Unit 1-4 教案-人教PEP英语六年级下册

这是一份Unit 1-4 教案-人教PEP英语六年级下册，共124页。

六年级英语下册第一单元备课六年级英语课时备课六年级英语课时备课六年级英语课时备课六年级英语课时备课六年级英语课时备课六年级英语课时备课六年级第二单元备课 六年级英语课时备课六年级课时备课六年级英语课时备课六年级英语课时备课六年级英语课时备课六年级英语课时备课六年级第三单元备课 六年级英语课时备课六年级课时备课六年级英语课时备课六年级英语课时备课六年级英语课时备课六年级英语课时备课六年级英语下册第四单元备课城关小学六年级英语课时备课六年级英语课时备课六年级英语课时备课六年级英语课时备课六年级英语课时备课六年级英语课时备课学科英语年级六单元 一时间主备教师课题 Unit 1 How tall are you?参与教师教材解读本单元是pep小学英语六年级下第一单元，单元学习的主题是比较人的身高、体重。How tall are you? I’m… I’m taller than…教材通过Mike 和张鹏在博物馆里谈论恐龙的情景，让学生感知上述句型的语义及语用情景。学生在三年级下册第三单元和四年级上册第三单元学习了描述人物和动物外貌的形容词，在三年级上册第六单元也学习了How old are you?这个句型。本课是在这些基础上继续学习如何理解和运用比较级的句型描述任何动物的体貌特征。学情分析六年级学生经过几年的学习，基本上具备一定的听说读写能力，总的来看，听说能力稍强，读写能力较弱，且总体水平参差不齐。随着年级升高，教材难度加深，加上对英语学习重视不够，部分同学出现畏难情绪。教学中要注意把复习旧知与学习新知相结合，重建学生的信心，以期达到较好的教学效果。It’s … How tall are you? I’m … It’s/I’m…than…比较人和动物的外貌特征；学生在三年级下册第三单元和四年级上册第三单元学习了描述人物和动物外貌的形容词，在三年级上册第六单元也学习了How old are you? 这个句型。本课是在这些基础上继续学习如何理解和运用比较级的句型描述任何动物的体貌特征。教学目标1、能力目标（1）能听懂会说认读本单元关于形容词比较级的单词。（2）能听、说、读、写Let’s learn中黑体部分的内容和Read and write中要求的内容。（3）能用目标语言完成本单元的任务型活动。知识目标（1）能听、说、读、写单词及短语：taller stronger older younger shorter heaiver thinner longer bigger smaller 句型：How tall are you? I’m 164cm. You’re shorter than me. You’re 4cm taller than me. How heavy are you? I’m 48 kg. I’m thinner than you , and shorter .（2）能够听、说、读Part A、Part B部分Let’s learn、Let’s talk中的单词和句子。（3）了解Story time 、Good to know等部分的内容。情感、策略、文化等有关目标（1）情感态度：培养和保持学生学习英语的积极态度和学习信心，引导学生养成良好的英语学习习惯。（2）学习策略：加强学生英语学习策略的培养，为学生的终身学习奠定基础。（3） 文化目标：培养学生文化意识，帮助学生养成良好的日常行为习惯。教法与学法     1.营造一个宽松、自然的的学习氛围，设计形式多样的活动来调动学生的积极性。 2.     教给学生按照字母组合记忆单词的方法，培养学生自主学习的能力以及小组合作的精神。3.     要让学生联系生活的实际，做到“在学中用，在用在学”，以此来提高学生的语言运用能力。教法: 示范法 谈话法 游戏法学法: 小组合作交流法  讨论法课时安排第一课时：A let’s learn  第二课时：A let’s try & let’s talk第三课时：B let’s learn第四课时： let’s try and  let’s talk第五课时： read and write第六课时： let’s check and let’s wrap it up六年级下册第一单元第一课时课题Unit1 How tall are you? A Let’s learn & Do a survey and report课型 新授主备教师参与教师 教学目标知识与能力：1.能够听、说、读、写形容词的比较级形式：taller, stronger, older, younger和shorter.2.能够用句型：I’m … cm tall.He’s/She’s … cm tall.”来描述自己和他人的身高。3.能用句型“You ‘re taller than your brother.I’m older than you.”进行年龄和身高的比较。4.能够听懂教师的指令，按不同年龄、身高排队，并用所学语言进行表述。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自己身边的人、事物及自然界中与我们共同生活的其他生命。教学重点本课时的教学重点是能够听、说、读、写五个形容词比较级形式，并能用含有比较级的句型进行替换关键词的问答。教学难点长度单位cm的完整形式centimeterr 的发音是本课时教学的难点。教学准备1.教师准备录音机和本课时录音带、Let’s learn单词卡片.2.教师准备测量身高和体重的工具。.教 学 过 程二次备课一、Warm-up and revision1、师生问好。2、教师谈话： Happy new year! This year, we’re one year older than last year. Are you taller than last year? Are you heavier than last year?二、Preview (1) Measure(测量)：教师出示测量身高和体重的量器，提问：“How tall are you? How heavy are you? Let’s measure.然后请两名学生上前，帮他们测量身高，并公布测量结果：He /She is … cm tall. （2）板书该句子并领读，重点教读cm,centimeter. (3) 引导学生比较两人的身高：… is taller than …. … is shorter than …. 并由此引出单词的比较级taller和shorter. (4) 讲解比较级的简单构成。再让学生写出下列词的比较级形式：young old strong thin big small heavy(5) Let's chant 放本课时Let's chant部分的录音，学生先静听一遍，再跟录音轻声吟唱一遍。三、PresentationLet's learn(1) 出示Let’s learn 图，先教师带读单词，再指名认读。(2) 操练单词：a.师生对反义词。 b.教师说单词，学生拼读并书空。 c.用教师所指单词造句。(3) 教师问：How tall are you? How heavy are you? Who is taller than you? Who is heavier than you?引导学生用I’m … cm tall./kg.. … is taller/heavier than me.来回答。注意教读kg,,的原形kilogram。(4)同桌对话：I’m …cm tall. I’m …kg. I’m … than you. You’re … than me.不知道自己身高体重的同学可以用教师准备的测量器具量一量。(5)指几名同学向全班汇报。(6)听Let’s learn 录音，跟读，再自己练习读，同桌分角色读。四、Practise1.用所给单词的正确形式填空。(1) How ____ （tall）are you? I’m 112 cm _____(tall).(2) I’m _____(tall) than my brother.(3) Wu Yifan is 160 cm ____(tall).(4) My brother is ____(young) than me.(5) Who is ____(old) than you?(6) Amy is ____(small) than Sue.2.Let’s play.(1)教师请四名同学到前面，示范让学生理解Line up from…。然后发指令，让学生做动作。(2)小组之间进行表演或竞赛。 五、Consolidation and extension(1)在作业本上书写Let’s learn的五个四会单词。(2)收集一些名人的身高、体重、年龄等资料并进行比较。(3)比较自己的一家人，并尝试写一篇小短文。如：There are three people in my family. My dad is taller and stronger. My mom is younger than my father. I’m shorter than my dad but taller than my mom.板 书 设 计  Unit 1How tall are you?Let’s learn Do a survey and report  P5younger   older  taller     shorterlonger    shorterHow tall are you ?I’m 1.61meters.You’re older than me.教学札记： 六年级下册第一单元 第二课时课题Unit1  How tall are you? A Let’s try & Let’s talk课型 新授主备教师参与教师 教学目 标知识与能力：1．能听、说、读、写四会掌握句子：“How tall are you? I’m 164 cm tall.You’re shorter than me .You’re 4 cm taller than me．”并能在情景中正确运用。2．能够调查同学的年龄、体重和身高并就调查结果进行分析比较，做出汇报3．能够听董Let's try的录音内容并选出正确选项。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：激发学生在生活中运用所学语言的积极性。教学重点四会掌握句型：“How tall are you? I’m 164 cm tall.You’re shorter than me .You’re 4 cm taller than me．”教学难点使学生会运用句型教学准备1．  教师准备录音机和本课时的录音带及空中课堂教学资源。2．  教师准备本单元的单词卡片和几位名人的图片与资料。教 学 过 程二次备课一、Warm-up and revision(1)复习Let's chant部分的歌谣，播放录音，让学生跟着音乐有节奏地念。念完后提问：Who is tallest? Who is shortest？Who is smallest? (2)Guessing game：教师用描述班上某位同学的特征，如：He is tall and thin. He is taller than … and thinner than…。Who is he? 请学生猜猜说的是谁。在猜的过程中还可提问：Is he taller/… than …？二、Preview(1) 指几名学生全班同学介绍自己家人的情况，再同桌相互说一说。(2) Let's try 教师放录音，学生看图选择正确答案，并从听觉上进一步感知主要句型。录音内容如下： There are three elephants in a zoo. Father Elephant is taller and older than Mother Elephant. Mother Elephant is smaller than Father Elephant. She is stronger than her son. Son Elephant is younger but taller than his mom and dad. Which picture is the Son Elephant?三、PresentationLet's talk(1)教师指着一名身高超过自己的学生说：I’m 150 cm tall. You’re taller than me. I’m thorter than you. How tall are you? 待该生回答后，教师接着说：Oh, you’re … cm taller than me. 然后板书这组对话并重点领读最后一个句子。(2) 师出示事先收集的名人图片，问：How tall/ heavy/old is …？也可让学生介绍自己所知道的名人。引导学生进行比较，如… is 4 cm taller than …. … is two years old than …。在师生对话的过程中，注意重点复习年龄的询问和表达方法。(3)出示Let’s talk 部分对话，先让学生试读，再放录音，学生跟读。跟读时提醒学生注意模仿语音和语调。然后两人一组分角色朗读。(4)教师事先准备一些打乱顺序的单词卡片，让学生读词后迅速拼成正确的句子。(5)学生用自己和同桌的资料，替换对话中的关键词进行练习。 Group work教师出示表格，并将学生分成四人一组，布置活动任务：Survey your classmates and make a report.先请一组基础较好的学生示范，再分组活动。活动过程中强调学生一定要用英语进行交流。四、Consolidation and extension(1)做英语练习册上Part A 部分相关练习，并抄写四会句子。(2) Task time要求学生回家后测量自己的房间、床及书桌或其它物品的大小尺寸，并写出完整的句子，如“My room is 4 m long and 2 m wide. 教师可先以教室内的物品为例，给学生做个示范。板 书 设 计  Unit 1   How tall are you? Let’s try Let’s talk p41. That’s the tallest dinosaur in this hall. 2. It’s taller than both of us together .3. How tall are you ?  I’m 1.65cmeters.4. tall- taller- tallest  many- more –most教学札记： 六年级下册第一单元 第三课时课题Unit 1 How tall are you? B Let’s learn Match and say课型 新授主备教师参与教师 教学目标知识与能力：1.能够听、说、读、写形容词的比较级形式：heavier,longer,thinner,bigger和smaller.2.能够灵活准确地运用以上形容词比较级描述人物和动物的特征差异。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自己身边的人、事物及自然界中与我们共同生活的其他生命。教学重点掌握5个形容词比较级的构成。教学难点形容词比较级的变化规则:直接+er, 双写+er, 去y变i+er.教学准备单词卡片,录音机,磁带教 学 过 程二次备课Step1 : Warm-up（5分钟）一、读一读，口译1. That’s the tallest dinosaur in this hall.  2. It’s taller than both of us together.      3.Howtallareyou?                   4.I’m1.65meters.                    二、读一读，写一写，译一译（写出它们的比较级）1.thin________2.heavy________3.big________4.small________5.strong______Step 2. Presentation（15分钟）1 .