第第頁人教PEP版英語六年級(jí)下冊(cè)Unit2Lastweekend教案（共7課時(shí)）Thefirstperiod(第一課時(shí))PartALet'stry&Let'stalk內(nèi)容分析本課是PEP小學(xué)英語六年級(jí)起點(diǎn)第二冊(cè)Unit2第一課時(shí)，主要學(xué)習(xí)在情景中恰當(dāng)運(yùn)用句型“—Howwasyourweekend?—Itwas...”“—Whatdidyoudo?—I...”“Didyoudoanythingelse?”提問及作答。老師將通過多種教學(xué)活動(dòng)鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識(shí)點(diǎn)。課時(shí)目標(biāo)知識(shí)與能力通過讀懂Let’stry板塊的內(nèi)容，對(duì)聽力部分的重點(diǎn)信息進(jìn)行預(yù)測(cè)，初步感知一般現(xiàn)在時(shí)、一般將來時(shí)和一般過去時(shí)的不同語用環(huán)境。通過聽錄音，能夠解答Let’stry板塊的問題，選出正確的答案。能夠在圖片和教師的幫助下理解對(duì)話大意，回答對(duì)話下面的問題。能夠用正確的語音、語調(diào)及意群朗讀對(duì)話，并能在小組中進(jìn)行角色表演。能夠聽、說、讀、寫并在情景中恰當(dāng)運(yùn)用句型“—Howwasyourweekend?—Itwas...”“—Whatdidyoudo?—I...”“Didyoudoanythingelse?”談?wù)撋现苣┑幕顒?dòng)。能夠在語境中理解新單詞“stayed,drank,watched,cleaned,washed”的意思,并能正確發(fā)音。能夠描述自己上周末和下周末的活動(dòng)安排。過程與方法通過圖片生動(dòng)形象地幫助學(xué)生理解詞匯含義，操練核心詞匯和句型，為接下來的學(xué)習(xí)做好鋪墊。教師設(shè)計(jì)不同的活動(dòng)，逐步引導(dǎo)學(xué)生學(xué)習(xí)，從單詞到詞組再到句型結(jié)構(gòu)，層層遞進(jìn)。情感態(tài)度價(jià)值觀通過學(xué)習(xí)，讓學(xué)生認(rèn)識(shí)到時(shí)間的重要性，學(xué)會(huì)合理安排周末時(shí)間，勞逸結(jié)合，適當(dāng)放松，為下周做好準(zhǔn)備。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)1.能夠理解和掌握本課時(shí)的重點(diǎn)單詞及句型。2.能夠在情景中運(yùn)用句型“—Howwasyourweekend?—Itwas...”“—Whatdidyoudo?—I...”“Didyoudoanythingelse?”詢問并回答上周末的活動(dòng)。教學(xué)難點(diǎn)能夠在情景中靈活運(yùn)用核心句型談?wù)撋现苣┖拖轮苣┑幕顒?dòng)安排，達(dá)到語篇輸出的目的。教學(xué)準(zhǔn)備PPT課件?課文錄音?視頻?卡片等。教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)歌曲角色扮演教學(xué)過程Step1:Warm-up&Lead-in1.Greetings.T：Inthisclass,Ihopeyoucanbeconfident(☆),open-minded(☆☆),andespeciallycreative(☆☆☆).2.Enjoyasong—Lastweekend(出示課件：?jiǎn)卧枨?3.Lead-in.Presentthemainscene.（出示課件：Unit2主情景圖）T:TheseareMikeandJohn.Herewecanseetheirblogs.Look!Whatdaywasit?Ss:ItwasSaturdayandSunday.T:Great!Thiswaslastweekend.Present“am/is—was”andaskstudentstostatethedifferencesintheirusage.Step2:Presentation1.Listenandcircle.(1)T:SarahandMikearetalkingaboutthisweekend.Showthequestionsof“Let’stry”.(出示課件：Let’stry板塊的練習(xí))Leadstudentstopredictandguessthekeywords.(2)Playtherecordingof“Let’stry”.(出示課件：Let’stry板塊的音頻)Letstudentstrytocircletherightanswers.(3)Studentsreadthedialogueandchecktheanswers.(出示課件：Let’stry板塊的聽力材料和參考答案)Thenasktwostudentstotelltheirjudgingclues.Q1：SarahandMikearetalkingonSunday,becauseSarahsaid“TomorrowisMonday.”Q2:Mikeisgoingtocallhisgrandparents,becauseMikesaid“I’mgoingtocallmygrandparents.”Highlightthekeysentencesofthedialogue.Askstudentstolearntoreadandleadthemtounderstandthesimplefuturetense.(4)T:Mikesaidhisweekendwasgreat.Whatdidhedolastweekend?Ss:HecleanedhisroomandwatchedTV.PresenttheactivitiesMikedidlastweekend.Readthenewwords.Leadstudentstodistinguishthesimplepasttensefromthesimplepresenttense.2.Watchandanswer.T:Mikeistalkingwithhisgrandpaonthephone.Watchthevideoof“Let’stalk”andanswer:Whataretheytalkingabout?（出示課件）Ss:Theyaretalkingabouttheirweekends.T:HowwasMike’sgrandpa’sweekend?Ss:Itwasgreat.T:Wecanalsosay“Itwasgood/fine/OK/fantastic/wonderful/nice…Teachthesentences“—HowwasMike’sgrandpa’sweekend?—Itwas…”3.Readandanswer.(1)StudentsreadthedialogueandanswerwhatMike’sgrandpa/Mikedidlastweekend.(2)Observeandsummarize.T:Observetheword-formationoftheverbs.What’sincommon?Studentsexpressthecluestheyfindout.Thentheteachermakesabriefsummary:theusageandtheword-formationofthesimplepasttense.Highlighttheunusualword-formationoftheword“drank”.(3)Teachthesentences“—Whatdidyoudolastweekend?—Icleanedmyroom/watchedTV/dranktea.”Letstudentspayattentiontothepasttenseofverbs.4.Getmoredetails.