【正文】 學(xué)生分成兩部分練習(xí)Did you…? Yes, I , I didn’’s chant教師問：Boys and girls, Did you go to a park yesterday? 引導(dǎo)學(xué)生根據(jù)實際情況回答。找?guī)捉M學(xué)生對話。然后找學(xué)生回答問題。Step 3 Practice 1． 讓學(xué)生分角色朗讀對話。Step 4 Production ’s find out(1)師生示范 T: Did you go swimming/…on the weekend?學(xué)生根據(jù)實際情況回答Yes, I did./ No, I didn’t，并在表格中劃V或X。本環(huán)節(jié)主要是語言的輸出，引導(dǎo)學(xué)生運用本課所學(xué)句型表達(dá)自己的想法，將本課所學(xué)內(nèi)容運用到實際，培養(yǎng)學(xué)生運用語言運用能力。板書設(shè)計： Unit 3 Part B Let’s talkseesaw Did you read books？Yes, I did./No, I didn’t第六課時教學(xué)內(nèi)容 Part B Let’s read教學(xué)目標(biāo) 1． 能夠聽、說、認(rèn)讀Let’s read 部分的短文并完成文后的練習(xí)。教學(xué)過程Step 1 Preparation（準(zhǔn)備活動）(1)Let’s chant.（讓學(xué)生齊唱3單元Let’s chant部分的歌謠）用Let’s chant既復(fù)習(xí)了所學(xué)的動詞過去式，又激發(fā)了學(xué)生的學(xué)習(xí)興趣。接著教師提問：―What did we do?‖ 幫助學(xué)生回答：― We read funny tongue twisters together.‖教師邊板書邊領(lǐng)讀，并讓學(xué)生由集體到部分再到個別輪流讀此句。教師繼續(xù)說：―I flew kites last was that? Guess.‖ 教師引導(dǎo)學(xué)生回答：―Suddenly my kite flew into the ，并讓學(xué)生由集體到部分再到個別輪流讀此句。在閱讀前，創(chuàng)設(shè)一系列情景突破文中的難點句子：We read funny tongue twisters my kite flew into the was very grateful to 3 Inreading（閱讀中活動）(1)General reading 略讀T： Today Zhang Peng walked to Mike’s home, What did they do? Where did Zhang Peng go? Do you want to know? Now open your books and turn to page the passage quickly and silently, then answer my questions: they read tongue twisters together? Mike fly kites? the dog jump into the river? Check up the answers.(2)Detailed reading 細(xì)讀T：This time read the passage carefully and answer my you have something difficult, you can circle can talk about in your did they do together? did Zhang Peng go? returned the kite to Zhang Peng? Check up the : Do you have any questions? Ss: Yes/No.（歸納總結(jié)過去式的變化規(guī)則。： What did you do last weekend ? 并能做出正確的回答。(2)聽懂會說句子:What did you do last weekend ? 并能在實際情景中靈活用。Let’s startT: What do you usually do on the weekend? 幫助學(xué)生回憶學(xué)過的動詞短語,并引導(dǎo)學(xué)生回答，如：I usually play football.(設(shè)計意圖：通過簡短交流，讓學(xué)生回憶周末所做的活動，既復(fù)習(xí)了以前的單詞，又為學(xué)習(xí)這些單詞的過去式做了鋪墊。，打開課本跟讀短語，學(xué)生小組內(nèi)相互指讀短語。完成后請幾位同學(xué)上臺講解自己組內(nèi)同學(xué)的上周末活動情況。3．能夠正確運用重點句型進(jìn)行對話，完成Let’s find out部分的游戲。對本主備稿的評價教 學(xué) 過 程 二次備課（一）、Preparation快舉快讀游戲，復(fù)習(xí)動詞的原形和過去式，如watch TV watched TV wash the clothes washed the clothes一個比劃一個猜。