请两个胖瘦不一样的孩子到讲台上  T: Who is thin?    S: A is thin.T: Who is heavy?  S:B is heavy.T: Yes, A is thin. B is heavy. (板书 thin, heavy)2. 选两个个子较瘦的孩子：T: They are thin. Who is thinner?  S: A is thinner.T: 板书thinner, 提醒孩子们观察thinner的写法。再用相同的方法教heavier.3选两个大小不一样的书包进行比较，引出big, small. T : Which is the bigger schoolbag?  What color is it?    Ss: The yellow schoolbag is bigger.(板书big _ bigger)T: Which is the smaller one? What color is it? S: The red one. (板书small_ smaller)4.做一个强壮的手势教strong,抽两个孩子做相同的手势比较，教stronger.T: Ask one boy pupil: How heavy are you? Help him answer: I’m 54 kilograms.T: Oh! You are heavier than me. 板书教读。5.听录音，学生跟读。Step 3. Practice（10分钟）1领读Let’s learn 中的句子，并纠正读音。T: How heavy is Jim? S: He is 52 kilograms.T: Who is heavier Jim or John?      S: Jim.T: Say Jim is heavier than John.     S: Jim is heavier than John1. 请孩子们归纳总结黑板上的比较级形式，强调：heavy- heavier(变y为i加er) big-bigger  thin- thinner (双写加er) 2. 四人一组合作学习Match and say然后表演。灵活运用所学单词句子Step 4. Exercise一、写出下列形容词的比较级1. big________   2.small ________ 3.thin________ 4. heavy________   5.strong________ 6.happy________   7. angry________8.hot________二、读句子，选图片A.   B.  C.   D.  （  ）1.The Englishman is very strong.（  ）2.This egg is bigger than that one.（  ）3.The girl is shorter than the boy.（  ）4. The panda is heavier than the duck.三、把汉语和英语匹配1. 你体重多少？           A. Sarah’s fish is smaller than Amy’s.2. 我体重48公斤。        B. He is stronger than her.3. 你比我重。             C. How heavy are you?4. John 比Mike瘦。       D. I’m 48 kilograms.           5. 他比她强壮。           E. You’re heavier than me.6. Sarah钓的鱼比Amy 的小。F. John is thinner than Mike.四、连词成句 1. the, is, that, giraffe, tallest(.)                           2. taller, than, he, is, me(.)                              3. heavy, you, are (?)                                  学后反思：叫学生总结（（１分钟）Step 5. Homework1.读 熟Let’s learn. 板 书 设 计 Unit 1 How tall are you?                Let’s learn Match and say P7thin- thinner  big- bigger(双写加er)heavy- heavier (去y为i加er)small- smaller, strong-stronger(直接加er)How heavy are you? I’m 52 kilograms.教学札记： 六年级下册第一单元第四课时课题Unit1  How tall are you? B  Let’s try & Let’s talk课型  主备教师参与教师 教学目 标1. 能听懂Let’s try，并完成2个任务。2.掌握句型：What size are your shoes, Mike? Your feet are bigger than mine. My shoes are size 37.教学重点听懂Let’s try, 流利朗读Let’s talk, 掌握3个重点句子。教学难点对3个重点句子的掌握理解和运用, 单词复数feet, 物主代词mine的理解教学准备多媒体课件\单词图片教 学 过 程二次备课Step1 :Warm-up（用时5分钟）1. 表演Let’s learn: S1: How heavy are you?    S2: I’m…kilograms.S1: You are heavier/thinner than me.S1: How heavy is he ?    S2: He’s…kilograms.2. 分角色朗读P7Step 2. Presentation（用时15分钟）1. Let’s try: Listen to the tape and circle the right answer.2. Let’s learn  page 6. 听录音Q1: Where are they?Q2: What are they doing? 3. Ask the students to read the dialogue and finish the tableName Shoe size Weight Mike   Wu Yifan     Q1 :What size are Mike’s shoes?  Q2: What size are Wu Yifan’s shoes?Q3: How heavy is Mike?       Q4: How heavy is Yifan?4. 板书教学重点句子：1.) What size are your shoes?2.) Your feet are bigger than mine.3.)My shoes are size 37.学生翻译重点句子并做好笔记， Step 3. Practice（用时10分钟）1. 听录音跟读对话2.分男女角色，小组角色表演，灵活运用所学单词句子3. 记下笔记，读读记记： have a look  so small  size37  look tallerStep 4. Exercise（用时5分钟）一、 英汉匹配 1. What size are your shoes?        A.我穿37码的鞋。2. Your feet are bigger than mine.    B. 你看起来比我高。3. My shoes are size 37.            C. 你穿多大码的鞋？4. You look taller than me.          D. 你比我重。.5. You are heavier than me.         E 你的脚比我的大。二．根据对话P6判断对错。(对的写A.错的写B）(   )1. Mike’s shoes are size37.(   )2. Wu Yifan’s shoes are size38(   )3. Mike’s feet are bigger than Wu Yifan’s.(   )4. Wu Yifan looks taller than Mike.(   )5. Wu Yifan is two kilograms heavier than Mike学后反思：叫学生总结（（用时１分钟）Step 5. Homework1. 抄写重点句子2. 熟读新课，并读给父母听板 书 设 计  How tall are you? Let’s try Let’s talk P61.) What size are your shoes?2.) Your feet are bigger than mine. 3.)My shoes are size 37. 教学札记：六年级下册第一单元第五课时课题Unit1  How tall are you? B Read and write课型 新授主备教师参与教师 教学目 标 1. 能听,说，认读单词 countryside, lower. Shadow, smarter, become.2. 能读懂小短文，并能完成相应的练习。教学重点能理解小短文内容的意思。教学难点能理解影子变化的真正原因。教学准备多媒体课件\单词图片教 学 过 程二次备课Step1 : Warm-up（5分钟）P7 Read the textStep 2. Presention（15分钟）1.出示单词卡片和图画教学单词：countryside, shadow, lower, smarter, becomeT：出示城市和乡村的两幅图 Say: This picture is a city, and that picture is a countryside. Write the word on the blackboard.T: 出示单词卡片教学单词：shadow, lower, smarter, 并板书。教读学生跟读。2. 拿一个气球让学生吹T：The balloon is becoming bigger and bigger. 板书become，教读。3. T: Spring is coming! The sky is cleaner and the sun is brighter. Can you think of any other changes? Look at the four pictures and tick.4. Learn Read and write.S: 学生独立阅读课文，边读边理解。完成Read and circleT:学生阅读并理解下列句子：1) . It is getting lower and lower, but his shadow is getting longer and longer.2）. Why is my shadow longer when the sun gets lower? 3）. The sun goes down every day，and we grow older every day. 4）. Your shadow grows longer because you are growing taller.3. Play the tape to listen to the story.Step 3. Practice（8分钟）1.领读Read and write 中的句子并纠正读音。2. 师生互译下列句子。1.）It is getting lower and lower, but his shadow is getting longer and longer.2.) Your shadow grows longer because you are growing taller.3. Finish exercise: 1.) Read the story again and finish the dialogue. Step 4. Exercise（5分钟）一、选择适当的词填空  1. I am 1.52 _____. I’m tall.（meters, kilograms） 2. My friend is shorter _____ me. （ than,  then）3. _____ tall are you? （How, What） 4. I’m 12. Lily is 11. I’m ________ than her. (shorter, older) 二、 阅读理解。（A）  Girl: Mom, look, there are some birds.   Mom: Which bird do you like?  Girl: I like the green one. It’s taller than the blue one. Mom: Which bird is stronger? Girl: The blue one is stronger.  Mom: I like the blue bird. I think it’s younger.  Girl: But the green bird’s tail is longer than the blue one. Mom: I think it’s about 20 cm long.  判断正（A）误（B）(   )1. The green bird is shorter than the blue one.(   )2. The blue bird is stronger than the green one.   (   )3. The green bird tail is about 20cm long. (   )4. The mom likes the green bird. (   )5. The girl likes the blue bird. 学后反思：叫学生总结（（１分钟）Step 5. Homework听录音，朗读短文完成周末小练习 板 书设 计  B Read and write countryside, shadow, lower, smarter, become教学札记： 六年级下册第一单元第六课时课题Unit1  How tall are you? B Let’s check， Let’s wrap it up & Story time课型新授主备教师参与教师 教学目标1. Go through Main sceneP2-32. 能读懂Story time中的故事教学重点Go through Main sceneP2-3教学难点能够正确使用升降调和借助图片理解story time教学准备多媒体课件\单词图片教 学 过 程二次备课 Step1 : Warm-up（5分钟）Main scene1.Turn to page2 and page3.Try to read and translate these sentences.2. T: show the meaning of these sentences.3.  Read after the tape twice. 4.学生理解句子： I’m 21 meters tall. I’m the tallest.  It’s 5 tons. 提示常用单位:长度：meter(m) centimeter(cm) ：重量：ton(t) kilogram(kg)gram(g) Step 2. Presentation（用时15分钟）1. Finish Let’s check: Listen and write the answers.2..Finish Let’s wrap it up.