读短文，完成各题。 I’m Ann. I have a cousin. She’s Alice. She had a busy weekend. Saturday morning, she washed her clothes. Then she had art class. In the afternoon, she did her homework and went swimming. Sunday morning, she drew pictures with her friends in the park. In the afternoon, she read storybooks and helped her mother clean the room. In the evening, she played the erhu.a. 阅读短文，根据短文内容给下列图片排序。 ( ) ( ) ( ) ( )b. 阅读短文，判断句子正“T”误“F”。( )1. Alice went to a park Saturday morning.( )2. Ann is Alice’s sister. ( )3. Alice helped her mom clean the room Sunday afternoon.四、小练笔。SaturdaySundaydo my homeworkclean my roomread booksstudy English, Chinese, mathswatch TVplay ping-pong请以“Last Weekend”为题，根据表格的内容介绍你的周末。要求：语法正确，条理清楚。不少于30个单词。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Answers:一、1. liked 2. cleaned 3. stopped 4. slept 5. washed 6. saw二、1.cooked 2.studied 3. visited 4. watched三、a. 2、3、4、1、 b. 1. F 2. F 3.T四、 Last Weekend My name is Lele. I’m a girl. I was busy last weekend. On Saturday morning, I did my homework, then I cleaned my room. After lunch, I went to a library and read books with my classmates. On Sunday morning, I studied English, Chinese and maths. Then I watched TV. In the afternoon, I played ping-pong with my father. 板书设计 B Lets’ check Lets’ wrap it up C Story timebusySaturdaySundaywashed his schoolbag did homeworkwent fishingplayed footballwent to a parkwatched TVvisited grandparentscleaned his room Recycle Mike’s happy days单元整体分析本单元是人教版英语六年级下册的总复习单元，单元的话题是“Mike’s happy days”。本单元通过Mike参观农场的七天之旅以及参加毕业典礼晚会的语境把已经学过的语言知识有机地融合在一起，并通过不同类型的任务，帮助学生复习巩固语言形式，培养综合语言运用能力以及自主学习能力。共八个教学内容，分四个课时完成。第一课时包括Day1和Day2两个部分, Day1呈现了Mike来到农场并参观农场的场景，通过Mike在农场看到水果、动物等场景复习已学过的名词及其与冠词的搭配。Day2呈现了两个场景。一个是Mike在农场里认识了新朋友Bill和他的妈妈Mrs Booth, 另一个是Bill打算和妈妈购物。通过这两个场景复习描述人物外貌的词汇、句子以及与购物相关的词句。第二课时包括Day3和Day4两个部分，Day3部分通过人们在农场生活的场景，复习巩固学过的动词短语以及一般现在时和现在进行时的结构。Day4部分，呈现了两个场景。一个是描述Mike一天的农场生活，另一个是Bill和Mike玩卡片游戏。通过这两个情景复习巩固一般过去时和形容词比较级的用法。第四课时包括Day5和Day 6两个部分，Day5通过Mike介绍自己周一上课的情况，复习一般现在时和科目名称。Day 6通过描述Bill从小时候到现在的变化以及对未来的预测，复习一般过去式、一般现在时和一般将来时的用法。第五课时包括Day7, Day8 , Read the chant和 Story time三个内容，Day7通过Mike收到学校的毕业典礼晚会邀请函作为语境，引出一般将来时。Day8通过毕业晚会、歌谣、临别赠言三个场景，复习所学餐具、食物、文具等词汇以及元音、辅音字母组合的发音规律。本单元的重点是复习所学的词汇、句子和四种时态。本单元是总复习单元，是由一个整体语境构成。在教学中，首先要让学生建构整体框架，基于整体情景建构文字意义，再进入各部分教学。根据学生的学情，教学内容的重、难点，充分利用教材已经设定的情境展开教学活动，创造以学生为主体的课堂，激发学生的学习兴趣。采用的教学方法有情景教学法、合作探究法、愉快教学法等。本单元是各个年级知识点的汇总，所需要掌握的词汇、句子和时态，学生已经在前面的教材中学过，为本单元的教学打下了很好的基础。单元教学目标1. 知识目标（1）复习表示水果、动物、衣服、科目等词汇。（2）根据单词的特点整理归纳已学过的词汇。（3）能够看懂学校发出的毕业典礼邀请书并做出书面回应。(4) 复习已学过的含有cl, pl, br, fr, ch, sh, th, ng, nk, ar, or, ee, ea, ai, ow, oo字母组合的词汇并能正确发音。2. 能力目标（1）能够在情景中恰当运用所学句型和词汇描述自己和他人的外貌。（2）能够在情境中恰当运用所学句型和词汇描述农场的生活。（3）能够在情境中恰当运用所学句型和词汇描述某一天的生活和工作情况。（4）能够在情境中恰当运用所学句型和词汇描述自己和他人的学校生活。（5）能够在情境中恰当运用所学句型和词汇描述自己和他人从过去到现在的变化。（6）能够介绍自己的毕业典礼晚会。（7）能够梳理和归纳已学过的含有a-e, i-e结构的词汇并能正确发音。3. 情感目标学会与同学友好相处，珍惜同学情谊。教学重难点1. 教学重点（1）复习和整理已学过的词汇。（2）能够在情景中恰当运用所学句型和词汇描述自己和他人的外貌。（3）能够在情境中恰当运用所学句型和词汇描述自己和他人从过去到现在的变化。（4）能够在情境中恰当运用所学句型和词汇描述某一天的生活和工作情况。2. 教学难点 各种时态的正确运用。教学方法任务型教学法、合作探究法、情景交际法、愉快教学法。教学时间本单元共分四课时教学。第一课时: Day 1 Day 2第二课时: Day 3 Day 4第三课时: Day 5 Day 6第四课时: Day 7 Day 8 Story time知识视窗请柬小知识请柬是邀请亲朋好友、知名人士等参加某项活动而发的礼仪性书信。请柬一般有标题、称呼、正文、结尾、落款五部分构成。标题在封面上写的“请柬”二字就是标题，一般要做些艺术加工，可用美术体的文字，也可以有图案装饰。称呼要顶格写出别邀请者的姓名名称，称呼后加上冒号。个人姓名后要注明职务或职称，如“xx 先生”、“xx女士”。正文要写清活动内容，如联欢晚会、生日派对等。写明时间、地点、方式。如果是请人看戏或其他表演，还应将入场券附上。若有其它要求也需注明，如“请准备发言”等。结尾要写上礼节性问候语或恭候语。落款署上邀请者的名称和发柬日期。第一课时课时内容 Day1 A beautiful Day2 Farmer’s market课时分析本课时是人教版六年级下册Recycle第一课时。围绕“Mike农场之旅的第一天和第二天”话题展开，主要通过不同的场景复习已学过的有关水果、衣服、蔬菜等名词及其冠词的搭配。引导学生能用思维导图梳理归纳已学过的语言知识，培养学生的思维能力，语言表达能力。本课时的重点是词汇的归类记忆和语言知识的梳理归纳。本课时包括Day1和Day2两个板块。Day1呈现了Mike来到农场并参观农场，看到了动物、水果、蔬菜等场景，体现话题单词。Day2有两个场景，一个呈现了Mike在农场认识的新朋友Bill和他的妈妈的场景，引出描写外貌的句子和词汇。另一个呈现了Bill和妈妈打算购物的思维导图，引出购物相关的词句。本课时是复习课，词汇学生在前面的教材中已经学过了，只是有部分学生忘记了。教师要充分利用教材帮助学生回忆并分类整理，遵循以学生为主体的原则，采用任务型教学法、合作探究教学法、愉快教学法等引导学生自主学习。课时目标 （1）复习冠词a和an的用法。 （2）能够听、说、读、写有关水果、动物、蔬菜以及衣物等单词，并能将单词归类记忆。（3）能够运用形容词描述自己和他人的外貌。（4）能够在教师的指引下，运用思维导图梳理已学过的语言知识。（5）培养学生的思维能力和语言表达能力。课时重难点1.重点（1）复习冠词a和an的用法。（2）能够听、说、读、写有关水果、动物、蔬菜以及衣物等单词，并能将单词归类记忆。（3）能够运用形容词描述自己和他人的外貌。（4）能够在教师的指引下，运用思维导图梳理已学过的语言知识。2.难点运用思维导图梳理已学过的语言知识。教学准备 多媒体课件、图片、教学过程Step 1 Warm up 1. Greeting T: Hi, everyone.Ss: Hi, Miss xxx. How are you?T: Fine, thanks. And you?Ss: Very well, thank you.2. Sing a songT: Boys and girls, now let’s enjoy a song “Old MacDonald Had a Farm”. （播放歌曲，师生共同欣赏。如果学生会唱，跟唱歌曲。）教学资源：歌曲设计意图：歌唱和本课有关的歌曲，活跃了课堂，吸引了学生的兴趣，同时也使学生尽快融入到课堂中。Step 2 Lead in T: Where did you go on your holiday?S1: I went to…T: What did you do there?S2: I……T: Look at this picture. Who’s he? (展示Mike的图片。) Ss: He’s Mike. T: What did he do on his holiday? Let’s have a look at the Recycle unit together.设计意图：通过师生问答，引出本课主题。Step 3 Presentation1. Read the Recycle unit quickly. (1) What is the Recycle about?(Mike’s trip on the farm.) (2) How many days did Mike spend on the farm?(Seven days.) (2) Read and writeDay 1 Day 2 Day 3  Day 4 Day 5 Day 6 Day 7 Day 8HA. Making new friends and shopping B. Life on the farmC. Mike’s day on the farm D. Getting a school invitationE. Getting to Mike well. F. Getting to know Bill wellG. A farewell party H. Coming to the farm and visitingI. Planting trees on the farm J. Cooking on the farm 设计意图：Recycle unit 的内容是一个整体语境，先让学生整体了解，建构整体情景框架。2. Day 1 A beautiful farm(1)T: Mike comes to the farm and visits the farm. （展示农场图片。）Here is the farm. What can you see? S1: I can see some cows, some sheep…S2: I can see a jacket……(课件呈现学生所说的鸡蛋、奶牛等名词。)(2)数一数，在名词前加a, an 或some。(3)小组归纳a，an的用法。 an用于元音因素开头的单词前。a用于辅音音素单词开头的单词前。(4)单词归类。 观察教材中的第一组单词，试着给其他组的单词归类，并再写出几个同类词。小组比赛，看看谁说得多、做得快。教学资源：图片、设计意图：比赛写单词，激发了学生的兴趣，增加了词汇量。3. Day 2 Farmer’s market (1) T: Look at the boy and the woman.（展示Bill 和妈妈的图片。）They are Mike’s friends. The boy’s name is Bill. The woman is Bill’s mother. They met on the farmer’s market. What is Bill like? (2)对比人物Bill和Bill’s mother, 回忆相关形容词和短语。 short strong young short hair a red bag white shoes…tall thin old long hair a green bag brown shoes… (3)假如你是Mike,请介绍Bill和他的妈妈给大家认识。参考句型：Look, this is my … He has… He is… The woman is … She has … She is…（先自己写，然后互相交流。）(4)小组合作，完成书上的思维导图。 T: Mrs Booth and Bill want to go shopping. Help them finish their mind map.(5)集体核对。设计意图：通过人物的对比，引导学生复习相关形容词和短语，然后创设情境，进行书面活动，提高学生的语言组织能力和运用能力。Step 4 Practice小组任意选一主题，合作绘制思维导图。主题：zoo, sports, park, school, my friend，season, hobby, my family设计意图：绘制思维导图，增强学生思维的层次性和联想性，提高学生的记忆力。Step 5 Summary T: What did you learn about this class? 学生自由说，教师归纳。1.复习水果、食物、蔬菜等单词。2. a和an的用法：an用于元音因素开头的单词前。a用于辅音音素单词开头的单词前。3. 学会了用思维导图归纳语言知识。设计意图：复习和归纳本节课的知识，帮助学生记忆。作业设计一、用a, an或some填空。1. ______ egg 2. ______ apple 3. ______ cows 4. ______ umbrella 5. ______ horse 6. ______ jacket 二、写出下列单词的反义词。 1. big ________ 2. thin ________ 3. long ________ 4. young ________ 5. black________三、给问句选择合适的答语。 ( )1. How can we get there? A. In the afternoon. ( )2. When do you go to Shanghai? B. Thirty yuan. ( )3. How much is this T-shirt? C. I want to go to the zoo. ( )4. Where do you want to go? D. By bus. ( )5. Who do you go shopping with? E. My father. ( )6. What can Tom see on the farm? F. He can see many animals. 四、小练笔，写一写你的朋友。 __________________________________________________________________________________________________________________________________________________________________________________________________________Answers:一、1.an 2.an 3.some 4.an 5.a 6.a二、1. small 2. strong/ heavy 3. short 4. old 5. white三、1.D2.A3.B4.C5.E6.F四、 My Friend I have a good friend. She is Tina. She is a girl. She has short black hair. She has big eyes and small ears. She is tall and thin. She is quiet. She likes Chinese.板书设计 Recycle Mike’s happy days Day 1 A beautiful farm Day 2 Farmer’s market animals vegetables Bill and Bill’s mother clothes fruit go shopping第二课时课时内容Day 3 Life on the farm Day 4 Mike’s day on the farm课时分析本课时是人教版六年级下册Recycle单元第二课时。围绕“农场的生活”这一话题展开，主要通过描述农场的生活，复习已学过的动词短语，形容词比较级的用法，一般现在时、现在进行时和一般过去时。激发学生学习英语的兴趣，树立学好英语的信心。第二课时是动词短语、时态的综合复习，学会了本课时所要掌握的知识，学生的口语表达和书面表达都会有很大的提升。本课时的的重点是动词短语的掌握以及能够运用一般现在时、现在进行时、一般过去时描述农场的日常生活。本课时包括Day 3 Life on the farm 和Day 4 Mike’s day on the farm两个板块。Day 3 Life on the farm呈现了人们在农场生活的场景，通过此场景复习动词短语以及一般现在时和现在进行时结构。Day 4 Mike’s day on the farm 呈现了两个场景，一个是Mike一天的农场生活，一个是Mike和Bill玩游戏，通过这两个场景复习一般过去时和形容词比较级。情境的设置是在农场里，学生对这个话题很感兴趣，很能激起学生的求知欲。本课时是复习课，重点是知识的的综合运用。在设计教学过程时，要创设一定的情景，采取多种形式操练句型，如游戏、表演等，让学生在愉快的课堂氛围中掌握知识。课时目标 （1）能够听、说、读、写已学过的动词短语。 （2）能够运用一般现在时和现在进行时描述农场的日常生活。（3）能够按照go, do, play, have四种动词结构归类所学的动词短语。（4）能够借助图片，用过去时填空，描述Mike在农场中一天的生活。（5）能够对自己和朋友某天的生活进行口头和书面描述。（6）激发学生学习英语的兴趣，树立学好英语的信心。课时重难点1.重点（1）能够听、说、读、写已学过的动词短语。（2）能够运用一般现在时和现在进行时描述农场的日常生活。（3）能够按照go, do, play, have四种动词结构归类所学的动词短语。（4）能够借助图片，用过去时填空，描述Mike在农场中一天的生活。（5）能够对自己和朋友某天的生活进行口头和书面描述。2.难点一般现在时、现在进行时、一般过去时的灵活运用。教学准备 多媒体课件、图片、卡片教学过程Step 1 Warm upGreetingT: Hi, everybody.Ss: Hi, Miss xxx. How are you?T: I’m fine, thank you. And you?Ss: I’m fine, too.T: What do you often do on the weekend?Ss: I often watch TV.S2: I often……设计意图：师生间的问候、交流，拉近了与学生的距离，同时也为学习What do you often do on the farm? 做好铺垫。Step 2 Lead inT: Let’s play a game. Listen and guess. Think of a word. （播放牛、马等动物叫声。）Many farmers work in it.It has many fruit, vegetables, animals…___ ___ ___ ___Ss: Farm.T: Yes, you are right. Today we are going to talk about the farm.教学资源：课件设计意图：通过提示声音和提示语言，引导学生猜词，激发学生的学习兴趣，导出本课学习主题。Step 3 PresentationDay 3 1. 展示农场图，T: This is a farm. Do you know what people usually do on the farm? They often… a. 学生自由发言，课件呈现相关的动词短语。 b. 完成Circle the words in the puzzle。 c. 小组讨论，按照go, do, play, have归类。 fishing the cleaning go swimming do homework boating the dishes … …music some juiceplay ping-pong have fresh vegetables basketball art class … … d. 完成Write down what he, she or they do every day.部分，小组讨论，指名描述。 S1: He goes swimming. …教学资源：图片、课件、设计意图：通过师生问答、在字谜中圈单词，给单词归类，复习动词词组，学习梳理和归纳词汇的方法。）2. 展示教材右下角插图，T: Now it’s morning. Mike, Bill, Bill’s mother and other people are on the farm. What are they doing? Please talk about the picture. a.小组讨论，指名描述。S1: Bill’s mother is playing the pipa.… b.课件呈现描述农场生活的句子，学生认读。1. He goes fishing.2. He plays music.3. Bill is playing ping-pong.4. She does the cleaning.… c. 同桌讨论，将句子分类，并说出理由。（学生说，教师板书。） He goes fishing. Bill is playing ping-pong.She does the cleaning. Bill’s mother is playing the pipa. They have some juice. … … d. 学生总结一般现在时和现在进行时的用法。教学资源：课件设计意图：先用一般现在时、现在进行时描述句子、然后将句子汇总归类，让学生总结出两种时态的用法。Day 4 3. 教师展示Mike 一天的农场生活，T: Saturday was the fourth day for Mike on the farm. He was very busy. What did he do that day? a. 画出表示时间顺序的单词和表达法。 b. 引导学生看图完成填空。 c. 向同桌描述Mike一天的生活。 d. 小组讨论，师生总结一般过去时态的用法。设计意图：填一填，说一说，复习一般过去时态的用法。，Step 4 Practice1. Do a survey “What did you do yesterday?” 调查你的同学，并模仿课文描述你的同学昨天的生活情况。 设计意图：先调查后描述，充分调动学生的积极性，复习巩固所学知识，使语言得到了运用。 2. Play a game. 操作规则：A先摸一张卡，并翻出来，说: It’s an elephant. It’s big. B摸一张牌，不要A看到，说：Guess! It’s bigger or smaller than the elephant? A猜测说：I believe it’s smaller than the elephant. B翻开自己手中的牌，如果A 猜测的动物比大象小，则B说：Yes. It’s smaller than the elephant. 并把手中的卡片给A。如果猜错，这张牌就放一边。看谁猜的卡片多，谁就赢。教学资源：卡片设计意图：游戏的运用，让学生在快乐的氛围中复习比较级的用法。Step 5 Summary T: What did you learn about this lesson? 学生自由说。 1. 复习了动词短语。 2. 总结了一般现在时态、现在进行时态、一般过去时态的用法。设计意图：及时归纳和整理，便于学生的理解和记忆。作业设计一、将A栏与B栏组成短语，再为其选择合适的图片。 A栏 B栏 1. play A. basketball ________ 2. drink B. the dishes ________ 3. go C. water ________ 4. do D. boating ________ a. b. c. d.二、单项选择。( )1. Mike often _______ hiking. I often _______ fishing.A. go, go B. goes, go C. went, go( )2. I _______ my room yesterday morning.A. cleaned B. clean C. cleaning( )3. The whale is _______ than the elephant.A. small B. bigger C. thiner ( )4. Look, they _______ some tea.A. are drink B. drinking C. are drinking三、看图回答问题。1. What is she doing? _______________________________________2. What did John do last night?________________________________________3. What does he often do on the farm?________________________________________Answers:一、1. A, c 2. C, b 3. D, d 4. B, a二、1.B2.A3.B4.C三、1. She is playing the pipa.2. He read a book.3. He often goes swimming.板书设计 Day 3 Life on the farm Day 4 Mike’s day on the farmHe goes fishing. Bill is playing ping-pong.He plays music. Bill’s mother is playing the pipa.She does the cleaning. Mike is drawing. They have some juice. (一般现在时态 ) ( 现在进行时态) 动词：1.+s/es （主语是三单） be + v-ing 2.不变 (现在分词)第三课时课时内容Day 5 Mike and his new friends: Part 1 Day 6 Mike and his new friends: Part 2课时分析本课时是人教版六年级下册Recycle 单元第三课时。围绕“Mike and his friends”这一话题展开，主要通过话题复习表示科目的单词以及一般现在时、一般过去时、一般将来时的用法，培养学生的语言运用能力和自主学习能力。本课时的重点是三种时态的灵活运用。 本课时包括Day 5 和Day 6两个板块。Day 5呈现了Mike的关于他的学校生活的演示文稿，通过此情境复习一般现在时和科目名称。Day6 通过描述Bill从小时候到现在的变化以及对未来的预测，复习一般现在时、一般过去时、一般将来时的用法。情境的设计不是对话，也不是一篇文本，而是Bill自己设计的海报，简单明了，生动有趣，很能激发学生学习的兴趣。 本课时是复习课，词汇、几种时态都学过，所以在设计教学过程时，要了解学生的学情，根据学生掌握的情况，把握教材的重、难点，采用任务型教学法、合作探究法、愉快教学法等，调动全体学生的积极参与，培养学生的语言运用能力。课时目标 （1）能够读懂Mike的介绍并能回答相关问题。 （2）能够正确使用一般现在时第三人称单数描述Mike的上课情况。（3）能够通过看图读懂Bill从小时候到少年的变化的描述，并根据描述判断。（4）能够运用三种时态以及表示时间的短语描述自己或他人的变化以及预测未来的变化。（5）培养学生的语言运用能力和自主学习能力。课时重难点1.重点（1）能够读懂Mike的介绍并能回答相关问题。（2）能够正确使用一般现在时第三人称单数描述Mike的上课情况。（3）能够通过看图读懂Bill从小时候到少年的变化的描述，并根据描述判断。（4）能够运用三种时态以及表示时间的短语描述自己或他人的变化以及预测未来的变化。2.难点（1）能够正确使用一般现在时第三人称单数描述Mike的上课情况。（2）能够运用三种时态以及表示时间的短语描述自己或他人的变化以及预测未来的变化。教学准备 多媒体课件、录音机、磁带、卡片、图片、教学过程Step1 Warm up1. Greeting T: Hi, everyone.Ss: Hi, Miss xxx. How are you?T: Fine, thanks. And you?Ss: Very well, thank you.2. Do and say T: Now let’s play a game. Do and say.