(設(shè)計意圖：利用聽力活動進(jìn)一步熟悉本單元新詞，并引入新句型What did you do last weekend?降低了難度，讓學(xué)生更容易接受。(設(shè)計意圖：讓學(xué)生跟著錄音機(jī)讀，以便糾正學(xué)生發(fā)音。(設(shè)計意圖：通過不同的形式，由整體到部分再到個人的反復(fù)操練對話，進(jìn)行朗讀訓(xùn)練，培養(yǎng)學(xué)生的朗讀能力，增強(qiáng)語感。并能模仿短文描述自己或他人的周末生活。教具 準(zhǔn)備教師準(zhǔn)備一臺錄音機(jī)和相關(guān)錄音帶。（二）：Prereading再詢問兩個學(xué)生，達(dá)到鞏固…was busy last 。（三）、Inreading(1)Do you want to know what Wu Yifan did last weekend?展示小黑板Let’s read the passage and tick or cross:Wu Yifan was busy last weekend.()Last Sunday was Wu Yifan’s grandma’s birthday.()設(shè)計意圖：讓學(xué)生帶著簡單的問題首次閱讀短文，增加學(xué)生再次閱讀的興趣。Do you have any questions？If you have，pleas ：為發(fā)展學(xué)生個性，提倡大膽質(zhì)疑，滿足不同學(xué)生的學(xué)習(xí)需求。2．能夠聽、說、認(rèn)讀句子：What did you/(name)do last weekend/ yesterday? I(name)(did)last weekend/ you….? Yes, I did..教學(xué)重難點 1．重點是掌握四會詞組2．難點是掌握不規(guī)則動詞的過去形式教具準(zhǔn)備 。.（1）聽錄音，跟讀，教師領(lǐng)讀，學(xué)生小組內(nèi)互讀短語（通過這個環(huán)節(jié)讓學(xué)生準(zhǔn)確掌握所學(xué)新單詞的發(fā)音）（2）?！痵 try部分的聽力練習(xí)。、磁帶。然后將句子Did you read books?中的read 劃出。然后說I saw the full moon, was ’s watch ’s chant you go to the park? Yes, I went to the you go at night? Yes, I went at you see the full moon? Yes, I saw the full you go last night? No, I went in a guessing game T: Ask: What did I do yesterday ? Guess!S: Did you…? T: Yes, I did./ No, I didn’: What did …do yesterday ? S: Did you …? S1。然后教師核對答案。找學(xué)生當(dāng)小老師領(lǐng)讀。3． 把對話中的人物換成其他三幅圖中的人物，讓學(xué)生編出自己的新對話。(2)同桌互相調(diào)查。完成配套內(nèi)容?！痵 read部分的短文。(2)Review the words in Part B.(教師出示詞卡，讓學(xué)生齊讀并拼寫B(tài)課所學(xué)的短語)(3)Free talk T: What did you do last weekend? S1: I went : Did you read books/…? S1: Yes, I did./ No, I didn’: Did you…？S2：Yes, I did./ No, I didn’t.… Step 2 Prereading（閱讀前活動）1）Teach: Tongue twister 和We read funny tongue twisters together.（教師出示幾個繞口令；也可以放五年級上、下冊語音部分一段繞口令的錄音，讓學(xué)生跟錄音朗讀。注意再次強(qiáng)調(diào)這里的read是過去式形式。并強(qiáng)調(diào) flew into這一短語。）(3)Read and write 讀寫T: This time let’s read the passage aloud and answer the questions on your books，Then write the answers on your up the answers.(4)Listen to the tape 聽音并跟讀 Listen to the and the passage after the passage after the little teachers.(5)Read aloud 朗讀Read and try to retell the passage in : 讓學(xué)生帶著問題去讀文章，并且讓學(xué)生找出難點和疑點，與老師進(jìn)行探討，這樣能誘發(fā)學(xué)生自主嘗試的動機(jī)，培養(yǎng)其自主學(xué)習(xí)的能力。