(可在黑板上重新排列)A.)taller  shorter younger  older  longer  smaller  stronger B.)heavy-heavier angry-angrier sunny-sunnier funny-funnier happy-happier windy-windier C.)thin- thinner  big-bigger  hot-hotter  sad-sadder  fat- fatter(补充)归纳总结形容词变化规则：A类：直接加 er  B类：变y为i 加 erC类：双写加 er.Step 3. Practice（10分钟）1. 分小组读一读，记一记黑板上的形容词的比较级，特别是双写加的。2. Learn Story time.1.) 两人一组读读故事，理解故事。2.) Q： How tall is the deer?   Q: How heavy is the deer?Q:  How tall is Mr Zebra?    Q: Who can be the goalkeeper?3.) 理解句子：Mr Zebra is 10 centimeters taller than Mr Deer.  Football needs teamwork.Step 4. Exercise（5分钟）一、选择正确的答案。(   )1. I'm two years _______than you .        A. young   B. shorter    C. younger (   ) 2.How  big ______  your feet ?      A. is    B. are    C .it(   )3 ._______ ？ ------80cm      A. How tall are you ? B. How long are your legs ?  C .How old are you ?(   ) 4.How ____is your best friend ?  -- Thirteen years old .      A. old   B .tall   C. heavy(   )5.How tall is Chen Jie？      A. He is 12 years old.    B. I'm 147cm.    C .She is 150cm. 二、找出Ⅱ栏中与Ⅰ栏中相对应的答语把字母序号填入提前括号。       (   ) 1. How heavy are you?              A. They are size 39.(   ) 2. How tall are you ?                B. I’m 15 years old.(   ) 3. How old are you ?                 C. I’m 45 kg.(   ) 4. What size are your shoes?      D. I’m 158cm tall.(   ) 5. How long are your bed?         E. It is 200cm.三、连词成句。 1.  you, tall, are, how (?)                           2. 1.65, meters I’m,(.).                           3. size, shoes ,are, what, your(?)                           4.  mine ,are, your, bigger, feet, than(.)                         5.  size ,my , 37,shoes, are, (.)                         学后反思：叫学生总结（（１分钟）Step 5.HomeworkDo workbook exercises板 书 设 计 Main sceneP2-3  Let’s check  Story time P 10_11A.)taller  shorter younger  older  longer smaller  stronger B.)heavy-heavier angry-angrier sunny-sunnier funny-funnier happy-happier windy-windierC.)thin- thinner  big-bigger  hot-hotter  sad-sadder  fat- fatter教学札记： 学科英语年级六单元 二时间主备教师课题 Unit 2 Last weekend参与教师教材解读本单元主要是使学生学会用过去过去式态表达所做的事情，重点句型是：What did you do last weekend/yesterday? I played football. Did you read books? Yes, I did./No, I didn’t.由于涉及动词过去式的变化规则和读音规则，一般过去式有时学生的学习重难点之一。创设真实情境、组织有意义的任务或活动来展开一般过去式的教学，避免过分强调语法。本单元的内容安排体现了由浅入深、循序渐进的原则，A部分着重学习规则动词的过去式变化，而B部分的重点是不规则动词的过去式变化，如：go—went， read—read等。在教学中，要注意多创设情境，帮助学生内化，达到学以致用。学情分析 六年级的学生对英语学习兴趣整体有所下降，两极分化比较严重。所以本学期应做好后进生的转化工作。教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。 教学目标1.学生能够听、说、读、写四个有关日常活动的词组：stayed at home, watched TV, cleaned my room, washed my clothes；2.学生能够正确运用上述四个词组谈论人物在过去时间内做的事情;例如“What did you do？I washed my clothes.”3.学生能够懂得劳逸结合，合理安排周末活动。教法与学法营造一个宽松、自然的的学习氛围，设计形式多样的活动来调动学生的积极性。 2.教给学生按照字母组合记忆单词的方法，培养学生自主学习的能力以及小组合作的精神。3.要让学生联系生活的实际，做到“在学中用，在用在学”，以此来提高学生的语言运用能力。教法: 示范法 谈话法 游戏法学法: 小组合作交流法  讨论法课时安排第一课时：a let’s learn  第二课时：a let’s try & let’s talk第三课时：b let’s learn第四课时：let’s try and  let’s talk第五课时：read and write第六课时：let’s check and let’s wrap it up六年级下册第二单元 第一课时课题Unit 2 Last weekendA Let’s learn 课型新授主备教师参与教师 教学目标1. 学习单词weekend, drank, show, anything, else. 2. 全体学生能运用：What did you do? I stayed at home with your grandma. We drank tea in the afternoon and watched TV. 3. 掌握动词过去式的句子。 4. 能朗读课文，并能进行角色表演。 在小组的讨论交流中，培养学生英语的综合运用能力。教学重点掌握A-Let’s learn的四会单词和短语，并询问别人的身体状况。 教学难点全体学生能掌握重点单词及句型。 教学准备1.教师准备录音机和本课时录音带、Let’s learn单词卡片.2.教师准备测量身高和体重的工具。.教 学 过 程二次备课Step 1: greeting T: Hello boys and girls. S: Hello MS Tang.  T: Good morning/good afternoon class. S: Good morning/good afternoon MS Tang. T: Nice to see you again. S: Nice to see you, too. Step 2: warmer Review some words we have studied in last class. Dialogue practice. 播放Let’s try的录音 Step 3 presentation 生阅读let’s talk的短文并圈出不认识的单词：was  drank 师讲解：drink—drank           am. is---was           are----were 教师播放Let’s talk 的课件，并要求学生回答问题：what did mike’s grandpa do last weekend?   教师再次播放Let’s talk 的课件，学生跟读并思考问题： How was your weekend? What did you do last weekend? What are you going to do next weekend? Step 4 practice    role-play 两人一组练习对话，并请三组上台表演 make a report 向全班讲述自己的上个周末做了哪些事情。   板书设计: Unit 2  Last Weekend What did you do last weekend?  I ……  drink—drank am\ is---was are----were 教学札记： 六年级下册第二单元 第二课时课题Unit 2 Last weekendA Let’s try & Let’s talk课型新授主备教师参与教师 教学目标1.能听，说，读，写短语：cleaned my room, washed my clothes , stayed at home,  watched TV . 2.能听懂问句：what did you do?并能做出相应的回答。 3能够运用新学的内容完成 “Do a survey and report”任务。 4.掌握动词过去式的句子。 5.在小组的讨论交流中，培养学生英语的综合运用能力。教学重点四个动词短语的读音和拼写 教学难点掌握动词的过去式变化规则及其发音 教学准备1．教师准备录音机和本课时的录音带及空中课堂教学资源。2．教师准备本单元的单词卡片和几位名人的图片与资料。教 学 过 程二次备课Step 1: greeting T:Hello boys and girls. S: Hello MS Tang. T: Good morning/good afternoon class. S: Good morning/good afternoon MS Tang. T: Nice to see you again. S: Nice to see you, too. Step 2: warmer 日常口语练习 T: Good morning, boys and girls, who can tell me what do you usually do on weekends? S1:I usually do my homework…. S2:……….. 2. warm-up 导入新课 T:OK .How was your weekend? S3:It was fine…. S4:…….. Step 3 presentation 出示课件并让学生自己观察回答问题。 T:  How were their weekend? S1：MIKE cleaned his room and washed his clothes.(师注意物主代词的变换)  S2:ChenJie stayed at home and watched TV. (1)呈现词组: cleaned my room, washed my clothes , stayed at home,  watched TV 强调过去式的发音/d/,/d/,/id//t/.学生跟随教师朗读词组。 呈现句型：What did you do? 师问生答。 (3)生打开课本P15，听录音再次跟读。 Step 4 practice(练习) 卡片识单词：教师出示动词原形词组卡片学生说动词词组的过去式 主情景图问答练习：出示MIKE 微博截图，操练句型what did +主语+do? 主语+动词过去式 Do a survey and report:操练句型—How was your weekend?   What did you do? (4)summary: Last weekend two students washed their clothes…   板书设计 作业布置 Unit 2 Last Weekend clean-----cleaned my roomwash-----washed my clothes stay-------stayed at home watch-----watched TV 抄写四会动词词组并做配套练习 询问同学及朋友的周末安排预习p16 教学札记： 六年级下册第二单元 第三课时课题Unit 2 Last weekendB Let’s learn 课型 新授主备教师参与教师 教学目标1.能够了解let’s talk的大意，并能简单复述对话。 2.能听懂并能完成part B Let’s try. 3.能够了解单词magazine，better，faster的意思。 4.培养学生正确的兴趣爱好. 教学重点Let’s talk 动词过去式的变化规则.教学难点能在生活中灵活运用对话. 教学准备单词卡片,录音机,磁带教 学 过 程二次备课Step 1: greeting T: hello boys and girls. S: hello MS Tang. T: good morning/good afternoon class. S: good morning/good afternoon MS Tang. T: nice to see you again. S: nice to see you, too. Step 2: warmer 日常口语练习 2.播放Let’s try录音，并完成相应的练习 Step 3:presentation 教师展示自己昨天做的事情,和平时周末经常做的事情的图片,引导学生注意时态的区别. 教师对学生说：john and amy正讨论想要去书店，他们要买什么呢？let’s have a look! 3. 播放let’s talk活动的动画或录音，请学生看动画或听录音，教师通过简单的提问帮助学生理解课文大意。 What do they want to buy? 教师通过单词卡片，图片，事物，带领学生学习单词及短语，magazine, had a cold, slept, better, faster.通过教师领读，小老师领读，组长检查，熟练掌握单词。 再次播放录音。 思考did john see a film last weekend?/ what did he do? 小组讨论，找出答案，抽生回答。 再次播放录音，跟读，要求生模仿语音语调。   生分角色朗读，男女生读，分组读 板书设计 作业布置 Unit 2 Last Weekend magazine 杂志        better---good 更好        faster---fast 更快 教学札记： 六年级下册第二单元 第四课时课题Unit 2 Last weekendB  Let’s try & Let’s talk课型 新授主备教师参与教师 教学目标能听，说，读，写短语：read a book , saw a film ,had a cold, slept. 能听，说,会读时间短语：last weekend, last night, last Monday, yesterday, the day before yesterday  并能做出相应的替换. 掌握过去式的一般疑问句的形式：Did you like it？Yes，I did并知道关键词替换。 能独立完成Look and talk的练习教学重点能听，说，读，写短语：read a book , saw a film ,had a cold, slept 教学难点动词过去式的一般疑问句及其回答。 