六年级上册 第二单元
第1课时 教案
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 学生能初步理解并且会听、会说、会读和会拼写单词短语：cloudy, rainy, sunny, windy和会运用句型：It was sunny/cloudy/windy/rainy.和I/We/He/She brought/saw/flew …。
2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain。
3. 学生能初步感知动词过去式的不规则变化及读音。
4. 学生能初步感知天气表达的句型。
5. 学生能够对英语书写日记格式有一定的了解。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy, rainy,
sunny, windy和会运用句型：It was sunny/cloudy/windy/ rainy.和I/We/ He/She brought/saw/flew …。
2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain。
教学难点：1. 学生对本课重点词汇的听、说、读、写。
2. 学生对本课天气表达的句型的掌握。
3. 学生对动词过去式的不规则变化的认读。
Teaching procedures 教学过程
Step 1 Song time
T: Hello, boys and girls.
S: Hello, …
T: Do you like singing? Let’s enjoy the song How is the weather? (播放歌曲，学生欣赏歌曲并跟唱)
T: How is the weather in the song?
S: It’s cloudy/rainy. (学习新词，跟读，拼读)
T: How is the weather today?
S: It’s …
(根据当天的天气情况回答，适时地学习sunny, windy等天气词汇)
【设计意图：让学生体会天气的表达方法，带动学生在课堂开始时的学习热情，同时也学习了天气词汇，为下一步学习减少了障碍。】
Step 2 Lead-in
1. T: Well, boys and girls. Would you like to know something about me? Two days ago, I was in Shanghai. Do you know Shanghai? It’s a big and beautiful city. But now I am in Suzhou. It’s beautiful too. (复习was以及ago)
【设计意图：利用简单的两句话，区分时态的不同，为Story time的学习做铺垫。】
2. T: Would you like to know more about me? Look at the screen, you can choose one part to guess what I like. (呈现Food, Animals, Hobbies三个话题)
S: Do you like …?/You like .., I think./You like …, right?
T: Bingo! I like …/Yes, you’re right.
(在Food话题中引出本课相关单词dumplings, honey)
(在Animals话题中引出本课相关单词parrot)
(在Hobbies话题中引出I like writing diaries very much.教diary—diaries)
【设计意图：设计信息沟，调动学生的兴趣猜测关于老师的信息，解决了一些简单的相关词汇，同时很自然地引出Story time。】
Step 3 Story time
1. Learn how to write a diary
T: (出示杨玲的照片) This is Yang Ling. She likes writing diaries too.
(出示日记抬头部分)
T: This is a diary of hers. What day is it today?
S: It’s Sunday.
T: What is the date? It’s the 20th of September. (渗透英文日记的书写格式)
【设计意图：星期和日期的学习可以在平时的教学中逐步渗透，每天点滴的认读学习，通过日积月累学生就能熟练掌握。】
2. Skipping reading 略读
A. Look and say
T: Look at the pictures in the diary. What can you see in the picture?
S: I can see …
(根据学生的回答，教授新词in the sky, some drinks, black clouds)
【设计意图：学生通过观察图片初步了解日记内容，同时解决了部分词汇，为进一步完成日记打下基础。】
B. Look and match
T: Look at the pictures. Match the pictures and the sentences.
(在此过程中教授动词过去式的特殊变化形式：
go→went see→saw become→became fly→flew are→were)
T: Read the sentences in the right orders.
(学生按顺序朗读句子)
【设计意图：通过图片和句子匹配，学生了解了日记的大概内容，这个环节动词过去式的发音是难点。让学生将句子重新排序整理，有助于加强学生理解文本的能力。】
3. Read and judge
T: Here are some sentences about the diary. Open your books and read the diary by yourselves. And then judge the sentences. (PPT呈现判断正误，在判断过程中即时教授新词a parrot show及bring→brought)
【设计意图：学生泛读日记，通过对日记的初步理解作出句子判断，体现学生对文本的理解能力，同时培养学生正确阅读文本的习惯。】
Intensive reading 精读
(找出表达天气变化的句子，再过渡到事件变化的句子)
(1) T: What was the weather like in the morning?