教师做出read books, play the piano, run, play football等短语的动作，学生说出单词或短语。反之，教师说单词或短语，学生做动作。教学资源：图片设计意图：通过做一做，说一说，既调动全体学生的积极性，又复习和本课有关的词汇。Step 2 Lead inT: Now let’s enjoy a song.（教师播放歌曲 Our School，学生欣赏。）This song is about …(a school). Today we are going to talk about school life. 教学资源：歌曲设计意图：歌曲导入，引起学生的兴趣，集中学生的注意力。Step 3 Presentation1. Talk about the students’ school life (1). T: Do you like your school life? Look at the questions. Talk about in pairs.What’s your favorite day at school?What classes do you have on that day? What can you do in different classes? What’s your favourite subject? Why? (2)请几名学生说一说。教学资源：课件设计意图：通过学生们互相讨论学校的生活,复习已学的句型。2. Learn “Part 1” T: Who are they?（展示Mike和Bill的人物图片。） Ss: Mike and Bill.T: Yes. Mike and Bill become very good friends. They’re getting to know each other well, Now Mike is telling Bill about his school life. What does he say?(1) Listen to the tape and follow the tape.(2) Discuss the questions in a group. Questions:①What’s Mike’s favourite day?②Does Mike go to school from Monday to Friday?③What does Mike have on Mondays?④What does Mike do in different classes? (3) 集体核对。 (4) Read again and underline the mistakes. (5)口头描述Mike的学校生活。先找几名学生口头描述，然后互相描述。 (6)写一写Mike的学校生活。教学资源：图片、课件设计意图：通过对Mike学校生活的口头描述和写作，复习一般现在时态的用法，培养学生的口头表达能力和书面表达能力。3. Learn “Part 2”T: Mike’s school life was wonderful. Bill made a poster to introduce himself to Mike. This is Bill’s poster.（展示Bill的海报。板书poster，领读，跟读，指名读，齐读。)Let’s look at the poster, and see what he talked about. 师生讨论每一幅图。对比三幅图，说说Bill的变化。Bill is taller than before.…口头描述每一幅图。Read and tick or cross.核对答案。设计意图：引导学生通过讨论海报的内容，完成Read and tick or cross。Step 4 Practice 设计自己的海报，然后与同学交流自己从小时候到现在的变化以及未来的预测。 参考词汇：before, now, in the future设计意图：设计海报并交流，使学生学会用一般过去时、一般现在时及一般将来时描述事情。Step 5 Summary What did you learn about this lesson? 学生自由说，教师总结。设计意图：师生共同整理和归纳，便于学生的记忆。作业设计一、单项选择。( )1. He _________ English and PE in the afternoon. A. have B. has C. is( )2. We can _________ in the music class. A. play football B. sing songs C. read Chinese books( )3. _________ favourite day is Tuesday. A. She B. He’s C. His( )4. I will _________ a bike to work. A. rides B. ride C. rode二、按要求完成各题。1. I often answer maths questions in maths class.（用she改写。）______ often ______ maths questions in maths class.2. Bob likes candy.（用一般过去时改写。） Bob ______ candy before.3. I play the piano on the weekend.（变否定句。） I ______ ______ the piano on the weekend.4. is, taller, than, before, Li Ming(.)（连词成句。） ______________________________________________三、我是阅读小能手。阅读短文，回答问题。Hi, I’m Linda. I’m twelve years old. I’m from Shanghai. I’m an active girl. I’m tall and thin. I go to school from Monday to Friday. We have four classes in the morning and two classes in the afternoon. My favourtie day is Tuesday. We have PE. I like PE best. I often play football with my classmates.( )1. Linda is 12 years old.( )2. Linda is from England.( )3. Linda has four classes in a day.( )4. Linda’s favourite day is Thursday.( )5. Linda usually plays football with her classmates.一、1.B2.B3.C4.B二、1. She, answers 2. liked 3. don’t, play 4. Li Ming is taller than before.三、1.T2.F3.F4.F5.T板书设计 Day5 Day 6 Mike’s school life Bill’s poster wonderful interesting第四课时课时内容Day 7 Mike’s surprise Day 8 A farewell party Story time 课时分析本课时是人教版六年级下册Recycle单元第四课时。围绕“毕业晚会”这一话题展开，复习所学食物、餐具、学习用具等词汇，元音、辅音字母组合的发音规律以及一般将来时的用法。引导学生珍惜同学间的情谊，持续保持学习英语的兴趣，树立学好英语的信心。第四课时是本单元的最后一课时，重点是词汇的认读，字母组合的梳理归纳和正确发音以及能够运用一般将来时写简单的邀请函。 本课时包括Day 7 Mike’s surprise Day 8 A farewell party 和 Story time 三个版块。Day 7 Mike’s surprise 通过Mike收到学校的毕业典礼晚会邀请函作为语境，引出了一般将来时的用法。Day 8 A farewell party 分为三个部分，第一部分呈现了一幅毕业晚会的情景图，引导学生复习所学食物、餐具、学习用具等词汇以及元音、辅音字母组合的发音规律。第二部分呈现了一首歌谣，通过朗读复习连读、升降调以及不完全爆破等语音现象。第三部分呈现了同学们毕业晚会上互相告别的情景图，学习临别赠言的多种表达。Story time 板快呈现的是Zoom 和Zip 即将小学毕业了，双方在分别前的对话。故事趣味性强，贴近学生的生活。通过故事的学习，复习巩固本单元所学语言。 本课时是复习课，在单词、语音、时态等知识方面，学生们有了一定的基础，所以在设计教学过程时，遵循以学生为主的原则，从听、说、读、写等方面全面训练学生，引导学生自主学习。课时目标 （1）能够认读所学食物、餐具、学习用具等单词和短语。 （2）能够梳理归纳已学过的含有cl, pl, br, ch, sh, th, ng, nk, ar, or, ee, ea, ai, ow, oo字母组合的词汇并能正确发音。（3）能够梳理归纳已学过的含有a-e, i-e结构的词汇并能正确发音。（4）能够写简单的邀请函。（5）能够对收到的邀请函做出书面回应。（6）能够用正确的语音、语调朗读歌谣。（7）能够理解和归纳毕业晚会的告别用语。（8）能够设计一个晚会购物清单。（9）能够理解故事大意。课时重难点1.重点（1）能够认读所学食物、餐具、学习用具等单词和短语。（2）能够梳理归纳已学过的含有a-e, i-e结构的词汇并能正确发音。（3）能够对收到的邀请函做出书面回应。（4）能够写简单的邀请函。2.难点一般将来时的正确运用。教学准备 多媒体课件、图片、录音机、磁带教学过程Step 1 Warm up 1. GreetingT: Hi, everyone. How are you today?Ss: Fine, thank you. And you?T: I’m fine, too. Are you ready for English?Ss: Yes.T: Ok. Now let’s begin our class. 2. Let’s chant T: First I have a chant for you. Please chant “What are you going to do?” together.（教师播放歌谣，学生吟诵。）教学资源：歌曲设计意图：吟诵歌谣，引起学生的兴趣，活跃了课堂，复习了一般将来时的句型。Step 2 Lead inT: What are you going to do?S1: I’m going to…S2: I’m going to…T: What is xxx going to do?S3: He’s / She’s going to……T: Mike’s school gives Mike a surprise. What surprise? Let’s have a look together. 设计意图：师生问答，复习 “What are / is you / he/she going to do? I’m/She’s/ He’s going to…”句型，为正文的学习做好铺垫。Step 3 PresentationDay 7 Mike’s surprise1.阅读前T: Look at here. These are kinds of invitations. (课件展示各种各样的请柬。)（教读invitation, 跟读，理解含义。）Mike’s school sent him an invitation. （板书单词invitation。）What is the invitation about? 2. 阅读中a. Read the invitation and discuss the questions in pairs.(1)Who is the invitation from?(2)What is the invitation about?(3)Who is going to the party?b. 核实答案。c. Read again and fill in the blanks according to the invitation. Questions:(1)Who will have a farewell party?(2)When will they have the party?(3)Where will they have the party?(4)What are they going to do at the party?Who When Where What3. 阅读后 a. 观察邀请函以及回复信件，讨论邀请函及其回复由哪些部分组成。b. 以Mike的身份写一封回信。c. 展示几名学生的作品。教学资源：课件设计意图：通过不同层次的问题，逐步引导学生理解文本的信息。然后写一写，培养学生的想象力，巩固一般将来时的句型。Day 8 A farewell party1.看一看，说一说。 a.展示教学挂图。T: Wu Binbin is at the party. He saw many things. What are they? Let’s have a look. b.师生讨论食物和其他物品。 c. Look and match. d.与同桌合作，将单词归类。2. Read the chanta. Listen to the tape and follow the tape.b. Read the chant and fill in chart below in a group. Party timeWhat to do at the partyWhat not to do at the party 3. 学习Ways to say goodbye的表达法。教学资源：图片、录音机、磁带设计意图：采用两人合作、小组合作的方式学习，提高课堂效率。Story time1. Listen to the tape and answer the following questions. What is the good news? What is the bad news? Where is Zip going? Which grade will Zip be in?2. Read in a role.教学资源：录音机、磁带设计意图：通过阅读，引导学生和同学们友好相处，珍惜同学间的情谊。Step 4 Practice小组活动。用思维导图，设计一个晚会方案，列出购物清单。WhenWhereParty Name__________What to buyWho设计意图：不仅让学生在真实的情景中运用学过的知识，而且锻炼学生的思维能力。Step 5 SummaryT: What did you learn about this lesson? 学生自己总结，教师整理。 1.学会了写邀请函。2.复习了一些表示食物、餐具、学习用具等词汇。3.学习了一些关于毕业晚会的告别用语。设计意图：通过学生自己总结，加深记忆。作业设计一、选出下列每组单词划线部分发音不同的一项。( )1. A. plate B. hat C. cake( )2. A. fruit B. frog C. flag( )3. A. English B. school C. fish ( )4. A. maths B. thank C. this( )5. A. bread B. eat C. meat二、用单词的正确形式填空。1. It’s time ________ (say) goodbye.2. We ________ (draw) pictures tomorrow.3. Look, Mary is ________ (read) books.4. He will ________ (listen) to music at the party.三、我是阅读小能手。阅读下面的请柬，判断句子正“T”误“F”。 Dear Sir or Madam:You are invited to a Farewell Party.Place: GymDate: June 27thTime: 8-12a.m.Food: Chinese dishes will be served.( ) 1. The farewell party will be on July 27th.( ) 2. The party will be at a park.( ) 3. Chinese food will be served.( ) 4. Only teachers can go to the party.Answers:一、1.B 2.C 3.B 4.C 5.A二、1. to say 2. are going to draw/will draw 3. reading 4. listen三、1.F 2.F 3.T 4.F板书设计 Day 7 Mike’s surprise Day 8 A farewell partyFridaymusic roomschool an invitation Unit 3 Where did you go?单元整体分析本单元是人教版英语六年级下册的第三单元，单元的话题是“Where did you go?”本单元通过不同的场景，提供了表达过去的时间去了哪里，乘坐什么交通工具的句型结构。共三个版块A 部分， B部分和C 部分。A部分包括重点词组和情景对话，共两个课时。第一课时呈现了John五月十一和五月十二日的博客分享，引出四会词组和句型Where did you go...? I...What did you do there? I...第二课时Amy去John的家探望受伤的John, 通过照片分享John在五一假期活动的场景，巩固句型Where did you go...? I...What did you do there? I...A 部分重点掌握词组和句型Where did you go...? I...What did you do there? I...B部分包括重点词组、情景对话和读和写，共三个课时。第一课时通过Amy和吴一凡聊自己暑假活动的场景，很自然的引出了句型How was your summer holiday?第二课时吴一凡和Amy在学校遇见Sarah, 三人讨论寒假的场景，呈现了询问对方寒假去哪里，怎么去那，在那做了什么事情? 的句型。第三课时通过呈现吴一凡的日记，拓展和运用本单元所学的知识。B部分重点是掌握词组和句型How was your summer holiday? Where did you go over the winter holiday? How did you go there? What did you do there? C 部分包括B部分的听力测试、归纳不规则动词的变化形式和C部分的故事，共一课时。重点是复习巩固本单元所学重点词汇和句型。在课堂教学中，首先要整体把握本单元的教学内容，理清与第二单元之间的联系，了解学生的基本学情，确立教学重点和教学难点，然后围绕本单元主题Where did you go?”，展开教学设计。本单元的教学内容和学生的生活实际相关，在组织语言教学时要设计生活化，充分利用教材设定的情境开展活动，运用情境教学法、合作探究法等多种教学方法，帮助学生正确的表达所学语言。鼓励学生大胆说英语、编对话巩固所学知识。同时还要帮助学生自己巩固和归纳不规则动词的变化形式，培养学生的思维能力和记忆能力。本单元所需要掌握的词组went fishing, went swimming, took pictures, bought gifts, ate fresh food这些动词过去式的原形，在五、六年级的教材中已经学过。本单元所需要掌握的句型在前面的教材中没有集中涉及到，但是询问对方曾经做过哪些事情的句型What did you do ? I…在第二单元已经学过，这个句型的表达问本单元的教学打下了坚实的基础。单元教学目标1. 知识目标（1） 能够听、说、读、写词组：rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.。（2）能够听、说、认读单词和词组：fell off, mule, Turpan, could, till, beach, basket, part, licked, laugh, Labour Day（3）能够听、说、读、写句型：—Where did you go? —Did you…? —Yes, we did./ No, we didn’t.—How did you go there? —We went there by plane. (4) 能够听、说、认读句型：What happened? —Are you all right/ Ok? —I’m Ok now.It looks like a mule.Sound great.（4）能够掌握句式:—Where did+主语+go？—主语+went (to)+某地。—Did +主语+动词原形+其它？—Yes, 主语+ did./ No，主语+didn’t.—How did +主语+go there?—主语+ went there +表示交通工具的介词短语。2. 能力目标（1）能够正确使用rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.谈论和描述人物在过去做的事情。（2）能够在情境中恰当运用以下句型询问并回答别人在过去的时间里去了哪里，乘坐什么交通工具：Where did you go? —Did you…? —Yes, we did./ No, we didn’t.—How did you go there? (3) 能够在图片和文字的支持下，完成填写表格和句子等活动。（4）能够在图片的帮助下正确理解并朗读关于描述过去发生事情的语篇，并恰当运用本课所学核心句型口头描述过去发生的事情。3.情感目标(1) 建立事物都有两面的概念，好事坏事没有绝对，可以互相转换，因此要保持乐观的心态去面对。(2) 培养关心他人、友爱他人的品质。教学重难点1. 教学重点（1）能够听、说、读、写词组：rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.。 (2) 能够听、说、读、写句型：—Where did you go? —Did you…? —Yes, we did./ No, we didn’t.—How did you go there? —We went there by plane.(3) 能够听、说、认读句型：What happened? —Are you all right/ Ok? —I’m Ok now.It looks like a mule.Sound great.2. 教学难点（1）能够正确使用rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.谈论和描述人物在过去做的事情。（2）能够在图片的帮助下正确理解并朗读关于描述过去发生事情的语篇，并恰当运用本课所学核心句型口头描述过去发生的事情。教学方法任务型教学法、合作探究法、情景教学法、愉快教学法。教学时间本单元共分六课时教学。第一课时: A Let’s learn Listen, answer and write第二课时: A Let’s try Let’s talk 第三课时: B Let’s learn Look and say第四课时: B Let’s try Let’s talk第五课时: B Read and write 第六课时: B Let’s check Let’s wrap it up. C Story time知识视窗1.新疆风土人情介绍新疆是中国著名的歌舞之乡、瓜果之乡，是一个多民族聚居地，主要有维吾尔族、汉族、哈萨克族、回族等。他们热情好客，有很多节庆活动，如叼羊、赛马等。在礼仪习俗方面，维吾尔族人待人讲究不礼貌。遇到尊长或朋友，把右手放在前胸中央，然后身体前倾，问候别人。在传统服饰上面，新疆少数民族的服饰色彩艳丽、五彩缤纷，种类繁多。那拉草原、博斯腾湖、赛里木湖、克孜尔佛洞等都是新疆著名的旅游景点。饮食习惯西域香味浓烈，烤羊肉串、烤全羊、马奶子酒全国闻名。2.恐龙恐龙是一种具有多样化优势的脊椎动物，最早出现在约2亿3千万年前的三叠纪，灭亡于约6千5百万年前。恐龙具有全然直立的姿态，它的四肢在其躯体的正下方位置，这样恐龙走路和奔跑时，比其他一些爬行动物更有优势。根据骨盆结构的不同，恐龙分为蜥臀目和鸟臀目两大类。蜥臀目分为蜥脚类和兽脚类。蜥脚类的代表有我国的马门溪龙，兽脚龙的主要代表是霸王龙。鸟臀目分为5大类：剑龙类、甲龙类、鸟脚类、角龙类和肿头类。3. 疑问词大集合 我们学过的疑问词有what, where, who, whose, how, when, why它们的用法有什么区别呢？让我们一起来看一看。 （1）what是对“做什么事情”提问： 例如：—What do you do on Saturdays? 你经常在周六做什么事？ —I often read books. 我经常读书。 （2）where是对“地点、位置”提问： 例如：—Where did you go yesterday?昨天你去了哪里？ —I went to Guangzhou. 我去了广州。 —Where is the library? 图书馆在哪？—It’s near the bookstore.它在书店的附近。（3）Who是对“人物”提问： 例如：—Who’s that man? 那个男人是谁？ —He’s my father.他是我的爸爸。 （4）whose是对“物品的所属”提问： 例如：—Whose shirt is this? 这是谁的衬衫？ —It’s Tom’s.汤姆的。 （5）how是对“身体的问候、出行方式、天气状况”等提问： 例如：—How are you? 你好吗？ —I’m fine, thanks. 我很好，谢谢。 —How do you go to school? 你怎么上学的？ —I go to school by bus. 我经常乘公交车。 —How’s the weather today? 今天天气怎么样？ —It’s sunny. 晴朗的。（6）when是对“时间”提问： 例如：—When do you get up? 你什么时候起床？ —I usually get up at seven. 我通常在七点起床。 (7) why是对“原因”提问： 例如：—Why do you like winter?你为什么喜欢冬天？ —Because I can make a snowman and skate. 因为我能堆雪人和滑冰。4. 一般过去时态的特殊疑问句。 （1）特殊疑问句指以特殊疑问词开头，对陈述句中的某一部分提出疑问的句子。 （2）一般过去时态的特殊疑问句的构成：特殊疑问词+一般过去时态的一般疑问句+其他？回答不能用Yes或No。要问什么回答什么。 例如：—What did Mike do last weekend? —Mike washed his clothes last weekend. 含有实义动词的一般过去时态的陈述句变一般疑问句的方法： Did +主语+动词原形+其他？ 例如： I watched TV last Monday. Did you watch TV last Monday? Amy and Mike studies Chinese last night. Did Amy and Mike study Chinese last night? 注意：以did引导的一般疑问句，谓语动词一定要用原形，千万不能用动词的过去式。 （3）特殊疑问句的语调要读出降调。 例如：What did you do last Saturday? Where are you?第一课时课时内容 A Let’s learn Listen, answer and write 课时分析本课时是人教版六年级下册第三单元第一课时。围绕Where did you go?这一话题展开，主要通过对话学习词组rode a horse, rode a bike, went camping, went fishing, hurt my foot 及句型Where did you go...? I went to…What did you do there? I…的表达。引导学生可以通过博客、微信等，与朋友分享自己的活动和情感。持续培养学生学习英语的兴趣，激发学生学习英语的热情，树立学习英语的自信。第一课时是本单元的基础，学会了本课时所要掌握的知识，再学习其他课时会起到事半功倍的效果，本课时的重点是四会词组的掌握以及能够运用四会词组、核心句型谈论周末活动或假日活动。 本课时包括Let’s learn 和Listen, answer and write 两个板块。Let’s learn呈现了John五月一日骑马、去野营、去钓鱼和五月十二日骑车子、脚受伤的五幅照片，通过John的博客分享这一情景，呈现单词和词组,使学生直观的了解词组的形式和意义。此板块呈现的对话情境是张鹏看见John发表的博客，与John聊天，很自然的引出“你去了哪里，在那做了什么事情”的句型。博客是现在在孩子之间很流行，可以把自己的文章，自己的图片放上去，大家一起看，也可以设为隐私。博客是学生们感兴趣的话题，很贴近学生的生活，也更能激发学生学习的兴趣和热情。Listen, answer and write 板块是一个综合性的语用活动，可以通过本活动操练和巩固A 部分Let’s learn板块中有关假期和周末活动的单词和词组。 本课时虽然是新授课，但是四会词组中的单词horse, bike, fishing, foot，went的原形go,在以前已经学过，所以新授知识很容易被学生们接受。在设计教学过程时，我以学生的学习兴趣为主，利用自己活动的图片复习词组，用John在博客上发表的图片学习词组，用学生旅游的照片引出句型，采用听、说、读、 写、玩、儿歌等多种教学手段全面调动学生的积极参与。通过直观教学法、情境教学法、让学生在快乐的氛围中学会知识。课时目标 （1）能够听、说、读、写单词和词组：rode a horse, rode a bike, went camping, went fishing, hurt my foot。 （2）能够运用上述单词和词组讨论周末或假日活动。（3）能够完成听力、书写活动。（4）能够听、说、读、写句型：Where did you go...? I went to ... What did you do there? I...（5）能够使用上述句型谈论周末或假日活动。 (6) 能够听录音后获取信息，并能用完整的句子进行书面描述Carl, Meimei和Mr Gao三人昨天的活动。