(1)T:Mike’sgrandpadrankteaintheafternoon.Maybehelikestea.Didyoudrinktealastweekend?Whatelsedidyoudrink?Ss:Yes,Idid.Idranksomewater/milk/juice/cola/coffee…/No,Ididn’t.Present“else”andthekeysentencestructure“Whatelsedidyou…?”.Leadstudentstoreadthemcorrectly.（出示課件）(2)T:MikeandhisgrandpabothwatchedTVlastweekend.WhatTVprogramdidMikewatch?Ss:Hewatchedsomechildren’sshowsonTV.T:Doyoulikechildren’sshows?WhatTVprogramdidyouwatchlastweekend?Ss:Yes,Ido.Iwatchedcartoons/sportsprograms/afilm…/No,Idon’t.Step3:Practice1.Practice.Showthekeywordsandsentencesinthisperiod.(出示課件)2.Readandact.（1）Letstudentslistenandreadaftertherecording.（出示課件：Let’stalk板塊的音頻）Remindthemtopayattentiontothepronunciationandtheintonation.（2）Letstudentspracticethedialogueinpairs.（3）Actout.3.Filltheblanks.Leadstudentstofillintheblanksaccordingtothecontext.Firstly,makeamodel.Thenletstudentsworkinpairs.Atlast,checktheanswers.(出示課件)Step4:Consolidation&Extension1.Readandact.（1）Letstudentslistenandreadaftertherecording.（出示課件：Let’stalk板塊的音頻）Remindthemtopayattentiontothepronunciationandtheintonation.（2）Letstudentspracticethedialogueinpairs.（3）Actout.2.Canyousay?T:Canyoucompletethewholedialogue?Leadstudentstofillintheblanksaccordingtothecontext.Firstly,makeamodel.Thenletstudentsworkinpairs.Atlast,checktheanswers.(出示課件)板書設(shè)計(jì)Unit2Lastweekendstay—stayedwatched—watchedclean—cleanedHowwasyourweekend?I’mfine.Whatdidyoudo?I...Didyou...Yes/No.作業(yè)設(shè)計(jì)學(xué)會(huì)唱本課歌曲教學(xué)反思1.由歌曲引入，帶領(lǐng)學(xué)生預(yù)習(xí)新知，激發(fā)學(xué)生的學(xué)習(xí)興趣。2.呈現(xiàn)活動(dòng)設(shè)計(jì)豐富，易操作，且具備層次感，有效地提升了學(xué)生的核心素養(yǎng)。3.以學(xué)生為本，以解決問題為導(dǎo)向，引導(dǎo)學(xué)生自主學(xué)習(xí)。4.突出語用功能，聯(lián)系學(xué)生生活中的實(shí)際情況，設(shè)置多個(gè)環(huán)節(jié)，環(huán)環(huán)相扣，層層深入，幫助學(xué)生在真實(shí)情景中自然地使用所學(xué)語言。Thesecondperiod（第二課時(shí)）PartALet’slearn&Doasurveyandreport內(nèi)容分析本課是PEP小學(xué)英語六年級(jí)起點(diǎn)第二冊(cè)Unit2第二課時(shí)。主要學(xué)習(xí)“cleanedmyroom,washedmyclothes,stayedathome，watchedTV”來表達(dá)過去做的事情,并能夠用句型“—Howwasyourweekend?—Itwas...”“—Whatdidyoudo?—I...”進(jìn)行回答。老師將通過多種教學(xué)活動(dòng)鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識(shí)點(diǎn)。課時(shí)目標(biāo)知識(shí)與能力通過圖片、課件、拼讀等方法，結(jié)合教材中主線人物進(jìn)行的活動(dòng)，學(xué)會(huì)聽、說、讀、寫短語“cleanedmyroom,washedmyclothes,stayedathome，watchedTV”；能夠熟練運(yùn)用上述短語描述人物在過去時(shí)間做的事情；能夠理解動(dòng)詞過去式的規(guī)則變化是在動(dòng)詞原形末尾加-ed；運(yùn)用A部分所學(xué)的詞匯與句型描述自己和同學(xué)的周末活動(dòng)；能夠根據(jù)表格提示完成調(diào)查，并根據(jù)調(diào)查結(jié)果作總結(jié)匯報(bào)。過程與方法本節(jié)課以詞匯教學(xué)為主，配以簡(jiǎn)單的句型來運(yùn)用所學(xué)詞匯。采用卡片等多種形式來逐步引導(dǎo)學(xué)生操練單詞、詞組、句型，有效地幫助學(xué)生鞏固重點(diǎn)詞匯和句型。情感態(tài)度價(jià)值觀通過創(chuàng)設(shè)真實(shí)的情境，讓學(xué)生根據(jù)自己的想法制作單詞卡片，進(jìn)而利用所學(xué)的句子編寫對(duì)話并展示，培養(yǎng)學(xué)生的語言綜合運(yùn)用能力。最后利用填空的形式讓學(xué)生自主總結(jié)回顧本課所學(xué)知識(shí)內(nèi)容，鍛煉學(xué)生的歸納總結(jié)能力。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)能夠聽、說、讀、寫短語“cleanedmyroom,washedmyclothes,stayedathome，watchedTV”。教學(xué)難點(diǎn)能夠熟練運(yùn)用所學(xué)詞匯和句型描述人物在過去時(shí)間做的事情。教學(xué)準(zhǔn)備PPT課件?課文錄音?視頻、卡片等。教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)錄音游戲教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.2.Let’ssing—Lastweekend.