【文章內(nèi)容簡介】 n.(五)Progress ：今天我們學習了如何描述自己的周末活動，及如何詢問別人的周末活動。希望同學們能把所學知識運用到生活中去。 Read the story time and answer ―What did Zoom do last weekend? 板書設計： Unit3 A Let’s read …was busy last did you do last weekend? I watched TV….教學札記：費縣小學英語集體備課教案 2011年2月六年級下冊第三單元 課題 Unit 3 Last weekend Part B Let’s learn 課型 詞匯教學教學目標 1．能夠聽、說、讀、寫短語：went to a park, went swimming, read a book, went fishing, went hiking。2．能夠聽、說、認讀句子：What did you/(name)do last weekend/ yesterday? I(name)(did)last weekend/ you….? Yes, I did..教學重難點 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備 。對本主備稿的評價教 學 過 程 二次備課 1)Freetalk: T: What day is today? A: Today is…T: What day was yesterday?(強調(diào) yesterday)B: Yesterday/ It was… T: What did you do yesterday? C: I(did)…yesterday.(用前幾課時已經(jīng)學的詞組)2)Chaindrill: C: I(did)… did you do yesterday? D: I(did)… did you do yesterday? E, F…(ask the teacher)T: I went to a park （1）繼續(xù)Chaindrill,由教師引出并出示新授詞組:went hiking.（2）學生已經(jīng)了解了go的過去式后, 教師邊用I went(這個動詞用動作表示),: went swimming, went fishing.（3）同樣的方式，教師引出新授詞組 read a book。教師教授read 的過去式發(fā)音，并讓學生了解不規(guī)則動詞的過去式。.（1）聽錄音，跟讀，教師領讀，學生小組內(nèi)互讀短語（通過這個環(huán)節(jié)讓學生準確掌握所學新單詞的發(fā)音）（2）。Park,park,went to a park,I went to a park , swimming,went went swimming ,book,read a book,I read a book ,fishing,went fishing, I went fishing , hiking,went hiking, I went hiking yesterday.（通過輕松自在的哼唱，讓學生掌握所學的單詞以及短語，通過這種方式可以激發(fā)學生的學習興趣） 1)Pair work A: What did you do last weekend? / Did you …? B: I(did)…/ Yes, I ))邀請幾組同學到前面匯報調(diào)查結(jié)果。（1）完成活動手冊相應內(nèi)容。（2）went to a park—go to a park went hiking—go hiking went swimming—go swimming went fishing—go fishing read a bookread a book費縣小學英語集體備課教案 2011年2月六年級下冊第3單元 課題 Unit 3 Part B Let’s talk 課型 對話課教學目標 、說、讀、寫句型：Did you read books? Yes, I , I didn’’s find out 部分的活動。’s try部分的聽力練習?！痵 chant部分的歌謠。教 學 重 難點 、說、讀、寫句型：Did you read books? Yes, I , I didn’。教具準備 。、磁帶。對本主備稿的評價教 學 過 程 二次備課 Step 1 Preparation(1)Free talk: T: What day is it today ? Ss: …T: What’s the weather like today ? Ss: … T: What did you do last weekend/yesterday? S1: I…last about you? S2: I…last about you?(2)教師出示單詞卡片，讓全班學生分兩組一起進行動詞原形與過去式的快速變換問答。SA: watch TV SB: watched TV SA: go to a park SB: went to a park SA: go swimming SB: went swimming SA: read a book SB: read a book SA: go fishing SB: went fishing SA: go hiking SB: went hiking 設計意圖：通過教師和學生的交流，復習所學過的動詞過去式和句型，為新課學習做好鋪墊。Step 2 Presentation and to me carefully and answer my questions, T：(出示釣魚的卡片)I went fishing you go fishing ? 找學生試著回答：Yes, I did./ No, I didn’t.(教師再出示讀書的卡片)Ask: Did you read books ？學生回答：Yes, I , I didn’，學生口拼句子。然后將句子Did you read books?中的read 劃出。