（7）引导学生可以通过博客、微信等，与朋友分享自己的活动和情感。持续培养学生学习英语的热情，树立学好英语的信心。课时重难点1.重点（1）能够听、说、读、写单词和词组：rode a horse, rode a bike, went camping, went fishing, hurt my foot。（2）能够运用上述单词和词组讨论周末或假日活动。（3）能够听、说、读、写句型：Where did you go...? I went to ... What did you do there? I...（4）能够使用上述句型讨论周末或假日活动。（5）能够听录音后获取信息，并能用完整的句子进行书面描述Carl, Meimei和Mr Gao三人昨天的活动。2.难点（1）能够正确使用四会单词和词组讨论周末或假日活动。（2）能够灵活运用句型Where did you go...? I went to ... What did you do there? I...谈论周末或假日活动。（3）单词hurt, the Labour Day的认读。教学准备 多媒体课件、卡片、录音机、磁带、照片教学过程Step 1 Warm up 1. GreetingT: Good morning, everyone. Ss：Good morning, teacher.T: How are you today? Ss：I’m fine, thank you. And you?T: I’m fine, too. What do you do on the weekend?S1: I often…T: What did you do last night?S2: I…设计意图：教师与学生之间的谈话，可以加深教师对学生的了解，拉近教师与学生之间的交流。2. Let’s sing.T: Now let’s sing a song” Last Weekend”. OK? Ss：OK.（课件播放歌曲，教师与学生一起唱歌。）教学资源：课件设计意图：歌曲Last Weekend，复习了与本课相关的句型，同时通过师生的共同歌唱，活跃了课堂气氛，激发了学生学习的兴趣，为进入下个环节做好准备。Step 2 Lead inT: Boys and girls, let’s play a game. Guess. What did I do yesterday? （课件出示看电视、打扫房间、看书、洗衣服的照片，照片被遮住一部分，让学生们猜出昨天做过的事情。）S1：You watched TV.T: Yes. What else?S2: You read books.T: Right. Go on.S3: You ...T：You are clever. （教师要不断的鼓励学生大胆猜测，并给与口头奖励。）教学资源：照片设计意图：教师是学生们非常想要了解的，通过学生猜测教师的活动，很能引起全体学生的兴趣，同时又为学习新课做好准备。Step 3 Presentation1. Teaching the new phrase “rode a horse, went camping, went fishing, rode a bike, hurt my foot”.(1) Learn” rode a bike, went camping, went fishing”（课件呈现插图。） a. T: Look, this is John’s blog. When did he send pictures and write on the blog? S1: It was May 1st. T: Yes, May 1st is the Labour Day holiday.(板书the Labour Day，领读，齐读，帮助学生理解。注意Labour的发音。)What did he do on the Labour Day holiday? Look at picture 1.Ss: He rode a bike. (教师引导学生说出。)（板书rode a bike，展示ride，让学生读并说出i的发音，然后根据发音规律，让学生自己试读rode，体会o的发音, 再领读rode，指名读，拼读，齐读短语,注意rode 和a之间的连读。)T: Who did he ride a horse with?Ss: His father.T: Where did he ride a horse? Do you know?S1: Beijing?S2: Shanghai?T: No, he rode a horse in Xinjiang. What else did he do in Xinjiang? Look at picture 2 and picture 3.Ss: He went camping and went fishing.（引导学生说出。）（板书went camping, went fishing。教读went，fishing拼读，指名读，领读,。教学camp，联系单词lamp,，以旧带新，让学生自己拼出它的读音，教师带读，指名读，然后齐读短语。）b. 齐读短语rode a bike，went camping, went fishing。c. 观察短语went camping, went fishing，找找动词变化的规律。 go后面的动词要加+ing，变成动名词。（2）Learn ”rode a bike.” T：John .How did he fee? Ss: He felt happy.T: Yes, he had a good time in Xinjiang on Labour holiday. Last weekend, he also had two days off. Where did he go last Saturday? What did he do there?(引导学生猜测John上周六去的地方和做的事情，然后展示图片。)S1: He rode a bike.（板书rode a bike，指名读，领读，齐读。）（3）Learn ”hurt my foot”.T: Who rode a bike with him? （继续观看博客的图片。）Ss: His friend.T: Was it fun to ride a bike in the park?Ss: Yes.T: Oh, what happened to John later? Ss: He hurt his foot.(引导学生说出。)( 板书hurt my foot, 联系单词nurse, Thursday中字母组合ur的发音，让学生自己拼出单词hurt的读音，指名读，带读，齐读短语，理解短语，注意hurt的过去式不变。) （4）播放录音，跟读五个短语，注意语音、语调。 （5）儿歌记忆短语。 Went ,went, went fishing去钓鱼, went camping, 去野营。 Rode，rode, rode a horse, rode a bike, hurt my foot伤到了我的脚。 （两人一组，记忆儿歌。）教学资源：课件、录音机、磁带设计意图：在教学四会单词和词组时，我采用单词迁移的方式，让学生根据已学的类似的单词，推出单词的发音。教给学生拼读单词的方法，提高学生的自主学生的能力。2. Learn the sentences” Where did you go…? I went to… What did you do there? I…” (1) T: Boys and girls, look at the picture of xxx’s. (展示学生旅游的照片，引导学生观看板书上的句子，理解句子，并用板书上的句子向该生提出问题。) A: Where did you go last weekend? B: I went to _________. A: What did you do there?B: I________________. （2）播放Let’s learn 对话，学生听录音回答问题。 Where did John go last Saturday? What did he do there?（3）看书跟读录音，模仿语音语调。（4）分角色朗读对话。（5）仿编对话,两人一组，任选下面的一组演练对话。in the parkwent fishing on the farmrode a horse, hurt my armin the forestwent camping 句型：A: Where did you go__________? B: I went to the /a _________. A: What did you do there?B: I________________.（6）指组表演对话。教学资源：照片、课件 设计意图：与大家一起分享学生旅游的照片，并根据照片提出问题，激起学生想要表达的欲望，提高学习的兴趣。 Step 4 Practice 1. Let’s play a game.快速抢答全班分成男生，女生两大组，请一名男生或一名女生抽取两张卡片依次做出相应的动作，两个组的学生根据表演者的动作猜：He rode a horse/… and went fishing/…哪个组先猜出答案就得一分。教学资源：图片设计意图：快速抢答的游戏，激起学生们的斗志，学生们都很积极的参与，既活跃了课堂气氛，又巩固了新授短语。2. 两人一组，轮流抽取学生卡片编对话。A：What did you do last Saturday?B：I rode a bike. What about you?A: I went camping.教学资源：学生自制卡片设计意图：抽卡片编对话，锻炼学生的口语表达能力，扎实了短语的认知能力。2. Listen, answer and write. (1) T: How do you feel today? What about yesterday? How did you feel yesterday? Is it the same as today? What did you do yesterday?（引导学生用不同的动词或动词短语进行回答，描述昨天的事情和感受。）（2）四人一组把学过的过去式的动词短语进行归类。（课件展示。）what did you do?I rode a bike.I rode a bike.…………I went camping.I went fishing.I went swimming…… （3）交代背景，听前预测。 T: Carl, Meimei and Mr Guo did different things yesterday. What did they do? Please guess. (4) 播放录音，学生回答，然后把相关信息写在横线上。（5）小组复述，指名复述。教学资源：课件设计意图：设置情境，激活已有的知识。鼓励学生拓宽思路，帮助学生巩固和运用A部分所学的词汇和句型。Step 5 SummaryT: Which new phrases do you learn today?Ss：Rode a bike, rode a horse, went camping, went fishing, hurt my foot. T：Excellent! Which new sentences do you learn today?Ss：Where did you go last Saturday? I went to… What did you do there? I…T: What else do you learn?（教师适当提醒。）Ss: Go后面的动词必须+ing，变成动名词。设计意图：学生们自己总结、归纳本节课所学的知识，加深对知识的理解，便于对知识的记忆。课堂作业一、将下列字母重新排列，组合成新的单词，并写出汉语。1. d, i, r, e 2. s, i, h, f 3. c, a, p, m, ________ ________ ________ （ ） （ ） （ ）二、同学们在假期里都做了什么，快来看一看，连一连。A. rode a horse 1. B. went camping 2. C. rode a bike 3. D. hurt my foot 4. 三、按要求完成句子。 1. Sarah rode a bike there.（就画线部分提问。） ______ ______ Sarah _______ ______? 2. Mike went to a forest park yesterday.（就画线部分提问。） ______ ______ Mike ______ yesterday? 3. I hurt my leg last Saturday.（用Amy改写。） ______ ______ ______ leg last Saturday.四、看图，回答问题。 1. What did you do last weekend?____________________________________. 2. Did he ride a bike yesterday?____________________________________.Answers:一、1.ride骑2. fish钓鱼3. camp野营二、1.B 2.A 3.D 4.C三、1. What did, do there 2. Where did, go 3. Amy hurt his四、1. He went fishing with his father. 2. No, he didn’t.板书设计 Unit 3 Where did you go? A Let’s learn rode a horse rode a bike A: Where did you go last Saturday? ride B: I went to________. went camping hurt my foot A: What did you do there? go hurt B: I________________. went fishing go后面动词+ing,第二课时课时内容A Let’s try Let’s talk课时分析本课时是人教版六年级下册第三单元的第二课时，与第一课时紧密相连，围绕“John在新疆旅游”展开话题。本节课主要是通过谈话的情景理解单词或词组：fell off, look like, Turpan, mule, could, till, 以及巩固第一课时所学的句型Where did you go…? I went to… What did you do? I…引导学生了解新疆的风土人情，激发学习英语的热情，培养学生学习英语的兴趣。在第一课时中句型Where did you go…? I went to… What did you do? I…的学习，为本课时奠定了基础。但是学生对于去过哪里的问答句型掌握的不是非常熟练。本课时的重点是能在情景中恰当的运用由Where和What引导的一般过去时特殊疑问句及能够借助图片和教师的帮助下理解对话大意。本课时包括Let’s try 和 Let’s talk 两个板块。Let’s try是听力训练，通过John应答Amy和张鹏的电话、说明自己没有上课的原因这一情景, 呈现新句型。听力的练习，提高学生的听力技巧，为进入对话学习做好准备。Let’s talk呈现了新疆吐鲁番葡萄沟、骡子的两张图片，帮助学生理解理解Turpan, mule。对话呈现的是Amy 去John的家探望受伤的John，引出句型What happened? Are you all right? 引导学生同学之间要团结友爱。然后通过John的照片分享在五一假期活动的情景，呈现重点句型Where did you go…? What did you do? 新疆是个美丽的地方，也是很多人想要了解的地方，因此学生们对于本课的对话会感兴趣，很能激发学生的求知欲望和想要用英语表达的愿望。本课时出现的词汇中，有很多的生词和词组，fell off, mule, could, till, 这些单词和词组的读音，语义对于学生都有一定的困难，我要借助于图片、一定的语境，肢体语言等方法帮助学生学习和理解。本课时出现的话题很多。我先采用游戏、句型问答等方式复习，帮助学生回忆和巩固上节课的知识。接着与学生一起分享教师旅游的照片，学习新授词汇和句子。再结合教材插图、语境理解整篇对话。最后运用调查、设计黄金路线等方法，帮助学生更好的使用语言。教学设计要遵循以学生为主的原则，培养学生独立思考的能力、自主学习的能力。课时目标1. 能够听、说、认读单词：fell off, look like, Turpan, mule, could, till2. 能够很好的完成Let’s try。3. 能够听、说、认读句型：What happened? Are you all right? It looks like a mule.4. 能够在情景中恰当的运用由Where和What引导的一般过去时特殊疑问句。5. 能够通过对话学习了解新疆的风土人情。6. 能够用正确的语音、语调朗读对话，并能角色表演。7. 能够在图片和教师的帮助下理解对话大意。8. 激发学习英语的热情，培养学生学习英语的兴趣。课时重难点1.重点（1）能够听、说、认读单词：fell off, look like, Turpan, mule, could, till（2）能够在情景中恰当的运用由Where和What引导的一般过去时特殊疑问句。（3）能能够用正确的语音、语调朗读对话。（4）能够在图片和教师的帮助下理解对话大意。2.难点（1）单词fell off, look like, Turpan, mule, could, till的认读和理解。（2）句型What happened? Are you all right? 的理解和Where did you go…? What did you do? 的灵活运用。教学准备 多媒体课件、歌曲、词卡、图片、照片、日历、录音机、磁带、调查表教学过程Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, teacher.T: How are you today?Ss: Very well, thanks. And you?T: I’m fine, too. Before our class, let’s sing a song together.Ss: Ok. (师生共唱歌曲Last Weekend。)教学资源：歌曲设计意图：歌曲的运用，激发学生的学习兴趣，把握已学的知识。2. T: T: You are great. Are you ready for English?Ss: Yes.T: First let’s review some words and phrases. a. 教师依次展示词卡，ride, go, hurt, 让学生说出及拼出它们的过去式。例如：教师展示单词ride，学生说出rode, R-O-D-E, rode。） b. 教师依次展示图片rode a bike, went fishing, rode a bike, went camping, hurt my foot，学生说出短语，并做相应的动作。 c. 齐说短语儿歌。Rode, rode a bike骑车子，went, went fishing去钓鱼……教学资源：词卡、图片设计意图：通过听、说、认读、儿歌等不同的方式，复习和巩固上节课所学的短语。Step 2 Lead in 1.问题导入T: Where did you go last Saturday?S1: I went to …T: What did you do there?S1: I… Where did you go last Saturday?T: I went to a parkS1: What did you do there?T: I went fishing.2. 两人一组操练句型。 A: Where did you go last Saturday? B: I went to… A: What did you do there? B: I…3.指组练习。设计意图：问题的导入唤起了学生的注意力，激发了学生学习的兴趣。听力的练习，为学习对话做好准备。Step 3 Presentation1. Let’s try a. T: Great, everyone. Listen, there is a phone call. Who is phoning? Oh, John had a phone call with Amy. Where is John now? Where is Amy now? Why did Amy give a phone call to John? When was it? 学生预测听力内容。b. 播放录音，学生完成第一、二题。c. 教师追问学生Why was John at home? 引导学生猜测。再次播放录音，完成第三题，验证预测。教学资源：录音机、磁带设计意图：指导学生学会听前预测，掌握听力技巧，提高听力水平。并且通过听力活动获得Let’s talk 板块的相关信息，为进入对话学习做准备。2.教学单词”holiday, mule, look like, Turpan(1).教师结合日历，让学生理解单词holiday。 T: I went to the park last weekend. On my holiday, I went to many places. Look at the calendar. It has red-coloured dates. Why does it have red-coloured dates? It has festivals. People don’t go to work. We usually have holidays, such as New Year’s Day and Children’s Day. As students, we also have winter holiday, summer holiday, and so on.(2)教师展示不同假期的图片提问： Do you like holidays? What do you usually do on your holiday? Do you go on trips? What do you usually do over your trips?（引导学生根据自己的实际情况回答。）（3）教师展示自己假期的照片，与学生分享。 T：I like holidays, too. Sometimes I say at home and do the things I like to do, sometimes I go on trips. On the Labour Day holiday, I went to a place. I did many things there. Now look at my holiday pictures, you can ask me some questions.（板书on the Labour Day holiday, 领读，齐读，鼓励学生大胆提问, 积极表扬善于发问的学生。） S1：Where did you go on the Labour Day holiday? T: I went to Beijing. S2: What did you do there? T；I visited Wang fujing Street. S3：Who did you go with?(如果学生不能正确的提问，教师要适时引导。) T：My son.（板书学生提出的问题。） 教学资源：假期图片、教师照片、日历、 设计意图：借助一定的语境、图片，帮助学生理解生词，使学生更加易懂。将问题的话语权交给学生，指导学生提出自己想要的问题，快速掌握句型。3. Let’s talk(1) T：You are wonderful. On the Labour Day holiday, John went on a trip, too. Where did he go? There are two of the pictures he took over his holiday. Can you guess where he went? (课件展示插图，让学生猜出John 五一假期去的地方。) Ss: Xinjiang. T: Yes. Did he go to Turpan?（板书单词Turpan，领读，教读，结合图片理解。） Ss: Yes. (2) 小组互相交流对新疆的印象，教师播放视频介绍新疆风土人情，并利用视频学习单词mule, Turpan。（板书单词mule, 教读单词，领读单词。教师在教mule的时候，用图片对比horse，引出句子It looks like a horse. 领读句子，理解look like，齐读句子，让学生知道骡子和马外形相似。）（3）T: There were so many interesting things we can do in Xinjiang. What did John do when he was in Xinjiang? Let’s have a look together. a. 快速浏览课文，回答问题。 What did John do in Xinjiang? Who did he go with? Did he eat grapes in Turpan? Why didn’t he eat grapes?（引导学生回答，教读could, till, 领读，指名读，齐读答句。） b. 再次自读课文，理解句子。 T: John didn’t go to school. Amy went to visit him. What happened to John?（课件呈现句子What happened，教读happen, 领读，指名读，帮助学生理解句子,齐读句子。）Ss: He fell off his bike last Saturday and hurt his foot.（引导学生回答。课件呈现句子，板书fell off，教读，指名读，利用肢体语言帮助学生理解fell off，齐读句子。） T：Is he all right now?（课件呈现句子，板书all right, 指名读，领读，齐读句子， 理解句子。） Ss: Yes, he’s Ok now. What happened？发生了什么事情？（询问过去发生了什么事？）I fell off my bike last Saturday and hurt my foot.星期六我从自行车上掉下来伤到了我的脚。Are you all right? 你还好吧？（询问对方目前的身体状况？）I’m Ok now. 我现在很好。 （教师告诉学习同学之间要团结友爱。要保持乐观的心态去面对。） c. 听录音，跟读录音。 d. 分角色朗读对话，分角色表演对话。教学资源： 录音机、磁带、课件设计意图：分角色表演对话，激发了学生学习的热情，发展学生的语言能力，丰富了表演，提供给了学生自我展示的空间。Step 4 Practice1. 排句子。 两人一组活动。学生两人一组，每人在长纸条上写两个过去时的句子，然后把句子中的单词用手撕开，互相交换。比赛谁先把同伴的两个句子排列好。设计意图：学生们在撕一撕，排一排，轻松愉快的掌握了句式。2. Do a survey. 四人一组，完成下列调查表格。 Name  Where What 参考句型：A: Where did you go_______? B: I went to_______. A: What did you do there? B: I_______.教学资源：调查表设计意图：小调查，锻炼了学生的思维能力，提高了学生的口语交际能力和句子的应用能力，3.“最受欢迎的黄金线”活动学生搜集“五一”黄金周的旅行路线，了解各条线路的行程安排，然后扮演一名“小记者”向全班学生汇报。例如：The most popular place is Beijing in China. People went to Beijing by train. On May 1st, they went to the Great Wall. On May 2nd, they ate good food in Wang fujing Street. On May 3 nd, they visited the Palace Museum. 设计意图：“小记者”活动扩大了学生的知识面，增加了词汇量，拓展了学生的思维。Step 5 SummaryT: What did you learn about this class?学生们自由说，教师总结。1. 我们学习了新的单词和词组：fell off, mule, Turpan, all right, look like, could, till 2. 询问过去发生了什么事情，要说：What happened?3. 询问对方目前的身体状况，要说：Are you all right?4. 想要表达“某物看起来像……”，要说：It looks like…5. 询问对方过去去了哪儿，要说：Where did+主语+go+其他？ 回答：主语+went to+地点。设计意图：师生共同归纳和整理知识点，有助于学生的理解和记忆。课堂作业一、写出下列单词的过去式。goride1. 2.happen3. 4. hurt二、英汉互译。1. fell off ____________ 2. the Labour Day holiday ____________3. 骑马 ___________ 4. mule ___________三、单项选择。( )1. —Did you go to Turpan, Mike? —_________ A. Yes, we do. B. Yes, he did. C. No, we didn’t.( )2. —_________ did you go on your holiday? —I went to Shanghai.A. What B. Where C. Who( )3. It _________ like a horse.A. look B. looks C. looking四、情景交际。( )1. 你想要知道对方的身体状况，可以说：_________A. Are you all right? B. Don’t worry.( )2. 你想知道对方发生了什么事情，可以说：_________ A. What happened? B. What did you do?Answers:一、1. rode 2. went 3. hurt 4. happened二、1. 从……摔下来2. 劳动节假期 3. ride/rode a horse 4. 