六年级下册第二单元教学设计

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1、优质文档教 学 设 计第 2 单元 第 1 课时 授课时间 年 月 日课题Unit2 Last weekend A Lets learn教学目标1.学生能够听、说、读、写四个有关日常活动的词组：stayed at home, watched TV, cleaned my room, washed my clothes；2.学生能够正确运用上述四个词组谈论人物在过去时间内做的事情;例如“What did you do？I washed my clothes.”3.学生能够懂得劳逸结合，合理支配周末活动。重点能够听、说、读、写四个有关日常活动的词组：stayed at home, watched

2、TV, cleaned my room, washed my clothes。 难点一般过去时动词词尾的规那么改变形式是在词尾加-ed。教学打算多媒体课件、教学光盘教 学 过 程教学环节师生活动及要求二次备课Step 1. Warm-up & lead in 1.教师播放歌曲If you are happy，使学生通过音乐进入到英语气氛中来。设计意图：通过音乐使学生的留意力集中，回来课堂，同时歌曲陶冶心情，使学生安静下来。2.教师出示学习目标，要求学生谨慎看。3.教师出示一张思维导图，用一般此时此刻时描述我的周末，之后出示一张动词短语的幻灯片，要求学生能用一般此时此刻时句型说出自己的周末活动。

3、设计意图：通过学习目标，学生了解本节课将要学习的内容。出示思维导图，描述我的周末，再要求学生能用一般此时此刻时句型描述自己的周末活动，使学生能复习之前学过的动词短语，为之后的内容做铺垫。Step 2.Presentation1. 出示一张日历，形象地说明last weekend的意思，之后，出示How was your weekend？句型，呈现确定答复和否认答复，引入一般过去时的概念。设计意图:图片直观形象，学生轻松理解短语的内容，进而理解句子意思。 2.教师从句型What do you do on the weekend？过渡到What did you do last weekend？强调

4、do的过去式是did，并强调两个句子的时间改变，使学生起先思索改变的规律。之后，教师提问What do you do on the weekend？并呈现四张图片，学生能快速用一般此时此刻时答复，复习动词短语。设计意图：通过比照，生动形象，学生能够学会思索，自己总结。之后通过图片感受短语意义，直观形象。3.教师出示问题What did you do last weekend？并配图，再通过比照动词原形和动词过去式来强调改变，同时将-ed读音也进展渗透，为之后总结规律做铺垫。设计意图：比照使学生一目了然，能够自主思索改变规律，同时，语音渗透应当始终贯穿于英语教学中。4.教师出示动词过去式加-ed

5、的读音，并举例说明，同时，增加新的单词考察学生，确保学生能真正稳固记忆。设计意图：通过一系列比照，学生根本能够猜出动词过去式是在词尾加-ed，这样能够熬炼学生的自主学习实力。而读音的总结也使学生在之后的学习中更加顺当。Step 3.Practice&consolidation1.教师设计练习，要求学生依据动词原形填入动词过去式。设计意图：学生要通过视察才能说出正确答案，启发学生思索动脑。2.教师出示小组活动的任务，要求学生同桌之间相互合作。之后学生在课堂进展展示，教师进展点评。最终，教师要求四人一组进展小组活动，调查并完成调查表，然后再课堂中展示。设计意图：合作沟通才能使学生真正有效率地稳固所

6、学，学生在小组活动中得到成就感，教师也可以在巡察的过程中解决学生特性化的问题。Step 4. Summary 教师运用图片来引导学生说出调查结果内容，总结本课所学的词汇和句型。之后教师出示A，B两个假期打算，要求学生点评。设计意图：学生通过图片能回想本节课所学，同时，通过比照A,B打算，学生能够意识到合理支配周末的重要性。 Step 5.HomeworkAsk your friends: “What did you do last weekend?”, share the answers with your group next class like this: “Last weekend,

7、_ did homework and played computer games, _played football and watched TV.”(询问你的挚友们上周末都做了哪些事情，将答案收集整理成为一小段话，并在下节课和你的组员共享。)板书设计Unit 2 Last weekend Part A Lets learnclean cleanedstay stayedwatch watchedwash washed教学反思 围绕教学方式、学习方式、课程资源的开发和利用、胜利和缺乏进展反思教 学 设 计第 2 单元 第 2 课时 授课时间 年 月 日课题A Lets try Lets tal

