小学PEP六年级英语下册期末各单元教学设计()(全册)

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1、YOUR LOGO原 创 文 档 请 勿 盗 版小学PEP六年级英语下册各单元教案（全册）2018精品学习资料积极向上，探索自己本身价值，学业有成第 1 页，共 53 页目录单元课时周第 1 单元6 课时2 周第 2 单元6 课时2 周第 3 单元6 课时2 周第 4 单元6 课时2 周复习 16 课时2 周复习 26 课时2 周机动复习6 课时2 周共计42 课时14 周内容与目标：1.能听、说、读、写61 个短语与单词以及7 个句子与 4 个句子（包括长度、重量、高度、看病、情感、周末与假期活动、旅行、晚会等几个话题）；要求能在真实语境中正确运用并且能读懂简短语篇； 能完成 1 个手工制作

2、；能听懂、会唱 6 首歌曲；2.3.4.5.6.能听懂、会吟唱6 首歌谣；能完成 4 个自我评价活动；能理解 6 个幽默小故事；Unit 1 How tall are you?第一课时一、教学目标与要求：1能够听、说、读、写形容词地比较形式：taller, stronger,older,younger与 shorter.2能够用句型： I m人地身高；cm tall. He/ Shescm tall.描述自己与他3能够用句型Youre taller than your brother. Im older than you.进行年龄与身高地比较；4能够听懂教师地指令，按不同年龄、身高排队，并用所

3、学语言进行表述；二、教学重、难点分析精品学习资料积极向上，探索自己本身价值，学业有成第 2 页，共 53 页1重点为能够听、说、读、写并能用含有比较级地A Let s learn部分五个形容词地比较级形式；句型替换关键词进行问答；2难点为能够听、说、读、写四会单词；并能根据某一情境使用含有形容词比较级地句型替换关键词进行问答；长度单位也为本课地教学难点；cm地完整形式 centimeter地发音三、课前准备1准备主情景图地教学挂图；2准备录音机、本课时地录音带；3准备 A Let s learn地单词卡片；4准备测量身高与体重地工具；四、教学步骤1 GreetingsHello, boys a

4、nd girls . Happy New Year. And nice to see you again.How are you? Now, after a term, I thin you know much better aboutyour teachers. Whos you music teacher? Whats he/she like?引导学生用学过地形容词thin, short, tall, old, young, funny, strong,kind来描述这位老师；当问到学生 Whos your English teacher?时，根据学生地回答Shes tall.2师出示测身

5、高与体重地量器，提问学生：How tall am I , do you know?Guess? 帮助学生用句型学生猜出确切地数字；Are youcm tall?来猜；师用 up 与 down 帮助3 师请出猜中自己身高地学生，问：How tall are you?帮助他 / 她测量身高，引导该学生说： I mI m taller thancm tall； 然后师说：is taller than me.或来结束该游戏；4板书测量地学生地身高，师尽量用手势帮助学生理解以下句子：B is taller than A. C is taller than B. D is taller than C.A

6、is tall.然后板书并领读 tall-taller；5师请出三名较强壮地学生模仿健美动作，并做比较说：Hes stronger than you.Youre strong.精品学习资料积极向上，探索自己本身价值，学业有成第 3 页，共 53 页并板书领读 strong-stronger6师在黑板上列出家人地年龄，介绍说：My mother is 44, My father is 46.He is older than her. My aunt is younger than my father, but she isolder than my mother. How old is she?

7、然后板书 old older与 young-younger ,让学生回答问题；7放 Let s learn部分地录音，学生听录音跟读；8 Let s play师贴出 4-5 个学生图像，描述各人情况，发指令：Line upfrom younger to older.Line up from shorter to shorter.9Let s chant.放录音学生跟读；10学生做活动手册地配套练习；反思：第二课时一、教学目标与要求1能够听、说、读、写四会掌握句子：How tall are you? Im 164cm tall.并能在情景中正确Youre shorter than me. You

8、运用；re 4cm taller than me.2能够听懂 Let s try部分地录音并选出正确地选项；二、教学重难点重点与难点为四会掌握句型：How tall are you? Im 164cm tall. Youreshorter than me. Youre 4cm taller than me.三、 课前准备：1准备录音机与本课时地录音带；2 准备测量身高与体重地数据；四、教学步骤精品学习资料积极向上，探索自己本身价值，学业有成第 4 页，共 53 页1 Warm up2Let s chant.3放 Let s try部分地录音，学生听录音，圈出录音材料所描述地大象；4师： I m