（出示課件）3.Lead-in—Aguessinggame.T:Nowlet’splayagame.Idotheactions,andyousaythephrases.GuesswhatIdidlastweekend.Ss：OK!Reviewthekeyphrases“watchedTV,cleanedmyroom,playedtheguitar,listenedtomusiclearnedbefore”.Afterguessingeachphrase,studentsreadthephrasesanddotheactionstogether.Step2:Presentation1.Learnthephrase“stayedathome”.Presentthepictureof“home”.T:Lastweekend,Ididn’tgooutside.Iwasat…Ss:Home.T:Yes.Istayedathomeandhadagoodsleep.Present“stayed”andextendthenewphrase“hadagoodsleep”.Usethepicturestohelpstudentsunderstandthewords.Thenleadstudentstoreadthewords.2.Learnthephrase“cleanedmyroom”.Presentthepictureof“cleantheroom”.T:Look!WhatdidIdolastweekend?Ss:Cleanedtheroom.T:Greatjob!Icleanedmyroomlastweekend.Usethepictureandbodylanguagetohelpstudentsunderstandthephrase.Leadstudentstoreadthephrase.3.Learnthephrase“washedmyclothes”.PresentthetwopicturesofMikein“l(fā)et’slearn”.T:Look!ThisisMike.Didhegooutsidelastweekend?Ss:No,hedidn’t.Hestayedathome.T:Whatdidhedoathome?Ss:Hecleanedtheroomandwashedtheclothes.Usethepicturesandbodylanguagetohelpstudentsunderstandthephrases.Leadstudentstoreadthephrase“washedtheclothes”.Remindthemtopayattentiontothepronunciationoftheword“washed”.T:Whatelsedidhewash?Ss:Hewashedthedishes.Presentthenewword“else”andextendthephrase“washedthedishes”.Leadstudentstoreadthewords.4.Learnthephrase“watchedTV”.T:Nowwe’veknownsomethingaboutMike’sweekend.WhataboutChenJie’s?Watchthevideoof“Let’slearn”.(出示課件：Let’slearn板塊ChenJie的活動(dòng)視頻)Answerthesetwoquestions:①HowwasChenJie’sweekend?②Whatdidshedolastweekend?Finishthetaskandthenchecktheanswers.(出示課件)Step3:Practice1.Practicethephrases.(1)Askastudenttobethelittleteacher.Leadstudentstoreadthephrasesof“Let’slearn”.(2)Game:What’smissing?2.Practicethedialogue.(1)Listenandreadaftertherecording.(出示課件：Let’slearn板塊的音頻)(2)Readthedialogueinpairsinroles.(出示課件：Let’slearn板塊的聽力材料)(3)Actoutthedialoguewithoutbooks.3.Freetalk.T:Howwasyourweekend?Ss:Itwasfine/good/OK/interesting/exciting/fantastic/bad/boring/busy…Theteachercanaddmorequestionswhiletalkingwithstudents.Forexample,whydoyouthinkitwasboring/bad/interesting…?Firstly,theteachermakesamodel.Studentsworkinpairsandthenactout.Step4:Consolidation&Extension1.Doasurveyandreport.(1)Dividestudentsintoseveralgroups.Letstudentsworkingroups.Onestudentplaysaninterviewerandasks“Howwasyourweekend?Whatdidyoudo?”,otherstudentsanswerthequestions.Letanotherstudenttakebriefnotesonthetable.(2)Showtime:Studentsmaketheirreports.2.Summary.Learnhowtousethepasttense.(出示課件)板書設(shè)計(jì)Unit2LastweekendcleanedmyroomwashedmyclothesstayedathomewatchedTVHowwasyourweekend?I’mfine.Whatdidyoudo?I...作業(yè)設(shè)計(jì)口語交際：用本課所學(xué)的句型描述同學(xué)和自己的上周末活動(dòng)教學(xué)反思1.在本堂課中，以課標(biāo)為理論指導(dǎo)，以學(xué)生為主體、訓(xùn)練為主線，利用詞匯卡片，使學(xué)生學(xué)用結(jié)合，激發(fā)學(xué)生的多元智能學(xué)習(xí)能力。2.本節(jié)課以詞匯教學(xué)為主，配以簡(jiǎn)單的句型來運(yùn)用所學(xué)詞匯。采用多種形式來逐步引導(dǎo)學(xué)生操練單詞、詞組、句型，有效地幫助學(xué)生鞏固重點(diǎn)詞匯和句型。3.呈現(xiàn)活動(dòng)設(shè)計(jì)豐富，易操作，且具備層次感，有效地提升了學(xué)生的核心素養(yǎng)。以學(xué)生為本，以解決問題為導(dǎo)向，引導(dǎo)學(xué)生自主學(xué)習(xí)。4.突出語用功能，聯(lián)系學(xué)生和班級(jí)的實(shí)際情況，設(shè)置多個(gè)環(huán)節(jié)，環(huán)環(huán)相扣，層層深入，能幫助學(xué)生在真實(shí)情景中自然地使用所學(xué)語言。5.板書設(shè)計(jì)清晰明了，重點(diǎn)突出，起到了很好的輔助作用。Thethirdperiod（第三課時(shí)）PartBLet'stry&Let'stalk內(nèi)容分析本課是PEP小學(xué)英語六年級(jí)起點(diǎn)第二冊(cè)Unit2第三課時(shí)。主要學(xué)習(xí)能夠在情景中運(yùn)用句型“Wasitinteresting?”“Whatdidyoudolastweekend?”“—Didyouseeafilm?—No,Ihadacold.”表達(dá)要遵守的交通規(guī)則。老師將通過多種教學(xué)活動(dòng)鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識(shí)點(diǎn)。課時(shí)目標(biāo)知識(shí)與能力能夠聽懂、解答Let’stry板塊的問題，選出正確的答案；能夠通過聽力練習(xí)獲得Let’stalk板塊的人物及場(chǎng)景信息，為進(jìn)入正式的對(duì)話學(xué)習(xí)做好準(zhǔn)備；能夠在圖片和教師的幫助下理解對(duì)話大意，回答對(duì)話下面的問題；能夠用正確的語音、語調(diào)及意群朗讀對(duì)話，并在小組中進(jìn)行角色表演；能夠聽、說、讀、寫并在情景中恰當(dāng)運(yùn)用句型“Wasitinteresting?”