骡子三、1.C 2.B 3.B四、1.A 2.A 板书设计 A Let’s talkTurpan 吐鲁番mule 骡子look like 看起来像fell off从……摔下来all right 好的 fell offA: Where did you go on the Labour Day holiday?B: I went to______.A: What did you do there? B: I______________.A: Who did he go with?B: ______________. 询问对方过去去了哪儿： 问句：Where did you +go+其他？ 回答：I/We +went to+地点。 第三课时课时内容 B Let’s learn Look and say课时分析本课时是人教版六年级下册第三单元第三课时。围绕“暑假生活”这一话题展开，主要通过对话学习单词和词组ate fresh food, went swimming, took pictures, bought gifts.及句型How was your summer holiday? It was …的表达。引导学生关注他人，激发学生学习英语的热情，培养学生学习英语的兴趣，树立学好英语的信心。第二单元学习了句型How was your…? It was…的表达，为本课时做了很好的铺垫，学生能够轻松的掌握句型。本课时的的重点是四会词组的掌握以及能够运用四会词组描述自己的假期活动。 本课时包括Let’s learn 和Look and say两个板块。Let’s learn呈现了吴一凡暑假吃新鲜的食物、去游泳、拍照和买礼物四幅场景，体现了假期活动单词的词性和意义。对话板块通过吴一凡和Amy聊自己暑假生活的情景，引出了句型How was your summer holiday? It was …。此情境围绕的是关于学生最喜欢的、最感兴趣的暑假生活这一话题展开，符合学生的心理，贴近学生的实际生活，更能激发学生学习的兴趣。Look and say 板块是一个综合性的语用活动。学生可以通过这个活动操练B部分Let’s learn板块中所学的有关假期生活的词汇，描述Andy的假期生活，以达到在真实的生活中生活。 本课时虽然是新授课，但是四会单词ate, went, took, bought的原形以及fresh, food, swimming, picture这些单词曾经学会，所以学生接受新知会比较快。在设计教学过程时，遵循以学生为主体，教师为主导的原则，采用听、说、读、 写、唱、儿歌等多种教学手段全面调动学生的积极性，通过直观教学法、任务型教学法、合作探究教学法等引导学生自主学习，提高自主学习的意识。课时目标 （1）能够听、说、读、写单词和词组：ate fresh food, went swimming, took pictures, bought gifts. （2）能够正确使用上述单词和词组描述自己的假期生活。（3）能够看图描述Andy的假期生活。（4）能够运用句型How was your summer holiday?询问别人的假期情况。（5）引导学生关注自己身边的人，激发学生学习英语的热情，培养学生学习英语的兴趣，树立学好英语的信心。课时重难点1.重点（1） 能够听、说、读、写单词和词组：ate fresh food, went swimming, took pictures, bought gifts.（2）能够正确使用上述单词和词组描述自己的假期生活。（3）能够看图描述Andy的假期生活。（4）能够运用句型How was your summer holiday?询问别人的假期情况。2.难点（1）能够正确使用上述单词和词组描述自己的假期生活。（2）能够灵活运用句型How was your summer holiday?询问别人的假期情况。（3）能够看图口头描述Andy的假期生活。教学准备 多媒体课件、卡片、图片、录音机、磁带、歌曲教学过程Step 1 Warm up 1. Greeting T: Good morning, everyone. Ss: Good morning, teacher. T: How are you? Ss: I’m fine, thanks. How are you?T: Very well, thanks. What’s the weather like?S1: It’s sunny/windy…T: What did you do on your holiday?S1: I…S2: I…T: A re you ready for English class?Ss: Yes, I’m ready. T: Ok. First let’s play a game. Ok？Ss: Ok.设计意图：师生之间的互相交流，加强了师生之间的情感，融合了师生之间的关系。2. Play a game.师生玩“我来比划，你来猜”的游戏。教师把rode a horse , rode a bike, went camping, went fishing, hurt my foot这些短语的图片扣到讲桌上，找几名学生到讲台前抽图片，然后根据抽到的图片做出相应的动作，其他学生快速猜出短语。教学资源：短语图片设计意图：游戏的设计让学生们尽快的融入到英语的课堂之中，又复习和巩固了所学的短语，为学习新知做准备。Step 2 Lead in1. Ask and answer T: How was your weekend? S1: It was fine/ good/ Ok, thanks. T: What did you do? S1: I went fishing/ cleaned my room… How was your weekend?S2: It was… What did you do? S3: …设计意图：句型操练鼓励学生大胆发言，积极参与，帮助学生回忆旧知，为引出新知、学习新知做好铺垫。2. Let’s chant T: Boys and girls, I have a chant for you. Now let’s chant together.（教师播放自编歌谣，师生共同吟唱。）How was your holiday? Good, good, it was good. Where did you go on your holiday? I went to Xinjiang.What did you do there?I rode a horse, rode a bike, and went camping, too. 教学资源：课件设计意图：歌谣帮助学生复习和巩固上学过的短语和本课有关的句型，激发了学生学习英语的兴趣，活跃了课堂气氛。Step 3 PresentationLet’s learn1. Teaching “ate fresh food, went swimming, took pictures, bought gifts” (1) Show the picture of Wu Binbin.T: Who is he?Ss: He’s Wu Binbin.T: These were pictures Wu Binbin took over summer holiday. What did he do last summer holiday” Let’s have a look.(2) Learn “ate fresh food” T: Look at the picture. What did he do? （引导学生回答。） Ss: He ate fresh food.（板书ate fresh food, 比较ate 和它的原形eat词形的变化。自己找规律，指出a的发音，读出ate。教学food, 注意与foot音、形的区别。指名读，领读，分组的，齐读。） T：What fresh food did he eat? S1: He ate fish. S2: He ate vegetables. T: We should eat more vegetables and fruit, keep our body healthy. （引导学生健康饮食。） (3) Learn“ went swimming” T: Now let’s look at picture 2. What did he do?( 提醒学生联系went fishing, went camping。) S1：He went swimming. (板书went swimming，注意swimming的书写。指名读，带读，齐读，拼读。) T: Why did he go swimming? S1: He was hot. S2: He liked swimming.…T: Who did he go with? Ss: His dog. T: Was he tired? Ss: Yes.（围绕went swimming拓展话题，丰富学生的想象力，培养学生口头输出语篇的能力。） (4)Learn “took pictures, bought gifts” T: What did he do after swimming? Look at picture 3. (展示短语took pictures，联系look， 让学生根据look的读音，读出took，注意took的原形和pictures中的“s”。) What did he do? Ss: He took pictures.（板书took pictures, 带读，指名读，齐读。） T: What else did he do?(展示图片，引导学生回答。) Ss: He bought gifts. T: Look, this is a gift.(教师拿出一个礼物，教读单词gift，指名拼读，齐读。) Wu Binbin bought some gifts. (板书bought gifts。领读bought， 教读，指名读，分组读，拼读，注意bought的书写。)(5) Look at the blackboard ,listen to the tape and follow the tape.(6) Read the five phrases. 升降调领读一遍，学生两人一组练读，四人小组齐读。(7)说儿歌，记忆儿歌。 Ate, ate fresh food, 吃新鲜的食物 Went, went swimming, 去游泳 Took, took pictures, 照相 Bought, bought gifts, 买礼物教学资源：课件插图，设计意图：六年级的学生具有知识迁移的能力，学习四会单词的读音，要让学生联系学过的单词，引出新授单词的读音，教给学生拼读单词的方法，培养学生的自主学习能力。2. Learn the dialogue. (1)T: Wu Binbin’s summer holiday was good. How was your summer holiday?(板书句型。指名说汉语，带读， 齐读。) S1: It was good. (板书句型。) T: What did you do? S2: I ate fresh good. (2) Do practice in pairs. A: How was your summer holiday?B: It was good.A: What did you do?B: I…（两人一组用新授词组练习。） (3)Listen to tape and learn the dialogue. a. Listen to the tape and answer some questions. How was Wu Binbin’s summer holiday? b. Follow the tape. c. Read in role. 3. 复述吴一凡的暑假活动。利用教学插图，两人一组互相复述，教师巡视。指几名学生到讲台前复述。教学资源：录音机、磁带设计意图：引导学生自己学习对话，互相练习对话，增强学生之间的团结合作，提高学生自主学习的能力。 Step 4 Practice1. 描述Andy的假期生活。 (1) Show a picture of Andy. T: This is Andy. Andy’s summer holiday was fun. Do you want to know something about it? Why did he do over his summer holiday?(展示假期活动照片，学生依次说出短语，第四幅图要引导学生思考为什么Andy见了吴一凡会说：How much is it?) (2)两人一组，互相描述Andy的假期生活。 参考句型：Last summer holiday, Andy ate… He took pictures of… He went… He bought… He saw Robin. He wanted to … But Robin is not for sale. (3)指名描述。在教师的指引下一起描述。教学资源：假期活动图片设计意图：复述他人的活动，帮助学生巩固本节课所学的短语，培养学生的口语输出能力，使学生能在真实的语境中交流。2. 游戏“我不相信。” 学生两人一组，事先准备好本单元的九张动词短语卡片。一名学生从自己的卡片中拿一张，面朝下扣在桌子上，然后说一个过去时态的句子，如：I went swimming. 如果对方相信他说的句子与卡片内容相符，也从自己的卡片里抽出一张，说一个句子，如：I rode a horse.反之，如果对方觉得他说的内容与卡片内容不相符，就说：I don’t believe it. 然后翻开他的卡片，如果他说的与卡片内容不相符，他就收回这张卡片。如果相符，则对方收起卡片，继续该游戏。最后谁手中的卡片少，谁就获胜。 教学资源：自制短语卡片设计意图：游戏让学生们在玩中思考，在玩中获得更多的知识。3. 学唱歌曲”Tell me about your holiday”。（1）熟悉歌词和旋律。（2）听录音，跟唱歌曲。（3）小组内练习演唱。（4）师生共同歌唱。教学资源：歌曲设计意图：歌曲的学习，缓解了学生学习的疲劳，巩固了本节课的知识。Step 5 SummaryT: Which English phrases did you learn?Ss：ate fresh food, went swimming, took pictures, bought giftsT：Good! Which new sentences did you learn? Ss: How was your summer holiday?设计意图：鼓励学生积极发言，帮助学生整理、归纳知识点，便于学生的理解和记忆。课堂作业一、用动词过去式补全短语，并选择相符的图片。( )1. _____ fresh food ( )2. _____ pictures ( )3. _____ swimming ( ) 4. _____ giftsA. B. C. D.二、根据汉语意思补全对话。 1. —What did you do last weekend? —I________________ （去游泳）with my mom. 2. —What did you do on summer holiday —I________________ （照相）every weekend in the nature park. 3. —Did you see a film yesterday? —No, I________________ （买礼物）for my dad.4. — How was your summer holiday? —It was good. I________________（吃新鲜的食物）.三、给下列句子宝宝排序。A. Hi, Amy. Fine, thanks. B. How was your summer holiday? C. Hi, Lily. How are you? D. It was great. E. What did you do? F. I went fishing, rode a horse and took lots of pictures.正确排序：_________________________________Answers:一、1. ate, D 2. took, A 3. went, B 4. bought, C二、1. went swimming 2. took pictures 3. bought gifts 4. ate fresh food三、C、A、B、D、E、F板书设计 B Let’s learn ate fresh food A: How was your summer holiday? eat /u:/ B: It was good. went swimming A: What did you do? took pictures B: I…. take bought gifts buy 第四课时课时内容B Let’s try Let’s talk课时分析本课时是人教版六年级下册第三单元第四课时，与前几课时时紧密相连。围绕“Amy的三亚之行”这一话题展开，主要通过对话学习词汇beach, far from, go there及句型Where did you go…? How did you go there? What did you do? 的表达。引导学生了解三亚的海岛风光，激发学生学习英语的热情，持续保持学习英语的兴趣，增强学好英语的信心，发挥主观能动性。第四课时是前几课时的延续，是句型的综合运用，学会了本课时的知识，那么一般过去时态的特殊疑问句学生已经完全掌握，本课时的的重点是能够在情景中恰当运用由where, what和how引导的一般过去时特殊疑问句。 本课时包括Let’s try 和Let’s talk 两个板块。Let’s try通过吴一凡和Amy在学校遇见Sarah，三人讨论寒假活动的语境呈现新句型：Where did you go over the winter holiday? How did you go? What did you do? 学生通过听力练习获得Let’s talk板块的人物及场景信息。Let’s talk板块呈现了五幅图，第一幅图呈现了第一天从北京乘坐飞机到三亚的场景。第二幅图、第三附图呈现了第二天天气暖和、拍照的场景。第四幅图呈现了在沙滩上踢足球的场景。第五幅图呈现了骑车子的场景。通过这五个场景，帮助学生体会对话的意义。此版块呈现的对话情境是吴一凡和Amy在学校遇见Sarah，三人讨论寒假的活动，从而引出句型Where did you go over the winter holiday? How did you go? What did you do? 本课时涉及的句型比较多，但是Where did you go? What did you go? 句型已经在前几节课学过，学生很容易的掌握本课知识。所以在设计教学时，要重点放在句型的综合运用上。给学生创设真实的情境，调动全体学生的积极参与，做到操练与情境相结合，达到语言运用的目的。课时目标1. 能够在教师的帮助下，借助图片，理解对话大意。2. 能够借助语境理解单词和词组：beach，far from，并能正确发音。3. 能够用正确的语音、语调朗读对话。4. 能够听、说、读、写句型：Where did you go …? How did you go? What did you do? 5. 能够在情景中恰当运用上述句型谈论假期活动。6. 能够在情景中运用由where, what和how引导的一般过去时特殊疑问句。课时重难点1. 重点（1）能够在教师的帮助下，借助图片，理解对话大意。（2）能够听、说、读、写句型：Where did you go …? How did you go? What did you do? （3）能够在情景中恰当运用上述句型谈论假期活动。 (4) 能够在情景中运用由where, what和how引导的一般过去时特殊疑问句。2. 难点1. 句型Where did you go …? How did you go? What did you do? 的灵活运用。2. 能够在情景中正确的运用由where, what和how引导的一般过去时特殊疑问句。教学准备：课件、词卡、图片、录音机、磁带、调查表、Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, teacher.T: How do you feel today? Ss: Happy. T: Are you ready? Ss: Yes, we are ready. T: Ok. Let’s sing a song together.（播放歌曲Tell me about your holiday.） Ss: Ok.教学资源：录音机、磁带设计意图：歌曲是学生喜欢的一种教学形式。它使学生在宽松和谐的氛围中，复习和巩固了知识。2. Review some phrases.(1)T: Great! Everyone, now I have some cards. Let’s say and do. 教师展示词卡go swimming, 学生说出它的过去式went, went, went swimming,去游泳，并做出游泳的动作。(2)教师依次展示eat fresh food, take pictures, buy gifts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。(3)学生齐说短语儿歌。教学资源：词卡设计意图：不同的操练形式，帮助学生复习和巩固上节课所学的短语。Step 2 Lead inAsk and answer.T: Now I have some questions to ask you. How was your summer holiday?S1: It was good/fine/great…T: Where did you go?S1: I went to ….T: What did you do there?S1: I…（教师多找几名学生问答。）设计意图：问答操练，锻炼了学生的思维能力和口语能力，使学生及时地复习和巩固了前几节课的知识，并为学习本课的知识打下良好的基础。Step 3 Presentation1．Let’s try (1) Show the pictures about “Amy, Sarah, Wu Binbin”. T: Who are they? Do you know? Ss: Amy, Sarah and Wu Binbin T: Wu Binbin and Amy meet Sarah at school. What are they talking about? Can you guess? S1: Last Weekend. S2: Summer holiday. S3: … (2) Listen to the tape and answer the first question. T: What did Sarah do in Hangzhou? S1: He went to the West Lake. T: Wonderful. What was the West Lake like? S2: Big.S3: Beautiful.T: Good. What else could we do in the West Lake? (引导学生回答。)Ss: We can row a boat.(3) Listen to the tape again and answer the second question.T: Sarah bought some gifts. Who did she buy gifts for?教学资源：录音机、磁带设计意图：学生先学会听前预测，做到有重点的听，提高自身的听力技巧，并为进入正式的对话学习做好准备。2. Let’s talk(1)预测对话内容。 T: Sarah went to Hangzhou last winter holiday. What about Amy? 学生带着下面提出的问题阅读文本。 Questions: Where did she go? Who did she go with? When did she go? How did she go there? What did she do? (2)解决问题。 T: Where did Amy go? S1: She went to Sanya. T：When did she go? S2: The winter holiday. （板书winter holiday, 利用日历帮助学生理解，带读，指名读，齐读。） T: Who did she go with?（板书句型，讲解句型，理解句型。） S3: Her family. T: How did she go there?( 板书句型，理解go there, 注意go后面没有to。指名讲解句型。) S4: She went there by plane. T: Why?（引导学生用书中的句子回答。） Ss: Hainan is far from Beijing. (板书far from，用图片理解词组。) (3) Talking about “Sanya” T: On the first day, Amy went to Sanya by plane. What did she do on the second day? Ss: She took pictures. T: What was the weather like there? Ss: It’s hot. T: What did she do on the third day? S1: She played football. T: Where? （引导学生回答beach。词卡呈现单词，借助单词peach或者sea的发音，自己试读，指名读，领读，齐读。） We can say: On the third day, Amy played football on the beach. （引导学生结合插图，讨论三亚，充分发挥想象。）(4) Listen to the tape and follow the tape.(5) Read in role. 两人分角色朗读。 男女生分角色朗读。3. 根据Amy’s winter holiday的思维导图，描述Amy’s winter holiday。 两人一组互相描述，指名描述，全班描述。 Amy went to _______ with her family over the winter holiday. They went there________.She ________ and _________ there. 4. 课件呈现教师旅游的信息，根据信息推断疑问句。 (1) T: Do you want to hear about my winter holiday? What do you want to know about my winter holiday?（课件展示教师旅游信息的句子，两人一组，讨论疑问句。） My Holiday TripI went to Beidaihe.I went there over the winter holiday.I went there by car.I went swimming.(2)指名说疑问句，课件补充。教师讲解疑问词where, what, when, how的用法。(3)学生说问句，教师说答句。教学资源：课件、录音机、磁带、设计意图：先呈现整篇课文对话，让学生整体感知语言，然后再学习重点语言，练习语言。最后模仿整体对话，并创设真实的情境表演，达到理解语言、运用新的语言的目的。Step 4 Practice1. Do practice in pairs. 学生根据提供的信息，任选一组，做对话练习。ShanghaiBy trainTook pictures, bought giftsXinjiangBy busate fresh food, rode a horse 句型：A: Where did you go on your holiday/ over the winter holiday? B: I went to ___________. A: How did you go there? B: I went there_________. A: What did you do there? B: I__________________. 2. Do a survey and report. 学生两人一组调查对方的一次旅行并作记录。请几名学生汇报。Name Where How When  What 汇报句型：xxx went to _______ last month/ last weekend/on his/ her holiday. He/She went there_______. He/She________________ there. 调查句型：When was your trip? Where did you go? How did you go there? What did you do there?Step 5 SummaryT: What did you learn about this lesson?学生自由发言，教师总结。1. 单词和词组：far from, the winter holiday, go there, beach2. 去某地go to+地点，去那go there，to要省掉。3. 询问某人曾经去过哪，句型：Where did +主语+go + 过去时间？ 主语+ went to+地点。4. 询问某人过去怎样去某地，句型：How did +主语+ go to+地方？ 主语+ went there + 出行方式。设计意图：学生回忆知识点，教师帮助学生归纳和整理，便于学生的理解和记忆。课堂作业给下列句子选择合适的疑问词。WhereWhoWhenHowWhere1.—_______ did you go over the winter holiday? —I went to Hainan.2.—_______ did he go to Beijing? —He went there by bus.3.—_______ did you go to the park with? —My mother.4.—_______ did she go to Canada?—Last summer holiday.5.—_______ did you do last Sunday? —I went camping.二、单项选择。( )1. We went ________ there by plane. A. to B. / C. at( )2. My brother and I ________ yesterday.A. go swimming B. went swimming C. went swim ( )3. Hainan is ________ here. A. far to from B. far from C. far( )4. —How _________ the beach?