8、k教学目标1.四会词组：watched some childrens shows on TV。三会单词：drank 、show .2.四会句子：How was your weekend ?It was good ,thank you .What did you do ?I stayed at home with your grandma .Did you do anything else? 3.能听懂理解对话内容，理解主要句型的意义和功能，在效仿和表演中体会语言的运用，驾驭必须的语音语调学问。重点驾驭四会词句，能听懂理解对话内容，。难点能听懂理解对话内容，驾驭一般过去时的句式特点，并能敏捷进展

9、相关对话。教学打算多媒体课件教学过程教学环节教学活动及要求二次备课Step 1 Warm-up1. Lets chant“Every weekend”.2.Lets sing.“How are you?” 【设计意图：歌曲歌谣导入，活泼课堂气氛，并为接下来的教学作铺垫。】3. Free talkT: What day is it today? Whats the weather like today? How tall are you? How old are you? How heavy are you? What size are your shoes? How are you?S1: .

10、S2: .【设计意图：对话，拉近师生距离，并复习学过的内容】Step 2 ReviewT shows PPT. Ss look at the pictures and answer the questions.T: What do you usually do on the weekend?S1: I usually T: What does he /she usually do on the weekend?S1: He/She usually 【设计意图：对话，拉近师生距离，并复习学过的动词】Step 3 Leading in.T: Today is Wednesday, April 16

11、th, this Saturday and Sunday, we call “this weekend”. Last Saturday and Sunday, we call “last weekend”. April 6th to 12th, we call “last week”. 【设计意图：用日历引出last weekend课题，一目了然。】Step 4 Presentation1.T: How was your weekend? T teaches” It was good/fine/great/OK”, “It wasnt very good”. 2.Pair-work A: Ho

12、w was your weekend? B: It was _.3.比拟两个句子的不同之处，自然引出新句型What did you do last weekend? What do you usually do on the weekend?4.Learn the phrasesT: What did you do last weekend? First lets see our friends, what did they do last weekend？T shows some pictures. (PPT)Ss: What did you do last weekend? T teach

13、es “watched TV, washed my clothes, cleaned my room, stayed at home ”(在学习单词时用各种方式领读)【设计意图：用图片引出本课的四会单词，由一般此时此刻时过渡到一般过去时，降低难度。并提示学生“-ed”的不同发音。】5.比拟一般此时此刻时和一般过去时问句的答复，总结出规那么动词过去式的构成第一条及他们的发音，然后教师读原形，学生读过去式，快速练习，之后再交换读6.教学句子：We drank tea in the afternoon and watched TV(1)教学单词 drank ，通过课件展示学习drank tea提示d

14、rank是drink的过去式，这个动词的过去式是不规那么改变。教师带读drank tea。 (2)教学句子：通过课件展示学习We drank tea in the afternoon and watched TV.并带读。 7.教学句子：I watched some childrens shows on TV. 教师问：What did you do last weekend?学生答：I watched TV.引出Last night I watched some childrens shows on TV.师出示:I watched some childrens shows on TV，并带

15、读句子8.Lets play a game: Whats missing?9.教学句子：Did you do anything else?教师通过Pair-work练习，引出Did you do anything else? 及答复，让学生说说句子的意思并带读。然后两两练习，请学生表演对话，并赐予评价嘉奖【设计意图：学生操练新句型及动词短语的过去式。】10. Lets trySs listen and do exercises. 11. Lets talk(1)Get the Ss to look at the pictures, look at their faces. Guess and

16、answer the questions.How was Mikes weekend?How was Mikes grandpas weekend?对学生的答复赐予嘉奖(2)Ss listen,read,find,draw and answer two questions.What did Mike do last weekend?What did Mikes grandpa do last weekend?对学生的答复赐予鼓舞表扬(3)Listen and read after the tape.(4)Role reading.(3)Listen and do.(听录音，当听到Mike和他爷