“Whatdidyoudolastweekend?”“—Didyouseeafilm?—No,Ihadacold.”詢問并回答上周末的活動(dòng)；能夠在語境中借助圖片等幫助理解新單詞magazine,better,faster的意思，并正確發(fā)音；能夠了解一般過去時(shí)的特殊疑問句和一般疑問句的用法；過程與方法通過聽錄音跟讀，引導(dǎo)學(xué)生按照正確的意群及語音、語調(diào)朗讀對(duì)話，并能在小組中進(jìn)行角色表演，幫助學(xué)生操練核心詞匯和句型。鍛煉學(xué)生的情景應(yīng)用表達(dá)能力，并為后面的拓展活動(dòng)做好準(zhǔn)備。情感態(tài)度價(jià)值觀通過創(chuàng)設(shè)自然真實(shí)的情境，讓學(xué)生在情境中認(rèn)知并運(yùn)用核心句型，培養(yǎng)學(xué)生的語言綜合運(yùn)用能力。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)能夠了解一般過去時(shí)的特殊疑問句和一般疑問句的用法。教學(xué)難點(diǎn)能夠在情景中恰當(dāng)運(yùn)用本課重點(diǎn)句型詢問上周末的活動(dòng)和下周末的安排。教學(xué)準(zhǔn)備PPT課件?課文音頻?視頻、教學(xué)卡片等教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)錄音游戲教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.2.Let'ssing—Lastweekend.(出示課件)3.Freetalk.T:Howwasyourweekend?Ss:Itwas…T:Whatdidyoudolastweekend?Ss:I…4.Lead-in.T:Ilikeyourweekends.Theyweregreatfun.Butmyweekendwasverybusy.Look!WhatdidIdolastweekend?(出示課件：“待在家里”“喝茶”“散步”“去書店”“看電影”“看電視”和“睡覺”的圖片)Ss:Youstayedathome,dranktea,wentforawalk,wenttothebookstore,sawafilm,watchedTVandthenslept.T:Yes!Doyouknowwhichismyfavourite?Ss:…(Guess.)T:Greatjob!Ilikeseeingfilms.Lastweekend,Isawanewfilm.Iknewitfromafilmmagazine.Doyouknowwhatisa“magazine”?StudentschooseonefromthepicturesonthePPT.(出示課件：一本英語書、一份電影雜志和一份報(bào)紙)T:Greatjob!Thisisamagazine.Ilikeseeingfilms,butIlikemagazinesbetter.BecauseIcangetinformationfasterfrommagazines.Presentthenewwords“better，faster”.Studentsreadthewordsinsyllablesaftertheteacher.Understandthecomparativeformsoftheadjectives.Compare“good/well,fast”with“better,faster”withthehelpofbodylanguage:Good/well:Theteachergetsonethumbup.Better:Theteachergetstwothumbsup.Fast:Theteacherdoestheactionofrunning.Faster:Theteacherdoestheactionofrunningfaster.Step2:Presentation1.Listenandcircle.(1)PresentthephotoofJohn.(出示課件)Askandanswer.Playtherecordingforthefirsttime.（出示課件：Let’stry板塊的音頻）T:HowwasJohn’sweekend?Whatdidhedo?Ss:Itwasbad.Hehadacoldandsleptallday.T:Doeshefeelbetternow?Ss:Yes,he’sfinenow.(2)Playtherecordingagain.（出示課件）Askstudentstocircletherightoptionsin“Let’stry”.(出示課件：Let’stry板塊的練習(xí))(3)Readthedialogueandchecktheanswers.(出示課件：Let’stry板塊的聽力材料和參考答案)2.Lookandpredict.(1)Showthemainpictureof“Let’stalk”.（出示課件）T:HerewecanseeJohnandAmy.Wherearethey?Ss:Theyareatthebusstoponthestreet.(2)Leadstudentstoobservethepictureandpredict.T:Whataretheygoingtodo?Ss:Ithinktheyaregoingtotakeabus./…T:Goodguess!Youaregreatreaders.Look!Thebusiscoming.(3)Watchthecartoonof“Let’stalk”.Answerthequestions.(出示課件)T:Wherearetheygoing?S1:Theyaregoingtothebookstore.T:Howaretheygoingthere?S2:Theyaregoingbybus.T:Sometimeswegosomewherebybus,becauseit’sfasterthanwalking.3.Readandfind.(1)Readthedialogueof“Let’stalk”.Findandcirclethepasttenseverbsinthebook.(2)Readthedialogueagainandfillintheblanks.Leadstudentstocatchthekeywordsandphraseswhilereading.Checktheanswers.4.Learnmoreaboutthewords.Highlightthenewwordsandsentencesinthedialogue.Leadstudentstoreadandreviewthewordslearnedjustnow.Thenleadstudentstolearnmore.(出示課件：want,buy和by的相關(guān)用法)Step3:Practice1.Readandact.(1)Playthecartoonof“Let’stalk”again.Letstudentsreadafteritandpayattentiontothepronunciationandtheintonation.(2)Studentsreadthedialogueinroles.BoysplaytheroleofJohn,andgirlsplaytheroleofAmy.(3)Studentsactitout.2.Readandjudge.Studentsreadthedialogue.Askstudentstojudgetrueorfalseandprovidetheirjudgingclues.Step4:Consolidation&Extension1.Doasurvey.（出示課件）Makeagroupoffourstudents.Theteachermakesamodel.Studentstalkabouttheirlastweekendandwhattheyusuallydoonweekends.