教学准备多媒体课件\单词图片教 学 过 程二次备课Step 1: greeting T: hello boys and girls. S: hello MS Tang. T: good morning/good afternoon class. S: good morning/good afternoon MS Tang. T: nice to see you again. S: nice to see you, too. Step 2: warmer 日常口语练习 复习 Step 3: presentation（新课呈现） PPT出示John的微博截图并提出问题：T:  what did John do last Saturday?(板书last Sunday) S1：He slept.(板书slept) S2：He read a book(板书read a book) 出示动词卡片，学生朗读， 出示Sarah看电影的图片，学生猜动词词组：see a film，引出saw a film(板书 saw a film).学生跟读 T：Sarah saw a film. Did you like it?(板书Did you like it?)       S1:Yes,I did(板书) S2:No,I didn’t(板书) 出示John 感冒的图片：have a cold ,引出动词的过去式had a cold(板书had a cold).学生跟读 学生打开课本练习Let’s learn 的对话，教师出示各种时间词并解释：the day before yesterday(后天)  小结：不规则动词过去式： do---did  see---saw   read---read sleep---slept   have ----had   go---went step4: practice(练习) 1. Look and talk :操练句型what did Sarah/John/Mike….do yesterday/last Sunday /……? Did he/she have a cold…..?  Yes, he/she did ,No, he /she didn’t 2. 小结 板书设计 作业布置 Unit2 Last Weekend read a book            last weekend, saw a film            last night, had a cold     last Monday      last Monday, slept            yesterday, the day before yesterday （1） （抄写动词词组及时间短语 （2） 听录音模仿对话 (3)   预习P18 教学札记： 六年级下册第二单元 第五课时课题Unit 2 Last weekendB Read and write课型 新授主备教师参与教师 教学目标 1. 能听，说，认读单词hotel，fixed，broken，lamp，loud，enjoy，stay 2. 能够了解read and write 课文的部分大意 3. 了解意见书书写格式 4. 学生能在任务完成的过程中体会新语言的意义 教学重点read and write的对话 教学难点知道基本的酒店入住礼仪 教学准备多媒体课件\单词图片教 学 过 程二次备课Step 1: greeting Step 2: warm-up 1（1）日常口语练习 Step 3:presentation （1）出示PPT： Mrs Boom’s works              made the beds                 cooked the food                 cleaned the rooms （2） 出示Mike的建议卡及意见书 （3） 生个别读，分段读， （4）听录音跟读。全班读， Step4:practice 完成p19的练习 Read the letter again quickly. find the sentences that describe pictures 1-3. Circle all the verbs in the text and complete the table. Read and finish the letter. 板书设计 作业布置 Unit 2 Last Weekend hotel----旅馆 fixed ----修理 broken----破损的 lamp----台灯 loud----大声的 enjoy----享受 stay----逗留 教学札记： 六年级下册第二单元 第六课时课题Unit 2 Last weekendB Let’s check， Let’s wrap it up & Story time课型 新授主备教师参与教师 教学目标 教学目标： 1. 能够完成Let’s check的练习 2. 能够了解story time的大意 3. 学生能在任务完成过程中体会新语言的意义 4.能够学会合理地安排周末活动 教学重点学生在了解故事的基础上，能分角色用自己的语言表演故事。 教学难点学生在了解故事的基础上，能分角色用自己的语言表演故事。 教学准备多媒体课件\单词图片教 学 过 程二次备课Step 1: greeting Step 2: warm-up 日常口语练习 复习 Step 3: presentation Today zip with zoom are talking about weekend. Would you like to see? Ok, let’s go and have a look. 2.整体感知，掌握大意，激发兴趣。 看图，听整个故事，并且问：how was zoom’s Weekend?通过提出简单, 有针对性的问题来帮助学生理解文章大意，培养他们带着问题阅读，并做记录的好习惯。3.逐步理解，解析课文，讲练结合。 再听故事，学习新单词，并作相应句练习。 自读课文，完成填空题，帮助学生对课文内容进行梳理。 小组讨论，完成填空。 通篇朗读短文， 学生分角色朗读小故事并表演 复述课文，表演课文。 板书设计 作业布置 Unit 2 Last Weekend How was your weekend? It was a busy one. What did you do on Saturday morning? （1）听磁带，跟读课文。（2）尝试背课文。 教学札记： 学科英语年级六单元 三时间主备教师课题Unit 3 Where did you go参与教师教材解读本单元主要是使学生学会用过去过去式态表达所做的事情，重点句型是：What did you do last weekend/yesterday? I played football. Did you read books? Yes, I did./No, I didn’t.由于涉及动词过去式的变化规则和读音规则，一般过去式有时学生的学习重难点之一。创设真实情境、组织有意义的任务或活动来展开一般过去式的教学，避免过分强调语法。本单元的内容安排体现了由浅入深、循序渐进的原则，A部分着重学习规则动词的过去式变化，而B部分的重点是不规则动词的过去式变化，如：go—went， read—read等。在教学中，要注意多创设情境，帮助学生内化，达到学以致用。学情分析 本单元主要让学生认识一般过去时并掌握它的用法，在此之前学生已经掌握了一般现在时和一般将来时，而且掌握它的构成结构，在此基础上学习一般过去时就容易多了。 六年级学生性情稳静，理性,逻辑思维突起，有效地调动他们的学习积极性和自我表现意识是本课成功的关键。本课首先以学生的生活实际为出发点, 激发学生的好奇心，吸引他们的注意力；唤起学生的感知,调整学生投入到一种轻松,和协,快乐,高昂的学习状态。教学目标1．能力目标 （1）能够对过去某人所做的事情进行问答，如:What did you do yesterday? I visited my grandparents. (2)能够用一般过去式的一般疑问句形式询问别人过去某个时间所做的事情并作答。如：Did you go fishing last weekend? Yes, I did./ No, I didn’t. （3）能够对某人过去某天所做的事情进行简单地叙述。 （4）能够唱歌曲At the Zoo 2．知识目标 （1）掌握A、B部分Let's learn 、中的四会单词和句子,掌握一般动词过去式的变化规则，含规则变化和不规则变化。 （2）听说、认读A、B部分Let's learn 、Let's talk中的加粗句子。 （3）能够认读Pronunciation的音标及例词，完成单词音、形、意的连线活动。 （4）能够理解并会说唱Let's chant。 （5）了解Story time 、Good to know、Task time等内容并尝试借助提示表演故事中的部分内容。 3．情感、策略、文化等有关目标 （1）情感态度：热爱生活，关心他人，培养学生合理安排生活的能力。 （2）学习策略：积极运用所学语言进行交流，通过完成不同形式的记忆游戏发展学生的记忆能力。 （3）文化目标：了解一些西方国家图标的意思，培养学生的环保意识。教法与学法1.营造一个宽松、自然的的学习氛围，设计形式多样的活动来调动学生的积极性。2.教给学生按照字母组合记忆单词的方法，培养学生自主学习的能力以及小组合作的精神。3.要让学生联系生活的实际，做到“在学中用，在用在学”，以此来提高学生的语言运用能力。教法: 示范法 谈话法 游戏法学法: 小组合作交流法  讨论法课时安排第一课时：a let’s learn  第二课时：a let’s try & let’s talk第三课时：b let’s learn第四课时：let’s try and  let’s talk第五课时：read and write第六课时：let’s check and let’s wrap it up六年级下册第三单元 第一课时课题Unit 3A Let’s try & Let’s talk课型新授主备教师参与教师 教学目标（1）能够听、说、读、写单词和词组：rode a horse, rode a bike, went camping, went fishing, hurt my foot。 （2）能够运用上述单词和词组讨论周末或假日活动。（3）能够完成听力、书写活动。（4）能够听、说、读、写句型：Where did you go...? I went to ... What did you do there? I...（5）能够使用上述句型谈论周末或假日活动。 (6) 能够听录音后获取信息，并能用完整的句子进行书面描述Carl, Meimei和Mr Gao三人昨天的活动。（7）引导学生可以通过博客、微信等，与朋友分享自己的活动和情感。持续培养学生学习英语的热情，树立学好英语的信心。教学重点（1）能够听、说、读、写单词和词组：rode a horse, rode a bike, went camping, went fishing, hurt my foot。（2）能够运用上述单词和词组讨论周末或假日活动。（3）能够听、说、读、写句型：Where did you go...? I went to ... What did you do there? I...（4）能够使用上述句型讨论周末或假日活动。（5）能够听录音后获取信息，并能用完整的句子进行书面描述Carl, Meimei和Mr Gao三人昨天的活动。教学难点（1）能够正确使用四会单词和词组讨论周末或假日活动。（2）能够灵活运用句型Where did you go...? I went to ... What did you do there? I...谈论周末或假日活动。（3）单词hurt, the Labour Day的认读。教学准备1．教师准备录音机和本课时的录音带及空中课堂教学资源。2．教师准备本单元的单词卡片和几位名人的图片与资料。教 学 过 程三次备课Step 1 Warm up 1. GreetingT: Good morning, everyone. Ss：Good morning, teacher.T: How are you today? Ss：I’m fine, thank you. And you?T: I’m fine, too. What do you do on the weekend?S1: I often…T: What did you do last night?S2: I…设计意图：教师与学生之间的谈话，可以加深教师对学生的了解，拉近教师与学生之间的交流。2. Let’s sing.T: Now let’s sing a song” Last Weekend”. OK? Ss：OK.（课件播放歌曲，教师与学生一起唱歌。）教学资源：课件设计意图：歌曲Last Weekend，复习了与本课相关的句型，同时通过师生的共同歌唱，活跃了课堂气氛，激发了学生学习的兴趣，为进入下个环节做好准备。Step 2 Lead inT: Boys and girls, let’s play a game. Guess. What did I do yesterday? （课件出示看电视、打扫房间、看书、洗衣服的照片，照片被遮住一部分，让学生们猜出昨天做过的事情。）S1：You watched TV.T: Yes. What else?S2: You read books.T: Right. Go on.S3: You ...T：You are clever. （教师要不断的鼓励学生大胆猜测，并给与口头奖励。）教学资源：照片设计意图：教师是学生们非常想要了解的，通过学生猜测教师的活动，很能引起全体学生的兴趣，同时又为学习新课做好准备。Step 3 Presentation1. Teaching the new phrase “rode a horse, went camping, went fishing, rode a bike, hurt my foot”.(1) Learn” rode a bike, went camping, went fishing”（课件呈现插图。） a. T: Look, this is John’s blog. When did he send pictures and write on the blog? S1: It was May 1st. T: Yes, May 1st is the Labour Day holiday.(板书the Labour Day，领读，齐读，帮助学生理解。注意Labour的发音。)What did he do on the Labour Day holiday? Look at picture 1.Ss: He rode a bike. (教师引导学生说出。)（板书rode a bike，展示ride，让学生读并说出i的发音，然后根据发音规律，让学生自己试读rode，体会o的发音, 再领读rode，指名读，拼读，齐读短语,注意rode 和a之间的连读。)T: Who did he ride a horse with?Ss: His father.T: Where did he ride a horse? Do you know?S1: Beijing?S2: Shanghai?T: No, he rode a horse in Xinjiang. What else did he do in Xinjiang? Look at picture 2 and picture 3.Ss: He went camping and went fishing.（引导学生说出。）（板书went camping, went fishing。教读went，fishing拼读，指名读，领读,。教学camp，联系单词lamp,，以旧带新，让学生自己拼出它的读音，教师带读，指名读，然后齐读短语。）b. 齐读短语rode a bike，went camping, went fishing。c. 观察短语went camping, went fishing，找找动词变化的规律。 