9、 167cm tall. Youre taller than me. Im shorter than师接着说： Oh,you. How tall are you?该生回答： I m 168cm tall.youre 1cm taller than me.然后板书这组对话并重点领读最后一个句子；5师： How old are you, then?生: Im 14.师补充： Hes 14 years old.I m 28 years old. I并作比较；m 14 years older than xxx.再询问几个学生地年龄，6学生读 Let s talk部分地对话，师放录音，学生跟读；7学生两

10、人一组朗读对话；8学生做活动手册地配套练习；反思：第三课时一、教学目标与要求1能够听懂、会说Let s read部分地对话并完成填充句子地练习，特别为能看懂、会朗读句子：I think the little monkey is only 40cm tall. Themonkey is shorter but you are funnier.2能学唱本单元歌曲；精品学习资料积极向上，探索自己本身价值，学业有成第 5 页，共 53 页二、教学重难点1重点为使学生能够充分理解、正确朗读对话；2 难点为学生能看懂、会朗读句子: I think the little monkey is only40cm

11、 tall. The monkey is shorter but you are funnier.三、课前准备1准备录音机与本课时录音带；2 师准备两张宠物狗地图片；四、教学步骤1 Warm up跟唱本单元 Let s chant地歌谣；学唱本单元歌曲My pets.2 师： The little girl has two pets. What are they?生: A dog and acat. T: Yes. I have two pets too. LetS: They are dogs.s have a look . What are they?3 T: Yes, I have a

12、black dog and a brown dog. Are they cute? Whichdog is taller? Which dog is stronger?学生看图回答；4 T ： The black dog is taller than the brown dog. ItThe brown dog is 55cm tall. And its tail is longer than than thes 80cm tall.brown dog. Its tail is about 28cm long. But the brown dog is strongerthan the bla

13、ck dog. I like the brown dog. Itthan the black dog. Which dog do you like?s funny. Its funnier5 师再出示一张小猴地图片，说：Look at the monkey. What do think of师接着问 Which one is funnier, theit?帮助学生回答： It is funny, too.dog or the monkey?funnier.帮助学生表达自己地看法，如：I think the monkey is6 师引出课文： Ben is watching monkeys at

14、 a zoo with his father now.What are the monkeys like? Which monkey does Ben like? etdialogue.s read the7学生听录音，理解对话，完成填充句子练习；师检查；8放录音，学生跟读；9学生做活动手册配套练习；精品学习资料积极向上，探索自己本身价值，学业有成第 6 页，共 53 页反思：第四课时一、教学目标与要求：1 能够听、说、读、写形容词地比较级形式：heavier, longer, thinner,bigger与 smaller.2能够灵活准确地运用以上形容词比较描述人物与动物地特征差异；3能够完

15、成 Let s play部分地活动并在活动中相应地语言正确表达；4能够理解 story time中地故事；二、教学重难点1重点为四会掌握五个形容词地比较形式；2难点为掌握以下形容词比较级地构成方式：heavy heavier, thinthinner, big bigger.三、课前准备1 准备录音机、 B Let s learn与 C Story time部分地录音带2准备本课地教学挂图与单词卡片；精品学习资料积极向上，探索自己本身价值，学业有成第 7 页，共 53 页3 准备一个汽球，一段弹力皮筋与一组对比明显地人物图片；四、教学步骤1 Warm up放本单元 Let s chant录音，

16、学生与着录音吟唱，师与生对话： T: How tall are you?S: Im 160cm tall.T: Im 168cm tall. Youshorter than me.re shorter than me. Youre 2cm2.师拿出一个气球，请一名学生帮忙吹，“Please make it big.” 师带领全班学生跟随学生吹气球地节奏喊：Bigger, Bigger, Bigger！呈现该单词；然后师拿着已经吹大地气球，一点一点放出空气，说Smaller!呈现并领读这两个单词；: Smaller, Smaller,3师拿出一段皮筋，一边拉长，一边说：放松皮筋说： shorte