—It was beautiful.A. was B. is C. were三、我是阅读小能手。阅读短文，判断句子正“T”误“F”。 Last summer holiday, I went to Xinjiang with my family. We went there by train. On the first day, we visited my father’s friend. On the second day, we went to Turpan. I saw lots of grapes and ate lots of mutton kebabs. They were delicious. We took pictures there. We were happy..( )1. Last summer holiday, I went to Zhejiang with my family.( )2. I ate lots of grapes in Xinjiang.( )3. We visited my uncle on the first.( )4. We went to Xinjiang by subway.( )5. We took pictures in Xinjiang.四、小练笔。请用英语介绍一下你的上个寒假去了哪？怎么去的？做了什么事情？不少于5句话。___________________________________________________________________________________________________________________________________________________________________________________________________Answers:一、1. Where 2. How 3. Who 4. When 5. What二、1.B 2.B 3.B 4.A三、1.F 2. F 3.F 4.F 5.T四、Last winter holiday, I went to Shanghai with my mom. We went there by train. I was very happy. We went shopping. We bought lots of gifts for our friends. 板书设计 B Let’s talk When did she go?What did you she do?How did she go there?Where did she go?Who did you go with?Amy’s winter holidayfar fromSanya 第五课时课时内容 B Read and write课时分析本课时是人教版六年级下册第三单元第五课时。围绕“生活充满好消息和坏消息”这一话题展开，主要通过阅读文本学习词汇basket, part, licked, laughed, dress up以及能够从阅读中获取有用的句型口头描述自己的一天。能够通过活动训练捕捉重要的信息，提升学生的思维能力，激发学习英语的兴趣，并引导学生建立事物都有两面的概念，好事坏事没有绝对，可以互相转换，要保持乐观的心态。前几课时词汇、对话的学习为本课时的学习奠定了基础，本课时是第三单元知识的拓展和延伸。本课时的重点是单词basket, part, licked, laughed的听、说、认读以及能够从阅读中获取有用的句型口头描述自己的一天，并能写出一个语段。 本课时Read and write的板块，分为两个部分。第一部分是读前活动，呈现了吴一凡外出捡了一只叫Max的小狗，并带回家的场景。通过看图，阅读人物对话，讨论故事的开端和预测故事的进一步发展。接下来呈现的是吴一凡写的日记，日记上讲述了这一天发生在吴一凡一家的三件好事和两件坏事。第二部分是书写活动，写出发生在自己身上的一件好事、一件坏事和相应的对策。本课时内容的设计贴近我们的生活，非常吸引人，大大的提高了学生的阅读兴趣。 本课时篇幅较长，信息量大，知识点较多，对于学生的理解和运用有一定的难度。教师要结合图示、语境帮助学生理解生词。基于语篇的整体性原则，把握主体脉络，引导学生在自主学习，小组讨论交流中获取信息，锻炼学生的思维能力，培养学生良好的阅读习惯和方法。课时目标 （1）能够听、说、认读单词和短语：basket, part, licked, laughed, dress up。 （2）能够通过看图讨论预测故事的开端和进一步发展来激活相关的背景知识和储备词汇。（3）能够通过完成读后活动训练在语篇中捕捉不同类型信息和思考能力。（4）能够从阅读中获取有用的句型口头描述自己的一天活动，并能写出一个语段。.（5）培养学生的思维能力，学习英语的兴趣和树立学好英语的信心。 (6) 能够明白凡事都有好坏两面，在我们的努力下坏事也能转化成好事。课时重难点1.重点（1）能够听、说、认读单词和短语：basket, part, licked, laughed, dress up。（2）能够通过看图讨论预测故事的开端和进一步发展来激活相关的背景知识和储备词汇。（3）能够通过完成读后活动训练在语篇中捕捉不同类型信息和思考能力。（4）能够从阅读中获取有用的句型口头描述自己的一天活动，并能写出一个语段。.2.难点（1）单词basket, part, licked, laughed的读音和理解。（2）能够从阅读中获取有用的句型口头描述自己的一天活动，并能写出一个语段。.教学准备 多媒体课件、卡片、照片、录音机、磁带、课外阅读材料。Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you today?Ss: Fine, thank you. And you?T: I’m fine, too. T: Boys and girls, here are some holiday pictures. Who’s she? Yeah, it’s me. What do you want to know about my holiday? S1: Where did you go on your holiday?S2: How did you go there? S3: What did you do there?S4: When did you go there?S: Who did you go there with?…教学资源：教师照片设计意图：利用教师假期的照片，引导学生发问，巩固了上节课所学的知识，锻炼学生的思维，拉近师生之间的距离。Step 2 Lead in1. Let’s chant T: Ok, everyone. Let’s chant together.（播放自制儿歌，师生拍手说唱儿歌。）Where did you go on your holiday? We went to Xinjiang on our holiday.How did you go on your holiday? We went by plane on our holiday.What did you do on your holiday? We rode a horse, took pictures, bought gifts， and ate delicious food on our holiday.教学资源：课件设计意图：说唱儿歌，活跃了课堂气氛，激起了学生学习的兴趣，儿歌的内容也为学习正文做好了铺垫。2. Guess.T: Great. Look, this is a picture of my friend. She’s Lily. What happened? Guess.（教师展示丽丽摔倒的照片，照片被盖住一部分，学生猜测发生的事情。）S1: Hurt her leg?S2: Hurt her foot?…T: Yes, she fell off her bike and hurt her arm.（展示完整的照片。）Look at the picture. Who’s he?Ss: He’s Wu Binbin.T: What happened to Wu Binbin?教学资源：课件设计意图：猜一猜预测发生的事情，引起全体学生的注意力，吸引学生的兴趣，为学生阅读做好准备。Step3 Presentation1. 阅读前(1)看一看，说一说。a. T：Now boys and girls, look at the pictures.（课件呈现教学插图。） How did Wu Binbin meet Max? What will happen next? b. 两人一组讨论问题，然后全班交流。（2）学生分类，哪些是好的事情？哪些是坏的事情？（3）指名描述吴一凡发生的事情。教学资源：教学插图设计意图：借助插图，展开联想，讨论故事，激活相关的背景，培养学生丰富的想象能力，和语言组织能力。2.阅读中（1）第一次阅读a.快速阅读文本，用括号标出与图片相符的句子。 b. 小组讨论，展示结果。 Picture 1: In the afternoon, Mum ate some bad fruit and didn’t feel well. We stayed in the hotel.Picture 2: Robin played the part of a dog. Max liked him very much. He jumped on him and licked him.Picture 3: In the morning, they rode a bike for three people. Max sat in a basket on the front of the bike. c. 结合插图，教师的动作，帮助学生理解单词part, licked, on the front of 和句子。 d. 根据文本，给图片排序。（2）第二次阅读 a. 再次阅读文本，找出这一天发生在吴一凡一家的三件好事和坏事，用线画出。 b. 小组讨论，整理结果。 Good News________________________________________________- Bad News__________________________________________ c. 小组汇报结果。 在学生汇报的结果中理解dressed up, make a funny play。 （3）第三次阅读 a. 阅读文本，小组讨论问题。What was the date? How was the weather?How was that day? What did they do in the morning?Where did Max sit? Why did they stay in the hotel in the afternoon.Who did Max like? What did Max do to Robin? b. 指名回答问题，理解文本的细节。（4）播放录音，跟读录音，模仿正确的语音、语调。（5）写一写。a. 结合实际，写出发生在自己身上的一件好事、一件坏事和自己的对策。 b. 小组交流。c. 请几名学生说一说。教师向学生渗透观念：事情都有两面，好事坏事没有绝对，可以互相转换，因此要保持乐观的心态，努力把坏事变好事。教学资源：录音机、磁带、课件设计意图：文本教学先整体感知， 然后局部处理，理解细节，最后回到整体。培养学生整体感知、捕捉关键信息的能力。3. 阅读后(1) 阅读中国传统故事“塞翁失马，焉知非福”。 A Good Things or Bad Thing In the old times, there was an old man. His name was Sai Weng. He always thought differently from other people. One day, his horse came out and didn’t come back. His neighbors felt sorry for him. However, he said, “Losing a horse is a bad thing, but maybe it will become a good thing.? Several months later, his horse came back with another fine horse. His neighbors felt happy for him, but he said, “ Maybe it will become a bad thing. ”Just as he worried, one day, his son rode the fine horse. He fell off and hurt his leg. His son became a disabled man. His neighbors were sorry for him again, but he didn’t think so: “Maybe it will become a goo thing again.” One year later, there was a war. Many young men became soldiers and died. His son did not have to serve in the army because of his leg. His leg injury saved his life. (2) 自读材料，完成读后活动。(3) 同桌之间互相交流。(4) 指名汇报，核对答案。教学资源：阅读材料设计意图：将真实的材料与本课结合起来，优化课堂教学，拓宽学生的知识面，培养学生的思考能力、分析能力和理解能力，能帮助学生积累阅读的经验和语言。Step 4 Practice “快乐的一天”活动回忆六年小学生活中最快乐的一天，然后分小组讨论，各个小组写出那一天中的活动。最后选代表进行汇报。March 12 th, 201_8: 00 went to the zoo10:30 made dumplings12:00 ate lunch14:00 took pictures16:00 bought gifts设计意图：创设真实的情境，训练学生运用所学的词汇和语言，培养学生语言的组织和构建能力。Step 5 SummaryT: What did you learn about this class?学生自由发言，教师引导学生整合和归纳知识点。(1)词汇和短语：licked, part, on the front of, laughed, dress up(2)能够明白道理：凡事都有好坏两面，在我们的努力下坏事也能变好事。设计意图：师生共同整理和归纳，便于学生理解和记忆。课堂作业按要求写单词。gift复数ate原形1. 2.take过去式sun形容词3. 4.二、给下列句子中的画线部分选择正确的汉语。( )1. Max sat in a basket on the front or the bike. A. 篮球 B.篮子 C. 把……装入篮内( )2. We dressed up and made a funny play yesterday.A. 打扮 B.连衣裙 C.穿着( )3. My dog always licks my shoes.A.舔 B. 吃 C. 玩三、给下列单词宝宝连词成句。1. didn’t, my, well, mum, feel (.) __________________________________________________2. ate, Amy, delicious, some, food, weekend, last(.) __________________________________________________3. a, sunny, today, was, day(.)__________________________________________________四、用一般过去时改写句子。1. I ride a bike with my father.____________________________________________________2. Robin plays the part of a dog.____________________________________________________3. She stays in the hotel on the 23 rd.____________________________________________________Answers:一、1.eat 2. gifts 3. took 4. sunny二、1.B2.A3.A三、1. My mum didn’t feel well.2. Amy ate some delicious food last weekend.3. Today was a sunny day.四、1. I rode a bike with my father.2. Robin played the part of a dog.3. She stayed in the hotel on the 23rd.板书设计 B Read and write Life is full of good news and bad news. 生活充满了好消息和坏消息。Bad luck often brings good luck. 塞翁失马，焉知非福。第六课时课时内容 B Let’s check、Let’s wrap it up C story time课时分析本课时是人教版六年级下册第三单元第六课时，与前几课时紧密相连。围绕“本单元的重点词汇和句型”展开。主要通过Let’s check.和 Let’s wrap it up.检测本单元的A，B部分的核心句型的理解以及掌握动词过去式的不规则变化。Story time复习巩固了前几课时学过的谈论假期活动的句型How was your holiday? Where did you go? How did you go there? What did you do? Did you…? 同时，进一步深化了unusual trip的概念。引导学生热爱科学，培养学生的语言表达能力，激发学习英语的兴趣，树立学好英语的信心，增强团队合作意识。本课时是对前几课时重点知识的回顾和总结。学好了本节课的知识，那么学生对本单元的重点已经能够熟练掌握。本课时的的重点是动词过去式的不规则变化以及本单元四会短语、句子的听、说、读、写和运用。 本课时包括Let’s check 、Let’s wrap it up 和story time三个板块。Let’s check分为两个部分。第一部分为听力判断活动，呈现了四幅图。学生学会从图片信息中推测考查点，做到有目的、有针对性地听录音，完成听力任务。第二部分为听录音回答问题，用于考查学生能否用单元核心词汇和句型回答问题。Let’s check重点培养学生良好的听力习惯，帮助学生逐渐提高学生的听力水平。Let’s wrap it up. 板快呈现了四组不规则动词的原形和过去式，两幅恐龙的插图。插图的呈现帮助学生了解恐龙的生活习性，丰富学生的课外知识。Story time板讲述的是Zoom做了一个梦：Zoom去了太空旅行，回来后和Zip一起谈论他的太空旅游，最后发觉原来是自己做了一个梦。此故事阅读性强，浅显易懂，情节有趣，想象力丰富，激发学生阅读的兴趣。通过故事的学习，复习巩固本单元所学语言，在增加语言的输入的同时，体会阅读的乐趣。 本课时是复习课，话题比较多。在设计教学过程时，遵循以学生为主的原则，引导学生自主学习。Let’s wrap it up. 让学生自己归纳，总结，培养学生的独立思考的能力。Story time.采用整体感知、深入学习、表演故事等形式巩固语言，发展语言。教师要全面调动学生的积极性，让学生在轻松的氛围中掌握知识。课时目标 （1）能够较好的完成Let’s check，培养学生良好的听力习惯。 （2）能够理解和归纳不规则动词的变化形式。（3）能够读懂Zoom和Zip对话的小故事。（4）通过故事复习巩固本单元的重点语言。（5）能够表演故事，恰当运用故事中的语言。（6）培养学生学习英语的兴趣，增强团队合作意识。课时重难点1.重点（1）能够较好的完成Let’s check，培养学生良好的听力习惯。（2）能够理解和归纳不规则动词的变化形式。（3）通过故事复习巩固本单元的重点语言。（4）能够表演故事，恰当运用故事中的语言。2.难点能够表演故事，恰当运用故事中的语言。教学准备：课件、录音机、磁带、词卡、Zoom, Zip头饰教学过程Step 1 GreetingT: Good morning, everybody.Ss: Morning, teacher.T: How are you today?Ss: I’m fine, thanks. And you?T：I’m fine, too. What’s the weather like today?Ss: It’s sunny/windy…T; Yeah, it’s a sunny day. So I feel happy. What did you do last night?S1: I watched TV.S2: I read a book.S3: I…T: Last night, I cleaned my room and washed my clothes. I was tired. But I feel better now. How do you feel now?Ss: We’re happy/ tired/ …设计意图：通过师生之间谈论天气、心情等话题，拉近师生之间的距离，为正式进入学习而准备。Step 2 Lead in Sing a song.T: Oh. It doesn’t matter. Let’s sing an English song together. “Tell me about your holiday”. Ok?Ss: Ok.(教师播放歌曲，师生共同演唱。)教学资源：课件设计意图：歌曲“Tell me about your holiday”，在前面的课时中已经学过了。歌曲的演唱，带动了全体学生的参与，活跃了课堂气氛。Step 3 Presentation1. Let’s wrap it up. （1）教师依次展示单词go, ride, hurt, buy, sleep, have, see,学生快读出和拼出动词的过去式。 例如：教师展示单词go, 学生说出went, W-E-N-T，went。（2）学生拿出事先准备好的上述单词的词卡，在词卡上写出动词的过去式。（3）小组核对。（4）两人任选其中的一些动词过去式造句。（5）观察动词的过去式，你发现了什么？这些动词的过去式是不规则的。（6）出示恐龙图片，与学生谈论恐龙的习性。T: Look at the pictures. What are they?Ss: Dinosaurs.T: What do you know about “Dinosaur”?（教师和学生谈论恐龙生活的信息,丰富学生的课外知识。）（7）看图，完成课文练习，核对答案。（8）观察下面几组不规则动词的过去式，找找有什么规律。eat→ate drink→drank run→ranam/is→was are→were （9）单词接龙游戏。 游戏规则：小组成员互相接龙，说出动词am/is, are, eat, drink, run的过去式。 例如：四人一组，第一人说出D，第二人说R，第三人说A，第四人说N，接着第一人说K，第二人说出drank 喝。教学资源：学生自制词卡、课件 设计意图：引导学生多观察，自己进行归纳和总结，培养学生的自主学习的能力，锻炼学生的思维能力。2. Let’s check.T: Now look at these pictures. (Let’s check.图片) What did they do?(1) Listen and Write T (true) F (false). a. 学生逐一看图，尝试推测它们表达的意思和听力要求。b. 播放本部分录音，完成听力判断练习。c. 师生核对结果，订正。(2）Listen again and answers the questions.a.要求学生听前先读题，尝试猜测问题的答案。b.播放录音，完成练习。c.小组核对，整理。教师订正。教学资源：录音机、磁带设计意图：先猜测图意，从图中推测考查点，培养学生听前预测的习惯，帮助学生逐渐提高听力水平。3. Let’s chantT: Boys and girls, do you remember the chant? (课件展示儿歌，熟悉儿歌。) Can you say?Ss: Yes.T: Ok. Let’s chant.男生说问句，女说答句。教师说问句，学生说答句。教学资源：课件设计意图：本课时话题较多，学生容易产生疲劳。此时伴随着美妙的节奏，朗朗上口的儿歌，活跃了课堂，吸引了学生的注意，巩固了知识，缓解了学生的疲劳，为过渡到下文做好了铺垫。4. Learn “Story time”(1)T: I went to Beijing last summer holiday, Where did you go on your holiday? S1: I went to Sanya.S2: I went to Xinjiang.S3: I went to Shanghai.…T: Did you have a nice trip?Ss: Yes.T: Zoom had an unusual trip. Where did he go? Look at the story.(2)观看动画，阅读文本，整体感知。 a. 带着问题读故事。 Where did he go?How did he go there?b. 解决问题，指名说。T: Where did Zoom go? S1: He went to the moon.( 板书moon, 利用插图教学单词，领读，延伸mooncake。) T: He went to the moon. He can’t believe it.(板书单词believe, 领读，指名读，理解句子，齐读句子。)T: How did he go there? (引导学生回答。.) Ss: He went there by spaceship.（板书spaceship，将单词spaceship拆开教学。让学生自己根据a的发音规律，读出space，理解space，指名读spaceship，领读，齐读。） （3）再次阅读，理清故事情节。T: How was Zoom’s holiday?Ss: It was fun.T: What did he see?Ss: He saw Chang’e, the rabbit and the tree.(课件呈现嫦娥、兔子、大树在月亮上的图片，并给学生讲“嫦娥奔月”的故事。) T: Did he take any pictures? Ss: No. T: Why didn’t he take pictures?（引导学生回答。） Ss: It’s a dream. (板书dream，领读，指名读，拼读，齐读。)(4)播放录音，跟读故事。（先尝试揣摩人物的感情和语气，再模仿朗读。）（5）两人分角色朗读。教学资源：课件设计意图：先初步欣赏动画整体感知，了解大意，接着再次阅读故事，处理细节，加深对故事内容和结构的把握，提高学生的阅读理解能力。Step 4 Presentation 将全班分成几个大组，以小组为单位排演故事，然后指定小组在班上表演故事。教学资源：自制Zoom, Zip头饰设计意图：表演故事，是深受学生的喜爱的一种表现形式。通过表演能调动学生的听觉、-视觉等多种感官，增加语言的输入，激发学生的兴趣，提高学生的综合语言能力。Step 5: SummaryT: What did you learn about this lesson?学生自由发言，教师小结。1. 学习了几个不规则动词的过去式，am/is→was are→wereeat→ate drink→drank run→ran2. 学习了单词，moon, dream, spaceship3. 了解了“嫦娥奔月”传说。设计意图：学生自由发言，教师帮助整理归纳知识点，便于学生记忆。课堂作业一、判断下列的动词过去式是“T”否“F”正确。eatateamwere( )1. ( ) 2. runrandrinkdrunk( )3. ( )4.二、给下列图片选择合适的单词。 1. 2. 3. 4.( ) ( ) ( ) ( )A. dinosaur B. moon C. spaceship D. rabbit三、单项选择。( )1. —_________ was your holiday? —It was fun.. A. How B. What C. Who ( )2. —Did you take _________ pictures? —No, I didn’t.A. any B. a C. some( )3. It’s time _________.A. go B. to go C. for go( )4. Here _________, a spaceship. A. come B. comes C. coming四、按要求完成句子。1. I saw some ducks yesterday.（就画线部分提问。） _______ _______ you _______?2. He went there by spaceship.( 就画线部分提问。) _______ _______ he _______ _______?3. did, where, go, you, your, on, holiday?)(连成一句话。) _____________________________五、选择合适的句子补全对话。 Amy: Hi, Ann. Where did you go over the winter holiday? Ann: 1. ________________________Amy: How did you go there? Ann: 2.________________________Amy: 3.________________________ Ann: I made a snowman and ate good food. Amy: 4.________________________ Ann: Yes, I bought lots of gifts for my family.Amy: 5.