17、爷的周末活动和他们感受的句子时，学生起立并重复这个句子)(4)Practise the dialogue in pairs.(5) Ask some Ss to act out the dialogue. 对学生的表演赐予鼓舞表扬【设计意图：听理解跟读表演，按部就班，符合学生的认知规律。】(6)Grandmas weekendHow was Grandmas weekend?What did she do?Did she do anything else?Now make a new dialogue.(此时此刻编新的对话并且表演)对学生的表演赐予鼓舞表扬Step 4 Consolidatio

18、n1.T: I have a new friend, her name is Lily, Lets see her last weekend.T shows the dialogue between T and Lily. T: How was her last weekend? What did she do last weekend?2.Say Lilys weekend. 【设计意图：由T和Lily的对话来稳固新学的动词短语和句型。】3.引出“What are you going to do next weekend?”请学生答复Step 5 Moral education T:Do y

19、ou often visit or call your grandparents?We should care more about the elders, respect the elders.(我们应当多多关怀长辈、孝敬长辈。)We should be reasonable arrangements for the weekend. (我们应当合理支配周末活动。)Step 6 Summmary(小结)Step 7 Homework.1. Read P.14 for 6 times.(读14页课文6遍2. Recite the four-skilled phrases and sentenc

20、es .背会四会短语和句子3. Ask your friends “What did you do last weekend?”问问你的挚友上周末干了什么？板书设计Unit 2 Last weekendLets try Lets talk drink -drank watch some childrens shows on TVI stayed at home with your grandma .We drank tea in the afternoon and watched TV.Did you do anything else ? Yes ,I did.教学反思围绕教学方式、学习方式、

21、课程资源的开发和利用、胜利和缺乏进展反思教 学 设 计第 2 单元 第 3 课时 授课时间 年 月 日课题B Lets learn look and talk教学目标1.能够听、说、读、写单词和词组：had , slept, read, saw, last, yesterday, before, read a book, saw a film, had a cold.。2.能娴熟运用句型：What did you do last weekend ? I saw a film. Did you like it ? Yes, I did .I t was great.。3.了解学问点：记忆不规那么

22、动词的的改变形势。4.语篇提升：What did you do last weekend ? I saw a film, read a book and slept. What about you ?重点学生驾驭本节课中的写单词和词组：had , slept, read, saw, last, yesterday, before, read a book, saw a film, had a cold.。并结合句型What did you do last weekend ? I saw a film在实际情境中进展运用。难点娴熟驾驭不规那么动词sleep和have，see的过去式。教学打算CD

23、 课件教 学 过 程教学环节Step 1Warm-up此环节用时5分钟说唱做演，激情引趣1.我说我秀T：How was your weekend ? S: It was good, thank you .T: What did you do ? S: I stayed at home and drank tea.T: Did you do anything else ? S: Yes, I cleaned my room and washed my clothes.2.歌谣歌曲中心情热身Lets chant3.复习旧知中学问热身1.Go over the words : cleaned, wa

24、shed, watched, stayed, cleaned my room, washed my clothes, stayed at home, watched TV课件快速显现A局部所学单词factory worker, postman, businessman, police officer, fisherman，学生大声说出。4.评价分组中留意力热身将全班同学按座次分为2组，左列、右列分别为Group A、Group B。表现好的小组组员可以获得一个小星星。【设计意图】通过TPR，激发学生爱好。通过快速显现单词来进展复习，运用单词编歌谣，并且进一步地稳固上节课所学的句型，为本课的教学

25、做好铺垫。Step2 Presentation此环节用时10分钟1.话题沟通，导入新课T:Lets play a guessing game.Ss: OK.出示John感冒的图片T: John had a cold yesterday .So he didnt go to school .He slept all day .板书并教读：had a cold ,slept，造句：I had a cold/read a book/saw a film/last weekend.同样方法教“read a book, saw a film”Ss: OK.2.情景创设，理解词意1)板书呈现短语：last

26、 weekend/last night/last Monday/yesterday/the day before yesterday，并告知学生全部和last相关的时间短语都是指过去的时间。2)T：What did you do last Monday ? S:What did you do last Tuesday ? (用过去时间短语造句，可用开火车方式操练，)3.句中练习，领读词卡1).稳固单词记忆，反复领读词卡。教师领读，男生女生读，分排、分行、分组读，“小教师”领读，大小声法等多种方式相结合，让学生在角色转换和反复训练中加深对词汇的感知。2).学生对单词有了初步了解和记忆后，在课件中