(Onestudentasks,andtheotherthreeanswer.)T:Whatdidyoudoyesterday/lastnight…?S2:I…S3:I…S4:I…T:Whatdoyouusuallydoonweekends?S2:I…S3:I…S4:I…2.Usetherightformtofillintheblanks.（出示課件）板書設(shè)計(jì)Unit2LastweekendWasitinteresting?Yes./No.Whatdidyoudolastweekend?Didyou...Yes./No.作業(yè)設(shè)計(jì)熟練朗讀本課課文教學(xué)反思在本節(jié)課中，以新課標(biāo)為理論指導(dǎo)，以學(xué)生為主體、訓(xùn)練為主線，利用卡片游戲，使學(xué)生在學(xué)中用，用中學(xué)，學(xué)用結(jié)合，激發(fā)學(xué)生的多元智能學(xué)習(xí)能力。本節(jié)課以句型教學(xué)為主，配以簡(jiǎn)單的詞組來運(yùn)用所學(xué)句型。采用卡片、圖片等多種形式來逐步引導(dǎo)學(xué)生操練單詞、詞組和句型，有效地幫助學(xué)生鞏固重點(diǎn)詞匯和句型。呈現(xiàn)活動(dòng)設(shè)計(jì)豐富，易操作，且具備層次感，有效地提升了學(xué)生的核心素養(yǎng)。以學(xué)生為本，以解決問題為導(dǎo)向，引導(dǎo)學(xué)生自主學(xué)習(xí)。突出語用功能，聯(lián)系學(xué)生和班級(jí)的實(shí)際情況，設(shè)置多個(gè)環(huán)節(jié)，環(huán)環(huán)相扣，層層深入，能幫助學(xué)生在真實(shí)情景中自然地使用所學(xué)語言。5.板書設(shè)計(jì)清晰明了，重點(diǎn)突出，起到了很好的輔助作用。Thefourthperiod（第四課時(shí)）PartBLet’slearn&Role-play內(nèi)容分析本課是PEP小學(xué)英語六年級(jí)起點(diǎn)第二冊(cè)Unit2第四課時(shí)，以學(xué)生們的對(duì)話而展開，主要學(xué)習(xí)一些不規(guī)則變化的動(dòng)詞及動(dòng)詞短語，即“readabook,sawafilm,hadacold,slept”以及對(duì)應(yīng)的句型結(jié)構(gòu)“Whatdidsb.do…?”“Didsb.…?”。老師將通過多種教學(xué)活動(dòng)鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識(shí)點(diǎn)。課時(shí)目標(biāo)知識(shí)與能力通過圖片、動(dòng)作、課件等學(xué)會(huì)聽、說、讀、寫單詞和短語“readabook,sawafilm,hadacold,slept,lastweekend/night/Monday,yesterday,thedaybeforeyesterday”。熟練運(yùn)用上述單詞和短語詢問過去某個(gè)時(shí)間對(duì)方做了什么事情。能夠運(yùn)用句型“Whatdidsb.do…?”“Didsb.…?”詢問過去某個(gè)時(shí)間他人做了什么事情了解并掌握常用不規(guī)則變化的動(dòng)詞過去式及與一般過去時(shí)搭配使用的時(shí)間狀語。過程與方法通過創(chuàng)設(shè)真實(shí)的情境，培養(yǎng)學(xué)生的語言綜合運(yùn)用能力。情感態(tài)度價(jià)值觀本課時(shí)的重點(diǎn)是學(xué)習(xí)動(dòng)詞的過去時(shí)態(tài)，這個(gè)話題與學(xué)生的日常生活聯(lián)系緊密，學(xué)生學(xué)習(xí)興趣濃厚。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)能夠聽、說、讀、寫“readabook,sawafilm,hadacold,slept”和一些常與一般過去時(shí)搭配使用的時(shí)間狀語。教學(xué)難點(diǎn)能夠運(yùn)用句型“Whatdidsb.do…?”“Didsb.…?”詢問過去某個(gè)時(shí)間他人做了什么事情。教學(xué)準(zhǔn)備PPT課件?課文錄音?視頻、卡片、模擬紅綠燈等教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)錄音角色扮演教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.2.Let’schant.(出示課件)3.Freetalk.T:Howwasyourweekend?Ss:Itwas…T:Whatdidyoudolastweekend?Ss:I…4.Lead-in.CanyouguesswhatIdidlastweekend?Ss:Didyou…?T:No,Ididn’t./Yes,Idid.Step2:PresentationLearnthephrase“readabook”.T:Ireadabooklastweekend.It’sAliceinWonderland.Ilikeditverymuch.Itwasgreat.Givestudentsseveralchancestoguesstheanswer.Thenpresentapictureof“readabook”（出示課件：讀書圖片）.Leadstudentstopayattentiontoitsformandpronunciation：Inthesimplepresenttenseandthepasttense,itlooksthesame,butpronouncesindifferentways.T:Lookatthetimewepresenthere.Canyoufindoutsomeregulations?Whendoweuse“this”“before”and“l(fā)ast”?Ss:…(2)Afterstudentssharetheiropinions,theteachermakesabriefsummary.Thenextend“l(fā)astweek”“l(fā)astMonday”withthehelpofthecalendar.(3)PresentthekeywordsandphrasesofthepasttimeonthePPT.(出示課件)Studentsreadthewordsaftertheteacherandlearnthewaysofexpressingthepasttime.Theteachercanextend“tomorrow”and“thedayaftertomorrow”afterstudentshaveagoodcommandofthepasttime.(4)Pairwork.(出示課件)Studentsaskandanswerthequestions.S1:Whatdidhe/shedo…?S2:He/She…Ireadabooklastweekend.It’sAliceinWonderland.Ilikeditverymuch.Itwasgreat.Givestudentsseveralchancestoguesstheanswer.Thenpresentapictureof“readabook”（出示課件：讀書圖片）.Leadstudentstolearnthenewword“read”andpayattentiontoitsformandpronunciation：Inthesimplepresenttenseandthepasttense,itlooksthesame,butpronouncesindifferentways.2.Learnthephrase“sawafilm”.T:DoyouknowthebookAliceinWonderland?It’saveryfamousbook.Andit’salsoadaptedintoafilm.Thefilmisfantastic.Playashortpartofthefilm.