17、r, shorter, shorter!longer, longer, longer!接着慢慢然后呈现并领读这两个单词；4 师拿一叠作业本： I have many books. They are heavy.师一本一本往上加时说： heavier, heavier, heavier!领读该词，请学生再次确认从heavy到 heavier地词尾变化；5师出示一组有强烈对比效果地图片，教学heavy, thin, thinner.师出示图片说 :look , The boy is heavy. He wants to be thinner. So he doesexercises everyda

18、y and eats less meat. He is thin after three months. He keeps doing exercises. He is thinner after another three months.然后呈现 thinner.6放录音，学生跟读单词；7Let s play8Story time9学生做活动手册本部分地配套练习；反思：精品学习资料积极向上，探索自己本身价值，学业有成第 8 页，共 53 页第五课时一、教学目标与要求：1 能听懂、会说并能书写句型：“How heavy are you? Im 48kg. Imthinner than you

19、and shorter.”并能在情景中正确运用；2能够完成 Pair work中地调查任务；3能够完成 Let s try部分听录音选图片并填充句子地练习；4 能够了解 Good to know 部分地内容；二、教学重、难点分析1.重点为能够询问、回答有关体重、身高、脚地大小尺寸、头发地长度等问题并能书写相关句型；2.难点为四会掌握句型以及单位词；三、课前准备1准备录音机与本课时地录音带；2准备一把软尺与一把称；四、教学步骤1Let s sing ；2放 Let s try地录音，学生听录音，填充句子并选出相应地图片；3师说： The boys pencil is 15cm. How abou

20、t your pencil? How longis your pencil?学生测量自己地铅笔并回答；师再举例练习，如: How longis your English book/ Chinese book?师接着拿着软尺并附与动作说：Howlong is your leg？叫几名学生上台测量，并板书句子：How long is your leg？精品学习资料积极向上，探索自己本身价值，学业有成第 9 页，共 53 页85cm.师接着继续量脚并说：My feet is 27cm. I wear size 35. How big is yourfeet?size学生明白后回答；师板书句子并带读：

21、 How big is your feet? I wear5师放对话地录音，学生跟读；学生分成两大组练习对话；6学生做活动手册本部分地配套练习；第六课时一、 教学目标与要求：1能够听、说、认读Let s read部分地内容，特别为能听、说、认读单词：squid, lobster, shark, seal, whale与单位词ton, meter, kg, cm;能听说、认读短语与句子： can dive into the deep cold water/ jump out of water.Each up to 20cm long.并能正确完成填充句子地练习；2能够正确完成Pronunciat

22、ion中 Read and Match 连线地练习；3能够正确完成Let s check部分听音圈图地练习；二、教学重、难点分析1 重点为让学生理解、会读文内容；并能正确理解几个单位词：kg, cm.ton, meter,2 难点为本部分语言知识含量大，需要帮助学生充分理解；三、课前准备1准备录音机、本课时录音带精品学习资料积极向上，探索自己本身价值，学业有成第 10 页，共 53 页四、教学步骤1 Warm up师生共唱 Let s sing部分地歌曲；2师放 Let s check部分地录音，学生听录音完成听音圈图地练习；3 师： Today, letand killer whales.

23、heavy are they? Lets get to know two kinds of whales, sperm whales让学生仔细看图，然后提问：s read and answer.How long are they? How4学生四人一组阅读文段回答师提出地问题；5 师指着图中地Killer whale地牙齿问： How many teeth do they have,do you know ? How long is each tooth?学生根据文段地内容回答；师接着问： How many teeth do you have? How long is each tooth?6

24、师再提问： What does a sperm whale eat? What does a killer whaleeat? What can they do ?请学生根据课文内容回答问题；7师放 let s read讨论解决；地录音，学生跟读，提出不理解地单词或句子，师生一起8学生完成文后填充句子地练习；9 师放 Pronunciation部分地教学挂图并放录音，第一遍学生静听，感知音标地音与形；第二遍学生跟读；10师请一名学生在挂图上连线做示范，请其他学生仔细看图，辨认词形，试读音标，然后连线；最后学生集体核对答案；11做本课时活动手册配套练习；反思：精品学习资料积极向上，探索自己本身价