S: It was sunny in the morning.
T: What did they do?
S: The children went to the park by bike.
T: What did they do in the park?
S: There was a parrot show in the park. They saw some interesting parrots.
(2) T: How was the weather like then? (教授then)
S: The weather became windy and cloudy.
T: What did they do?
S: They flew kites high in the sky.
(T: It was windy, so they flew kites high in the sky, right? 教授high)
(3) T: What was the weather like in the afternoon? (教授in the afternoon)
S: There were black clouds in the sky. It rained.
T: How were the children?
S: They were hungry and wet.
(4) T: Did the children bring lunch?
S: Yes.
T: What did they bring?
S: They brought some dumplings, some bread and honey and some drinks.
T: Why were the children hungry?
Time
Weather
Activities
In the morning
sunny
went to the park and saw a parrot show
Then
windy& cloudy
flew kites high in the sky
In the afternoon
rainy
went home, hungry and wet
S: Because there were some ants and bees on the bread and honey.
T: What a pity! So they could not eat their lunch. (教授can→could)
【设计意图：学生再次阅读Yang Ling的日记，详细了解了他们那天的活动和状况，进一步巩固了用动词过去式来进行口语交际的能力。】
5. Reading time
(播放录音，跟读课文，先整体阅读，再分段阅读)
6. T: What do you think of her day? Happy? Interesting? Terrible? Bad?
(引出What a day!，这个句子可以应用在很多的场景中，它可以根据上下文翻译为“多么糟糕的一天！”“多么忙碌的一天！”“多么美好的一天！”等)
T: Read the title together.
【设计意图：让学生根据对整篇日记的理解来判断题目的意思，有助于他们更好地理解这句话，从而运用到以后的学习中去。】
7. Retell the diary (PPT呈现图文，学生复述课文)
Homework 家庭作业
1. Listen and read Story time three times.
2. Try to retell the diary according to Yang Ling’s pictures.
3. Copy the weather words and the verbs of past tense.
4. Collect more words about weather.
Teaching aids 教学准备（含板书设计）
教学准备：PPT课件、单词卡片
板书设计：
说课
在本节课导入部分，以歌曲导入新知，让学生通过“How is the weather?”这首歌曲动画体会本单元天气词汇的意思，课前几分钟的歌曲学习不仅能带动学生课堂开始时的热情，也为后面的学习进行了铺垫。此部分所用的“How is the weather?”歌曲为网络资源，教师可以根据自己的需要调整歌曲，也可以选用四年级下册Unit 5中的歌曲“A sunny day”。
接下来采用猜谜的形式教学本课中的部分词汇。通过猜测关于老师的信息，解决了dumplings, honey, parrot等词汇，同时很自然地引到了本课的主题——日记。在日记学习部分，让学生先通过观察图片，描述图片内容，初步体会日记，既调动了学生的好奇心，同时也为接下来文本的学习作了铺垫。整篇日记的学习分成了三个环节：略读——泛读——精读。在第一个略读环节，学生们通过匹配图片和语句，初步了解那天发生的事情；同时引导学生学习部分动词过去式及其读音。在泛读环节学生通过阅读进行判断，逐渐提高对学生学习文本的要求。最后的精读使学生进一步理解这篇日记，同时能运用所学句型表述当天的经过。层层递进的阅读要求，培养了学生自主学习的能力，同时引导了学生掌握正确的阅读方法。最后教师通过提问，顺利点题，让学生通过自己对整篇日记的理解去猜测题目“What a day!”的意思，在学习过程中也渗透了英文日记的书写格式。
六年级上册 第二单元
第2课时 教案
Teaching contents 教学内容
Grammar time
Teaching aims and learning objectives 教学目标
1. 学生能理解并且会听、会说、会读和会拼写单词短语：cloudy, rainy, sunny, windy和会运用句型：It was sunny/cloudy/windy/rainy.和I/We/He/She brought/saw/flew …。
2. 学生能理解Story time，并能正确朗读、复述Story time。
3. 学生能进一步理解动词过去式的不规则变化及读音，并学会运用。
4. 学生能理解并会运用表达天气的句型。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 学生能理解故事内容，并能正确朗读、复述故事。
2. 学生能理解动词过去式的不规则变化及读音，并学会运用。
3. 学生能理解并会运用表达天气的句型。
教学难点：学生能理解动词过去式的不规则变化及读音，并学会运用。
Teaching procedures 教学过程
Step 1 Free talk & Song time
1. T: Hello, boys and girls. Nice to meet you again.
S: Nice to meet you, …
T: Do you remember the song How is the weather?
