Unit2 Last weekend教案
文档属性
| 名称 | Unit2 Last weekend教案 |  | |
| 格式 | docx | ||
| 文件大小 | 13.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-01-10 09:49:42 | ||
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文档简介
The third period（第三课时）
Part B Let's try & Let's talk
内容分析
本课是PEP小学英语六年级起点第二册Unit 2第三课时。主要学习能够在情景中运用句型“Was it interesting ” “What did you do last weekend ” “—Did you see a film —No, I had a cold.”表达要遵守的交通规则。老师将通过多种教学活动巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
1.能够听懂、解答Let’s try板块的问题，选出正确的答案；
2.能够通过听力练习获得Let’s talk板块的人物及场景信息，为进入正式的对话学习做好准备；
3.能够在图片和教师的帮助下理解对话大意，回答对话下面的问题；
4.能够用正确的语音、语调及意群朗读对话，并在小组中进行角色表演；
5.能够听、说、读、写并在情景中恰当运用句型“Was it interesting ” “What did you do last weekend ” “—Did you see a film —No, I had a cold.”询问并回答上周末的活动；
6.能够在语境中借助图片等帮助理解新单词magazine, better, faster的意思，并正确发音；
7.能够了解一般过去时的特殊疑问句和一般疑问句的用法；
过程与方法
通过听录音跟读，引导学生按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演，帮助学生操练核心词汇和句型。锻炼学生的情景应用表达能力，并为后面的拓展活动做好准备。
情感态度价值观
通过创设自然真实的情境，让学生在情境中认知并运用核心句型，培养学生的语言综合运用能力。
教学重难点
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
PPT课件 课文音频 视频、教学卡片等
教学媒体选择
多媒体，录音。
教学活动
1.录音
2.游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Let's sing—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 (出示课件：“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. (出示课件：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 pare “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.
Step 2: Presentation
1. Listen and circle.
(1) Present the photo of John. (出示课件) Ask and answer.
Play the recording for the first time.（出示课件：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”. (出示课件：Let’s try板块的练习)
(3) Read the dialogue and check the answers. (出示课件：Let’s try板块的听力材料和参考答案)
2. Look and predict.
(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.
3. Read and find.
(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.
4. Learn more about the words.
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. (出示课件：want, buy和by的相关用法)
Step 3: Practice
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.
Step 4: Consolidation & Extension
1.Do a survey.（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…
S2: I…
S3: I…
S4: I…
T: What do you usually do on weekends
S2: I…
S3: I…
S4: I…
2.Use the right form to fill in the blanks.（出示课件）
板书设计
Unit 2 Last weekend
Was it interesting
Yes./No.
What did you do last weekend Did you...
Yes./No.
作业设计
熟练朗读本课课文
教学反思
1.在本节课中，以新课标为理论指导，以学生为主体、训练为主线，利用卡片游戏，使学生在学中用，用中学，学用结合，激发学生的多元智能学习能力。
2.本节课以句型教学为主，配以简单的词组来运用所学句型。采用卡片、图片等多种形式来逐步引导学生操练单词、词组和句型，有效地帮助学生巩固重点词汇和句型。
3.呈现活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。以学生为本，以解决问题为导向，引导学生自主学习。
4.突出语用功能，联系学生和班级的实际情况，设置多个环节，环环相扣，层层深入，能帮助学生在真实情景中自然地使用所学语言。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
Part B Let's try & Let's talk
内容分析
本课是PEP小学英语六年级起点第二册Unit 2第三课时。主要学习能够在情景中运用句型“Was it interesting ” “What did you do last weekend ” “—Did you see a film —No, I had a cold.”表达要遵守的交通规则。老师将通过多种教学活动巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
1.能够听懂、解答Let’s try板块的问题，选出正确的答案；
2.能够通过听力练习获得Let’s talk板块的人物及场景信息，为进入正式的对话学习做好准备；
3.能够在图片和教师的帮助下理解对话大意，回答对话下面的问题；
4.能够用正确的语音、语调及意群朗读对话，并在小组中进行角色表演；
5.能够听、说、读、写并在情景中恰当运用句型“Was it interesting ” “What did you do last weekend ” “—Did you see a film —No, I had a cold.”询问并回答上周末的活动；
6.能够在语境中借助图片等帮助理解新单词magazine, better, faster的意思，并正确发音；
7.能够了解一般过去时的特殊疑问句和一般疑问句的用法；
过程与方法
通过听录音跟读，引导学生按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演，帮助学生操练核心词汇和句型。锻炼学生的情景应用表达能力，并为后面的拓展活动做好准备。
情感态度价值观
通过创设自然真实的情境，让学生在情境中认知并运用核心句型，培养学生的语言综合运用能力。
教学重难点
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
PPT课件 课文音频 视频、教学卡片等
教学媒体选择
多媒体，录音。
教学活动
1.录音
2.游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Let's sing—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 (出示课件：“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. (出示课件：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 pare “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.
Step 2: Presentation
1. Listen and circle.
(1) Present the photo of John. (出示课件) Ask and answer.
Play the recording for the first time.（出示课件：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”. (出示课件：Let’s try板块的练习)
(3) Read the dialogue and check the answers. (出示课件：Let’s try板块的听力材料和参考答案)
2. Look and predict.
(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.
3. Read and find.
(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.
4. Learn more about the words.
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. (出示课件：want, buy和by的相关用法)
Step 3: Practice
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.
Step 4: Consolidation & Extension
1.Do a survey.（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…
S2: I…
S3: I…
S4: I…
T: What do you usually do on weekends
S2: I…
S3: I…
S4: I…
2.Use the right form to fill in the blanks.（出示课件）
板书设计
Unit 2 Last weekend
Was it interesting
Yes./No.
What did you do last weekend Did you...
Yes./No.
作业设计
熟练朗读本课课文
教学反思
1.在本节课中，以新课标为理论指导，以学生为主体、训练为主线，利用卡片游戏，使学生在学中用，用中学，学用结合，激发学生的多元智能学习能力。
2.本节课以句型教学为主，配以简单的词组来运用所学句型。采用卡片、图片等多种形式来逐步引导学生操练单词、词组和句型，有效地帮助学生巩固重点词汇和句型。
3.呈现活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。以学生为本，以解决问题为导向，引导学生自主学习。
4.突出语用功能，联系学生和班级的实际情况，设置多个环节，环环相扣，层层深入，能帮助学生在真实情景中自然地使用所学语言。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。