________________________Ann: Yes, I had a lot of fun.A. What did you do there?B. By train.C. I went to Harbin.D. Did you buy gifts?E. Did you have a good time?Answers:一、1.F2.T3.F4.T二、1.A2.C3.D4.B三、1.A2.A3.B4.B四、1. What did, see 2. How did, go there 3. Where did you go on your holiday?五、1.C2.B3.A4.D5.E板书设计 C Story time Chang’erabbittreefunmoonZoom’s tripWhere?How?What?Howspaceshipdream梦believe相信Unit4 Then and now单元整体分析本单元是人教版英语六年级下册的第四单元，单元的话题是“Then and now”本单元通过不同的场景，提供了表达以前没有某物和描述某人过去、现在不同情况的句型结构。共三个版块:A 部分， B部分和C 部分。A部分包括重点词汇和情景对话，共两个课时。第一课时呈现了吴一凡和他的爸爸的的对话，通过他们谈论自己的学校的样子，引出句型There was ... years ago. 第二课时吴一凡的爷爷和孩子们参观学校，孩子们想要知道爷爷上学时学校的样子，从而引出句型There was.../ There were...A 部分重点掌握表示几个学校设施的词汇和句型There was…/ There were…的运用。B部分包括重点词汇、情景对话和读和写，共三个课时。第一课时吴一凡和Mike谈话，吴一凡向Mike介绍了自己对季节和运动的喜好的变化，, 很自然的引出了句型I didn’t like... before. I like... now. I couldn’t ....before.第二课时John和陈杰在Mike的家里，三人一起看老照片，谈论自己的变化，引出重点句型Before, I was...Now, I am...第三课时通过吴一凡记述自己的一个梦，综合了本单元所学的词汇和句型， 扩大了学生的阅读量。B部分重点是掌握运动的词汇和句型Before, I was...Now, I am...的运用。 C 部分包括B部分的听力测试、语法小结和C部分的故事，共一课时。重点是复习和巩固本单元所学重点词汇和句型。在课堂教学中，首先要整体把握本单元教学内容，教学思路，教学重点和教学难点，了解学生的学情。然后围绕本单元主题“Then and now”展开教学设计。本单元的教学内容和学生自己息息相关，贴近学生的实际生活，所以在组织教学时要注意设计生活化，充分利用教材已经设定的情境开展活动，加强合作式学习。鼓励学生上网查阅资料，大胆发言，积极参与教师组织的各种活动，提高学生的学习兴趣。采用的教学方法有情景教学法、活动教学法、功能意念法等。本单元所学的的四会词汇dining hall, grass, gym, ago, cycling, ice-skate, badminton,这些单词比较简单，学生会很容易理解和掌握。因为一般现在时态there be句型的陈述句、一般疑问句，在五年级教材的第五单元、第六单元已经集中学过，对本单元的教学奠定了一定的基础，所以本单元所学的用一般过去时态的there be句型描述过去的事物，学生学起来就不是难事了。单元教学目标1. 知识目标（1）能够听、说、读、写单词和词组：grass, gym, ago, cycling, ice-skate, badminton, dining hall, go cycling（2）能够听、说、认读单词和词组：star, easy, look up, Internet, different, active, race, nothing, thought, felt, cheetah, trip, woke, dream（3）能够听、说、读、写句型：There was no library in my old school.Tell us about your school, please.How do you know that/There were no computers or Internet in my time.Before, I was quiet. Now, I’m very active in class.I was short, so I couldn’t ride my bike well. Now, I go cycling every day.（4）学唱歌曲: Changes in me（5）能够掌握句式There was/ There were +其他.There was no/There were no+其他.2. 能力目标（1）能够正确的使用词汇：grass, gym, ago, cycling, ice-skate, badminton, dining hall, go cycling（2）能够在情境中恰当运用以下句型谈论或描述某个地方的今昔。 There was/were (no)…years ago. Now there is/are…(3) 能够在情境中恰当运用以下句型谈论或描述自己、家人以及朋友过去到现在的变化。 Before, I/he/she/it was... Now, I/he/she/it...3.情感目标(1) 鼓励学生将自己的烦恼、恐惧讲述给父母，释放内心的压力，保持身心健康。(2) 通过过去和现在的比较，体会现在生活的美好。教学重难点1. 教学重点(1) 能够听、说、读、写单词和词组：grass, gym, ago, cycling, ice-skate, badminton, dining hall, go cycling(2）能够听、说、认读单词和词组：star, easy, look up, Internet, different, active, race, nothing, thought, felt, cheetah, trip, woke, dream(3) 能够听、说、读、写句型：There was no library in my old school.Tell us about your school, please.How do you know that/There were no computers or Internet in my time.Before, I was quiet. Now, I’m very active in class.I was short, so I couldn’t ride my bike well. Now, I go cycling every day.2. 教学难点（1）能够在情境中恰当运用以下句型谈论或描述某个地方的今昔。 There was/were (no)…years ago. Now there is/are…（2）能够在情境中恰当运用以下句型谈论或描述自己、家人以及朋友过去到现在的变化。 Before, I/he/she/it was... Now, I/he/she/it...教学方法任务型教学法、合作学习法、情景教学法、活动教学法、愉快教学法。教学时间本单元共分六课时教学。第一课时: A Let’s learn Find the mistakes第二课时: A Let’s try Let’s talk 第三课时: B Let’s learn Listen, match and say第四课时: B Let’s try Let’s talk第五课时: B Read and write 第六课时: B Let’s check Let’s wrap it up. C Story time知识视窗1.人类第一次登月美国东部时间1969年7月20日下午4时17分42秒，阿姆斯特朗与奥尔德林登上了月球，成为首次踏上月球的人类。阿波罗11号（Apollo 11‎）是美国国家航空航天局的阿波罗计划中的第五次载人任务，是人类第一次登月任务。阿波罗11号的成功实现了约翰·肯尼迪总统在1961年5月25日的演说中声称美国会在1970年以前“把一个宇航员送到月球上并把他安全带回来”的目标。2. 四季运动补充春秋季节的运动：jogging（慢跑）、go cycling（骑自行车）、climb mountains（爬山）、 go hiking （徒步）、fly kites（放风筝）夏季水上运动：surfing（冲浪）、 sailing（帆船）、 diving（跳水）、 scuba diving（潜水）、water ballet（花样游泳）、water polo（水球）、冬季冰上运动：skiing （滑雪）、skating（滑冰）、 curling （冰壶）、ice hockey （冰球）、sleigh ride（乘雪橇）3. there be 句型妙用（1）there be句型是英语中常用句型， 意思是“有”，表示“人或事物的存在”或“某地有某物”。它的句型结构是There be(is, are, was, were + 名词+ 地点（时间）。例如：There is a bike in the classroom. 教室里有一辆自行车。 There was a small library in my school five years ago. 五年前，我的学校有一个小图书馆。 （2）there be 句型符合就近原则，be要和后面出现的主语在数上保持一致。 例如：There is a cat under the table. (单数) There are some apples on the desk. （复数） There is a pen, two rulers and an eraser in my pencil-box.(单数) （3）there be句型的一般疑问句，把be（is, are, was, were）提前，用yes或no回答。 例如：There is a Chinese book in my bag. Is there a Chinese book in your bag? Yes, there is. （肯定回答。）No, there isn’t. （否定回答。） There were some trees in front of my house three months ago. Were there any trees in front of your house three months ago? Yes, there were. （肯定回答。） No, there weren’t. （否定回答。）(4) there be句型的否定句在be后加上not，或者加no。 一般过去时态：There was a canteen in my time. There wasn’t a canteen in my time. There was no canteen in my time. There were some computers in our school. There weren’t any computers in our school.There were no computers in our school. 一般现在时态：There is a tall tree behind the building.There isn’t a tall tree behind the building.There is no tall tree behind the building.There are some oranges in the fridge.There aren’t any oranges in the fridge.There are no oranges in the fridge. 第一课时课时内容 A Let’s learn Find the mistakes课时分析本课时是人教版六年级下册第四单元第一课时。围绕“学校新旧的变化”这一话题展开，主要通过对话学习三个学校设施名称和几个表示过去的时间短语：dining hall, gym, grass, ... years ago, ... moths ago, last year/month及句型There was... There is...的表达。引导学生了解周围事物的变化，渗透中国的历史文化的学习，同时保持学习英语的兴趣，激发学生学习英语的热情以及树立学习英语的信心。第一课时是本单元的基础课时，要让学生重点把握知识，为学习其他课时打下良好的基础。本课时的的重点是四会单词、短语的掌握以及能够运用四会单词和短语描述某个地方的过去和现在。 本课时包括Let’s learn 和Find the mistakes两个板块。Let’s learn呈现了吴一凡学校的图片，通过图片体现单词dining hall, gym, grass的词义。此板块呈现的对话情境是吴一凡的爸爸和吴一凡谈论学校的变化，从而引出句型There was/ is...学校是学生上学的地方，学生在成长的过程中，待的时间最长的地方就是学校。“学校”的话题，符合学生的心理，很能引起学生的共鸣。Find the mistake 板块是一个综合性的语用活动。可以通过这个活动训练学生本节课学习的单词、短语进行表达，又训练学生的观察力并渗透中国历史文化知识的学习。 本课时虽然是新授课，但是词汇、对话比较简单，容易理解和接受，在设计教学过程时，增加一些词汇量at that time, in the old time(days)等，让学生课前收集一些和本课有关的资料，拓展文本，重在应用。采用的教学方法有任务型教学法、合作探究法、愉快教学法等。课时目标 （1）能够听、说、读、写单词和时间短语：dining hall, gym, grass, ... years ago, ... moths ago, last year/month （2）能够恰当运用上述单词描述某个地方的过去和现在。（3）能够规类学习过的各种时态中表示时间的短语。（4）了解唐朝人的生活状态和条件，并能用句子简单描述。（6）向学生渗透中国的历史文化的学习，激发学生学习英语的热情以及树立学习英语的信心。课时重难点1.重点（1）能够听、说、读、写单词和时间短语：dining hall, gym, grass, ... years ago, ... moths ago, last year/month （2）能够恰当运用上述单词描述某个地方的过去和现在。（3）能够规类学习过的各种时态中表示时间的短语。（4）了解唐朝人的生活状态和条件，并能用句子简单描述。2.难点（1）能够恰当运用dining hall, gym, grass, ... years ago, ... moths ago, last year/month等单词描述某个地方的过去和现在。（2）能用句子简单描述唐朝人的生活。教学准备 多媒体课件、卡片、录音机、磁带、歌曲、教师照片教学过程Step 1 Warm up1. GreetingT: Good morning, everyone. Ss: Good morning, teacher.T: How are you today? Ss: I’m fine, thank you. How are you?T: Very well, thanks. T: Are you ready for English class?Ss: Yes, we are ready.T: OK, now let’s sing a song together. （课件展示Tell me about your holiday歌曲，教师与学生唱歌。）教学资源：课件设计意图：通过歌曲热身，活跃了课堂气氛，激发学生学习的热情，带动学生快速的进入课堂。Step 2 Lead inT: Boys and girls, How was your holiday?S1: It was fun.S2: It was great.T: How was your weekend?Ss: It was good/fine/Ok. T：What did you do last weekend?S3: I did my homework.S4: I stayed at home.S5: I slept.S6: I played football.… T: Where did you play football? S6: In our school.设计意图：通过师生之间的交流，复习学过的知识，拉近师生之间的距离，为引出正文做准备。Step 3 PresentationLet’s learn1. Show a picture of “our school”. T: Look at the picture. This is our school. What’s it like? S1: It’s big. S2: It’s beautiful. T: What’s in it? Discuss in pairs please.Words: library, computer room, playground, garden, music room, art roomThere is____________________ in our school.There are___________________ in our school. (学生两人一组，根据提供的单词和句型谈论现在学校的样子。)(3)学生自由说学校的样子，教师给与点评。教学资源：学校照片2. Teaching the words “dining hall, grass, gym.” a. T: Look at the picture. What’s this?Ss: It’s a school.T: Yes, it’s a school, too. It’s Wu Binbin’s school. Is it big?Ss: Yes.T: Is it new?Ss: Yes.T: What can you see in the school? S1: I can see a playground. S2: I can see some teaching buildings. T: Good. What else? What’s this?（指着体育馆的地方，引导学生说出。） Ss: It’s a gym. (板书单词gym，教学单词，领读，指名读，齐读。) T: What can you do in the gym? S1: We can play basketball. S2: We can play ping-pong. … T: We can do sports there. Look! This is a dining hall.(指着饭厅的地方，教学单词。板书词组dining hall，联系单词tall，dinner,让学生记住单词的音和形。注意单词dining 中的字母i的发音。) T: Near the gym and dining hall, there is many green grass. (板书单词grass, 引导学生自己联系学过的单词glass, 试着读出单词，然后教师再带读，指名读， 齐读。）b. Listen to the tape and follow the tape.c. Read the words two times together.3. Describe Wu Binbin’s school with “There is/are…” a. T: What’s Wu Binbin’s new school like? Please discuss in pairs with “There is/ There are…”There is a ___________ in Wu Binbin’s school.There are ____________ in Wu Binbin’s school. (同桌之间讨论，指名汇报。) b. 课件出示下面的句子，学生读句子。There is a gym in Wu Binbin’s school.There is a dining hall in Wu Binbin’s school.There is green grass in Wu Binbin’s school. c. 理解课件展示的句子，指名翻译。4. Describe Wu Binbin’s old school with “There was …” a. T: Boys and girls, Wu Binbin’s school is new and big. There is/There are…, but twenty years ago, it was not the same. Look, this is a picture of Wu Binbin’s school twenty years ago. What was Wu Binbin’s school like at that time? Can you talk about it?last year last month …years ago …months ago去年 上个月 ……年前 ……月前at that time in the old time(days) 在那时 过去 b. 课件出示时间短语，教学时间短语。 c. 学生说出曾经学过的时间短语，教师课件补充，然后四人小组给时间短语分类，并说出理由。 last year last month …years ago …months ago去年 上个月 ……年前 ……月前at that time in the old time(days) next week在那时 过去 下周tomorrow yesterday this week very long tine ago 明天 昨天 这个星期 很久以前 c. 理解句子“What was Wu Binbin’s school like at that time?”。T: “What was Wu Binbin’s school like at that time?” What the meaning? （学生们齐说句子意思。替换过去时间短语，指名说汉语。） What was Wu Binbin’s school like twenty years ago? d Describe Wu Binbin’s old school with “There was …” There was ____________________ in Wu Binbin’s school twenty years ago. There were ____________________ in Wu Binbin’s school twenty years ago. There was no _________________________.in Wu Binbin’s school twenty years ago.There were no _________________________.in Wu Binbin’s school twenty years ago. （小组讨论，指名汇报，课件呈现学生说的句子。） d. 观察句子，总结There was/ there were… There was/ there were…句型。 同桌之间观察讨论，自由发言，师生总结。T: 一般过去时态“表示过去某地、某时有某物。”句型结构: There was/ were +名词+地点（时间）。 它的否定句是在There was/ were后面加上no。 5. Learn the dialogue.a. 听录音，跟读课文。b. 理解课文。c.分角色朗读课文。Step 4 Practice1. Find the mistakes (1)全班分享课前教师布置的收集有关唐朝百姓生活状态的信息资料、图片。 (2)在学生对唐朝历史有一定的了解后，引导学生阅读理解图中文本。 (3)快速找出图中错误的地方，圈出并用英语描述。 参考句型：At that time, there were no gyms. People didn’t go by bus. People couldn’t use the Internet.2. Game: What is missing? 教师利用课件展示含有三个新词的学校全景图，组织学生用There is/are句型认读学校设施，然后依次用课件展示不同的图片，每幅图都标上不同的时间，每次都有一个或两个设施消失，让学生认读，并回想消失的设施，用T\here was/were no…来表示。3. 3. The Change in Our school. 以小组为单位，介绍自己学校今昔的变化，然后写一写，全班交流。 参考句型：Now there is/ there are….in our school. There was/ there were no …. in our school…years ago/months ago/last year.Step 5 SummaryT: What did you learn about this lesson? 学生自由说，教师总结。表示设施的单词：gym, dining hall, grass（2）表示过去时间的短语：last year, last month, …years ago , …months ago（3）表示过去的时间里“某地有某物”句型：There was/were 有….There was/ were no没有…设计意图：将本节课所学的主要内容，知识结构进行归纳，帮助学生记忆，巩固提升本课时所学的知识。板书设计 Unit 4 Then and now A Let’s learnlast year 去年last month 上个月…years ago 年前…months ago月前at that time 在那时 in the old time(days)过去 gym 体育馆 There was/were… dining hall 有 饭厅 There was /were no… grass 没有 草坪 作业设计一、看图，补全单词。饭厅 1. 2. 3. __ __ ass d__ ning h__ __ __ g __m二、单项选择。( )1. There ________a library in my village two years ago.A. is B. are C. was( ) 2. There ________ many grass in the park. A. is B. am C. are( )3. Last month, I ________to the Nanjing.A. go B. went C. goes( )4. There were ________ hotels in the Tang dynasty. A. not B. no C. no a 三、给下列的单词宝宝连词成句。 1. was, there, a, dining hall, in, school, my, years, twenty, ago(.) _________________________________________________________ 2. no, gym, there, was, our, in, city, year, last(.) _________________________________________________________ Answers:一、1.gr 2. y, all 3. y二、1.C2.A3.B4.B三、1. There was a dining hall in my school twenty years ago. 2. There was no gym in our city last year.第二课时课时内容A Let’s try Let’s talk课时分析本课时是人教版六年级下册第四单元的第二课时，与第一课时紧密相连，围绕“学校的今昔变化”展开话题。本节课主要通过谈话情境学习词汇one day, look it up, in my time, Internet. 学会如何请求别人讲述关于某一方面的句型 Tell me about…以及继续巩固表达过去某地的样子的的句型There was…/ There were…引导学生关注社会的变化，珍惜现在的生活。学会上网查阅资料，渗透人类首次登月的相关信息，提高学生自主学习的能力，持续培养学习英语的兴趣。在第一课时中句型There was…/ There were…的学习，为本课时奠定了一定的基础。There be句型学生掌握的比较熟练。本课时的重点是词汇的学习和能在情景中运用There be句型，用3~5句话描述某个地方过去与现在的状态和变化。本课时包括Let’s try 和 Let’s talk 两个板块。Let’s try是听力训练，呈现的是吴一凡的爷爷参观学校、与孩子们对话的材料。通过听力的练习，引出核心句型There be(过去式)，为Let’s talk 对话部分的学习创设语言情景。Let’s talk呈现的是吴一凡的爷爷和孩子们交流学校过去情况的场景。在学校里，吴一凡的爷爷观看学校的照片，引出用There was.../There were…对过去学校的介绍。Sarah从爷爷的介绍中联想到自己想要参观月球的愿望，从而引出人类首次登月的信息。本课时谈论学校情景的话题，贴近学生的生活，真实，有意义，学生们非常感兴趣，满足了学生的求知欲，激发了学生想要用英语表达的欲望，培养学生对英语学习的热情。本课时出现的词汇one day, look it up, in my time, Internet.意义容易理解，但是用法的运用由一定的难度。在教学中要借助图片，语境帮助学生对词汇的理解和运用。本课时出现的句型很多。我采用先复习，帮助学生回忆旧知，利用新旧之间的联系引出新知。在学习新知的过程中，要创设语境，学习新知。设置交际性活动、语言训练活动、小练笔等活动巩固新知。教学过程遵循以学生为主体，教师为主导的原则，引导学生自主学习。课时目标1. 能够听、说、认读单词：one day, look it up, in my time, Internet2. 能够听、说、读、写句型：There was no library in my old school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time.3. 能够很好的完成Let’s try。 4. 能够在图片的帮助下，在情景中运用There be句型描述某个地方过去与现在的状态和变化。5. 能够理解对话大意并能正确朗读所学对话。6. 了解人类首次登月的一些信息。学会上网查阅资料。课时重难点1.