小学人教版 (PEP)Unit 2 Last weekend Part B第3课时教案

The third period（第三课时）

Part B Let’s try & Let’s talk

▶ 教学内容与目标

▶ 教学重点

能够了解一般过去时的特殊疑问句和一般疑问句的用法。

▶ 教学难点

能够在情景中恰当运用本课重点句型询问上周末的活动和下周末的安排。

▶ 教学准备

1. 预习中本课时的相关内容。

2. PPT课件、课文音频、视频、教学卡片等。

▶ 教学过程

Step 1：Warm-up & Revision & Lead-in①

1. Greetings.

2. Let’s sing.

T: Let’s watch the cartoon and sing the song—Last weekend. (出示课件)

3. Free talk.

T: How was your weekend?

Ss: It was…

T: What did you do last weekend?

Ss: I…

4. Lead-in.

T: I like your weekends. They were great fun. But my weekend was very busy. Look! What did I do last weekend? (课件出示：“待在家里”“喝茶”“散步”“去书店”“看电影”“看电视”和“睡觉”的图片)

Ss: You stayed at home, drank tea, went for a walk, went to the bookstore, saw a film, watched TV and then slept.

T: Yes! Do you know which is my favourite?

Ss: … (Guess.)

T: Great job! I like seeing films. Last weekend, I saw a new film. I knew it from a film magazine. Do you know what is a “magazine”?

Students choose one from the pictures on the PPT. (课件出示：一本英语书、一份电影杂志和一份报纸)

T: Great job! This is a magazine. I like seeing films, but I like magazines better. Because I can get information faster from magazines.

Present the new words “better，faster”. Students read the words in syllables after the teacher. Understand the comparative forms of the adjectives. Compare “good/well, fast” with “better, faster” with the help of body language:

Good/well: The teacher gets one thumb up.

Better: The teacher gets two thumbs up.

Fast: The teacher does the action of running.

Faster: The teacher does the action of running faster.

◆ Teaching purpose①

在热身环节通过歌曲和视频提高学生的学习兴趣，以对话的形式快速复习重点短语，拓展形容词的表达。在创设的语言情境中帮助学生理解新词magazine。

Step 2：Presentation

1. Listen and circle.②

(1) Present the photo of John. (出示课件) Ask and answer.

Play the recording for the first time.（课件出示：Let’s try板块的音频）

T: How was John’s weekend? What did he do?

Ss: It was bad. He had a cold and slept all day.

T: Does he feel better now?

Ss: Yes, he’s fine now.

(2) Play the recording again.（出示课件）

Ask students to circle the right options in “Let’s try”. (课件出示：Let’s try板块的练习)

(3) Read the dialogue and check the answers. (课件出示：Let’s try板块的听力材料和参考答案)

◆ Teaching purpose②

利用热身活动创设的语言情境，自然过渡到本课的主人公John。通过Let’s try板块中John和Wu Binbin的对话，呈现下一部分Let’s talk板块的人物和场景信息，为下一步学习对话做好准备。

2. Look and predict.③

(1) Show the main picture of “Let’s talk”.（出示课件）

 T: Here we can see John and Amy. Where are they?

 Ss: They are at the bus stop on the street.

(2) Lead students to observe the picture and predict.

T: What are they going to do?

Ss: I think they are going to take a bus./ …

T: Good guess! You are great readers. Look! The bus is coming.

(3) Watch the cartoon of “Let’s talk”. Answer the questions. (出示课件)

T: Where are they going?

S1: They are going to the bookstore.

T: How are they going there?

S2: They are going by bus.

T: Sometimes we go somewhere by bus, because it’s faster than walking.

◆ Teaching purpose③

教师引导学生观察图片信息，预测对话，通过听力检验预测，培养学生的观察能力和逻辑推理能力。

3. Read and find.④

(1) Read the dialogue of “Let’s talk”. Find and circle the past tense verbs in the book.

(2) Read the dialogue again and fill in the blanks.