(出示課件：電影《愛麗絲漫游仙境》片段)T:Didyouseethefilmbefore?Ss:Yes,Idid./No,Ididn’t.T:Whendidyouseethefilm?Ss:Isawit…Teachthewords“see—saw”andthephrase“sawafilm”.Studentsreadaftertherecording,andpayattentiontoitsirregularword-formation.3.Learnthephrase“hadacold”andtheword“slept”.(1)PresentthetwopicturesofAmy.(出示課件：Let’slearn板塊Amy的兩幅圖)T:WhatdidAmydolastweekend?Ss:Shereadabookandsawafilm.T:Didshelikethebookandthefilm?Ss:Yes,shedid.T:Howdoyouknowthat?Ss:Becausewhenshereadthebookandsawthefilm,shelookedhappy.(2)PresentthetwopicturesofJohn.T:HowdidJohnfeel?Ss:Hefeltsad/bad/sick/tired…(Presentthewords“feel—felt”.)T:WhydidJohnfeelsobad?Ss:Becausehehadacold.(Presentthephrase“hadacold”.)T:Nowonderheslept.Maybesleepingcouldhelphimfeelbetter.(Presentthewords“sleep—slept”.)Teachthenewwordsandthephrase.Leadstudentstoreadaftertherecording,andpayattentiontotheirirregularword-formation.Step3:Practice1.Game(出示課件)T:Canyoureadthewordsandthephrasespresentedonthestepscorrectly?Ss:Yes,wecan!Thenstudentsreadthesewordsonthesteps.2.Readinroles.(1)Playthevideoof“Let’slearn”.(出示課件)Studentsreadafterthevideoandpayattentiontothepronunciationandtheintonation.Makesurestudentscanreadthedialoguecorrectly,fluentlyandemotionally.(2)Studentsreadthedialogueinroles.BoysplaytheroleofJohn,andgirlsplaytheroleofAmy.3.Guessandsay.(出示課件)CanyouguesswhatAmyandJohndidyesterday?(1)Theteachermakesamodelwithastudent.Showstudentshowtoconducttheconversation.(2)Highlightthesentencestructure.Teachstudentshowtouseit.(3)Studentslookatthepictures.Astudentasksthequestion,andtheothersanswerit.Step4:Consolidation&ExtensionPairwork.Workinpairs.Askandanswerthequestionsaboutwhatyoudidinthepasttime.2.Let’splayagame.Presentthewords.We’llplaylikethis:S1:LastSunday,I…(A)S2:LastSunday,I…(A&B)S3:LastSunday,I…(A&B&C)S4:…T:Let’sseewhohasthebestmemory.Choosethewinner.3.Lookandtalk.(1)Dividestudentsintoseveralgroups.Letstudentsworkingroupsandlookatthetablebelowforafewseconds,thencoverit.Askandanswer.(出示課件：Lookandtalk板塊的表格)(2)Showtime.Studentsshowtheirdialogues.Theycanconductthedialoguelikethis:A:WhatdidJohndoyesterday?B:Heslept.A:Didhehaveacoldyesterday?B:Yes,hedid.板書設(shè)計(jì)Unit2Lastweekendread—readabooksee—sawafilmhave—hadacoldsleep—sleptWhatdidyoudolastweekend?I...Didyoulikeit？Yes,Idid./No,Ididn’t.作業(yè)設(shè)計(jì)口語交際：用本課的句型提問和描述同學(xué)和自己的上周末活動(dòng)教學(xué)反思在本堂課中，以新課標(biāo)為理論指導(dǎo)，以學(xué)生為主體、訓(xùn)練為主線，利用卡片游戲，使學(xué)生在學(xué)中用、用中學(xué)。學(xué)用結(jié)合，激發(fā)學(xué)生的多元智能學(xué)習(xí)能力。這節(jié)課以詞匯教學(xué)為主，采用卡片、角色表演等多種形式來逐步引導(dǎo)學(xué)生操練單詞、詞組和句型，有效地幫助學(xué)生鞏固重點(diǎn)詞匯和句型。呈現(xiàn)活動(dòng)設(shè)計(jì)豐富，易操作，且具備層次感，有效地提升了學(xué)生的核心素養(yǎng)。以學(xué)生為本，以解決問題為導(dǎo)向，引導(dǎo)學(xué)生自主學(xué)習(xí)。突出語用功能，聯(lián)系學(xué)生和班級(jí)的實(shí)際情況，設(shè)置多個(gè)環(huán)節(jié)，環(huán)環(huán)相扣，層層深入，幫助學(xué)生在真實(shí)情景中自然地使用所學(xué)語言。本課時(shí)的重點(diǎn)是學(xué)習(xí)一些表示過去的時(shí)間和動(dòng)詞短語，教師通過多種活動(dòng)幫助學(xué)生將這個(gè)話題與他們的日常生活緊密聯(lián)系起來，充分激發(fā)了學(xué)生的學(xué)習(xí)興趣。Thefifthperiod（第五課時(shí)）PartBReadandwrite內(nèi)容分析本課是PEP小學(xué)英語六年級(jí)起點(diǎn)第二冊(cè)Unit2第五課時(shí)。主要學(xué)習(xí)能夠聽懂、讀懂“Readandwrite”板塊的短文，并能夠根據(jù)短文內(nèi)容完成相應(yīng)的練習(xí)。老師將通過多種教學(xué)活動(dòng)鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識(shí)點(diǎn)。課時(shí)目標(biāo)知識(shí)與能力能夠正確地聽、說、認(rèn)讀單詞“hotel,fixed,broken,lamp,loud,enjoy,stay”。能夠朗讀、理解課文的內(nèi)容，并完成練習(xí)部分的閱讀和寫作任務(wù)。