T: Pay attention to this word,/ri:d/ or /red/？解釋：一般過去時態(tài)的一般疑問句用Did 提問，后面的動詞用原形。然后將全班學生分成兩部分練習Did you…? Yes, I , I didn’’s chant教師問：Boys and girls, Did you go to a park yesterday? 引導學生根據(jù)實際情況回答。教師繼續(xù)說：I went to a park saw beautiful flowers.‖。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。Yes，I did./No, I didn’，四人一組練習Did you…? Yes, I did./No, I didn’t這一句型。找?guī)捉M學生對話?！痵 tryT: What did John do yesterday? Did he go swimming ? Did he go fishing ? Let’s listen to the and 。然后教師核對答案。6．Let’s talkAsk：What did Mike do yesterday? ，讓學生帶著問題聽錄音。然后找學生回答問題。讓學生聽錄音并跟讀。找學生當小老師領讀。設計意圖：通過Let’s chant和游戲等形式，調(diào)動了學生的積極性，同時也培養(yǎng)了學生的小組合作能力和競爭意識。Step 3 Practice 1． 讓學生分角色朗讀對話。2． 讓學生表演對話。3． 把對話中的人物換成其他三幅圖中的人物，讓學生編出自己的新對話。設計意圖：讓學生由集體到個別的形式，對所學對話進行機械操練和有意義操練，也為下一步的拓展做好充分的準備。Step 4 Production ’s find out(1)師生示范 T: Did you go swimming/…on the weekend?學生根據(jù)實際情況回答Yes, I did./ No, I didn’t，并在表格中劃V或X。然后學生再向教師提問。(2)同桌互相調(diào)查。 a survey 讓學生當小記者，四人一組調(diào)查上周末活動，然后找學生在班上展示。設計意圖：本環(huán)節(jié)主要是語言的輸出，引導學生運用本課所學句型表達自己的想法，將本課所學內(nèi)容運用到實際，培養(yǎng)學生運用語言運用能力。Step 5 Progress ，書寫四會句子。，完成配套內(nèi)容。（P21）Homework: ，會背。板書設計： Unit 3 Part B Let’s talkseesaw Did you read books？ Yes, I did./No, I didn’t 教學札記：費縣小學英語集體備課教案 2011年2月六年級下冊第3單元 課題 Unit3 Part B Let’s read 課型 閱讀課教學目標 1． 能夠聽、說、認讀Let’s read 部分的短文并完成文后的練習。2． 能夠完成Task time中的任務?！痵 read部分的短文。難點是認讀一些新語言，如：We read funny tongue twisters my kite flew into the was very grateful to 準備 。對本主備稿的評價教 學 過 程 二次備課 Step 1 Preparation（準備活動）(1)Let’s chant.（讓學生齊唱3單元Let’s chant部分的歌謠）設計意圖：用Let’s chant既復習了所學的動詞過去式，又激發(fā)了學生的學習興趣。(2)Review the words in Part B.(教師出示詞卡，讓學生齊讀并拼寫B(tài)課所學的短語)(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，讓學生跟錄音朗讀。）教師說：Let’s read some Tongue twisters together。引出Tongue twister，然后板書，領讀并且讓學生由集體到個別輪流讀單詞。接著教師提問：―What did we do?‖ 幫助學生回答： ― We read funny tongue twisters together.‖教師邊板書邊領讀，并讓學生由集體到部分再到個別輪流讀此句。注意再次強調(diào)這里的read是過去式形式。2）Teach : Suddenly my kite flew into the lake.（教師拿出風箏，一邊做放風箏的動作一邊問：）―What am I doing?‖學生回答：― You are flying kites.‖ 教師繼續(xù)說：―Yes, and I like flying kites very what I did last weekend.‖ 學生猜到是―fly kites‖ 時，教師引導學生回答： I flew kites last ―flew‖ 并領讀。強調(diào) flew是 fly的過去式。教師繼續(xù)說：―I flew kites last was that? Guess.‖ 教師引導學生回答：―Suddenly my kite flew into the ，并讓學生由集體到部分再到個別輪流讀此句。并強調(diào) flew into這一短語。3）Teach: I was very grateful to ：―At that time, A dog saw the did the dog do ? Guess.‖ 教師引導學生回答：―He jumped into the lake and swam to minutes later, he returned the kite to was very grateful to ，并讓學生由集體到部分再到個別輪流讀此句。并強調(diào) be grateful to這一短語。設計意圖：在閱讀前，創(chuàng)設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 t