Let’s sing the song together, OK? (播放歌曲，学生跟唱)
2. T: How is the weather in the song? (PPT上呈现歌曲中出现的四个天气情景)
S: It’s sunny/cloudy/rainy/snowy.
3. PPT呈现Tip，学生跟读单词 (补充foggy“有雾的”这个词，与sunny结合在一起，学习双写最后一个字母加y的用法)
【设计意图：通过引导学生表述如何写日记，引出天气情况。让学生在演唱歌曲中复习天气词汇，同时补充foggy这一词汇，使学生掌握个别天气词汇拼写法。】
Step 2 Grammar time
1. T: How is the weather in Suzhou today?
S: It is … (根据实际情况回答)
T: Look! It was the weather in Suzhou last week.
How was the weather last Sunday?
S: It was sunny.
T: Ask and answer in pairs. Discuss the weather in Suzhou last week.
2. PPT呈现be动词过去式的变化规则
T: “was” is the past form of “is” and “am”. What’s the past form of “are”?
S: were (学生一起读动词过去式)
T: Look at the picture and complete the sentences.
【设计意图：通过呈现苏州过去一周的天气情况，操练如何表述过去的天气状况，从而引出be动词过去式的变化规则，进行总结归纳。】
Step 3 Song time
T: Let’s have a rest and enjoy an interesting song Simple Simon.
【设计意图：轻松活泼的歌曲可以缓解紧张的课堂学习气氛，调动学生的学习积极性和参与性。】
Step 4 Grammar time
T: When we write a diary, we should write down the weather and the date first.
And then we can describe what happened on that day.
We can describe from morning to afternoon like Yang Ling’s diary.
(In the morning, … Then … In the afternoon …)
【设计意图：让学生了解如何写日记，通过学习Yang Ling的日记，使学生学会利用时间节点来叙述当天发生的事情。】
2. T: Do you remember Yang Ling’s diary?
Look at the pictures and try to complete the sentences.
(看图完成句子)
T: Please put the sentences in the right order. (给句子排序)
3. T: In Yang Ling’s diary, there are some past forms of the verbs. Can you find them?
(PPT呈现，教师带读单词以及过去式)
4. 行为动词过去式的变化规则：
(1) 一般情况在动词末尾加ed，如pulled、cooked；
(2) 以不发音的e结尾的动词，在词尾加d，如tasted；
(3) 以重读闭音节结尾的动词，双写末尾字母加ed，如stopped、planned；
(4) 以y结尾且y前面是辅音字母的动词，变y为i加ed，如worried、studied；
(5) 部分动词变过去式为不规则变化，如go—went、bring—brought；
(这个环节可让学生先试着说说，教师在学生说出的结果上再进行总结归纳)
T: In Yang Ling’s diary, the past forms of the verbs are special.
(学生朗读动词原形和过去式，试比较不同处)
T: Please complete the sentences and retell Yang Ling’s story.
Pay attention to the verbs.
【设计意图：通过复述Yang Ling的日记，巩固动词过去式不规则的变化形式，掌握其读音以及变化规律。】
5. 部分不规则动词过去式的变化情况：
T: In English, there are some other verbs. The past forms of them are special too.
(呈现单词)
T: Read, spell and try to remember them.