go后面的动词要加+ing，变成动名词。（2）Learn ”rode a bike.” T：John .How did he fee? Ss: He felt happy.T: Yes, he had a good time in Xinjiang on Labour holiday. Last weekend, he also had two days off. Where did he go last Saturday? What did he do there?(引导学生猜测John上周六去的地方和做的事情，然后展示图片。)S1: He rode a bike.（板书rode a bike，指名读，领读，齐读。）（3）Learn ”hurt my foot”.T: Who rode a bike with him? （继续观看博客的图片。）Ss: His friend.T: Was it fun to ride a bike in the park?Ss: Yes.T: Oh, what happened to John later? Ss: He hurt his foot.(引导学生说出。)( 板书hurt my foot, 联系单词nurse, Thursday中字母组合ur的发音，让学生自己拼出单词hurt的读音，指名读，带读，齐读短语，理解短语，注意hurt的过去式不变。) （4）播放录音，跟读五个短语，注意语音、语调。 （5）儿歌记忆短语。 Went ,went, went fishing去钓鱼, went camping, 去野营。 Rode，rode, rode a horse, rode a bike, hurt my foot伤到了我的脚。 （两人一组，记忆儿歌。）教学资源：课件、录音机、磁带设计意图：在教学四会单词和词组时，我采用单词迁移的方式，让学生根据已学的类似的单词，推出单词的发音。教给学生拼读单词的方法，提高学生的自主学生的能力。2. Learn the sentences” Where did you go…? I went to… What did you do there? I…” (1) T: Boys and girls, look at the picture of xxx’s. (展示学生旅游的照片，引导学生观看板书上的句子，理解句子，并用板书上的句子向该生提出问题。) A: Where did you go last weekend? B: I went to _________. A: What did you do there?B: I________________. （2）播放Let’s learn 对话，学生听录音回答问题。 Where did John go last Saturday? What did he do there?（3）看书跟读录音，模仿语音语调。（4）分角色朗读对话。（5）仿编对话,两人一组，任选下面的一组演练对话。in the parkwent fishing on the farmrode a horse, hurt my armin the forestwent camping 句型：A: Where did you go__________? B: I went to the /a _________. A: What did you do there?B: I________________.（6）指组表演对话。教学资源：照片、课件 设计意图：与大家一起分享学生旅游的照片，并根据照片提出问题，激起学生想要表达的欲望，提高学习的兴趣。Step 4 Practice 1. Let’s play a game.快速抢答全班分成男生，女生两大组，请一名男生或一名女生抽取两张卡片依次做出相应的动作，两个组的学生根据表演者的动作猜：He rode a horse/… and went fishing/…哪个组先猜出答案就得一分。教学资源：图片设计意图：快速抢答的游戏，激起学生们的斗志，学生们都很积极的参与，既活跃了课堂气氛，又巩固了新授短语。2. 两人一组，轮流抽取学生卡片编对话。A：What did you do last Saturday?B：I rode a bike. What about you?A: I went camping.教学资源：学生自制卡片设计意图：抽卡片编对话，锻炼学生的口语表达能力，扎实了短语的认知能力。2. Listen, answer and write. (1) T: How do you feel today? What about yesterday? How did you feel yesterday? Is it the same as today? What did you do yesterday?（引导学生用不同的动词或动词短语进行回答，描述昨天的事情和感受。）（2）四人一组把学过的过去式的动词短语进行归类。（课件展示。）what did you do?……I went camping.I went fishing.I went swimming……I rode a bike.I rode a bike.……（3）交代背景，听前预测。 T: Carl, Meimei and Mr Guo did different things yesterday. What did they do? Please guess. (4) 播放录音，学生回答，然后把相关信息写在横线上。（5）小组复述，指名复述。教学资源：课件设计意图：设置情境，激活已有的知识。鼓励学生拓宽思路，帮助学生巩固和运用A部分所学的词汇和句型。Step 5 SummaryT: Which new phrases do you learn today?Ss：Rode a bike, rode a horse, went camping, went fishing, hurt my foot. T：Excellent! Which new sentences do you learn today?Ss：Where did you go last Saturday? I went to… What did you do there? I…T: What else do you learn?（教师适当提醒。）Ss: Go后面的动词必须+ing，变成动名词。设计意图：学生们自己总结、归纳本节课所学的知识，加深对知识的理解，便于对知识的记忆。教学札记： 六年级下册第三单元 第二课时课题A Let’s try Let’s talk课型新授主备教师参与教师 教学目标1. 能够听、说、认读单词：fell off, look like, Turpan, mule, could, till2. 能够很好的完成Let’s try。3. 能够听、说、认读句型：What happened? Are you all right? It looks like a mule.4. 能够在情景中恰当的运用由Where和What引导的一般过去时特殊疑问句。5. 能够通过对话学习了解新疆的风土人情。6. 能够用正确的语音、语调朗读对话，并能角色表演。7. 能够在图片和教师的帮助下理解对话大意。8. 激发学习英语的热情，培养学生学习英语的兴趣。教学重点（1）能够听、说、认读单词：fell off, look like, Turpan, mule, could, till（2）能够在情景中恰当的运用由Where和What引导的一般过去时特殊疑问句。（3）能能够用正确的语音、语调朗读对话。（4）能够在图片和教师的帮助下理解对话大意。教学难点（1）单词fell off, look like, Turpan, mule, could, till的认读和理解。（2）句型What happened? Are you all right? 的理解和Where did you go…? What did you do? 的灵活运用。教学准备多媒体课件、歌曲、词卡、图片、照片、日历、录音机、磁带、调查表教 学 过 程三次备课Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, teacher.T: How are you today?Ss: Very well, thanks. And you?T: I’m fine, too. Before our class, let’s sing a song together.Ss: Ok. (师生共唱歌曲Last Weekend。)教学资源：歌曲设计意图：歌曲的运用，激发学生的学习兴趣，把握已学的知识。2. T: T: You are great. Are you ready for English?Ss: Yes.T: First let’s review some words and phrases. a. 教师依次展示词卡，ride, go, hurt, 让学生说出及拼出它们的过去式。例如：教师展示单词ride，学生说出rode, R-O-D-E, rode。） b. 教师依次展示图片rode a bike, went fishing, rode a bike, went camping, hurt my foot，学生说出短语，并做相应的动作。 c. 齐说短语儿歌。Rode, rode a bike骑车子，went, went fishing去钓鱼……教学资源：词卡、图片设计意图：通过听、说、认读、儿歌等不同的方式，复习和巩固上节课所学的短语。Step 2 Lead in 1.问题导入T: Where did you go last Saturday?S1: I went to …T: What did you do there?S1: I… Where did you go last Saturday?T: I went to a parkS1: What did you do there?T: I went fishing.2. 两人一组操练句型。 A: Where did you go last Saturday? B: I went to… A: What did you do there? B: I…3.指组练习。设计意图：问题的导入唤起了学生的注意力，激发了学生学习的兴趣。听力的练习，为学习对话做好准备。Step 3 Presentation1. Let’s try a. T: Great, everyone. Listen, there is a phone call. Who is phoning? Oh, John had a phone call with Amy. Where is John now? Where is Amy now? Why did Amy give a phone call to John? When was it? 学生预测听力内容。b. 播放录音，学生完成第一、二题。c. 教师追问学生Why was John at home? 引导学生猜测。再次播放录音，完成第三题，验证预测。教学资源：录音机、磁带设计意图：指导学生学会听前预测，掌握听力技巧，提高听力水平。并且通过听力活动获得Let’s talk 板块的相关信息，为进入对话学习做准备。2.教学单词”holiday, mule, look like, Turpan(1).教师结合日历，让学生理解单词holiday。 T: I went to the park last weekend. On my holiday, I went to many places. Look at the calendar. It has red-coloured dates. Why does it have red-coloured dates? It has festivals. People don’t go to work. We usually have holidays, such as New Year’s Day and Children’s Day. As students, we also have winter holiday, summer holiday, and so on.(2)教师展示不同假期的图片提问： Do you like holidays? What do you usually do on your holiday? Do you go on trips? What do you usually do over your trips?（引导学生根据自己的实际情况回答。）（3）教师展示自己假期的照片，与学生分享。 T：I like holidays, too. Sometimes I say at home and do the things I like to do, sometimes I go on trips. On the Labour Day holiday, I went to a place. I did many things there. Now look at my holiday pictures, you can ask me some questions.（板书on the Labour Day holiday, 领读，齐读，鼓励学生大胆提问, 积极表扬善于发问的学生。） S1：Where did you go on the Labour Day holiday? T: I went to Beijing. S2: What did you do there? T；I visited Wangfujing Street. S3：Who did you go with?(如果学生不能正确的提问，教师要适时引导。) T：My son.（板书学生提出的问题。） 教学资源：假期图片、教师照片、日历、 设计意图：借助一定的语境、图片，帮助学生理解生词，使学生更加易懂。将问题的话语权交给学生，指导学生提出自己想要的问题，快速掌握句型。3. Let’s talk(1) T：You are wonderful. On the Labour Day holiday, John went on a trip, too. Where did he go? There are two of the pictures he took over his holiday. Can you guess where he went? (课件展示插图，让学生猜出John 五一假期去的地方。) Ss: Xinjiang. T: Yes. Did he go to Turpan?（板书单词Turpan，领读，教读，结合图片理解。） Ss: Yes. (2) 小组互相交流对新疆的印象，教师播放视频介绍新疆风土人情，并利用视频学习单词mule, Turpan。（板书单词mule, 教读单词，领读单词。教师在教mule的时候，用图片对比horse，引出句子It looks like a horse. 领读句子，理解look like，齐读句子，让学生知道骡子和马外形相似。）（3）T: There were so many interesting things we can do in Xinjiang. What did John do when he was in Xinjiang? Let’s have a look together. a. 快速浏览课文，回答问题。 What did John do in Xinjiang? Who did he go with? Did he eat grapes in Turpan? Why didn’t he eat grapes?（引导学生回答，教读could, till, 领读，指名读，齐读答句。） b. 再次自读课文，理解句子。 T: John didn’t go to school. Amy went to visit him. What happened to John?（课件呈现句子What happened，教读happen, 领读，指名读，帮助学生理解句子,齐读句子。）Ss: He fell off his bike last Saturday and hurt his foot.