27、呈现如下句型。3).师生共同操练句子T: What did you do last weekend ? S:I saw a film.T: Did you like it ? S：Yes ,I did .It was great.4).Listen to the tape of Lets learn and follow it.4.版式呈现，视听正音1)通过板书呈现重点单词和句型。2)听一听，练一练先细致听录音，再让学生跟录音效仿单词和对话，看谁说得最好，为下环节的练习做打算。【设计意图】运用课件、图片等方式呈现4个单词，多种形式不断变换，可以吸引学生的留意力，提高学习效率，并将单词放到句子中

28、进展稳固。Step3Practice此环节用时10分钟1.跟读效仿，听做强化1)跟读录音，男女生分角色问答练习，强化效仿。2)学生敏捷运用本课时词组造句。Look and talk. T:What did John do yesterday ? S:He slept.T:Did he sleep yesterday ? S:Yes,he did.2.嬉戏稳固，任务落实1)“Guessing game”此阶段让一名学生在讲台上做和某些职业有关的动作，请台下的同学推测职业。台上表演的同学可以做动作，也可以发出声音。看谁最快猜出。2)拼单词嬉戏。拿出事先打算的a-z 26个英文字母卡。在让学生对be

29、fore这个单词的形和义进展联系的时候，挑出字母卡片e，b，o，r，e，f，打乱字母卡的依次。让6个学生每人高举一个字母卡，站成一排，然后找同学变换台上同学的位置，组成正确的单词before。以同样的方式拼其它的单词。3)Exercises.写出以下动词的过去式。1.sleep_ 2.have _ 3.do _ 4.read._ 5 is_ 6.see_【设计意图】通过歌谣和嬉戏进一步强化记忆本课时的单词，guessing game中可以形成单词音和义的联系，拼单词嬉戏可以形成单词形和义的联系，让学生对单词的拼法记忆深刻。通过嬉戏的方式让学生对单词的音、形、义进一步稳固，学生兴致相当高。Ste

30、p4 Extension此环节用时10分钟1.活动运用，语篇提升1)Make a survey。此环节学生做调查，去调查同学周末怎么过的。NameWhat did he/she do last weekend?JoneMike.2) Make a report.教师先做示范，然后请学生汇报。【设计意图】通过调查其他同学的周末怎么过的,落实了任务型教学。同时在调查的根底所作的汇报也使得学生综合运用语言的实力得到提高，同时合作实力也得到了加强。2.总结赏析，情感升华1)总结各小组的表现状况，对表现好的赐予嘉奖。3.Homework.1)听录音，对单词和句子的发音进展效仿。2)听、说、读、写B le

31、arn中的单词和句子。板书设计Unit 2 Last weekendbefore lasthave-hadsee-sawsleep-sleptread-read-What did you do last weekend?- I saw a film.教学反思围绕教学方式、学习方式、课程资源的开发和利用、胜利和缺乏进展反思教 学 设 计第 2 单元 第 4 课时 授课时间 年 月 日课题B Lets try Lets talk教学目标1、学生能运用听力技巧完成Lets try相关练习2、能够听、说、读、写并在情景中恰当运用以下句型并答复有关周末做过的事情：Was it interesting?

32、What did you do last weekend? Did you see a film? No, I had a cold.3、能够在语境中理解新单词magazine, better, faster的意思，并能正确发音。4、能够遵照正确的意群及语音、语调朗读对话。5、能够简洁介绍自己周末做过的事情。6、造就学生关怀他人，乐于助人的优秀品质。重点能够听、说、读、写并在情景中恰当运用以下句型并答复有关周末做过的事情：Was it interesting? What did you do last weekend? Did you see a film? No, I had a cold.