【设计意图：根据学生的实际情况，适当补充部分学生已经掌握的动词的过去式，为今后的学习操练打下基础。】
Step 5 Consolidation
1. Look and say
(填空完成迈克的日记)
【设计意图：看图完成Mike的日记，检测学生对不规则动词过去式的掌握。】
2. Exercise
(用动词的适当形式填空)
Homework
1. Read “Story time” three times and retell it.
2. Read and recite the verbs, and try to find more verbs.
3. Complete the exercise in《补充习题》.
4. Preview “Fun time” and “Song time”.
Teaching aids 教学准备（含板书设计）
教学准备：PPT课件
板书设计：
说课
本节课主要学习了动词过去式的不规则变化。这篇课文是日记的形式，学生第一次接触如何写日记，本课通过帮助学生了解如何写日记，来学习动词过去式的不规则变化。写日记书的第一步就是写日期和天气，从而引入be动词的过去式变化。在教学中，利用和学生实际生活紧密相连的话题，学习巩固be动词过去式的变化。生活化的学习内容一向是学生感兴趣的，而且能够学以致用。
第二步让学生了解书写日记的内容，可以按照时间节点来记录当天发生的事情。通过回顾Yang Ling日记中的内容，学习了动词过去式不规则变化，通过复述Yang Ling的日记，巩固了动词过去式的不规则变化。
最后通过展示Mike的日记，呈现了已经学过的部分动词过去式是如何不规则变化的，拓展学生的语言知识，提高学生的学习能力。
六年级上册 第二单元
第3课时 教案
Teaching contents 教学内容
Fun time & Song time
Teaching aims and learning objectives 教学目标
1. 学生能理解并且会听、会说、会读和会拼写单词短语：cloudy, rainy, sunny, windy和会运用句型：It was sunny/cloudy/windy/rainy.和I/We/He/She brought/saw/flew …。
2. 学生能进一步理解动词过去式的不规则变化及读音，并学会运用。
3. 学生会唱歌曲Rain, rain, go away。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 学生能进一步理解动词过去式的不规则变化及读音，并学会运用。
2. 学生会唱歌曲Rain, rain, go away。
教学难点：学生能理解动词过去式的不规则变化及读音，并学会运用。
Teaching procedures 教学过程
Step 1 Free talk
1. T: Good morning/afternoon, boys and girls.
S: Good morning/afternoon, …
2. T: At weekends, I usually read books at home.
I sometimes have a picnic with my family in the park. What about you?
S: At weekends, I usually/sometimes … in the cinema/in the supermarket/ …
(引导学生说：在某个地方做某事)
3. T: At school, I usually play games with my students in the playground.
What do you usually do at school?
S: I usually/sometimes … in the classroom/office/playground/music room …
(引导学生说：在某个地方做某事)
4. T: At home, I usually cook in the kitchen or watch news in the living room.
What do you usually do at home?
S: I usually/sometimes … in the study/bedroom/living room/dinning room …
(引导学生说：在某个地方做某事)
【设计意图：在口语交际中，帮助学生复习巩固所学的语言知识。让学生表述通常在某个地方做某事，复现所学过的动词词组和地点，为本节课的活动做铺垫。】
5. T: I like sunny days. Do you like sunny days?
S: Yes, I do.
T: How is the weather today?
T: How was the weather yesterday?
T: How is the weather tomorrow?
Step 2 Song time
T: Let’s enjoy a song, OK? (播放歌曲“Rain, rain, go away”)
1. T: How is the weather in the song?
S: It’s rainy.
T: Yes. It’s a rainy day. Do you like rainy days?
S: No, I don’t.
T: I don’t like rainy days either.
2. T: Who’s the boy in the song?
S: He’s little Johnny.
T: Does little Johnny like rainy days?
S: No, he doesn’t.
T: How do you know? Does he look happy?
S: No. He looks sad. He wants to play.
T: If the rain goes away, it would be a nice day. Everyone would be happy.
Let’s make a wish. Rain, rain, go away. Come again another day.
S: Rain, rain, go away. Come again another day.