25、值，学业有成第 11 页，共 53 页Unit 2 Whats the matter, Mike?一、教学目标与要求1 能够听、说、读、写单词或短语：a fever, hurt, have a headache.have a cold, have a toothache, have2能够听、说、认读短语:have a sore throat.3 能够听、说、认读句型：Whats the matter, Mike?I feel sick. Ihave a fever.并进行关键词地替换练习；4 能够理解会并吟唱Let s chant地歌谣；二、教学重难点1重点为掌握 A Let s learn部

26、分地四会单词与短语，并会用询问他人身体善、状况地问句与答句替换关键词操练所学新词与短语；2教学难点为正确拼写四会单词、短语与掌握三会单词throat地发音；三、课前准备1准备本课时录音带、录音机；2准备本课时地单词卡片；3准备一支体温表与一顶医生地帽子；四、教学步骤1 Warm up师放四年级上册第六单元地歌曲：My father is a doctor.2师生口语练习What are you?I m a student.Whats your father/mother?精品学习资料积极向上，探索自己本身价值，学业有成第 12 页，共 53 页Hes / Shes aHow are you t

27、oday?I m fine, thank you. And you?3.T: Im not fine. I feel sick. I have a flu.师做擦鼻涕地动作；师出示一支体温表 , 说 I have a fever. I have a cold.呈现图片教学have afever.师示范朗读 , 学生跟读 .让学生触摸他人与自己地前额来判断为否发烧.4. 师: I have a fever . I have a headache. And my throat is sore. Ihave a sore throat.并教学该短语 .5. 师课前准备一只漂亮地糖果盒, 装有巧克力等

28、糖果 , 请学生猜 : What s inthe box?学生猜出后 , 师说 :Yes ! Here are some sweets. I like eatingsweets. So I often have a toothache.师做牙痛状 ,呈现图片教学该短语 .6. 呈现 ZhangPeng受伤图片 , What s the matter with Zhang Peng ? Doeshe have a fever? Does he have a headache? Does he have a sore throat?学生回答 NO. 师接着说 : Oh, look, Zhang P

29、ens leghurts.师出示自己贴着胶布地手说 : My hand hurts too.教学单词 hurt.7. 师放 A Let s learn部分地录音 , 学生跟读 .8.“看病”游戏请六个学生上台 , 每人选一张短语卡片 , 师戴医生地帽子提问 :Cold, cold,Who has a cold?抽中 have a cold地学生上前一步, 做动作并说:Cold,cold , I have a cold.9. 学生做本课时活动手册配套练习.反思：第二课时一、教学目标与要求：精品学习资料积极向上，探索自己本身价值，学业有成第 13 页，共 53 页1能够听、说、认读主要句型：How

30、 do you feel? I feel sick. Whatsthe matter? My throat is sore. My nose hurts.2能够书写四会句子： Whats the matter? My throat is sore. My nosehurts.3能够听懂 Let s try部分，并能根据录音内容为五张小图正确标号；4能够了解 Pronunciation配图正确连线；中地音标音与形；能够读出例词并选择音标与单词、二、教学重、难点1重点句型： How do you feel? I feel sick. Whatthroat is sore. My nose hurt

31、s.s the matter? My2Pronunciation部分也为本课时地教学重点；3难点为听、说、读、写熟练掌握四会句型；三、课前准备1准备录音机与本课时地录音带；2准备 et s talk部分地教学挂图；四、教学步骤 arm up师放本单元 Let s chant部分地歌谣；学生跟唱；Let s try师放录音，学生听音、看图、标序号；学生再听录音，跟读一至两遍；师说： Today is sunny. I like the sunny day. So I feel happy. Howare you today? Do you feel happy today? (I feel ha

32、ppy./I feel sad.)You do well in your English study. I feel very happy. How aboutyou? How do you feel?问答进行几个回合后，师引导学生询问自己：How doyou feel?同时做出生病地表情，自然呈现句子：I feel sick.师教学新单词sick.并板书句子： I feel sic.师引导学生再问： hat s the matter等；？继续表述： I have a sore throat.精品学习资料积极向上，探索自己本身价值，学业有成第 14 页，共 53 页师放 et s talkth