（引导学生回答。课件呈现句子，板书fell off，教读，指名读，利用肢体语言帮助学生理解fell off，齐读句子。） T：Is he all right now?（课件呈现句子，板书all right, 指名读，领读，齐读句子， 理解句子。） Ss: Yes, he’s Ok now. What happened？发生了什么事情？（询问过去发生了什么事？）I fell off my bike last Saturday and hurt my foot.星期六我从自行车上掉下来伤到了我的脚。Are you all right? 你还好吧？（询问对方目前的身体状况？）I’m Ok now. 我现在很好。 （教师告诉学习同学之间要团结友爱。要保持乐观的心态去面对。） c. 听录音，跟读录音。 d. 分角色朗读对话，分角色表演对话。教学资源： 录音机、磁带、课件设计意图：分角色表演对话，激发了学生学习的热情，发展学生的语言能力，丰富了表演，提供给了学生自我展示的空间。Step 4 Practice1. 排句子。 两人一组活动。学生两人一组，每人在长纸条上写两个过去时的句子，然后把句子中的单词用手撕开，互相交换。比赛谁先把同伴的两个句子排列好。设计意图：学生们在撕一撕，排一排，轻松愉快的掌握了句式。2. Do a survey. 四人一组，完成下列调查表格。 Name  Where What 参考句型：A: Where did you go_______? B: I went to_______. A: What did you do there? B: I_______.教学资源：调查表设计意图：小调查，锻炼了学生的思维能力，提高了学生的口语交际能力和句子的应用能力，3.“最受欢迎的黄金线”活动学生搜集“五一”黄金周的旅行路线，了解各条线路的行程安排，然后扮演一名“小记者”向全班学生汇报。例如：The most popular place is Beijing in China. People went to Beijing by train. On May 1st, they went to the Great Wall. On May 2nd, they ate good food in Wangfujing Street. On May 3 nd, they visited the Palace Museum. 设计意图：“小记者”活动扩大了学生的知识面，增加了词汇量，拓展了学生的思维。Step 5 SummaryT: What did you learn about this class?学生们自由说，教师总结。1. 我们学习了新的单词和词组：fell off, mule, Turpan, all right, look like, could, till 2. 询问过去发生了什么事情，要说：What happened?3. 询问对方目前的身体状况，要说：Are you all right?4. 想要表达“某物看起来像……”，要说：It looks like…5. 询问对方过去去了哪儿，要说：Where did+主语+go+其他？ 回答：主语+went to+地点。设计意图：师生共同归纳和整理知识点，有助于学生的理解和记忆。板书设计 A Let’s talkA: Where did you go on the Labour Day holiday?B: I went to______.A: What did you do there? B: I______________.A: Who did he go with?B: ______________. 询问对方过去去了哪儿： 问句：Where did you +go+其他？ 回答：I/We +went to+地点。Turpan 吐鲁番mule 骡子look like 看起来像fell off从……摔下来all right 好的 fell off 教学札记： 六年级下册第三单元 第三课时课题B Let’s learn Look and say 课型 新授主备教师参与教师 教学目标（1）能够听、说、读、写单词和词组：ate fresh food, went swimming, took pictures, bought gifts. （2）能够正确使用上述单词和词组描述自己的假期生活。（3）能够看图描述Andy的假期生活。（4）能够运用句型How was your summer holiday?询问别人的假期情况。（5）引导学生关注自己身边的人，激发学生学习英语的热情，培养学生学习英语的兴趣，树立学好英语的信心。教学重点（1） 能够听、说、读、写单词和词组：ate fresh food, went swimming, took pictures, bought gifts.（2）能够正确使用上述单词和词组描述自己的假期生活。（3）能够看图描述Andy的假期生活。（4）能够运用句型How was your summer holiday?询问别人的假期情况。教学难点（1）能够正确使用上述单词和词组描述自己的假期生活。（2）能够灵活运用句型How was your summer holiday?询问别人的假期情况。（3）能够看图口头描述Andy的假期生活。教学准备多媒体课件、单词图片教 学 过 程三次备课Step 1 Warm up1. Greeting T: Good morning, everyone. Ss: Good morning, teacher. T: How are you? Ss: I’m fine, thanks. How are you?T: Very well, thanks. What’s the weather like?S1: It’s sunny/windy…T: What did you do on your holiday?S1: I…S2: I…T: A re you ready for English class?Ss: Yes, I’m ready. T: Ok. First let’s play a game. Ok？Ss: Ok.设计意图：师生之间的互相交流，加强了师生之间的情感，融合了师生之间的关系。2. Play a game.师生玩“我来比划，你来猜”的游戏。教师把rode a horse , rode a bike, went camping, went fishing, hurt my foot这些短语的图片扣到讲桌上，找几名学生到讲台前抽图片，然后根据抽到的图片做出相应的动作，其他学生快速猜出短语。教学资源：短语图片设计意图：游戏的设计让学生们尽快的融入到英语的课堂之中，又复习和巩固了所学的短语，为学习新知做准备。Step 2 Lead in1. Ask and answer T: How was your weekend? S1: It was fine/ good/ Ok, thanks. T: What did you do? S1: I went fishing/ cleaned my room… How was your weekend?S2: It was… What did you do? S3: …设计意图：句型操练鼓励学生大胆发言，积极参与，帮助学生回忆旧知，为引出新知、学习新知做好铺垫。2. Let’s chant T: Boys and girls, I have a chant for you. Now let’s chant together.（教师播放自编歌谣，师生共同吟唱。）How was your holiday? Good, good, it was good. Where did you go on your holiday? I went to Xinjiang.What did you do there?I rode a horse, rode a bike, and went camping, too. 教学资源：课件设计意图：歌谣帮助学生复习和巩固上学过的短语和本课有关的句型，激发了学生学习英语的兴趣，活跃了课堂气氛。Step 3 PresentationLet’s learn1. Teaching “ate fresh food, went swimming, took pictures, bought gifts” (1) Show the picture of Wu yifan.T: Who is he?Ss: He’s Wu yifan.T: These were pictures Wu yifan took over summer holiday. What did he do last summer holiday” Let’s have a look.(2) Learn “ate fresh food” T: Look at the picture. What did he do? （引导学生回答。） Ss: He ate fresh food.（板书ate fresh food, 比较ate 和它的原形eat词形的变化。自己找规律，指出a的发音，读出ate。教学food, 注意与foot音、形的区别。指名读，领读，分组的，齐读。） T：What fresh food did he eat? S1: He ate fish. S2: He ate vegetables. T: We should eat more vegetables and fruit, keep our body healthy. （引导学生健康饮食。） (3) Learn“ went swimming” T: Now let’s look at picture 2. What did he do?( 提醒学生联系went fishing, went camping。) S1：He went swimming. (板书went swimming，注意swimming的书写。指名读，带读，齐读，拼读。) T: Why did he go swimming? S1: He was hot. S2: He liked swimming.…T: Who did he go with? Ss: His dog. T: Was he tired? Ss: Yes.（围绕went swimming拓展话题，丰富学生的想象力，培养学生口头输出语篇的能力。） (4)Learn “took pictures, bought gifts” T: What did he do after swimming? Look at picture 3. (展示短语took pictures，联系look， 让学生根据look的读音，读出took，注意took的原形和pictures中的“s”。) What did he do? Ss: He took pictures.（板书took pictures, 带读，指名读，齐读。） T: What else did he do?(展示图片，引导学生回答。) Ss: He bought gifts. T: Look, this is a gift.(教师拿出一个礼物，教读单词gift，指名拼读，齐读。) Wu yifan bought some gifts. (板书bought gifts。领读bought， 教读，指名读，分组读，拼读，注意bought的书写。)(5) Look at the blackboard ,listen to the tape and follow the tape.(6) Read the five phrases. 升降调领读一遍，学生两人一组练读，四人小组齐读。(7)说儿歌，记忆儿歌。 Ate, ate fresh food, 吃新鲜的食物 Went, went swimming, 去游泳 Took, took pictures, 照相 Bought, bought gifts, 买礼物教学资源：课件插图，设计意图：六年级的学生具有知识迁移的能力，学习四会单词的读音，要让学生联系学过的单词，引出新授单词的读音，教给学生拼读单词的方法，培养学生的自主学习能力。2. Learn the dialogue. (1)T: Wu yifan’s summer holiday was good. How was your summer holiday?(板书句型。指名说汉语，带读， 齐读。) S1: It was good. (板书句型。) T: What did you do? S2: I ate fresh good. (2) Do practice in pairs. A: How was your summer holiday?B: It was good.A: What did you do?B: I…（两人一组用新授词组练习。） (3)Listen to tape and learn the dialogue. a. Listen to the tape and answer some questions. How was Wu yifan’s summer holiday? b. Follow the tape. c. Read in role. 3. 复述吴一凡的暑假活动。利用教学插图，两人一组互相复述，教师巡视。指几名学生到讲台前复述。教学资源：录音机、磁带设计意图：引导学生自己学习对话，互相练习对话，增强学生之间的团结合作，提高学生自主学习的能力。 Step 4 Practice1. 描述Andy的假期生活。 (1) Show a picture of Andy. T: This is Andy. Andy’s summer holiday was fun. Do you want to know something about it? Why did he do over his summer holiday?(展示假期活动照片，学生依次说出短语，第四幅图要引导学生思考为什么Andy见了吴一凡会说：How much is it?) (2)两人一组，互相描述Andy的假期生活。 参考句型：Last summer holiday, Andy ate… He took pictures of… He went… He bought… He saw Robin. He wanted to … But Robin is not for sale. (3)指名描述。在教师的指引下一起描述。教学资源：假期活动图片设计意图：复述他人的活动，帮助学生巩固本节课所学的短语，培养学生的口语输出能力，使学生能在真实的语境中交流。2. 游戏“我不相信。” 学生两人一组，事先准备好本单元的九张动词短语卡片。一名学生从自己的卡片中拿一张，面朝下扣在桌子上，然后说一个过去时态的句子，如：I went swimming. 如果对方相信他说的句子与卡片内容相符，也从自己的卡片里抽出一张，说一个句子，如：I rode a horse.反之，如果对方觉得他说的内容与卡片内容不相符，就说：I don’t believe it. 然后翻开他的卡片，如果他说的与卡片内容不相符，他就收回这张卡片。如果相符，则对方收起卡片，继续该游戏。最后谁手中的卡片少，谁就获胜。 教学资源：自制短语卡片设计意图：游戏让学生们在玩中思考，在玩中获得更多的知识。3. 学唱歌曲”Tell me about your holiday”。（1）熟悉歌词和旋律。（2）听录音，跟唱歌曲。（3）小组内练习演唱。（4）师生共同歌唱。教学资源：歌曲设计意图：歌曲的学习，缓解了学生学习的疲劳，巩固了本节课的知识。Step 5 SummaryT: Which English phrases did you learn?Ss：ate fresh food, went swimming, took pictures, bought giftsT：Good! Which new sentences did you learn? Ss: How was your summer holiday?设计意图：鼓励学生积极发言，帮助学生整理、归纳知识点，便于学生的理解和记忆。