3. Learn to sing the song.
(先一句一句地唱，再合唱，最后边拍手边唱歌)
【设计意图：引导学生体会歌曲中小男孩的心情，从而引出歌词。通过各种形式的演唱，让学会慢慢体会歌曲中的意思，并有感情地演唱歌曲。】
Step 3 Fun time
1. T: Do you have any hobbies? I like reading books. What do you like doing?
S: I like …
2. T: I like reading books. I usually read books in the library. What about you?
S: I like … I usually … in the …
【设计意图：通过询问学生的爱好等问题，引导学生表述通常在某个地方做某事这一句型，从而引出接下来的活动。】
3. T: But last weekend … It was rainy. I watched cartoons in the living room. (板书)
Please tell us about your weekend in pairs, like the weather, your activity and the place. (板书)
(学生两人一组谈论他们的周末情况)
4. T: Look. I have three magic boxes. Can you guess what’s in each box?
S: (猜测) It’s a/They’re some …
T: I’ll tell you. They’re some interesting cards. Would you like to have a look?
S: OK.
T: First, let’s open the red box. They’re four cards about the weather.
Can you read them?
S: Sunny, cloudy, windy and rainy.
T: Good job! Next, let’s open the blue box. They’re four cards about the activities.
Can you read them?
S: Fly a kite, watch TV, play basketball and draw pictures.
T: Well done! Finally, let’s open the black box.
They’re four cards about the places. Please read them.
S: In the park, at home, in the playground and in the classroom.
T: Great!
【设计意图：根据学生的喜好，由猜魔术盒里的东西引出天气、活动以及地点三种卡片。既可以调动学生的学习积极性，同时在活动中完成了学习任务，一举两得。】
5. T: Do you like games? Let’s play a game with the cards.
Let’s watch how to play this game. (播放Fun time的flash)
(学生观看动画，并跟读句子)
6. T: Do you know how to play this game? Now, work in pairs and play the game.
T: It’ time to show.
(教师请三到四组学生展示他们的对话，同时教师在PPT上操作点击卡片)
Step 4 Consolidation
T: Do you like this game? Now, let’s make a new game, OK?
1. Step 1: Make some cards about the weather, activities and places.
2. Step 2: Pick three cards and make sentences. (学生分组做游戏准备工作)
3. Ask some students to show how to play the game.
S1: (捡三张卡片) It was … I … in/at …
S2: (捡三张卡片) It was … I … in/at …
S3: (捡三张卡片) It was … I … in/at …
【设计意图：利用游戏充分发挥学生的想象力，激发学生将所学过的语言知识运用起来。让学生在学中玩，在玩中学。】
Homework 家庭作业
1. Sing the song Rain, rain, go away three times.
2. Make more cards about the weather, activities and places.
Play the game in “Fun time” with your friends after class.
3. Preview “Cartoon time”.
Teaching aids 教学准备（含板书设计）
教学准备：PPT课件、卡片、学生准备三种颜色的彩纸
板书设计：
说课
本课主要学习了Fun time和Song time。教学内容本身具有趣味性，所以在教学中采用了游戏、猜谜等形式，目的是调动学生的学习积极性，增强课堂教学的趣味性，让学生在游戏中有所得，体会在学中玩，在玩中学的活动过程。在具体的教学过程中，教师采用以旧带新、循序渐近的方法，回顾之前所学的单词句型，用旧知引出新知。在学生的学习活动过程中，最大限度地激发学生的知识潜能，让学生将以前所学过的动词短语等语言知识点重现，并运用到本课的学习中来。最后设计的游戏活动，旨在培养学生对本课重点句型的综合运用。
六年级上册 第二单元
第4课时 教案
Teaching contents 教学内容
Cartoon time
Teaching aims and learning objectives 教学目标
1. 学生能理解并且会听、会说、会读和会拼写单词、短语meet, lost, know, climb up, hold on to, fly away, found, couldn’t等以及句型What happened?。
2. 学生能理解Cartoon time的故事大意并能正确朗读。
3. 学生能用一般过去时的陈述句复述Cartoon time的故事大意，并能试着表演Cartoon time。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 学生能理解并且会听、会说、会读和会拼写单词、短语meet, lost, know, climb up, hold onto, fly away, found, couldn’t等以及句型What happened?。
2. 学生能理解Cartoon time的故事大意并能正确朗读。
教学难点：
1. lost, found等动词过去式的不规则变化及读音。
2. 学生能用一般过去时的陈述句复述Cartoon time的故事大意。
Teaching procedures 教学过程
Step 1 Free talk
1. T: Good morning/afternoon, boys and girls.
S: Good morning/afternoon, Miss He.