33、e matter with her?部分地录音，提问学生：how does Amy feel? Whats引导学生听录音后模拟my回答问题；师板书： Mythroat is sore. My nose hurts.师再放录音，学生跟读；学生分成两组练习朗读对话； pronunciation板书单词，如 home, snow, nose等师生齐读两到三遍，师在相应字母或字母组合下面划线；写出音标；让学生感知音标地音与形，再用类似方式呈现其他音标学生做本单元Let s talk部分活动手册地配套练习；反思：第三课时一、教学目标与要求能够理解并会朗读et read部分地短文，能完成文后回答问题地练习

34、；能够听、说、认读单词与短语：medicine 等；people, know, have the flu, take some基本会唱歌曲The way I feel.二、教学重、难点重点为学生能够充分理解正确朗读短文；难点为学生能理解条件状语从句与时间状语从句并能用这两种从句简单问答；三、课前准备精品学习资料积极向上，探索自己本身价值，学业有成第 15 页，共 53 页准备录音机与本课时地录音带；师准备 Let s learn部分地单词卡片；四、教学步骤 arm up师放 et s chant部分地录音，师生一齐吟唱；师呈现图片 have a fever,问 How do you feel

35、, if you have afever?(生： I feel sick. I have a headache. I have a sore throat. )再呈现 have a cold. How do feel if you have a cold? (have a headache. I have a sore throat. My nose hurts.)生： I feel sick. IT: Yes. If you have a fever or have a cold. You might have the flu.板书该句子并带读；T: Many people get the

36、flu in the winter. Some people feel sick. Howdo you know when you have the flu?师指导学生阅读短文，提出Answer the questions部分地两个问题让学生新闻记者后口头回答，师在学生阅读过程中走动解答疑难问题；师请学生回答学生跟读；Answer the questions部分地两个问题；再放本部分地录音，学生做活动手册活动地练习；反思：第四课时一、教学目标与要求精品学习资料积极向上，探索自己本身价值，学业有成第 16 页，共 53 页能够听、说、读、写表情绪地五个单词：与 sad.tired, angry,

37、 excited, happy能够听、说、认读单词bored.能够听、说、认读句子：How does Amy feel? Shes tired.” 并能进行关键词地替换操练；二、教学重、难点1.重点为使学生熟练掌握五个四会单词，并能替换句型How does he/shefeel? He/ Shes中地关键词进行问答；2. 难点为学生熟练掌握五个四会单词；三、课前准备准备本课地单词卡片；准备录音机、本课时地录音带与教学挂图；四、教学步骤师准备一根长绳，绳上挂些小夹子，把课前制作地些可组成不同句子地单词卡片夹在夹子上，让学生快看拼句子；谁拼得既对又快可以为本组赢一分；“拼句子”活动结束后获胜地小组

38、会很兴奋，师可指着他们对其他学生说：Look, they are so excited.让学生仔细观察教师地口形、听清发音后跟读；反思：精品学习资料积极向上，探索自己本身价值，学业有成第 17 页，共 53 页第五课时一、教学目标与要求 能够听、说、认读句子：How are you, Liu Yun? You look so happy.I m going on a big trip. I failed the math test. Im sorry to hearthat.并能在实际情景中进行运用；能够掌握四会句子：How are you? You look so happy. You lo

39、ok sadtoday.能够根据 Let s try与 Let s check部分地录音选出正确答案；二、教学重、难点重点为使学生四会掌握句型：How are you? You look so happy/sad.并能、说、认读句子： I m going on a big trip. I failed the math test.I m sorry to hear that.三、课前准备1. 准备录音机与本课时地录音带；2. 准备本课时地单词卡片；四、教学步骤1Warm upT： How are you today?S:Im fine.T: Im glad to hear that如果学生回答

40、说：I m sad/bored.师可以说:I m sorry to hear that. Can you tell me why?2师呈现单词卡片复习Let s learn部分地单词；师呈现 Let s check中 Sarah 与 Amy地头像，说： How does Sarah feel?S: She is sad. She has a fever.T: How about Amy?S:Amy is sad.T: Sarah is sick. What should Sarah do?精品学习资料积极向上，探索自己本身价值，学业有成第 18 页，共 53 页P: She can go to

41、 the hospital. See a doctor. Take some medicine anddrink hot drinks.T: What two things Sarah should not do?Amys dog Spot run away. She is sad. How canbetter?you make Amy feel( 师生共同完成 Let s check部分练习； )3. 师呈现 Let s try部分地图片，根据图片内容询问学生：How doesfeel? 并在人物下方板书： look sad, look tired, look happy, look bor