通過閱讀活動(dòng)，逐步培養(yǎng)學(xué)生的閱讀技巧，提高自主學(xué)習(xí)能力。引導(dǎo)學(xué)生在遇到不公平或不合理的待遇時(shí)要學(xué)會(huì)運(yùn)用正確的方式進(jìn)行訴求并尋找合理的解決方式。過程與方法通過提出問題引導(dǎo)學(xué)生觀察并討論圖片，借助圖片預(yù)測(cè)教學(xué)內(nèi)容，培養(yǎng)學(xué)生的觀察能力和邏輯推理能力。通過預(yù)測(cè)教學(xué)內(nèi)容激活已有知識(shí)，并提取與文本有關(guān)的知識(shí)，進(jìn)入文本話題。情感態(tài)度價(jià)值觀在本堂課中，以學(xué)生為主體、訓(xùn)練為主線，開展多類型的小組活動(dòng)，激發(fā)學(xué)生的多元智能學(xué)習(xí)能力。教學(xué)重難點(diǎn)教學(xué)能夠朗讀、理解課文的內(nèi)容，并完成練習(xí)部分的閱讀和寫作任務(wù)。教學(xué)難點(diǎn)通過閱讀活動(dòng)，逐步培養(yǎng)學(xué)生的閱讀技巧，提高自主學(xué)習(xí)能力。教學(xué)準(zhǔn)備PPT課件?課文錄音?視頻、交通信號(hào)燈模型等教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)錄音游戲教學(xué)過程Step1:Pre-reading1.Greetings.2.Freetalk.(1)Presentaphotowhichwastakenwhiletravelling(出示課件：一張旅游照片)T:IwenttoQinghaiwithmyfamilylastsummerholiday.Welivedinahotel.Itwasbeautiful.Presenttheword“hotel”.(出示課件：hotel)Letstudentsreadaftertheteacher.T:Didyougotravellingwithyourfamilylastsummerholiday?Ss:Yes,Idid./No,Ididn’t.Ifstudentsanswer“Yes.”,theteachercanaddmorequestionstodevelopdeepercommunication,suchas“Wheredidyougo?Whichhoteldidyoustayin?Didyoulikethehotel?Howwasyourstay?”Presentthekeysentences.T:Giveyourcommentsaboutthehotel.Themorestarsyougive,themorecomfortableyourstaywas.（出示課件：旅館的星級(jí)評(píng)價(jià)指數(shù)）Ifstudentsanswer“No.”,theteachercanencouragethemtogooutsideandenrichtheirlifeexperience,suchas“Maybeyoucangowithyourfamilysomeday.Itwillbringyousomenewexperience.”T:Canyouunderstandtheword“comments”onthePPT?Itmeans“評(píng)價(jià)”inChinese.HolidayHotel.T:Look!ThisisMrsBroom.SheworksintheHolidayHotel.Sheisahousekeeper.Presenttheword“housekeeper”.Letstudentsreadthewordinsyllablesaftertheteacher.LeadstudentstounderstandthemeaningofthephrasesonthePPTandchoosetherightanswer.Checktheanswer.（出示課件）Letstudentsreadthephrasesaftertheteacher.Step2:While-reading1.WuBinbin’sfamily’sstayatthehotel.T:Howwastheirstayatthehotel?Ss:Itwasbad.Teachthenewword“stay”andthesentencestructure“Thankyoufor…”.Askstudentstopayattentiontothewordformsusedafter“for”.2.Fastreading.T:Readthepassageasfastasyoucan,andfindouttheanswers.HowdidWuBinbinfeel?Howwaseverythingintheroom?S1:Hefeltverybad/angry…S2:Everythingintheroomwasveryold.S3:Thechairwasbroken.Howdidtheysolvetheproblem?Ss:TheirfriendRobincleanedtheroomandfixedthebrokenchair.Presentandteachthenewwords“broken,fix”.Leadstudentstounderstandthemeaningthroughpictures.3.Carefulreading.(1)Readtheletteragainquickly.FindthesentencesthatdescribePictures1~3.（出示課件：教材P19的三幅圖）T:Beforereading,let’sobservethepicturescarefully.Howdidtheyfeel?Didtheyenjoytheirstayatthehotel?Teachthenewword“enjoy”.Letstudentstrytopredictthekeywords.Teachthenewwords“l(fā)amp”and“l(fā)oud”.Thenchecktheanswers.T:Sorryfortheirfamily.Theydidn’tenjoytheirstayatthehotel.(2)Readandcirclealltheverbsinthetextandcompletethetable.Studentswritedownthepastformsandthepresentformsoftheseverbs.Thenchecktheanswers.（出示課件）Letstudentsgetaquickreviewoftheseverbsandunderstandeachword’smeaning.(3)Readaftertherecording.T:Canyoureadthepassageangrily?Payattentiontothepronunciationandtheintonation.Leadstudentstounderstandthepassageandlearnthekeywordsandphrases.(出示課件)Step3:Post-reading1.Whatwillyoudo?T:DoyouliketheHolidayHotel?Why?Ss:No,Idon’t.Becauseeverythingisold/peoplecan’teatwellorsleepwellthere…T:WhatwillyoudoifyoucometoahotelliketheHolidayHotel?S1:Iwillletitgo.S2:Iwillaskforchanginganotherroom.S3:Iwilltellthemanagerabouttheproblems.Studentsstatetheiropinions.Theteacherencouragesthemtocopewiththeproblemsinaproperway.2.Readandfinishtheletter.MrsBroomdecidedtowritetothemanagertoreflecttheWufamily’sproblems.Canyouhelpherfinishtheletter?