T: Let’s sing the song Rain, rain, go away, OK?
2. T: How is the weather today?
S: It’s …
T: How was the weather yesterday?
S: It was …
3. Talk time
T: Yesterday, it was … I … in/at … How about you?
S1: Yesterday, it was … My teacher … in/at … I … in/at …
S2: Yesterday, it was … My teacher … in/at …S1 … in/at … I … in/at …
S3: Yesterday, it was … My teacher … in/at … S1 … in/at … S2 … in/at … I … in/at …
4. Game time
T: Let’s play a game, OK? Please choose four cards.
S: (选四张卡片： 红1, 绿4, 黄5, 蓝3) It was … XXX … in/at …
【设计意图：演唱上节课的歌曲，复习巩固如何表达天气情况；通过上节课的游戏，再一次检测学生语言知识的掌握情况。同时增加了人物一栏，体现了语言知识的多方面运用，帮助学生巩固了不同人称的一般过去时的陈述句。】
Step 2 Cartoon time
1. Ask and answer
T: Look at the table. How was the weather?
T: Who is he?
T: What did he do?
T: Where did he fly a kite?
T: So, we can say: It was cloudy. Bobby flew a kite in the park.
2. Look & guess
T: Look at Bobby. Is he happy?
S: No, he isn’t. (引导学生说) He looks sad.
T: Oh, Sam comes. He meets Bobby. If you’re Sam, what will you say to Bobby?
S: What’s the matter?/What’s wrong with you?/ How are you, Bobby?/…
T: Sam says “What’s the matter?” Let’s ask Bobby together, OK?
S: (问Bobby) What’s the matter?
(Bobby画外音): I lost my new kite. →(新授lost)
【设计意图：引导学生体会Bobby的心情，设置悬念，为接下来Cartoon time的学习埋下伏笔。】
3. Watch & order
T: Oh, Bobby lost his new kite. He was very sad. You may want to know why, right? What happened to Bobby? (板书，学生复读句子)
T: Let’s watch a video and find out what happened. (播放卡通)
T: Here are three pictures about the story. Please put them in the right order.
(学生给图排序)
T: Look at the pictures. First, Bobby and Tina flew a kite in the park.
(学生跟读句子)
T: Then, … (试着让学生说)
S: Then, they climbed up the hill. (板书climb up)
S: Then, the kite flew away. (板书fly away)
【设计意图：通过图片排序，起到一个泛读的作用。先让学生初步了解事情的梗概，掌握一些重要短语的表达。】
4. Look & learn
Q1: Where did they fly the kite first? (In the park.)
Q2: Where did they fly the kite then? (On the hill.)
T: Why they changed the place? Let’s read the story and find out the answer.
T: This morning, Tina and Bobby flew the kite in the park.
But … (引导学生说)
S: But it wasn’t windy in the park.
T: When we fly kites, we need the wind, right? If it isn’t very windy, we can’t fly kites.
T: So they … (引导学生说)
S: They climbed up the hill.
T: How was the weather on the hill?
S: It was windy there.
T: Yes. It was very windy on the hill. Did the kite fly high?
S: Yes, it flew too high.
T: The kite flew too high. They couldn’t hold onto the kite.
(板书couldn’t = could not和hold onto，学生跟读)
T: What happened?
S: The kite flew away.
T: Did Bobby get his new kite back finally?
S: Yes.
T: How?
S: (学生试着回答) Sam found the kite. (新授found，学生跟读)
T: Where did Sam find Bobby’s kite?
S: Near the hill.
【设计意图：看图片回答问题，起到精读的作用。讨论剧情、学习词汇，层层递进，有效突破重难点。】
5. Read & imitate
T: Well, it’s time to read the story. Please read after the tape. Pay attention to the pronunciation and the intonation. (学生逐句模仿跟读)
6. Reading time
T: Well, children. Open your books to P22. Let’s read “Cartoon time” together.