板书设计B Let’s learn ate fresh food A: How was your summer holiday? eat /u:/ B: It was good. went swimming A: What did you do? took pictures B: I…. take bought gifts buy 教学札记： 六年级下册第三单元 第四课时课题B Let’s try Let’s talk课型 新授主备教师参与教师 教学目标1. 能够在教师的帮助下，借助图片，理解对话大意。2. 能够借助语境理解单词和词组：beach，far from，并能正确发音。3. 能够用正确的语音、语调朗读对话。4. 能够听、说、读、写句型：Where did you go …? How did you go? What did you do? 5. 能够在情景中恰当运用上述句型谈论假期活动。6. 能够在情景中运用由where, what和how引导的一般过去时特殊疑问句。教学重点（1）能够在教师的帮助下，借助图片，理解对话大意。（2）能够听、说、读、写句型：Where did you go …? How did you go? What did you do? （3）能够在情景中恰当运用上述句型谈论假期活动。 (4) 能够在情景中运用由where, what和how引导的一般过去时特殊疑问句。教学难点1. 句型Where did you go …? How did you go? What did you do? 的灵活运用。2. 能够在情景中正确的运用由where, what和how引导的一般过去时特殊疑问句。 教学准备多媒体课件、单词图片教 学 过 程三次备课Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, teacher.T: How do you feel today? Ss: Happy. T: Are you ready? Ss: Yes, we are ready. T: Ok. Let’s sing a song together.（播放歌曲Tell me about your holiday.） Ss: Ok.教学资源：录音机、磁带设计意图：歌曲是学生喜欢的一种教学形式。它使学生在宽松和谐的氛围中，复习和巩固了知识。2. Review some phrases.(1)T: Great! Everyone, now I have some cards. Let’s say and do. 教师展示词卡go swimming, 学生说出它的过去式went, went, went swimming,去游泳，并做出游泳的动作。(2)教师依次展示eat fresh food, take pictures, buy gifts的词卡，学生说出动词的过去式和汉语，然后做出相应的动作。(3)学生齐说短语儿歌。教学资源：词卡设计意图：不同的操练形式，帮助学生复习和巩固上节课所学的短语。Step 2 Lead inAsk and answer.T: Now I have some questions to ask you. How was your summer holiday?S1: It was good/fine/great…T: Where did you go?S1: I went to ….T: What did you do there?S1: I…（教师多找几名学生问答。）设计意图：问答操练，锻炼了学生的思维能力和口语能力，使学生及时地复习和巩固了前几节课的知识，并为学习本课的知识打下良好的基础。Step 3 Presentation1．Let’s try (1) Show the pictures about “Amy, Sarah, Wu yifan”. T: Who are they? Do you know? Ss: Amy, Sarah and Wu yifan T: Wu yifan and Amy meet Sarah at school. What are they talking about? Can you guess? S1: Last Weekend. S2: Summer holiday. S3: … (2) Listen to the tape and answer the first question. T: What did Sarah do in Hangzhou? S1: He went to the West Lake. T: Wonderful. What was the West Lake like? S2: Big.S3: Beautiful.T: Good. What else could we do in the West Lake? (引导学生回答。)Ss: We can row a boat.(3) Listen to the tape again and answer the second question.T: Sarah bought some gifts. Who did she buy gifts for?教学资源：录音机、磁带设计意图：学生先学会听前预测，做到有重点的听，提高自身的听力技巧，并为进入正式的对话学习做好准备。2. Let’s talk(1)预测对话内容。 T: Sarah went to Hangzhou last winter holiday. What about Amy? 学生带着下面提出的问题阅读文本。 Questions: Where did she go? Who did she go with? When did she go? How did she go there? What did she do? (2)解决问题。 T: Where did Amy go? S1: She went to Sanya. T：When did she go? S2: The winter holiday. （板书winter holiday, 利用日历帮助学生理解，带读，指名读，齐读。） T: Who did she go with?（板书句型，讲解句型，理解句型。） S3: Her family. T: How did she go there?( 板书句型，理解go there, 注意go后面没有to。指名讲解句型。) S4: She went there by plane. T: Why?（引导学生用书中的句子回答。） Ss: Hainan is far from Beijing. (板书far from，用图片理解词组。) (3) Talking about “Sanya” T: On the first day, Amy went to Sanya by plane. What did she do on the second day? Ss: She took pictures. T: What was the weather like there? Ss: It’s hot. T: What did she do on the third day? S1: She played football. T: Where? （引导学生回答beach。词卡呈现单词，借助单词peach或者sea的发音，自己试读，指名读，领读，齐读。） We can say: On the third day, Amy played football on the beach. （引导学生结合插图，讨论三亚，充分发挥想象。）(4) Listen to the tape and follow the tape.(5) Read in role. 两人分角色朗读。 男女生分角色朗读。3. 根据Amy’s winter holiday的思维导图，描述Amy’s winter holiday。 两人一组互相描述，指名描述，全班描述。 Amy went to _______ with her family over the winter holiday. They went there________.She ________ and _________ there. 4. 课件呈现教师旅游的信息，根据信息推断疑问句。 (1) T: Do you want to hear about my winter holiday? What do you want to know about my winter holiday?（课件展示教师旅游信息的句子，两人一组，讨论疑问句。）My Holiday TripI went to Beidaihe.I went there over the winter holiday.I went there by car.I went swimming.(2)指名说疑问句，课件补充。教师讲解疑问词where, what, when, how的用法。(3)学生说问句，教师说答句。教学资源：课件、录音机、磁带、设计意图：先呈现整篇课文对话，让学生整体感知语言，然后再学习重点语言，练习语言。最后模仿整体对话，并创设真实的情境表演，达到理解语言、运用新的语言的目的。Step 4 Practice1. Do practice in pairs. 学生根据提供的信息，任选一组，做对话练习。ShanghaiBy trainTook pictures, bought giftsXinjiangBy busate fresh food, rode a horse 句型：A: Where did you go on your holiday/ over the winter holiday? B: I went to ___________. A: How did you go there? B: I went there_________. A: What did you do there? B: I__________________. 2. Do a survey and report. 学生两人一组调查对方的一次旅行并作记录。请几名学生汇报。Name Where How When  What 汇报句型：xxx went to _______ last month/ last weekend/on his/ her holiday. He/She went there_______. He/She________________ there. 调查句型：When was your trip? Where did you go? How did you go there? What did you do there?Step 5 SummaryT: What did you learn about this lesson?学生自由发言，教师总结。1. 单词和词组：far from, the winter holiday, go there, beach2. 去某地go to+地点，去那go there，to要省掉。3. 询问某人曾经去过哪，句型：Where did +主语+go + 过去时间？ 主语+ went to+地点。4. 询问某人过去怎样去某地，句型：How did +主语+ go to+地方？ 主语+ went there + 出行方式。设计意图：学生回忆知识点，教师帮助学生归纳和整理，便于学生的理解和记忆。板书设计 B Let’s talk When did she go?What did you she do?How did she go there?Where did she go?Who did you go with?Amy’s winter holidayfar fromSanya教学札记： 六年级下册第三单元 第五课时课题B Read and write课型 新授主备教师参与教师 教学目标 （1）能够听、说、认读单词和短语：basket, part, licked, laughed, dress up。 （2）能够通过看图讨论预测故事的开端和进一步发展来激活相关的背景知识和储备词汇。（3）能够通过完成读后活动训练在语篇中捕捉不同类型信息和思考能力。（4）能够从阅读中获取有用的句型口头描述自己的一天活动，并能写出一个语段。.（5）培养学生的思维能力，学习英语的兴趣和树立学好英语的信心。 (6) 能够明白凡事都有好坏两面，在我们的努力下坏事也能转化成好事。教学重点（1）能够听、说、认读单词和短语：basket, part, licked, laughed, dress up。（2）能够通过看图讨论预测故事的开端和进一步发展来激活相关的背景知识和储备词汇。（3）能够通过完成读后活动训练在语篇中捕捉不同类型信息和思考能力。（4）能够从阅读中获取有用的句型口头描述自己的一天活动，并能写出一个语段。教学难点（1）单词basket, part, licked, laughed的读音和理解。（2）能够从阅读中获取有用的句型口头描述自己的一天活动，并能写出一个语段。.教学准备多媒体课件、单词图片教 学 过 程三次备课Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you today?Ss: Fine, thank you. And you?T: I’m fine, too. T: Boys and girls, here are some holiday pictures. Who’s she? Yeah, it’s me. What do you want to know about my holiday? S1: Where did you go on your holiday?S2: How did you go there? S3: What did you do there?S4: When did you go there?S: Who did you go there with?…教学资源：教师照片设计意图：利用教师假期的照片，引导学生发问，巩固了上节课所学的知识，锻炼学生的思维，拉近师生之间的距离。Step 2 Lead in1. Let’s chant T: Ok, everyone. Let’s chant together.（播放自制儿歌，师生拍手说唱儿歌。）Where did you go on your holiday? We went to Xinjiang on our holiday.How did you go on your holiday? We went by plane on our holiday.What did you do on your holiday? We rode a horse, took pictures, bought gifts， and ate delicious food on our holiday.教学资源：课件设计意图：说唱儿歌，活跃了课堂气氛，激起了学生学习的兴趣，儿歌的内容也为学习正文做好了铺垫。2. Guess.T: Great. Look, this is a picture of my friend. She’s Lily. What happened? Guess.（教师展示丽丽摔倒的照片，照片被盖住一部分，学生猜测发生的事情。）S1: Hurt her leg?S2: Hurt her foot?…T: Yes, she fell off her bike and hurt her arm.（展示完整的照片。）Look at the picture. Who’s he?Ss: He’s Wu yifan.T: What happened to Wu yifan?教学资源：课件设计意图：猜一猜预测发生的事情，引起全体学生的注意力，吸引学生的兴趣，为学生阅读做好准备。Step3 Presentation1. 阅读前(1)看一看，说一说。a. T：Now boys and girls, look at the pictures.（课件呈现教学插图。） How did Wu yifan meet Max? What will happen next? b. 两人一组讨论问题，然后全班交流。（2）学生分类，哪些是好的事情？