重点（1）能够听、说、认读单词：one day, look it up, in my time, Internet（2）能够听、说、读、写句型：There was no library in my old school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time.（3）能够在情景中运用There be句型描述某个地方过去与现在的状态和变化。（4）能够理解对话大意并能正确朗读所学对话。2.难点（1）单词one day, look it up, in my time 的用法。（2）能够在情景中运用There be句型描述某个地方过去与现在的状态和变化。教学准备 多媒体课件、词卡、录音机和磁带、图片、家乡照片教学过程Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, teacher. T: How are you today?Ss: Very well, thanks. And you?T: I’m fine, thank you. Were you happy yesterday?Ss: Yes/ No.T: Why?S1: I saw a film……设计意图：学生畅所欲言，在班上与老师、同学分享自己的喜悦。拉近师生之间、同学之间的距离，培养学生用英语表达的习惯。2. Review the words(1)T: Ok, boys and girls. Are you ready for English? Ss: Yes.T: Now let’s review some words. What’s this?（教师展示图书馆的图片。）S1: It’s a gym.T: Spell it in English.S2: G-Y-M，gym…(教师依次展示餐厅、草坪的图片，让学生拼出单词。)(2)Play a game 教师与学生玩拼单词的游戏。教师说出要拼读的单词，学生说第一个字母，教师接第二个字母，依次类推，直到拼完单词。 T: Let’s spell the words “gym”. Ss: G T: YSs: M, gym.教学资源：词卡设计意图：拼单词的小游戏，活跃了课堂气氛，让学生在玩得过程中复习和巩固了上节课的单词，为下一环节的运用做好准备。Step 2 Lead in Let’s tryT: Today, there is a guest visiting the school. Who’s he?（课件呈现吴一凡的爷爷的图片。）Ss: Wu yfian’s grandpa.T: What did he say? Let’s listen to the tape.(1)听前预测。引导学生猜测吴一凡的爷爷现在在哪里，请学生看题，理解题意，并请学生根据自己的想法预测。(2)播放录音，独立完成习题。(3)集体核对结果。教学资源：图片、录音机、磁带设计意图：先预测将要听的内容，引导学生捕捉重点信息，运用听力技巧，完成听力练习。提高学生的听力水平，并为对话部分的学习创设语言情景。Step 3 PresentationLet’s talk(1) 教师展示课件，观察图片，说一说。 T: Wu Binbin’s grandpa is visiting his old school. He is talking with Wu yian and Wu Binbin’s friends about his old school. What was Grandpa’s school like? Can you imagine?(2)第一次阅读文本，整体感知对话。 T: What was Grandpa’s school like? Let’s have a look at the text. a. 快速浏览文本，在书中画出答案。b. 指名汇报答案，教师课件展示。There was no library in my old school.There was only one small building on a hill.There were no computers or Internet in my time. 互联网 在那时候c. 理解Internet, in my time（板书）。(3)第二次阅读文本，获取核心信息。 a. 阅读文本，小组讨论问题。①Were there any big buildings in Grandpa’s old school?②Were there any libraries and computer rooms in Grandpa’s school?③Was Grandpa’s school on the hill?④Can you guess what Grandpa often did at night at school?（Maybe he often looked at the stars at night during his time at the old school.）b. 指名回答，解决问题。(4)第三次阅读文本，理解细节。 a.课件展示第一组句子，理解单词和句子。①Tell us about your school, please.②One day I’m going to visit the moon. （教师讲解one day的用法，练习用one day说话。）b. T: Sarah wants to visit the moon one day. What about you? Do you want to visit the moon and other stars?（播放人类首次登月的视频或图片，向学生渗透人类首次登月的信息。）c. 课件展示第二组句子，理解单词和句子。 ①How do you know that?②I looked it up on the Internet. （教师讲解look it up的的意义和用法。告诉学生网络可以查阅资料。）(5)听录音，跟读课文，注意语音、语调。(6)分角色朗读课文。教学资源：课件、录音机、磁带、设计意图：采取小组合作的方式，引导学生自主学习，提高自主学习的能力。Step 4 Practice1. 教师展示从网上搜集到的世界各地不同时代的、不同风格的学校的图片。 T: Look at the pictures. What are they? Ss: They are schools.T: Look, these are the schools now and these are the schools in the old time. What are the schools like now? What were the schools like in the old time? Let’s talk about them.教师从新旧学校的图片中各选一张图，用there be 句型，小组讨论学校今昔的变化。（课件呈现。） The School Now The School in the Old Time There is a tall building. There was a small building. There are many trees. There were many trees. There is a gym. There was no gym. There is a dining hall. There was no dining hall. ……教学资源：图片设计意图：通过学生之间的讨论，巩固了本节课所学的there be句型，锻炼学生的口头表达能力和语言运用能力。2. Draw and saya.学生用There be句型，描述某个地方过去与现在的状态和变化。（3~5个句子即可。） There was _____________. There is ______________.There were____________. There are ____________. b.两人一组，一人用英语描述，一人根据描述的内容画图。 Now ______years ago 设计意图：画一画，说一说，培养学生学习的兴趣，丰富学生的想象力，巩固学生的语言表达能力。 3. 小小解说员。教师展示家乡过去和现在的照片，请学生们充当解说员，介绍家乡的变化。a.小组讨论。b.找几名学生介绍，评出优秀的解说员。教学资源：家乡照片设计意图：小小解说员的活动，拓宽思路，发散学生的思维，帮助学生积累语言，提高学生听、说的能力。板书设计Step 5 SummaryT: What did you learn about this class?学生们自由说，教师总结。1. 单词和词汇：one day, Internet, look up2. 请求别人讲述某方面的信息的句型：Tell us about…（板书。）询问对方如何知道某事的句型：How do you know that?（板书。）描述某个地方过去与现在的状态和变化的句子：There was/were…There is… There are…（板书。）设计意图：师生共同整理和归纳知识点，帮助学生的理解和记忆。板书设计 A Let’s talk Tell us about… There was/were… How do you know that? There is/are… 作业设计一、英汉互译。 1. look up _________ 2. last year_________ 3. get there_________ 4. on the Internet _________单项选择。( )1. One day, I ________ visit the moon.A. am going to B. go to C. went to( )2. There ________ no computers in my time.A. was B. are C. were( )3. There ________ a big gym in my village now. A. are B. is C. was( )4. Tell ________ about your school, please. A. we B. us C. is三、将下列单词连成问句，并选择合适的答语。( )1. was, what, school, like, your? _________________________________________ ( )2. how, know, do, you, that? _________________________________________ ( )3. could, at, see, stars, night, you,? _________________________________________( )4. how, your, holiday, was? _________________________________________Easy, I looked it up on the Internet. B. It’s fine, thanks. C. There was a small building on a hill. D. Yes, I liked the stars.Answers:一、1. 查阅 2. 去年 3. 到那 4. 在互联网上二、1.A 2.C 3.B 4.B三、1. What was your school like? C2. How do you know that? A3. Could you see stars at night? D4. How was your holiday? B第三课时课时内容 B let’s learn Listen, match and say课时分析本课时是人教版六年级下册第四单元第三课时。围绕“对季节和运动的喜好的变化”这一话题展开，主要通过对话学习单词和词组thought, could, go cycling, ice-skate, play badminton及表达自己对季节和运动的喜好变化的句型I didn’t like…before. I couldn’t … Now I love to/like…向学生渗透运动的好处，引导学生合理的运动。激发学生学习英语的热情，保持对英语学习的兴趣，树立学好英语的信心。第一课时、第二课时学习如何描述学校过去和现在的句型为本课时做了很好的铺垫。本课时的重点是四会短语的掌握以及能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。本课时包括Let’s learn 和match and say两个板块。Let’s learn呈现了吴一凡去骑自行车、滑冰、打羽毛球的三幅场景图，体现了词汇的意义。此板块呈现的对话情境是吴一凡向Mike介绍自己对季节和运动的喜好的变化，从而引出学习内容。此话题的设置，符合学生的心理，贴近学生的实际生活，能引起学生学习的共鸣，更能激发学生学习的兴趣。Listen, match and say板块是听力操练活动，由三个小语篇组成，分别由三位同学介绍自己过去和现在的变化，用于巩固操练B Let’s learn板块中的新词和重点句型。本课时虽然是新授课，但是生词较少，句型简单，所以学生很掌握容易。在设计教学过程时，遵循以学生为主体，教师为主导的原则，利用真实的生活情景展开词汇教学，采用游戏、小调查、写作等多种活动有效的活动形式巩固教学。教学方法有合作学习法、情景教学法、愉快教学法。课时目标1.能够听、说、读、写单词和词组：go cycling, ice-skate, play badminton2.能够听、说、读、写句型I didn’t like…before. I couldn’t … Now I love to/like…3.能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。4.能够在教师的引导下梳理、归纳已学过的有关运动的动词短语。5.激发学生学习英语的热情，保持学习英语的兴趣。课时重难点1. 重点（1）.能够听、说、读、写单词和词组：thought, could, go cycling, ice-skate, play badminton（2）.能够听、说、读、写句型I didn’t like…before. I couldn’t … Now I love to/like…（3）能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。2. 难点（1）能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。（2）能够转述他人对季节和运动喜好运动的变化。 (3) 单词thought 的读音。教学准备 课件、图片、录音机、磁带、调查表教学过程Step 1 Warm up 1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you today? Ss: I’m fine, thank you. And you?T: I’m fine, too. What’s the weather like today?Ss: It’s sunny/hot/ warm…T: What did you do yesterday/ last night/ last weekend…?S1: I watched TV/ go swimming…T: Did you have fun?Ss: Yes,T: Ok. Are you read for English?Ss: Yes, we’re ready.教学意图：师生之间问候、聊天，加深学生和教师的感情，拉近师生之间的距离。）2. T: Great. Let’s enjoy a chant first.（播放季节儿歌。） Spring is green with flowers and songs.Summer is hot and the days are long.Fall is golden and farmers are busy.Winter is gone and the year is gone. 教学资源：课件设计意图：朗朗上口的儿歌，活跃了课堂气氛，帮助学生回忆过去的知识。 Step 2 Lead inAsk and answerT: How many seasons are there in a year?Ss: Four. T: What are they?Ss: Spring, summer, fall, winter.T: What season is it now?Ss: It’s spring.T: What can you do in spring?S1: I can fly kites/…S2: I can go hiking.…T: Which season do you like best?S3: I like summer best.T: Why do you like summer?S3: Because I can swim/…T: Which season do you like best? Why?S4: I like winter. Because I can make a snowman /……T: I all like the seasons. Because I can play these sports.设计意图：问答导入，能有效的引起学生对话题的兴趣，并使学生积极的参与课堂，主动的思考，复习旧知，为引出新知做准备。Step 3 PresentationLet’s learn1. Teaching “go cycling, ice-skate, play badminton.” (1)展示教师骑自行车、滑冰、打羽毛球的图片，学习词汇。T: Look at the pictures. Who’s she?Ss: It’s you.T: Yes, it’s me. What am I doing? Look at Picture 1.Ss: Going cycling. （引导学生回答。板书短语go cycling，教读，指名读，领读，齐读。）T: Look at Picture 2 What am I doing?Ss: Ice-skating.(板书ice-skate,联系单词ice-water和元音字母a 的发音规律，让学生自己试读，领读，齐读，指名读,注意它的现在分词。)T: Look at Picture2 What am I doing?Ss: Playing badminton.（板书play badminton, 将单词拆开教读，指名读，讲解play的用法。） (2)Listen to the tape and follow the tape. (3) Read the phrases together. (4) Spell the phrases.教学资源：图片、录音机、磁带设计意图：教读单词，引导学生联系旧知，培养学生的迁移能力和自主学习单词的能力。2. Learn the dialogue (1)T: Look at the pictures, who’s he?Ss: Wu Binbin.T: From the pictures, what can you see? ( 教师展示教材中的插图。)Ss: We can see Wu Binbin is going cycling, ice-skating and playing badminton.T: During which season can we play these sports?（学生说出上述运动对应的季节。）Do you think Wu Binbin likes all the seasons?(2) 播放录音，讨论下面问题。 Did Wu Binbin like winter before? Why or why not? Does he like winter now? How do you know that?(3)理解对话。 T: Did Wu Binbin like winter before? S1: No, he didn’t. T: He didn’t like winter before.( 板书didn’t like…before.) Why?Ss: He thought It was too cold.（学生们不会说thought, 教师引导学生说出。板书单词thought，教读,，领读，指名读。讲解too的用法，理解句子，齐读句子。）T: What else?Ss: He couldn’t go cycling.( 板书couldn’t，讲解couldn’t 的用法，领读，拼读，指名读，齐读句子，理解句子。) T: Does he like winter now? Ss: Yes. T: How do you know that? He says…Ss: Now I love to ice-skate.(板书I love to_____. 理解句子，齐读句子。讲解love的用法。)(4)听录音，跟读课文。(5)分角色朗读课文。 两人一组、分角色朗读。 男生女生分角色朗读。(6) 按季节归纳已学过的运动类词汇。 What sports can we play in different seasons? Spring Summer  Autumn  Winter go hiking fly kites … go swimming dive …play footballclimb mountains…ice-skateskiing… (7)练习句型。 T: Wu Binbin didn’t like winter before. Which season didn’t you like before? Why? Do you like it now? Why? Please talk about it in pairs. I didn’t like _______ before. I thought it was_________. I couldn’t __________. Now I like/ love to ________, So I like_________.（将板书补充完整。） a. 同桌之间互相交流，指名说。 b. 写一写。根据听到的内容，将对方对季节和运动的喜好的变化及原因，介绍一下。 示例： xxx is my good friend. He didn’t like ________. He thought it was_______. Now he likes/likes to________. Because he likes _____________. 教学资源：教学插图、录音机、磁带设计意图：对话教学采用合作学习的方式，提高学习效率，发展学生与人沟通合作的能力。Step 4 PresentationListen, match, and saya. 观察图片，猜测题意。b. 听录音，完成题目。c. 核对结果。教学资源：录音机、磁带设计意图：听力操练活动，巩固了本节课的新词和重点句型。2. 小游戏a. 造句游戏：What couldn’t you do before and what can you do now? 运用I couldn’t … before.和 I can … now. 以小组为单位造句，看看哪组造句最b.“猜动作”游戏教师每次请一名学生上讲台，根据教师的纸条提示表演动作，台下学生猜。哪一组学生在规定的时间内猜对的句子最多的为胜利者。句子分两组，示例： Before NowI couldn’t swim. I can swim.I couldn’t ice-skate. I can ice-skate. … …设计意图：引导学生在玩的过程中巩固所学的词汇和句子。3. My good friend’s changes 采访班里的一位或两位好朋友，并做总结描述。 采访参考句型：Did you like spring/ yellow/ football/ maths before? What about now? Name  Season Colour Subject(学科) Sport  总结句型：________ liked _________ before, but now he likes__________. Because he likes to _________. He liked ________ before and now ______ is still （仍然）his/her favourite colour… 教学资源：调查表 设计意图：学生的思维不能只停留在课本上，本环节的设计进一步发展学生的思维能力和语言的表达能力。Step 5 SummaryT: What did you learn about this lesson?学生自由发言，教师总结。1.单词和短语：thought, could, go cycling, ice-skate, play badminton2.表达自己对季节喜好的变化，句型：I + didn’t like + 季节+ before. Now + I like +季节. 3. 表达自己过去不会某种运动，句型：I couldn’t + 运动动词短语.设计意图：教师帮助学生将所学的知识进行归纳，便于学生对知识的理解和记忆。课堂作业一、看图，补全单词，并连线。 1. go c__ cl__ __ __ 2. ice-sk__ t__ 3. play b__ d m__ t__ n A. B. C.二、改错。 ( )1. I don’t like summer before. ________ A B C ( ) 2. I thought it is too cold. ________ A B C ( ) 3. Mike can play the badminton. ________ A B C三、将下列的单词宝宝连词成句。 1. couldn’t, Amy, cycling, go, before(.)____________________________________________________2. I, love, ice-skate, to, winter, in(.)____________________________________________________3. don’t, I, like, maths, now(.)____________________________________________________Answers:一、1. go cycling ,B 2. ice-skate, C3. play badminton, A二、1. A, didn’t / C, now 2. A, think / B, was 3. C, badminton 三、1. Amy couldn’t go cycling before.2. I love to ice-skate in winter.3. I don’t like maths now.板书设计 B Let’s learn I didn’t like _______ before. I thought it was_________. I couldn’t ________. （想）（不能） Now I like/ love to ________, So I like_________.第四课时课时内容 B Let’s try Let’s talk课时分析本课时是人教版六年级下册第四单元第四课时。围绕“Mike和John的的变化”这一话题展开，主要通过对话学会用句型Before, I /she /he was... Now, I/she/he am/is...表达自己和他人过去和现在的情况，引导学生学会倾听，提高阅读能力。持续培养学生学习的兴趣，激发学生学习英语的热情，树立学好英语的信心。本课时是第三课时内容的延续和拓展，第三课时已经学习了如何表达自己对季节和喜好的变化，为本课时打下了很好的基础，所以本课时内容的理解，对于学生来说就很容易。本课时的的重点是重点句型的恰当运用以及能够运用3~5句话描述自己和他人的性格、爱好、外貌等方面的变化。本课时包括Let’s try 和Let’s talk两个板块。Let’s try呈现了Mike 和陈杰讨论旧照片的情景，通过听力活动获得Let’s talk板块的人物及场景信息。Let’s talk 板块呈现了关于Mike的两幅图，一幅是Mike以前上课很安静，一幅是Mike现在上课活跃。两幅图的对比帮助学生理解Mike 性格的变化。此板块呈现的对话情境是陈杰和John正在参观 Mike的家，陈杰、Mike和John三个小朋友一起在看Mike的老照片。通过他们一起在看老照片的情景，谈论自己的变化。此情景的设计，贴近学生的实际生活，能够引起学生的共鸣，更能激发学生想要用英语表达的愿望，激起学生的求知欲。 本课时是新授课，没有生词，句型简单，内容很容易被理解。但是语言的综合运用对于学生来说稍有难度。教师要采用歌曲、游戏、写话等多种活动形式，调动全体学生的积极参与，培养学生的语言综合运用能力。课时目标 （1）学生能够理解对话大意，并能正确朗读所学对话。 （2）能够在图片的帮助下，在情景中恰当运用句型Before, I /she /he was... I /she /he did/ didn’t ...Now, I/she/he am/is...。（3）能够用3~5句话描述自己与他人的性格、爱好、行为等方面的变化。 （4）学唱歌曲Changes in me。（5）引导学生学会倾听，提高阅读能力，激发学生学习英语的热情，树立学好英语的信心。课时重难点1.重点（1）学生能够理解对话大意，并能正确朗读所学对话。（2）能够在图片的帮助下，在情景中恰当运用句型Before, I /she /he was... I /she /he did/ didn’t ...Now, I/she/he am/is...（3）能够用3~5句话描述自己与他人的性格、爱好、行为等方面的变化。2.难点句型Before, I /She /He was... I /She /He did/ didn’t ...Now, I/She/He am/is...的恰当运用以及能够用3~5句话描述自己和他人的性格、爱好、行为等方面的变化。教学准备 多媒体课件、图片、卡片、录音机、磁带、表格教学过程Step 1 Warm up1. GreetingT: Hello, boys and girls.Ss: Hi, Miss xxx. T: How are you today?Ss: Very well, thanks. And you?Ss: I’m fine, too.T: Are you ready for English class? Ss: Yes. T: Ok. Let’s begin our class. Before our class, let’s play games first.2. Play games （1）“我来说，你来做”。