【正文】 七、板書設(shè)計(jì)：Unit 3 Where did you go? fell off, mule, could, till, L。Step Role 。四、教學(xué)準(zhǔn)備：課件、單詞卡片五、課時(shí)安排：1課時(shí)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(diǎn)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(duì)話。二、教學(xué)重難點(diǎn)重點(diǎn)：、語(yǔ)調(diào)及意群朗讀對(duì)話，并能進(jìn)行角色表演。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(shí)際、貼近生活。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)唱歌曲《Tell me about your holiday》.Step布置作業(yè) 。學(xué)生靈活運(yùn)用本課時(shí)詞組，自由編對(duì)話。 the tape of Let’s ，然后分角色朗讀對(duì)話。同時(shí)積極參加小組探究活動(dòng)，進(jìn)行小組競(jìng)爭(zhēng)。難點(diǎn)：學(xué)生能用句型進(jìn)行簡(jiǎn)單的對(duì)話。二、教學(xué)重難點(diǎn)重點(diǎn)：能夠聽、說、讀、寫五個(gè)有關(guān)周末活動(dòng)的詞組： rode a horse, rode a bike, went camping, hurt my foot, went fishing。六、單元課時(shí)安排：共分6課時(shí)第1課時(shí)： A Let’s learn/Listen, answer and write 第2課時(shí)： A Let’s try/Let’s talk 第3課時(shí)： B Let’s learn/Look and say 第4課時(shí)： B Let’s try/Let’s talk 第5課時(shí)： Read and write 第6課時(shí)： Let’s check/Let’s wrap it up/Story time第一課時(shí)A Let’s learn/Listen, answer and write一、教學(xué)目標(biāo)、說、讀、寫五個(gè)有關(guān)周末活動(dòng)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(dòng)詞的過去式，并簡(jiǎn)單描述一次活動(dòng)的經(jīng)歷。五、教學(xué)措施針對(duì)六年級(jí)學(xué)生可能會(huì)出現(xiàn)的兩極分化的現(xiàn)象，所以在設(shè)計(jì)上教師力求讓每一位學(xué)生都有所收獲。掌握不規(guī)則動(dòng)詞的過去式。能夠聽、說、讀、寫，并在情景中運(yùn)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。并能夠正確運(yùn)用上述五個(gè)詞組談?wù)撝苣┗顒?dòng)。 通過本課學(xué)習(xí)，能養(yǎng)成主動(dòng)用英語(yǔ)交際的習(xí)慣和關(guān)心他人的良好品德。（3）學(xué)會(huì)用英文寫關(guān)于自己去過哪里及做了什么的日記。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(yùn)用。去過哪里和做了什么這些話題學(xué)生在實(shí)際生活中使用較廣。因此，在課堂上，多鼓勵(lì)學(xué)生把學(xué)習(xí)所得表現(xiàn)出來是我們所追求的。Step 5 Progress(發(fā)展提高)(1)Summary(歸納總結(jié)本課出現(xiàn)的動(dòng)詞過去式)(2)Do activity up the :Write a passage《My Last Weekend》 板書設(shè)計(jì)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(jí)英語(yǔ)下冊(cè)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(shí)較上一單元稍有難度，是對(duì)上一單元更深層次的學(xué)習(xí)，學(xué)生對(duì)一般過去時(shí)基本形成一定的英語(yǔ)語(yǔ)言基礎(chǔ)和語(yǔ)感。）(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(diǎn)和疑點(diǎn)，與老師進(jìn)行探討，這樣能誘發(fā)學(xué)生自主嘗試的動(dòng)機(jī)，培養(yǎng)其自主學(xué)習(xí)的能力。并強(qiáng)調(diào) be grateful to這一短語(yǔ)。并強(qiáng)調(diào) flew into這一短語(yǔ)。強(qiáng)調(diào) flew是 fly的過去式。注意再次強(qiáng)調(diào)這里的read是過去式形式。引出Tongue twister，然后板書，領(lǐng)讀并且讓學(xué)生由集體到個(gè)別輪流讀單詞。(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(yǔ))(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(dòng)）1）Teach: Tongue twister 和We read funny tongue twisters together.（教師出示幾個(gè)繞口令；也可以放五年級(jí)上、下冊(cè)語(yǔ)音部分一段繞口令的錄音，讓學(xué)生跟錄音朗讀。’s read部分的短文。板書設(shè)計(jì)： Unit 3 Part B Let’s talkseesaw Did you read books？ Yes, I did./No, I didn’t 教學(xué)札記：費(fèi)縣小學(xué)英語(yǔ)集體備課教案 2011年2月六年級(jí)下冊(cè)第3單元 課題 Unit3 Part B Let’s read 課型 閱讀課教學(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)。