因此，在課堂上，多鼓勵學(xué)生把學(xué)習(xí)所得表現(xiàn)出來是我們所追求的。三、單元教學(xué)目標(biāo) （1）能夠掌握本單元出現(xiàn)的：went, camp, rode, bought, gifts等單詞和詞組，并熟練朗讀和運用。 通過本課學(xué)習(xí)，能養(yǎng)成主動用英語交際的習(xí)慣和關(guān)心他人的良好品德。能夠聽、說、讀、寫，并在情景中運用句型Where did you go? What did you do? 聽說讀寫單詞和詞組：ate, took, bought, gift, took 、理解Let’s talk部分的內(nèi)容并能聽說認(rèn)讀學(xué)習(xí)目標(biāo)中的句子。五、教學(xué)措施針對六年級學(xué)生可能會出現(xiàn)的兩極分化的現(xiàn)象，所以在設(shè)計上教師力求讓每一位學(xué)生都有所收獲。六、單元課時安排：共分6課時第1課時： A Let’s learn/Listen, answer and write 第2課時： A Let’s try/Let’s talk 第3課時： B Let’s learn/Look and say 第4課時： B Let’s try/Let’s talk 第5課時： Read and write 第6課時： Let’s check/Let’s wrap it up/Story time第一課時A Let’s learn/Listen, answer and write一、教學(xué)目標(biāo)、說、讀、寫五個有關(guān)周末活動的詞組： rode a horse, rode a bike, went camping, hurt my foot, went fishing。難點：學(xué)生能用句型進(jìn)行簡單的對話。 the tape of Let’s ，然后分角色朗讀對話。學(xué)唱歌曲《Tell me about your holiday》.Step布置作業(yè) 。大情境中又暗含著很多小的情景，自然合理，貼近學(xué)生的實際、貼近生活。四、教學(xué)準(zhǔn)備：課件、單詞卡片五、課時安排：1課時六、教學(xué)過程 Step 復(fù)習(xí)Let’s : rode a rode a horse last did you go last Sunday/ Saturday?I went to a forest did you do there?I rode a bike./...Step 教讀并理解重點單詞和句型fell off, mule, could, till, Labour Day, Turpan What happened? Are you all right? I’m OK did you go? It I fell off my bike last Saturday and hurt my ，老師教讀對話。七、板書設(shè)計：Unit 3 Where did you go? fell off, mule, could, till, L。Step Role 。二、教學(xué)重難點重點：、語調(diào)及意群朗讀對話，并能進(jìn)行角色表演。要將這些詞匯緊緊地聯(lián)系起來教學(xué)，幫助學(xué)生充分理解課文，并引導(dǎo)學(xué)生做到學(xué)以致用是一件非常困難的事情。學(xué)生靈活運用本課時詞組，自由編對話。同時積極參加小組探究活動，進(jìn)行小組競爭。二、教學(xué)重難點重點：能夠聽、說、讀、寫五個有關(guān)周末活動的詞組： rode a horse, rode a bike, went camping, hurt my foot, went fishing。讓B層次的學(xué)生理解動詞的過去式，并簡單描述一次活動的經(jīng)歷。掌握不規(guī)則動詞的過去式。并能夠正確運用上述五個詞組談?wù)撝苣┗顒?。?）學(xué)會用英文寫關(guān)于自己去過哪里及做了什么的日記。去過哪里和做了什么這些話題學(xué)生在實際生活中使用較廣。Step 5 Progress(發(fā)展提高)(1)Summary(歸納總結(jié)本課出現(xiàn)的動詞過去式)(2)Do activity up the :Write a passage《My Last Weekend》 板書設(shè)計Unit 3 Part B Let’s readTongue twister We read funny tongue twisters saw Suddenly my kite flew into the was very grateful to returned studied第三篇：pep六年級英語下冊第三單元備課Unit3 Where did you go?單元備課一、學(xué)生情況分析本單元的知識較上一單元稍有難度，是對上一單元更深層次的學(xué)習(xí)，學(xué)生對一般過