教师依次说出go cycling, ride a bike, ice-skate, play badminton, pay football, play the erhu, swim等单词或短语，学生做出相应的动作。（2）“我来做，你来说”。教师从桌子放一些图片，请几名学生到讲台前抽图片，并做出相关的动作，其他学生说出单词或短语。(3) 大家都来说一说。T: Before, I couldn’t swim. Now I swim every month. What about you? S1: Before I couldn’t go cycling. Now I go cycling every day. … （多找几名学生说说自己对运动喜好的变化。）教学资源：图片设计意图：通过游戏滚动复习前面所学的旧知，为新课的学习做好准备。Step 2 Lead in歌曲导入T: Boys and girls, let’s enjoy a song together. Can you sing? If you can, please sing together. （播放家有儿女主题曲。学生如果会唱，跟唱歌曲。）教学资源：歌曲设计意图：歌曲的运用，为学生创造了宽松的学习氛围，活跃了课堂气氛，调动了学生的积极性，为引起下文做准备。Step 3 Presentation1.Teaching the new sentences(1)展示家有儿女“小雨”的扮演者尤浩然长大的图片。T: Who’s he? Do you know? Ss: Yes, he’s You Haoran. T: Right. What’s he like now?（板书单词now。） 展示尤浩然小时候的照片，T: What was he like before?（板书单词before。） a. 引导学生以脑风暴活动的形式归纳外貌、性格的词汇。性格quiet, kind, active, funny ,… 外貌short, tall, strong, thin, long hair, short hair … b. 引导学生用下面的句型讨论“小雨”的新旧照片。 Before, he was... He had ....Now, he am/is... c. 自由发言，然后教师引导学生描述。教学资源：照片设计意图：从学生们感兴趣的、熟悉的电视人物入手，引起学生的学习兴趣，激发学生的学习动力。2. Let’s tryT: Look, Mike and Chen Jie are looking at the old photos, too.（展示一幅Mike 与陈杰在看老照片的图片。) They are and talking. What are they are talking about? Let’s listen and circle. a. 听录音，完成Let’s try。 b. 核对答案。教学资源：录音机、磁带设计意图：通过听力活动，获得对话的场景信息，为进入正式的对话学习做好准备。2. Let’s talk(1). 学前预测 T: John is looking at the old photos with Mike and Chen Jie. They are talking about their changes. What were they like before? 想象三人以前的样子和和性格，根据提供的句型自由说。 xxx was short/… xxx had long hair/ short hair. xxx was quiet/… (2). 学习对话 a. 自读对话，在相应的信息下打“√”。 Before NowMikequietactivetallshortfunnyquietactivetallshortfunnyChen JieJohn b. 再读对话，画出Mike 和John的变化的句子。c. 同桌两人讨论Mike 和John的变化，自由汇报。（张贴Mike，John的人物头像。） d. 教师根据学生的汇报，板书。Before NowMike 头像 liked pink doesn’t like pink quiet activeJohn头像 short couldn’t ride a bike go cyclinge. 组织学生根据表格提供的信息，描述Mike 和John的变化。Before Mike was quiet. Now he was active in class. Before Mike liked pink. Now he doesn’t like pink.Before John was short. Before he couldn’t ride a bike. Now he goes cycling every day.（(课件展示句型，理解句子，分组读句子，齐读句子。） f. 细读对话，学生提出不懂的词句，教师讲解。 You’re wearing a pink T-shirt.(理解句子，领读句子，齐读句子。) That’s good exercise. (理解句子，领读句子，齐读句子。)g.听录音，跟读课文。 h.分角色朗读课文。(3)引导学生理解和梳理的用法，并归纳学过的相关句型。 I/She/He was… before. I/She/He didn’t… before. I/She/He couldn’t… before. Now I/She/He am/is… 教学资源：录音机、磁带、表格、图片设计意图：学前预测三人的样子，丰富学生的想象力，锻炼学生的口头表达能力。对话学习采用先整体感知，再局部理解，最后又回到整体，培养学生捕捉信息的能力。Step 4 Presentation1. Learn “Changes in me” . (1)认读歌词。 (2)播放录音，跟唱歌曲。教学资源：录音机、磁带设计意图：歌曲的学唱调动了全体学生的积极性，也巩固了和本课有关的知识。2. Listen and guess 教师准备几个学生的近照和旧照，让学生按小组选人根据看到的照片进行描述，其他组的同学猜猜是他是/她是谁？ 参考句型：He / She was short. He / She has short hair. He / She could swim. He / She didn’t wear glasses. Now, he is tall. Who is he/ She? 设计意图：猜一猜，锻炼学生的语言组织能力和思维能力，同时也活跃了课堂气氛。3. 写一写，说一说。 请以xxx’s changes为题，用4~6句话描述自己的好朋友的变化，并互相交流。xxx is my friend. He/ She was __________. He/ She couldn’t _______ when he/ She was a little_______. He / She didn’t like_________. Now he/ She is__________. He/ She can ________ well. 设计意图：写作训练提高学生的书写能力，帮助学生积累语言，发散学生的思维。Step 5 SummaryT: What did you learn about this lesson?学生自由说，教师归纳。描述自己和他人的变化的句型: Before, I/She/He was…I/She/He couldn’t… before.Now I/She/He am/is… 设计意图：师生共同归纳知识，便于学生的记忆。作业设计一、找规律，写单词。funny unnyactive unny unny1.tall unnystrong unny unny2. 3.ride unnyplay unny unny二、单项选择。( )1. Before I ______ short. Now I ______ tall.A. am, am B. was, am C. was, was( )2. You are ______ a shirt.A. wears B. wearing C. wear( )3. Come and look ______ Mike’s old photos.A. at B. to C. in( )4. That’s ______ good exercise.A. a B. an C. /三、按要求完成句子。1. I could play badminton before.（变否定句。） I ________ ________ badminton before.2. Lucy didn’t wear glasses.（翻译画线部分。） ________________________________.3. I, every, cycling, go, day, now(, .)(连词成句。) ________________________________. 4. I like pink now.（变否定句。） I _______ _______ pink now.Answers:一、略。二、1.B2.B3.A4.C三、1.couldn’t 2. 戴眼镜3. Now, I go cycling every day. 板书设计 B Let’s talkBefore NowMike 头像 liked pink doesn’t like pink quiet activeJohn头像 short couldn’t ride a bike go cycling Before, I/She/He was…I/She/He couldn’t… before.Now I/She/He am/is… 第五课时课时内容 B Read and write课时分析本课时是人教版六年级下册第四单元第五课时。围绕“吴一凡的梦”这一话题展开，主要通过阅读文本学习词汇race, nothing, thought, felt, cheetah, trip, woke, dream及如何用一般过去时态写自己的梦。锻炼学生的思维能力，语言运用能力，理解能力和分析能力，激发学习英语的兴趣和树立学好英语的信心。前几课时词汇、对话的学习为本课时的学习奠定了一定的基础，本课时是第二单元知识的拓展和延伸。本课时的重点是单词race, nothing, thought, felt, cheetah, trip, woke, dream的听、说、认读以及能够根据阅读所获取的信息完成一系列活动和书写活动。 本课时Read and write板块，分为读和写两个部分。第一部分包括读前部分和文本，读前部分呈现了几个问题，通过问题的解决，回忆相关的背景知识。文本呈现的是吴一凡的梦境，通过阅读能够为图排序及填充对话的任务。第二部分是语境下的书写活动：记述自己的梦。文本内容非常有趣，贴近学生的生活，能够引起学生的学习兴趣，有效的激起学生阅读的欲望。 本课时词汇量大，篇幅较长，对于学生的理解和运用有一定的难度。教师要借助于多媒体、图片，语境帮助学生理解重点词汇和课文。采用任务型教学法、合作探究法、交际法等多种教学方法的综合运用，提高学生的阅读能力，培养良好的阅读习惯和技巧。课时目标 （1）能够听、说、认读单词：race, nothing, thought, felt, cheetah, trip, woke, dream。 （2）能够理解文本，并能根据文本信息给图排序。（3）能根据文本内容，在对话模式的文本中填上合适的词语。（4）能够结合自己的实际，模仿课文文本，写一篇关于自己的梦的小语篇。（5）锻炼学生的思维能力、语言运用能力，理解能力和分析能力，激发学习英语的兴趣和树立学习英语的信心。课时重难点1.重点（1）能够听、说、认读单词：race, nothing, thought, felt, cheetah, trip, woke, dream。（2）能够理解文本，并能根据文本信息给图排序。（3）能根据文本内容，在对话模式的文本中填上合适的词语。（4）能够结合自己的实际，模仿课文文本，写一篇关于自己的梦的小语篇。2.难点（1）词汇的认读和理解。（2）能够结合自己的实际，模仿课文文本，写一篇关于自己的梦的小语篇教学准备 多媒体课件、卡片、录音机、磁带、图片、歌曲教学过程Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you today?Ss: Fine, thank you. And you?T: I’m fine, too. Are you ready for English?Ss: Yes.2. Sing a songT: Now let’s sing a song together. Ss: Ok.（播放歌曲changes in me，学生们齐唱。）教学资源：歌曲设计意图：歌曲的运用，活跃了课堂气氛，让学生尽快融入到课堂中。Step 2 Lead inT: Boys and girls, do you like animals? I have some pictures about them. Let’s guess. What’s this?Ss: A dog?T: Yes or no?Ss: Yes.T: Next one. What’s this?Ss: A tiger?T: Right….…（教师课件呈现各种被遮住一部分的动物图片，学生猜出动物的名称。）教学资源：图片设计意图：猜一猜，既吸引全体学生的兴趣，又为引起下文做准备。Step 3 Presentation1. 看一看，说一说 (1)T: Look at this picture. What’s this? Do you know? Ss: A lion/…? T: It’s a cheetah. (板书单词cheetah，领读，齐读，指名读。) T: We know lots of animals. What animal can run very fast? 学生找出跑得快的动物，并运用比较级讨论对比动物奔跑的速度。(2)教师展示吴一凡在床上睡觉的照片，让学生猜测吴一凡在梦里梦到了什么？（板书Wu Binbin’s dream。领读dream，指名读，齐读。）设计意图：学前预测，培养学生的想象能力，为学习正文做好铺垫。 2. 学习文本 (1)第一次阅读 快速浏览，整体阅读。 a.在书上圈出生词，写汉语。 race, nothing, thought, felt, cheetah, trip, woke, dream b. 用线画出与图片相符的句子，然后排序。Wu yfian had a race（比赛） with his father and Max. His father ran very fast, but he could not.Wu Binbin ran like a cheetah.But suddenly he tripped（绊倒）and fell（摔倒）. （课件呈现句子，板书关键信息，结合图片理解生词和句子。领读句子，齐读句子。）(2)第二次阅读 a.仔细读文本，小组讨论问题。 Why was Wu Binbin worried? What happened when Robin gave him some water? Why did he wake up?（在解决问题的过程中，板书关键信息，完善思维导图。）b. 提出不懂的问题，集中解决。(3)第三次阅读 阅读文本，完成填空。(4)听录音，跟读课文。(5)观看思维导图，学生根据图中关键信息复述吴一凡的梦。 两人一组互相复述，指名复述，全班学生在老师的指导下复述。ThenRobin gave him some water.Wu Binbin’s dreamIn the second race ran like a cheetah could with tripped and fell woke upIn the first raceWas with his father and MaxHis father ran fast.He ran slow.教学资源：课件、图片、录音机、磁带设计意图：复述课文，训练了学生的阅读、说话等各方面的能力，增加词汇量，强化了对知识的记忆和巩固。Step 4 Presentation1.两人一组，互相谈谈自己的梦。 参考句型：S1: I had a dream last night.S2: Was it a good dream?S1: Yes/ No.S2: What did you dream about?S1: I dreamed…2. 写一写自己的梦。 I had a dream last night. In my dream, I _____________________________________________________________________________________________________________.What a dream.设计意图：先说一说，再写一写，锻炼学生的口语表达能力和书面表达能力。Step 5 SummaryWhat did you learn about this lesson? 学生自由说，教师归纳。1.学习了单词: race, nothing, thought, felt, cheetah, trip, woke, dream2.学会了用一般过去时态描述自己的梦。设计意图：师生共同归纳和整理，便于学生的理解。作业设计一、按要求写单词。ran原 形反义词slow1. 2.完全形式couldn’t3. 4.过去式trip二、给下列句子中的划线部分选择正确的汉语。( )1. Tom ran like a cheetah.A. 狮子 B. 猎豹 C. 海狮( )2. Last Sunday, I went to Beijing by train. I felt happy.A.感觉 B. 摔倒 C. 希望( )3. He woke up at 7:30 yesterday morning.A. 睡觉 B. 醒了 C. 起床三、单项选择。( )1. There _________ many people there.A. is B. was C. were( )2. Wu Binbin had a race _________ his father.A. and B. with C. at( )3. —Did you _________an interesting dream? —No, I didn’t.A. have B. had C. has四、我是阅读小能手。阅读短文，判断句子正“T”误“F”。 I had a dream last night. In my dream, I was a teacher. I worked in a small school. I went to work by bike. There was a teacher’s office, three classrooms and a gym in my school. I taught the students English and PE. I played football with my students together. Suddenly the clock went off. Then I woke up. What a dream!( )1. I dreamed about my grandpa’s school.( )2. I went to work by car in my dream. ( )3. I was a Chinese teacher in my dream.( )4. I worked in a gym.( )5. I played football with my students together in my dream. Answers:一、1. fast 2. run 3. tripped 4. could not二、1.B2.A3.B三、1.C2.B3.A四、1.F2.F3.F4.F5.T板书设计 B Read and writeThenRobin gave him some water.Wu Binbin’s dreamIn the second race ran like a cheetah could with tripped and fell woke upIn the first raceWas with his father and MaxHis father ran fast.He ran slow.第六课时课时内容 B Let’s check、Let’s wrap it up C story time课时分析本课时是人教版六年级下册第四单元第六课时，与前几课时紧密相连。围绕“本单元的重点词汇和句型”展开。Let’s check.检测本单元重点词汇的音、形、义。Let’s wrap it up复习和巩固本单元的核心句型，引导学生运用过去和现在两种时态进行对比描述。Story time复习巩固并拓展本单元所学的语言，增加语言的输入，培养学生的语言表达能力，激发学生阅读的兴趣，增强团队合作的意识。本课时是对前几课时重点知识的汇总，学会了本课时所要掌握的知识，那么学生对本单元的重点已经能够掌握。本课时的重点是核心词汇和句型的理解和运用。 本课时包括Let’s check 、Let’s wrap it up 和story time三个板块。Let’s check是一个语篇听力训练，呈现的文本内容主要以爷爷的视角来介绍他年轻时的学生生活。学生要能够根据听到的信息完成两个听后任务。训练学生关注文本的意义和语言的形式，培养学生良好的听力习惯，持续提高学生的听力水平。Let’s wrap it up板快呈现了六幅事物、人物和动物变化的图，创设了核心句型的语用环境，引导学生运用过去和现在两种时态进行对比描述。Story time板块呈现的是Zoom 和Zip在看杂志，边看边交流人类烹调方式、地球环境以及鲸鱼古今未来的变化。故事阅读性强，涉及了历史、生物的知识，拓宽学生的知识面，激发学生阅读的兴趣。通过故事的学习，复习巩固本单元There are…/ There were…句型以及借助图片和上下文理解故事内容。 本课时是复习课，话题比较多。在设计教学过程时，不同的板块采取不同的方法。Let’s wrap it up. 采用游戏的形式复习和巩固语言，培养学生的思维能力。Story time.充分利用已有的教材创设语境，采取小组合作的方式，在教师的主导下，引导学生逐步的深入教材、理解教材。课时目标 （1）能够较好的完成Let’s check，培养学生良好的听力习惯。 （2）能够运用过去与现在描述事物、人物、动物的变化。（3）能够理解故事内容。（4）能够通过故事复习巩固本单元的重点语言。（5）培养学生阅读的兴趣，增强团队合作意识。课时重难点1.重点（1）能够较好的完成Let’s check。培养学生良好的听力习惯。（2）能够运用过去与现在描述事物、人物、动物的变化。（3）能够理解故事内容。（4）通过故事复习巩固本单元的重点语言。2.难点故事的理解和所学语言的运用。教学准备：课件、录音机、磁带、图片、表格教学过程Step 1 GreetingT: Good morning, everybody.Ss: Morning, teacher.T: How are you today?Ss: I’m fine, thanks.T: Let’s sing a song “Changes in me”.Ss: Now I am taller…教学资源：歌曲教学设计：通过唱歌，活跃课堂气氛，帮助学生回忆本单元所学的知识。Step 2 Lead inT: Now let’s review some words and phrases.教师依次展示dining hall, grass, gym, go cycling, ice-skate, badminton的图片，学生拼出单词并说出汉语。T: Look at the picture. What’s this?Ss: It’s a dining hall.T: Can you spell it?Ss: Yes. D-I-N-I-N-G H-A-L-L, dining hall, 饭厅。…T: Look at the boy. What can he do?Ss: He can ice-skate.T: Spell “ice-skate”.Ss: I-C-E S-K-A-T-E, ice-skate, 滑冰。…教学资源：图片设计意图：通过图片复习所学的单词和短语，为听力训练做准备。Step 3 Presentation1. Let’s check (1) 展示教材插图，引导学生观察图。 T: Look at the man. Who’s he” What is he doing? (2) Listen to the tape and number. (3) Listen to the tape again. Cross out the words you didn’t hear.教学资源：录音机、磁带设计意图：通过听力训练，复习和巩固本单元的重点词汇，提高学生的听力能力。2. Let’s wrap upT: Changes are all around us. Now let’s talk about the changes.(1)PPT呈现五幅图和相关的词汇或短语，同桌两人一组讨论如何描述每一张图，并记住这几幅图的内容。 参考词汇和句型：an egg, hen It was… Now…raining, sunny It was… Now…green, yellow In summer, the tree was… Now…building There was … before. Now there is …on the chair/ under the chair The cat was… Now… (2) PPT将五幅图反过来,并重新排列，在每幅图背面上标上1~5的数字。(3) 一名学生随意点其中的一个数字，并根据记忆说出五幅图画中一幅的变化，教师随意点另一名学生，问他是否相信前面同学所说的，如果相信，并能按前面同学所说的再描述一次，描述内容与画面相符，两名同学为本组赢得两分。反之，两人各得一分。教学资源：PPT设计意图：游戏的设计，激起了学生学习的兴趣，巩固了本单元的重点句型，锻炼了学生的记忆力和语言表达能力。3. Story time(1)看图，创设语境。T: Look at the picture. Who are they?Ss: Zoom and Zip.T: They are reading a magazine. What is the magazine about? Read the story quickly and find the answer.（学生自由回答，教师总结。）T: The magazine is about the past, the present and the future of the cooking, of the environment and of the whales.（板书in the past，now，in the future三个时间短语。）(2)学习文本。 a.结合图片帮助学生理解故事大意。 b.阅读故事，小组讨论，完成表格。 Item  In the past  Now  In the futureCookingCavemen didn’t cook.The Earth There are more andmore buildings.Whalesc. 教师组织学生一项一项的阅读和讨论。（板书关键内容。）d. 再次阅读故事，根据三个时间段，在文本里找到动词形式并填充表格。In the pastNowIn the futureate/didn’t cookThere are… There will be/ They will…e. 听录音，跟读录音。教学资源：录音机、磁带、表格设计意图：故事教学主要采用小组合作的方式，提高学习的效率，增强团队合作的意识。Step 4 Presentation以小组为单位，任选其中的一项内容做成海报进行展示介绍。设计意图：通过做一做，说一说，以达到运用语言的目的，增加语言的输入。Summary 5T: What did you learn about this lesson?学生自由发言。1.复习了本单元的重点词汇。2.学会用过去和现在两种时态对比描述人物、事物、动物。作业设计一、给下列图片选择合适的单词。A. gym B. grass C. ice-skate D. cycling 1. 2. 3. 4. ( ) ( ) ( ) ( )二、单项选择。( )1. I didn’t play _________ badminton before.A. the B. a C. /( )2. In spring, the tree ______ green. Now the tree ______ yellow.A. was, is B. were, are C. is, is ( )3. In 2050, there will ______ house robots.A. is B. be C. are( )4. There were many ______ on the hill. A. river B. houses C. man三、选择合适的句子补全对话。 Lisa: 1. __________________Mary: That’s funny.2. __________________Lisa: Yes, but I don’t like red now.Mary: We are all different now. Lisa: 3. __________________What about you?Mary: Before I was young, I couldn’t go swimming well. 4. __________________Answers:一、1.B2.D3.C4.A二、1.C2.A3.B4.B三、1.C2.A3.B4.E5.DLisa: 5. __________________A. You are wearing a red dress.B. Before I was quiet. Now I was active in class.C. Come and look at my old photos, Mary.D. That’s good exercise.E. Now I go swimming every week. 板书设计 B Let’s check Let’s wrap it up C Story time In the past didn’t cook trees, rivers whales Now many things buildings not many In the future house robots birds, forests whales, humans