完成配套內(nèi)容。設(shè)計(jì)意圖：本環(huán)節(jié)主要是語(yǔ)言的輸出，引導(dǎo)學(xué)生運(yùn)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(yùn)用到實(shí)際，培養(yǎng)學(xué)生運(yùn)用語(yǔ)言運(yùn)用能力。(2)同桌互相調(diào)查。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(shí)際情況回答Yes, I did./ No, I didn’t，并在表格中劃V或X。3． 把對(duì)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(duì)話。Step 3 Practice 1． 讓學(xué)生分角色朗讀對(duì)話。找學(xué)生當(dāng)小老師領(lǐng)讀。然后找學(xué)生回答問題。然后教師核對(duì)答案。找?guī)捉M學(xué)生對(duì)話。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。然后將全班學(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(shí)際情況回答。然后將句子Did you read books?中的read 劃出。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(shè)計(jì)意圖：通過教師和學(xué)生的交流，復(fù)習(xí)所學(xué)過的動(dòng)詞過去式和句型，為新課學(xué)習(xí)做好鋪墊。、磁帶。教 學(xué) 重 難點(diǎn) 、說、讀、寫句型：Did you read books? Yes, I , I didn’。’s try部分的聽力練習(xí)。（1）完成活動(dòng)手冊(cè)相應(yīng)內(nèi)容。.（1）聽錄音，跟讀，教師領(lǐng)讀，學(xué)生小組內(nèi)互讀短語(yǔ)（通過這個(gè)環(huán)節(jié)讓學(xué)生準(zhǔn)確掌握所學(xué)新單詞的發(fā)音）（2）。對(duì)本主備稿的評(píng)價(jià)教 學(xué) 過 程 二次備課 1)Freetalk: T: What day is today? A: Today is…T: What day was yesterday?(強(qiáng)調(diào) yesterday)B: Yesterday/ It was… T: What did you do yesterday? C: I(did)…yesterday.(用前幾課時(shí)已經(jīng)學(xué)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(xué)生已經(jīng)了解了go的過去式后, 教師邊用I went(這個(gè)動(dòng)詞用動(dòng)作表示),: went swimming, went fishing.（3）同樣的方式，教師引出新授詞組 read a book。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(diǎn) 1．重點(diǎn)是掌握四會(huì)詞組2．難點(diǎn)是掌握不規(guī)則動(dòng)詞的過去形式教具準(zhǔn)備 。希望同學(xué)們能把所學(xué)知識(shí)運(yùn)用到生活中去。Do you have any questions？If you have，pleas ：為發(fā)展學(xué)生個(gè)性，提倡大膽質(zhì)疑，滿足不同學(xué)生的學(xué)習(xí)需求。(1)Read again and finish the sentences of the book.(2)Point student answer the questions and 、(1)Please read the passage again and finish the form:再次展示小黑板并拿出下發(fā)的調(diào)查表Wu Yifan’s weekend Saturday morning Saturday evening Sunday morning Sunday afternoon（2）看著調(diào)查表回答What did Wu Yifan do last weekend?完成課本上的第二個(gè)問題。（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(jì)意圖：讓學(xué)生帶著簡(jiǎn)單的問題首次閱讀短文，增加學(xué)生再次閱讀的興趣。生邊答，師邊板書。（二）：Prereading再詢問兩個(gè)學(xué)生，達(dá)到鞏固…was busy last 。其他地方跟回答第二人稱時(shí)沒有變化）設(shè)計(jì)意圖：通過轉(zhuǎn)述他人的活動(dòng)，讓學(xué)生學(xué)會(huì)如何表達(dá)第三人稱活動(dòng)形式。教具 準(zhǔn)備教師準(zhǔn)備一臺(tái)錄音機(jī)和相關(guān)錄音帶。教 學(xué) 重 難點(diǎn)理解短文內(nèi)容，能模仿短文描述自己或他人的周末生活。并能模仿短文描述自己或他人的周末生活。如：Zhang Peng listened to music… I watched TV yesterday.（五）、Progress ’s talk 部分讀給家長(zhǎng)或同伴聽。(設(shè)計(jì)意圖：通過不同的形式，由整體到部分再到個(gè)人的反復(fù)操練對(duì)話，進(jìn)行朗讀訓(xùn)練，培養(yǎng)學(xué)生的朗讀能力，增強(qiáng)語(yǔ)感。：分角色朗讀，表演對(duì)話。(設(shè)計(jì)意圖：讓學(xué)生跟著錄音機(jī)讀，以便糾正學(xué)生發(fā)音。如：S1: What did you do last weekend?S2:I watched did you do last weekend?S3: I played did you do last weekend?/How about you?S4:…4．在接龍游戲尾聲老師打斷學(xué)生的回答，接下