(Tip: 注意模仿其中人物的语音语调，表现出Bobby从难过到高兴的情感变化)
T: Next, please read it in roles. Read in pairs. One is Bobby, the other is Sam.
(Tip: 两人一组，合作朗读。根据想象，可以配上一点动作。)
7. Look & retell
T: Look at the pictures and try to retell the story with the phrases.
【设计意图：复述整篇故事，帮助学生巩固复习其中的重点词汇和句型，同时为接下来的表演环节做铺垫。】
8. Act the story
T: Work in pairs. One acts Bobby, the other acts Sam. (分组排练，然后在班上表演)
Step 3 Continue the story
T: First, Bobby was very sad. Finally, … (引导学生说)
S: He was very happy/excited/glad/ …
T: Imagine what would Bobby say to Sam when he has the kite?
S: Thank you, Sam!/You’re so nice!/Thank you, you’re my best friend!/ …
T: And Sam would say …
S: You’re welcome./Not at all./That’s all right./ …
T: Can you continue the story?
【设计意图：后续故事，可以激发学生想象力，培养学生语言知识的综合运用能力。】
Homework 家庭作业
1. Listen and read “Cartoon time” three times and retell the story to your deskmates.
2. Try to act “Cartoon time” with your friends.
3. Preview “Sound time” and “Checkout time”.
Teaching aids 教学准备（含板书设计）
教学准备：PPT课件、Bobby和Sam头饰
板书设计
说课
本课主要学习了Cartoon time。由于Cartoon time具有强烈的故事性和趣味性，所以在教学中要将学生的学习积极性和主动性最大限度地调动起来。首先游戏导入，利用Fun time中的游戏环节，再一次巩固复习了一般过去时陈述句的表述。其中增加了人物，操练显得更加丰富，同时引出Bobby在公园放风筝这件事。在学习Cartoon time这一环节时采用任务驱动，层层推进的策略。通过讨论剧情和学习词汇突破重难点，一步一步带领学生学习故事。各种形式的朗读和看图片复述Cartoon time，为表演环节提供了语言输出的基础。最后的续编故事，给学生大胆创新的机会，旨在把语言的综合运用提升一个高度，使学生的语言运用能力得到充分发展。
六年级上册 第二单元
第5课时 教案
Teaching contents 教学内容
Sound time, Checkout time & Ticking time
Teaching aims and learning objectives 教学目标
1. 学生能理解并且会听、会说、会读和会拼写单词cloudy, rainy, sunny, windy和It was sunny/cloudy/windy/rainy.和I/We/He/She brought/saw/flew …等句型。
2. 学生能熟练运用一般过去时的陈述句来表述过去发生的事情。
3. 学生能听懂、会说字母组合ear在单词中的读音，并且读音准确。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 学生能听懂、会说字母ear在单词中的发音，并且发音准确。
2. 学生能熟练运用一般过去时的陈述句来表述过去发生的事情。
教学难点：学生能熟练运用一般过去时的陈述句来表述过去发生的事情。
Teaching procedures 教学过程
Step 1 Free talk
1. T: Good morning/afternoon, boys and girls.
S: Good morning/afternoon, …
T: How is the weather today?
S: It’s …
T: How was the weather yesterday?
S: It was …
2. T: I like reading books. I usually read books at weekends. Last Saturday, I read books in the library. Can you say something like this?
S1: I like … I usually … Last …, I … in/at …
T: Can you say something about S1?
S2: S1 likes … He/she usually … Last …, he/she … in/at …
(提问多名学生，进行问答)
【设计意图：在口语交际中，帮助学生复习巩固所学的语言知识。让学生表述自己和他人的情况，复现了学生所学过的三种句式，体现了不同形式的语言操练。】
Step 2 Game time
T: Let’s play a game. Look. I have five kinds of cards. They’re about time, weather, people, activity and place. Choose one of each kind, and make a sentence like this.
(教师先作示范，从每一行选择一个卡片，组句如下)
Last Monday, it was sunny. Mike drew pictures in the playground.