Lead students to catch the key words and phrases while reading.

Check the answers.

◆ Teaching purpose④

让学生带着问题阅读文本，整体感知文本，圈出动词过去式，阅读对话细节，获取信息并提取关键词，帮助学生逐步理解对话内容，获取相关文本信息，培养学生自主学习的能力。

4. Learn more about the words.⑤

Highlight the new words and sentences in the dialogue. Lead students to read and review the words learned just now.

Then lead students to learn more. (课件出示：want, buy和by的相关用法)

◆ Teaching purpose⑤

本课的核心生词已在导入和呈现环节学习过，在此环节则是再次结合对话语境进行复习巩固。对于旧词汇a lot of, want, buy和by，整理其使用表达方法，使学生对词汇的语用功能有更系统化的了解。

Step 3: Practice⑥

1. Read and act.

(1) Play the cartoon of “Let’s talk” again. Let students read after it and pay attention to the pronunciation and the intonation.

(2) Students read the dialogue in roles. Boys play the role of John, and girls play the role of Amy.

(3) Students act it out.

2. Read and judge.

Students read the dialogue. Ask students to judge true or false and provide their judging clues.

◆ Teaching purpose⑥

通过各种教学活动引导学生反复阅读对话文本,判断题的形式能帮助学生在判断的过程中更关注文本细节，达到获取阅读信息的目的。

Step 4: Consolidation & Extension

1. Do a survey.⑦（出示课件）

Make a group of four students. The teacher makes a model. Students talk about their last weekend and what they usually do on weekends. (One student asks, and the other three answer.)

T: What did you do yesterday/last night…?

S1: I…

T: What do you usually do on weekends?

S1: I…

◆ Teaching purpose⑦

结合学生生活开展小调查，在交流过程中，不仅能巩固和拓展本课所学新知，同时在整合旧知的过程中也能促进和提升学生的语言综合运用能力。

2. Use the right form to fill in the blanks.⑧（出示课件）

3. Multiple choice.（出示课件）

◆ Teaching purpose⑧

通过填空、选择的小练习形式，帮助学生巩固语法知识，强化语法意识，在使用语言时注意语言表达的规范性。

▶ 板书设计

▶ 作业设计

1. Practice the dialogue. Read it correctly, fluently and emotionally.

2. Learn more about the comparative forms of adjectives through different materials.

3. Do the exercises.

▶ 教学反思

1. 教学目标明确，生词能在课前创境导入，扫清单词障碍，在对话学习过程中，通过不同层次的教学活动设计，有效突破重难点，各个教学环节过渡自然，逐层深入。

2. 借助新媒体手段辅助教学，激发学生课堂兴趣，寓教于乐，有效地提高了学生学习的积极性。

3. 注重对学生的引导，让学生学会观察、预测、思考，通过学习检验预测，培养学生的观察能力和逻辑推理能力。

4. 对话学习过程由整体到部分，引导学生在对话中提取关键词，帮助学生逐步理解对话内容，获取相关文本信息，培养学生自主学习的能力。

简案：

▶ Teaching Contents & Teaching Aims

Let’s try

        Listen to the recording, answer the questions and choose the correct answers.

        Be able to get information of the characters and scene in “Let’s talk” by listening practice.

Let’s talk

        Be able to understand the main idea of the dialogue with the help of the pictures and the teacher.

        Be able to read the dialogue correctly, fluently and emotionally, and play in roles.

        Be able to listen, speak, read, write and use the key sentence structures in situations.

        Using pictures and body language to help students understand the meaning of new words “magazine, better, faster”, and learn to pronounce them correctly.

        Be able to understand the common use of the simple past tense in the special questions and the general questions.

▶ Teaching Priorities

        Be able to understand the common use of the simple past tense in the special questions and the general questions.

▶ Teaching Difficulties

        Be able to use the key sentence structures to talk about the activities of last weekend and arrangements for next weekend.

▶ Teaching Procedures