42、ed.师放录音，学生看图听音标号，然后跟读两遍；4复习第七册单词卡片have a trip.引出短语 going on a big trip. T:After see a doctor and take some medicine. Sarah is fine now. How isSarah now? (She is happy.) Yes, Because she is going on a big trip.带读该短语； T：What about Zip? How does she feel? (She is Sad.) T:Because she failed the math tes

43、t.并板书，师准备一张成绩很糟地数学试卷，使学生更了解语意；进一步拓展，教学短语a Chinese test, an Englishtest等；还可以让学生了解Pass the math test/ a Chinese test, anEnglish test等表达法；5师放 Let s talk部分地录音，学生听后回答并且问题：How is Liu Yun?Is she happy? Is she excited? Why?师帮助学生回答： Yes, she s excited.She is going on a big trip.时纠正发音；师继续提问： 请学生听录音师领读： She is

44、 going on a big trip.并及Is Sarah happy today? How does she feel? Why ?6师放本部分录音，学生静听后跟读8 学生听录音，做活动手册本课时配套练习；反思：第六课时精品学习资料积极向上，探索自己本身价值，学业有成第 19 页，共 53 页一、教学目标与要求1能够听、说、认读Let s read部分，并能回答短文后地问题；2能够理解 Story time地故事；二、教学重、难点1重点为能听、说、认读Let s read部分地故事并回答文后问题；2难点为能充分理解并大致讲述Let s read部分地故事梗概；三、课前准备1准备录音机与本

45、课时地录音带；四、教学步骤1Warm upHow are you feeling?Do you like sports?Whats your favourite sport?Do you like football?What class are you in?What class isin? （询问别班地同学）3.T ：（呈现图片） Look, This is Zhang Peng. This is John.Whatclass is Zhang Peng/John in? There is a football match between Class1 and Class 3.Now Zha

46、ng Peng has the ball. He kicks it. The ballflies into the goal. (用简笔画出一个龙门 ) ； Which class won thegame?How many goals did they get? Who get the first goal?Who got thesecond goal?How did they get the second goal?4. 师放 Let s read地录音，学生听录音，理解课文，完成句子练习；师检查；5.师放录音，学生跟读两遍后全班齐读；6. Good know ，师先学生看 Zoom地四种表

47、情动作，再请学生读本部分地四个句子，与 Zoom地四种表情运用与Zip 手举地四种颜色连线；精品学习资料积极向上，探索自己本身价值，学业有成第 20 页，共 53 页反思：Unit 3 Last Weekend第一课时一、教学目标与要求1能够听、说、认读句型：What did you do last weekend? I visited mygrandparents.并能够对其中地动词短语进行替换；2能够听、说、读、写动词短语地过去式: watched TV, washed clothes,cleaned the room, played football, visited grandpare

48、nts.一般动词过去式地变化规则及其发音规则；并初步了解二、教学重、难点1重点为掌握 Let s learn情进行简单回答；部分动词短语地过去式以及就过去时间所做地事2难点之一为动词短语过去地拼写，二为动词过去式地发音；三、课前准备1准备本课时地动词短语卡片2师课前制作一些过去式规则变化地动词短语卡片，如：played the piano,climbed mountains等；3准备前一个星期六或星期日地日历；4准备录音机与录音带；四、教学步骤精品学习资料积极向上，探索自己本身价值，学业有成第 21 页，共 53 页1师课前放本课时Let s chant部分地歌谣；2师生一起吟唱五年级下册第一

49、单元第一页地歌谣：weekend?复习与周末活动相关地动词短语；What do you do on the3师问： What do you usually do on the weekend?动词短语并引导学生回答；帮助学生回忆学生学过地4师 : Now I know what you do on the weekend. Guess what I usually doon the weekend? 如果学生猜不出，师可适当地做动作提示学生；学生猜出后，教师说： Yes, thats right. I usually clean my room on the weekend.But I did

50、nt clean my room last weekend.师拿出一张当天地日历，说：然后师出示上一个周末地What day is it today?引导学生回答：It s日历，说：was Saturday/Sunday. It was last weekend.师板书 lastweekend.学生跟读；5师说： Last weekend, I didnt clean my room. I was tired but I wasvery happy. What did I do? Please guess.学生通过出示不同地短语卡片进行猜测，师先板书相关动词短语：play football,然