(学生模仿，选卡片，说句子)
【设计意图：通过游戏复习巩固一般过去时陈述句的表述，同时在原有基础上增加了时间、人物，提高了一点难度。对学生语言知识的运用提出了新的要求。】
Step 3 Sound time
1. T: Let’s enjoy an English song. (播放歌曲“Happy New Year”，学生跟唱)
2. T: What’s the song about?
S: (引导学生说) The New Year. (板书New Year并带读)
T: Look at the picture. The New Year is coming soon. The New Year is nearly here.
(板书并带读)
T: I usually have a party at New Year. What do you usually do at New Year?
(学生自由回答)
T: I watched an interesting film last New Year. What about you?
(学生自由回答)
T: We usually have a big dinner. We have a lot of fun at New Year, right?
Let’s cheer together, my dear! (板书并带读，注意字母组合ear和eer的读音)
(跟录音读两遍，然后分组读句子)
3. T: Look at the sentence. Can you read the words? (year, near, dear, hear)
T: (呈现含字母组合ear的单词) Can you read these words? Have a try.
(学生试读ear, tear, gear, fear, clear)
【设计意图：在学习语音板块时，鼓励学生结合以前所学含有相同读音的单词，来体会字母组合ear的读音。同时，呈现部分未学过的词汇，使学生理解“看词能读，听音能拼”的方法。】
Step 4 Checkout time
1. Listen and choose
(1) T: Look! Who’s he? (Mike) Mike is writing a diary about what happened to him on Monday. Please open your books to P24. Look at the pictures and guess what he did. Now listen to his diary and choose the right answer. (听录音两遍)
(2) T: How was the weather on Monday morning?
T: What time did he get up? Was it late or early?
T: How did he go to school?
T: What couldn’t he find? (师生问答)
(3) T: What do think of Mike?
S: He’s not a careful boy./He’s …
T: Let’s read his diary together.
2. Think and write
(1) T: Do you remember how to write a diary?
S: (可以带领学生说) First, we should write down the date and the weather.
Next, we can write something about what happened in a day.
Finally, we can write our feelings about the day.
(2) T: Look! This is my diary about last Sunday. I did a lot of things that day.
3. T: Can you write a diary like me? First, talk about what you did last Sunday with your deskmates. You can use the phrases like these. (PPT呈现一些动词短语，学生朗读) Next, put what you did in order of time. Then, write a diary on your book (P25). Finally, share your diary with us.
【设计意图：教师指导写作，有助于学生理清写作思路。教师的示范写作给学生提供了参考。另外，鼓励学生用尽可能多的短语来表述自己做的事情，提升语言的综合运用。】
Step 5 Ticking time
1. “Talk and write about the things I did” & “Use “brought”, “could”, “flew”, etc”
T: Can you talk and write about the things you did?
Can you use any verbs like “brought”, “could”, “flew”?
Make some sentences in pairs. Show us what you did.
S1: I … in/at …
S2: I … in/at …
T: Fill in the table by yourselves.
2. “Know the sound of ‘ear’”
T: Do you know the sound of “ear”?
S: Yes, I do.
T: Fill in the table by yourselves.
Homework 家庭作业
1. Read Sound time three times.
2. Talk about what you did last week with your friends.
3. Write a diary about what you did last week.
Teaching aids 教学准备（含板书设计）
教学准备：PPT课件
板书设计：
说课
本课的内容主要是复习、巩固和提升。在学习语音板块时，词不离句，句不离词，通过不同形式的操练，使学生感悟语音规律，培养学生的韵律感和节奏感。同时进行拓展，培养学生“看词能读，听音能拼”的能力。之后进行一个语言综合能力的提升，通过听、说、读、写等多种形式，复习巩固本单元的重点——一般过去时陈述句的表述。在试写日记这一板块，教师先作示范和指导，指导学生如何将自己做过的事情有条理地写下来。让学生在写之前先说说，可以更好地将事情写清楚。有效地合理安排各个环节设计，让学生学得快乐、学得扎实、学得灵活，真正提高学生的综合语言运用能力。