(出示課件)3.Readtheletter.Makesurestudentscanreadthelettercorrectlyandfluently.板書設(shè)計(jì)Unit2Lastweekendmadethebedscookedthefoodcleanedtherooms作業(yè)設(shè)計(jì)熟練朗讀文章。認(rèn)讀本節(jié)課單詞。教學(xué)反思在本堂課中，以學(xué)生為主體、訓(xùn)練為主線，學(xué)用結(jié)合，激發(fā)學(xué)生的多元智能學(xué)習(xí)能力。本課以文章呈現(xiàn)為主要方式，要求學(xué)生通過閱讀解決對(duì)應(yīng)的練習(xí)題，有利于培養(yǎng)和提高學(xué)生的閱讀理解能力。呈現(xiàn)活動(dòng)設(shè)計(jì)豐富，易操作，且具備層次感，有效地提升了學(xué)生的核心素養(yǎng)。以學(xué)生為本，以解決問題為導(dǎo)向，引導(dǎo)學(xué)生自主學(xué)習(xí)。突出語用功能，聯(lián)系學(xué)生和班級(jí)的實(shí)際情況，設(shè)置多個(gè)環(huán)節(jié)，環(huán)環(huán)相扣，層層深入，幫助學(xué)生在真實(shí)情景中自然地使用所學(xué)語言。Thesixthperiod（第六課時(shí)）PartBLet’scheck&Let’swrapitup內(nèi)容分析本課是PEP小學(xué)英語六年級(jí)起點(diǎn)第二冊(cè)Unit2第六課時(shí)，主要復(fù)習(xí)鞏固本單元所學(xué)的目標(biāo)語言，并能夠熟練運(yùn)用所學(xué)語言描述過去做的事情。老師將通過多種教學(xué)活動(dòng)鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識(shí)點(diǎn)。課時(shí)目標(biāo)知識(shí)與能力能夠逐一看圖，并根據(jù)圖片信息預(yù)測(cè)聽力考查點(diǎn)，能夠有意識(shí)地去聽錄音并完成相應(yīng)任務(wù)能夠?qū)Ρ締卧湫瓦M(jìn)行句法歸納通過閱讀趣味故事，復(fù)習(xí)鞏固本單元所學(xué)語言能按照正確的意群及語音、語調(diào)朗讀故事部分學(xué)生能表演故事，并能恰當(dāng)運(yùn)用故事中的語言能根據(jù)圖片信息，推測(cè)聽力考查點(diǎn)，理解聽力材料，在對(duì)話中抓取關(guān)鍵詞，培養(yǎng)學(xué)生良好的聽力習(xí)慣，有策略地提高學(xué)生的聽力水平。能寫出Let’swrapitup板塊中動(dòng)詞的過去式，總結(jié)動(dòng)詞過去式的規(guī)則變化。過程與方法通過完成Let’scheck板塊的聽力練習(xí)，考查學(xué)生對(duì)本單元所學(xué)內(nèi)容的掌握情況，培養(yǎng)學(xué)生的觀察能力和邏輯推理能力。情感態(tài)度價(jià)值觀通過設(shè)計(jì)不同的問題來降低學(xué)習(xí)難度，且在每次聽錄音前布置一定的任務(wù)，培養(yǎng)學(xué)生處理聽力文本信息和捕捉關(guān)鍵信息的能力。多種形式的詞匯練習(xí)，極大地激發(fā)了學(xué)生學(xué)習(xí)的興趣，使學(xué)生在玩中學(xué)、學(xué)中用。培養(yǎng)學(xué)生的思維能力，引導(dǎo)學(xué)生自主學(xué)習(xí)，加強(qiáng)對(duì)學(xué)生英語學(xué)習(xí)策略的培養(yǎng)。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)1.檢測(cè)學(xué)生的學(xué)習(xí)成果。2.掌握動(dòng)詞過去式的規(guī)則變化。教學(xué)難點(diǎn)將本單元的詞匯、句型運(yùn)用到實(shí)際的情景交流中。教學(xué)準(zhǔn)備PPT課件?課文錄音?視頻、單詞卡片等教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)錄音游戲教學(xué)過程Step1:Warm-up&Revision1.Greetings.2.Let’splayagame—What’smissing?Presentthekeywordsandphrases.(出示課件：核心單詞和短語)Askstudentstoreadthemcarefully,thenfindoutwhat’smissing.Afterguessing,studentsreadthewordstogetheraftertheteacher.3.Let’ssing—Lastweekend.(出示課件)4.Lead-in.T:Howwasyourweekend?Whatdidyoudo?Ss:…Presentthepicturesin“Let’scheck”.(出示課件)T:Whoarethey?Ss:TheyareAmy,John,MikeandZhangPeng.T:Howwastheirlastweekend?Ss:…Leadstudentstoobservethepicturesandguesshowtheyfelt.Step2：Presentation&Practice1.Let’scheck.(1)Listenandnumber.①Presentthepicturesin“Let’scheck”.（出示課件：Let’scheck板塊的四幅圖）Leadstudentstogetdetailedinformationfromthepicturesandpredictthemainideasofthedialogues.T:Whatdoyouknowfromthepictures?S1:InPicture1,shecleanedtheroomandwatchedTV.S2:InPicture2,hehadacold.S3:InPicture3,hesawafilm.S4:InPicture4,hewentboating,sleptandreadstorybooks.②Listenandnumberthepictures.Thenchecktheanswers.（出示課件：Let’scheck板塊的聽力音頻及圖片排序練習(xí)的答案）③Letstudentsreadthephrases.Makesurestudentscanunderstandthemwell.Askstudentstolistenagainandnumberthephrases.Thenchecktheanswers.（出示課件：Let’scheck板塊的聽力音頻及短語排序練習(xí)的答案）(2)Readandfillintheblanks.①Playtherecordingofthispartagain.（出示課件）Listenandanswer.②Presentthelisteningmaterials.(出示課件：Let’scheck板塊的聽力材料)Studentstrytofillintheblanksafterlistening.③Checktheanswerstogether.Studentstrytopresenttheanswersinfullsentences.(出示課件：Let’scheck板塊四位主人公的活動(dòng)表格)2.Let’swrapitup.(1)Showthepresentformsandthepastformsofverbs.（出示課件）Letstudentsobservethemcarefullyandtrytosummarizetheregu