33、难点能够听、说、读、写并在情景中恰当运用以下句型并答复有关周末做过的事情：Was it interesting? What did you do last weekend? Did you see a film? No, I had a cold.教学打算CD 多媒体课件教 学 过 程教学环节师生活动及要求二次备课Step 1. Warm up1. Free talk借助QQ空间和QQ说说由谈论新教师的信息引入话题【设计意图】通过借助QQ空间和QQ说说出示教师的信息，师生进展对话，创设轻松开心的学习气氛，自然引入话题last weekend。2. Guess the teachers acti

34、vities of last weekend引导学生尝试运用核心句型进展推测教师的周末活动。在谈论教师周末活动过程中解决slept的读音。3. Talk about Ss weekend谈论学生的周末生活引入Lets tryT: I enjoyed weekend. What about your weekend? Was it fun? What did you do last weekend?【设计意图】通过推测活动，激发学生思维，引导学生运用新句型Did you ?进展推测。用描红的方式引导学生关注动词词组的过去。由教师的周末自然引入学生周末的谈论，为进一步学习打下根底。Step 2.

35、Presentation and practice 1. Talk about Johns weekend由John的微博客引入Wu Yifan和John对话内容的推测2.完成 Lets try相关练习听录音并圈出相关的答案，在完成练习过程中学习slept和 film magazine的词义。3.学习had a cold利用John微博的图片引导学生学习had a cold，了解John的周末生活。【设计意图】利用博客，激发学生想去了解外国小挚友周末活动的爱好，引导学生推测，并通过听对话验证推测，完成练习，为接下来Lets talk的学习做好铺垫。 4. Pridicting: Guess A

36、mys weekend谈论课文插图，推测John和Amy相关的谈话内容【设计意图】通过引导学生视察图片进展推测，既为学生供应了口头表达的时机，又造就学生的视察实力和读图实力。5. 学习Lets talk1) Listen and answer the questions引导学生听对话获得关键信息并答复以下问题，了解对话大意A. What did Amy do last weekend? B. Did Amy feel well last weekend?2)Read and guess学生依据上下文推测缺失的句子J: Hey, Amy. Lets go to the bookstore. I

37、want to buy the new film magazine.A: Oh, I read it last weekend.J: _1_?A: Yes, it talked about a lot of new films. What did you do last weekend? _2_?J:. No, I had a cold._3_.A: Oh, Im sorry. Im happy you feel better now.J: Thanks. Lets go by bus. Its faster than walking.3)Discuss and choose 小组探讨选择适宜

38、的句子补充对话4) Watch and check5Read and check【设计意图】设置问题引导学生通过关键词获得相关信息，了解课文大意，在此根底上，利用骨架文本，引导学生关注句子之间的联系，并引导学生探讨选择补充文本的关键句子，使学生关注句子的构造，关注句子的细微环节。6) Try, listen and imitate鼓舞学生依据连读等符号进展尝试朗读，进而比照效仿跟读课文录音。7) Practice in pairs: role play【设计意图】教师引导学生进展效仿跟读，留意连读、句子的语调，造就学生正确的语音语调，造就学生效仿地道英语的自办法识和习惯。8)Dub the c

39、artoon 教师播放课文录像，分角色为录像配音，请学生表演展示。9)Retell the text对话变体 (看图简短复述John和Amy的周末活动)【设计意图】通过表演，学生加深对文本的理解，内化学习内容，引导学生对对话文本的进展变换人称复述，是文本建构的有效途径。Step 3. Production1. Guess: Did Amy and John do anything else last weekend?教师示范问题：Did John see a film last weekend?学生小组探讨并提出问题，其他学生依据实际状况推测用Yes, he/she did.或No，he/ s

40、he didnt.进展确定或否认答复。2. Pair work教师供应语言支架What did you do last weekend? Did you ? Was it ?引导学生同桌相互了解彼此的周末生活，请学生做周末活动的简短汇报。3. Choose and talk教师展示自己三位学生的QQ说说，引导学生选择一人的QQ说说，依据其QQ说说的主题，选择有可能会做的活动，并进展对话。【设计意图】教师鼓舞学生发挥想象，运用核心句型进展推测。利用学生已有的生活经验引导学生进展真实的交际。最终创设情境，引导学生创编对话，表演对话，敏捷运用所学学问，实现对文本的缔造性重构。Step 4. Summ