51、后再用不同颜色地粉笔标上过去式地后缀 -ed. 师带读动词短语地过去式，学生模仿跟读；师问： What did you do last weekend?回答；让学生边出示相应地卡片边试着师用拍手打节奏地形式与学生进行连环问答；T：What did you do last weekend?S1: I played football. How about you, S2?6.Let s find out师说： What did Zoom do last weekend? Look at thepictures.引导学生回答；当学生回答He watched TV. 时，师说： Did youwatc

52、h TV last weekend? Did you？并引导学生作出正确地回答；Yes, Idid./ No, I didnt.7. Lets tryto the tape.师问： What did Chen Jie do last weekend ?Let学生听录音完成练习；s listen8师生校对答案后，师说：Now we know what Chen Jie did last weekend.Did you clean you room last weekend? Now letWuyifan and John do last weekend?s listen what did放 Le

53、t s talk录音，学生看课文听录音；学生跟读两遍分角色朗读；9做活动手册配套练习；反思：精品学习资料积极向上，探索自己本身价值，学业有成第 22 页，共 53 页第二课时一、教学目标与要求1能够读懂 Let s read部分地短文，并完成文后地填空与问答练习；2能够完成 Let s play中地游戏，通过游戏训练并提高学生地记忆能力；3能够认读语音部分地三个双元音音标；二、教学重、难点1重点为读懂 Let s read事情；部分地短文并能模仿短文描述自己上个周末所做地2难点为 is地过去式形式was地用法；三、课前准备1准备录音机与本课时地录音带；2准备本月地月历一张；3准备音标卡片；四、

54、教学步骤1.师生一起齐唱上一课时热身步骤地歌谣；2师生对话复习第一课时地对话；3师拿出月历指着当地日期说：Whats the date today?引导学生回答：It s师继续问： What day is it today?引导学生回答；然后指着一星期前地日期，问： What day was it March 15th/？并有意强调was地发音，带领学生回答： It was Sunday /？师板书 is与 was，带读，然后指着自己举例说： I am tired today. I was excited last weekend.精品学习资料积极向上，探索自己本身价值，学业有成第 23 页，

55、共 53 页询问一学生周末活动，板书生地活动安排，说：S1 was busy last weekend.Wu Yufan had a busy weekend, too. Please read the passage and findout.学生默读或朗读课文，独立完成短文后地填空地练习；师问： What did Wu Yifan do last weekend?Wu Yifan s Weekend.师生一起根据板书提示描述师放课文录音，学生看书跟读两遍后齐读；4做活动手册地配套练习；5Prounciation师板书 ear, near here bear , pear , hair, th

56、ere,sure.学生总结划线部分地发音；6学生打开课本听录音，在节奏中跟读语音例词；学生做Read and match部分，拼一拼，连一连；公布正确答案，表拼得快，连线正确地学生；反思：第三课时一、教学目标与要求1能够听、说、读、写短语：went fishing, went hiking.went to a park, went swimming, read a book,2. 能够听、说、认读句子：What did you do yesterday? I went hiking.3能够做 Let s play生地记忆能力；中地游戏并通过这个游戏进一步巩固所学短语与锻炼学二、教学重、难点1重

57、点为四会短语地听、说、读、写；2难点为掌握不规则动词地过去式形式；精品学习资料积极向上，探索自己本身价值，学业有成第 24 页，共 53 页三、课前准备1准备本课时地动词短语卡片；2准备录音机与本课时地录音带；四、教学步骤1齐读 Let s talk and Lets read部分地短文；2Free talk : T:Yesterday was Sunday. It was weekend. What did youdo yesterday? S1: IYes, I did. /No, I didnT: Did you read books? Did yout.？S2:3师放 Story time部分地录音，学生一起听；听完后师问：What did Zoomdo last weekend? Tell me, please?学生凭记忆回答问题；如有学生提到，师顺势教学这两个短语；师带读短语，学went to a park生跟读；或 went fishing4师用歌谣形式比较动词原形与过去式Every weekend I go fishing.What do you do?What do you do?Last weekend I went fishing.What did you do?Every weekend I go hiking.What do you do