41、ary结合本课核心句型进展课堂小结。Step 5. Assigning homework1.Write down your last weekend and share in your QQ Zone or micro-blog.2. Make a mini book about your weekend.板书设计Unit 2 Last weekend PartB ： Lets try & Lets talkI read it last weekend.What did you do last weekend? Did you see a film?No，I had a cold. I sta

42、yed at home all weekend and slept.教学反思围绕教学方式、学习方式、课程资源的开发和利用、胜利和缺乏进展反思教 学 设 计第 2 单元 第 5 课时 授课时间 年 月 日课题B Read and write教学目标1.理解Mike一家写给酒店的反应信；2.接着学习一般过去时，能够找出信件中动词的此时此刻式和过去式，进一步稳固过去式的改变规那么；3.通过学习，让学生了解英语信件的书写格式，学到一些选择酒店的学问。重点1.学生能够理解这封反应信的内容；能够联系上下文理解个别生词的意思。2.了解英语信件书写的格式。难点找出文中全部的动词，能写出这些动词的过去式或此时此

43、刻式。教学打算教学课件教学环节师生活动及要求二次备课Step1. Warm-upT: Hello, class. How was your weekend?Ss: It was not good.T: Why do you say that?Ss: I did my homework all day.T: I had a busy weekend. But our friend went to a place. Heres a clue, you can guess where he went with the help of the picture.Ss: Its a hotel.T: Wh

44、ich hotels do you know? Which hotel did you stay? How was your stay? I had an experience of staying in a hotel. It was not good, not bad, just OK.Ss: It was good. It was bad. It was OK.T: Lets see what happened for Wu Yifan in the hotel.(设计意图：歌曲-Last weekend，节奏轻愉快泼，歌词简洁易懂，简洁将学生的留意力吸引到英语课堂上，在询问学生对上周末

45、的不同感觉，和学生进展亲切的沟通，很自然地引出吴一凡的上周末活动，并结合自己的生活经验谈论所住宾馆的印象和评价，开宗明义，切入主题-Hotel。)Step2. Presentation1、Pre-reading:Introduce the content of the page 18. Look and tick the right picture. T: Talk about the picture of Mrs Broom. Whats her job?Ss: Shes a worker.T: Yes. She works in a hotel. She is a housekeeper.

46、 What did she do yesterday?Ss: She made the beds, cooked the food and cleaned the rooms.T: Wu Yifan and his family stayed in a hotel yesterday. It was not a good time. Why not? What happened to them?(设计意图：学生依据图片内容，推测Mrs Broom的职业和工作地点，依据生活经验谈论Mrs Broom昨天所做过的事情，提出相关问题，带着问题打算阅读，在思索中阅读，在阅读中思索，激发学生阅读的爱好。

47、)2、While-readingRead the passage and try to understand it.The first reading.T: Question: How was Wu Yifans stay in the hotel last weekend?Ss: It was bad.(设计意图：学生自主阅读短文，并依据自己所须要了解的信息快速阅读，获得关键信息。)The second reading.T: Read the passage again, and answer the questions: What was the room like? What happe

48、ned?Ss: Read and find the key information to the questions. (设计意图：在其次次阅读时，学生带着问题，依据须要，找寻细微环节信息，放慢阅读速度，在找到的关键信息处划线或做标记。)The third reading.T: Find the words which describe their stay.Ss: The words: bad, old, broken, too small, cold, bad, didnt work, loud music, didnt sleepT: Guide students to match th

49、e verbs and the nouns.Ss: clean loud musicfix a booktaste badread TVwatch the roomlisten to our stayenjoy a broken chair(设计意图：在第三次阅读文本时，圈出吴一凡一家的投诉缘由，进展沟通。同时依据投诉信中出现的动词短语进展语言匹配活动，为强化和复述文本打下良好的语言根底。)The fourth reading.T: Read the passage and listen to the tape, children.Ss: Follow the tape, and try to

50、 imitate the pronunciation, tune, and intonation.T: Circle the words you dont know, and try to guess their meaning according to the context.Ss: Circle the difficult words and try to guess their meaning in the context. Difficult words：Average-comments-fixed-broken-(设计意图：学生通过再次听音效仿，学习精确的语音和语调，为角色表演做好铺

51、垫。圈出自己不懂的词或短语，联系上下文推测词义，并通过角色表演，学生能够强化对文本的印象。)3、After-reading(1) Talk about the questions with your partner:Questions: How do you feel about Wu Yifans stay at the hotel? Why?(2) Read and discuss the comments with your partner.Question: Can you find the sentences that describe Picture 1-3?T: Read the

52、se pictures. Use your word to describe them.S1: Picture 1: The room was old. The chair was broken.S2: Picture 2: The lamp was too small. The hamburgers were cold and tasted bad.S3: Picture 3: The TV didnt work. The people in Room 301 listened loud music.T: You can get the answer from the comments.(设

53、计意图：阅读后，教师可以依据吴一凡一家的遭受，造就学生的发散思维。在通过PPT呈现问题，让学生动脑思索，很自然的沟通思想，结合自身的生活经，造就学生的学习爱好。)Step3. Practice extension(1) Listen and read the text again.T: Read the comments again and finish the letter.Ss: Scan the comments and fill in the blanks of Mrs Brooms letter.T: Can you read the letter?Ss: Read the lett

54、er with their feeling and emotion.Dear Manager,称呼Last weekend, the Wu family were not happy with their room. The people in Room 301 listened to loud music all night. It was very noisy. The father got some hamburgers from the kitchen but they were cold and tasted bad. Also the mother wanted to read a

55、 book but the lamp was too small. The TV didnt work either.正文It wasnt a good stay. Maybe we can write an email and say sorry to them.完毕语Mrs Broom签名(设计意图：在语言操练方面，学生能够听音感知语言，了解书信的格式，并进展有意义的书写活动，在角色中朗读投诉信和反应信。)(2) A letter to the Wu family.T: Can you write a letter to Wu Yifan and his family? Pay atten

56、tion to its form, including Salutation称呼, Body正文, Complimentary Close完毕语, Signature签名.Ss: Extend the comments according to their different thoughts.(设计意图：在语言延展方面，作为假日宾馆的经理，写一封致歉信，留意语言的管用性，在语境中进一步开展语言，表达语言的功能特点。英语课程标准提出要“倡议学生体验参和”，“重视通过做事学习学问。”学生可以发挥自己丰富而独特的想象力进展语言的深化学习，将思维的造就和语言的开展在语境中有机的结合起来，到达了学以致

57、用的教学效果。)Step5. Sum-upToday, weve learnt some reading skills during three periods: pre-reading, while-reading, after-reading, and know the main idea of the passage. Students can develop their writing ability while reading. We knew a comment. Try to write a letter to apology to Wu Yifan and his family

58、. We can develop students writing ability while reading and foster the thoughts.(设计意图：在完毕本节课时，鼓舞学生要努力学习，踊跃思索，积淀语言，举一反三，能够做到触类旁通，养成良好的学习习惯和行为习惯。)Step 5: Homework：A letter to the Wu familyT: You can write a letter to express apologies as a manager in Holiday Hotel. Meanwhile pay attention to the form

59、of a letter. Or you can read the comments and Mrs Brooms letter. Its up to you.设计意图：学生可以依据自己的实力选择作业的形式，这里也表达了分层次布置作业的特点，学生可以依据自己的实力，完成相关作业，可以调动学生学习的踊跃性和主动性。对于局部学生，可以进一步开展学生的语言，造就思维，写一封致歉信，既表达了语言的工具性，又表达了学生的人文性。板书设计Unit 2 Last weekend B Read and write 1. What was the room like? 2. What happened? 3. H

60、ow do you feel about Wu Yifans stay at the hotel? 4. Why? Difficult words：Average, Comments, fixed, broken教学反思围绕教学方式、学习方式、课程资源的开发和利用、胜利和缺乏进展反思教 学 设 计第 2单元 第 6 课时 授课时间 年 月 日课题B Lets check & Lets wrap it up Story time教学目标1.复习本单元的重点单词、短语及句子。2.能够独立完成Lets check和Lets wrap it up的内容。3.能够在教师的协助下小结一般过去时的用法及动词的规那么改变。