哪些是坏的事情？（3）指名描述吴一凡发生的事情。教学资源：教学插图设计意图：借助插图，展开联想，讨论故事，激活相关的背景，培养学生丰富的想象能力，和语言组织能力。2.阅读中（1）第一次阅读a.快速阅读文本，用括号标出与图片相符的句子。 b. 小组讨论，展示结果。 Picture 1: In the afternoon, Mum ate some bad fruit and didn’t feel well. We stayed in the hotel.Picture 2: Robin played the part of a dog. Max liked him very much. He jumped on him and licked him.Picture 3: In the morning, they rode a bike for three people. Max sat in a basket on the front of the bike. c. 结合插图，教师的动作，帮助学生理解单词part, licked, on the front of 和句子。 d. 根据文本，给图片排序。（2）第二次阅读 a. 再次阅读文本，找出这一天发生在吴一凡一家的三件好事和坏事，用线画出。 b. 小组讨论，整理结果。 Good News________________________________________________- Bad News__________________________________________ c. 小组汇报结果。 在学生汇报的结果中理解dressed up, make a funny play。 （3）第三次阅读 a. 阅读文本，小组讨论问题。What was the date? How was the weather?How was that day? What did they do in the morning?Where did Max sit? Why did they stay in the hotel in the afternoon.Who did Max like? What did Max do to Robin? b. 指名回答问题，理解文本的细节。（4）播放录音，跟读录音，模仿正确的语音、语调。（5）写一写。a. 结合实际，写出发生在自己身上的一件好事、一件坏事和自己的对策。 b. 小组交流。c. 请几名学生说一说。教师向学生渗透观念：事情都有两面，好事坏事没有绝对，可以互相转换，因此要保持乐观的心态，努力把坏事变好事。教学资源：录音机、磁带、课件设计意图：文本教学先整体感知， 然后局部处理，理解细节，最后回到整体。培养学生整体感知、捕捉关键信息的能力。3. 阅读后(1) 阅读中国传统故事“塞翁失马，焉知非福”。 A Good Things or Bad Thing In the old times, there was an old man. His name was Saiweng. He always thought differently from other people. One day, his horse came out and didn’t come back. His neighbours felt sorry for him. However, he said, “Losing a horse is a bad thing, but maybe it will become a good thing.? Several months later, his horse came back with another fine horse. His neighbours felt happy for him, but he said, “ Maybe it will become a bad thing. ”Just as he worried, one day, his son rode the fine horse. He fell off and hurt his leg. His son became a disabled man. His neighbours were sorry for him again, but he didn’t think so: “Maybe it will become a goo thing again.” One year later, there was a war. Many young men became soldiers and died. His son did not have to serve in the army because of his leg. His leg injury saved his life. (2) 自读材料，完成读后活动。Bad News______________________________________ Good News______________________________________(3) 同桌之间互相交流。(4) 指名汇报，核对答案。教学资源：阅读材料设计意图：将真实的材料与本课结合起来，优化课堂教学，拓宽学生的知识面，培养学生的思考能力、分析能力和理解能力，能帮助学生积累阅读的经验和语言。Step 4 Practice “快乐的一天”活动回忆六年小学生活中最快乐的一天，然后分小组讨论，各个小组写出那一天中的活动。最后选代表进行汇报。March 12 th, 201_8: 00 went to the zoo10:30 made dumplings12:00 ate lunch14:00 took pictures16:00 bought gifts设计意图：创设真实的情境，训练学生运用所学的词汇和语言，培养学生语言的组织和构建能力。Step 5 SummaryT: What did you learn about this class?学生自由发言，教师引导学生整合和归纳知识点。(1)词汇和短语：licked, part, on the front of, laughed, dress up(2)能够明白道理：凡事都有好坏两面，在我们的努力下坏事也能变好事。设计意图：师生共同整理和归纳，便于学生理解和记忆。 板书设计 B Read and write Life is full of good news and bad news. 生活充满了好消息和坏消息。Bad luck often brings good luck. 塞翁失马，焉知非福。教学札记： 六年级下册第三单元 第六课时课题B Let’s check、Let’s wrap it up C story time课型 新授主备教师参与教师 教学目标 （1）能够较好的完成Let’s check，培养学生良好的听力习惯。 （2）能够理解和归纳不规则动词的变化形式。（3）能够读懂Zoon和Zip对话的小故事。（4）通过故事复习巩固本单元的重点语言。（5）能够表演故事，恰当运用故事中的语言。（6）培养学生学习英语的兴趣，增强团队合作意识。教学重点能够表演故事，恰当运用故事中的语言教学难点课件、录音机、磁带、词卡、Zoom, Zip头饰教学准备多媒体课件、单词图片教 学 过 程三次备课Step 1 GreetingT: Good morning, everybody.Ss: Morning, teacher.T: How are you today?Ss: I’m fine, thanks. And you?T：I’m fine, too. What’s the weather like today?Ss: It’s sunny/windy…T; Yeah, it’s a sunny day. So I feel happy. What did you do last night?S1: I watched TV.S2: I read a book.S3: I…T: Last night, I cleaned my room and washed my clothes. I was tired. But I feel better now. How do you feel now?Ss: We’re happy/ tired/ …设计意图：通过师生之间谈论天气、心情等话题，拉近师生之间的距离，为正式进入学习而准备。Step 2 Lead in Sing a song.T: Oh. It doesn’t matter. Let’s sing an English song together. “Tell me about your holiday”. Ok?Ss: Ok.(教师播放歌曲，师生共同演唱。)教学资源：课件设计意图：歌曲“Tell me about your holiday”，在前面的课时中已经学过了。歌曲的演唱，带动了全体学生的参与，活跃了课堂气氛。Step 3 Presentation1. Let’s wrap it up. （1）教师依次展示单词go, ride, hurt, buy, sleep, have, see,学生快读出和拼出动词的过去式。 例如：教师展示单词go, 学生说出went, W-E-N-T，went。（2）学生拿出事先准备好的上述单词的词卡，在词卡上写出动词的过去式。（3）小组核对。（4）两人任选其中的一些动词过去式造句。（5）观察动词的过去式，你发现了什么？这些动词的过去式是不规则的。（6）出示恐龙图片，与学生谈论恐龙的习性。T: Look at the pictures. What are they?Ss: Dinosaurs.T: What do you know about “Dinosaur”?（教师和学生谈论恐龙生活的信息,丰富学生的课外知识。）（7）看图，完成课文练习，核对答案。（8）观察下面几组不规则动词的过去式，找找有什么规律。eat→ate drink→drank run→ranam/is→was are→were （9）单词接龙游戏。 游戏规则：小组成员互相接龙，说出动词am/is, are, eat, drink, run的过去式。 例如：四人一组，第一人说出D，第二人说R，第三人说A，第四人说N，接着第一人说K，第二人说出drank 喝。教学资源：学生自制词卡、课件 设计意图：引导学生多观察，自己进行归纳和总结，培养学生的自主学习的能力，锻炼学生的思维能力。2. Let’s check.T: Now look at these pictures. (Let’s check.图片) What did they do?(1) Listen and Write T (true) F (false). a. 学生逐一看图，尝试推测它们表达的意思和听力要求。b. 播放本部分录音，完成听力判断练习。c. 师生核对结果，订正。(2）Listen again and answers the questions.a.要求学生听前先读题，尝试猜测问题的答案。b.播放录音，完成练习。c.小组核对，整理。教师订正。教学资源：录音机、磁带设计意图：先猜测图意，从图中推测考查点，培养学生听前预测的习惯，帮助学生逐渐提高听力水平。3. Let’s chantT: Boys and girls, do you remember the chant? (课件展示儿歌，熟悉儿歌。) Can you say?Ss: Yes.T: Ok. Let’s chant.男生说问句，女说答句。教师说问句，学生说答句。教学资源：课件设计意图：本课时话题较多，学生容易产生疲劳。此时伴随着美妙的节奏，朗朗上口的儿歌，活跃了课堂，吸引了学生的注意，巩固了知识，缓解了学生的疲劳，为过渡到下文做好了铺垫。4. Learn “Story time”(1)T: I went to Beijing last summer holiday, Where did you go on your holiday? S1: I went to Sanya.S2: I went to Xinjiang.S3: I went to Shanghai.…T: Did you have a nice trip?Ss: Yes.T: Zoom had an unusual trip. Where did he go? Look at the story.(2)观看动画，阅读文本，整体感知。 a. 带着问题读故事。 Where did he go?How did he go there?b. 解决问题，指名说。T: Where did Zoom go? S1: He went to the moon.( 板书moon, 利用插图教学单词，领读，延伸mooncake。) T: He went to the moon. He can’t believe it.(板书单词believe, 领读，指名读，理解句子，齐读句子。)T: How did he go there? (引导学生回答。.) Ss: He went there by spaceship.（板书spaceship，将单词spaceship拆开教学。让学生自己根据a的发音规律，读出space，理解space，指名读spaceship，领读，齐读。） （3）再次阅读，理清故事情节。T: How was Zoom’s holiday?Ss: It was fun.T: What did he see?Ss: He saw Chang’e, the rabbit and the tree.(课件呈现嫦娥、兔子、大树在月亮上的图片，并给学生讲“嫦娥奔月”的故事。) T: Did he take any pictures? Ss: No. T: Why didn’t he take pictures?（引导学生回答。） Ss: It’s a dream. (板书dream，领读，指名读，拼读，齐读。)(4)播放录音，跟读故事。（先尝试揣摩人物的感情和语气，再模仿朗读。）（5）两人分角色朗读。教学资源：课件设计意图：先初步欣赏动画整体感知，了解大意，接着再次阅读故事，处理细节，加深对故事内容和结构的把握，提高学生的阅读理解能力。Step 4 Presentation 将全班分成几个大组，以小组为单位排演故事，然后指定小组在班上表演故事。教学资源：自制Zoom, Zip头饰设计意图：表演故事，是深受学生的喜爱的一种表现形式。通过表演能调动学生的听觉、-视觉等多种感官，增加语言的输入，激发学生的兴趣，提高学生的综合语言能力。Step 5: SummaryT: What did you learn about this lesson?学生自由发言，教师小结。1. 学习了几个不规则动词的过去式，am/is→was are→wereeat→ate drink→drank run→ran2. 学习了单词，moon, dream, spaceship3. 了解了“嫦娥奔月”传说。设计意图：学生自由发言，教师帮助整理归纳知识点，便于学生记忆。板书设计C Story timeChang’erabbittreefunmoonZoom’s tripWhere?How?What?Howspaceshipdream梦 believe相信教学札记： 学科英语年级六单元 四时间主备教师课题 Unit4 Then and now参与教师教材解读本单元通过不同的场景，提供了表达以前没有某物和描述某人过去、现在不同情况的句型结构。共三个版块:A 部分， B部分和C 部分。A部分包括重点词汇和情景对话，共两个课时。第一课时呈现了吴一凡和他的爸爸的的对话，通过他们谈论自己的学校的样子，引出句型There was ... years ago. 第二课时吴一凡的爷爷和孩子们参观学校，孩子们想要知道爷爷上学时学校的样子，从而引出句型There was.../ There were...A 部分重点掌握表示几个学校设施的词汇和句型There was…/ There were…的运用。B部分包括重点词汇、情景对话和读和写，共三个课时。第一课时吴一凡和Mike谈话，吴一凡向Mike介绍了自己对季节和运动的喜好的变化，, 很自然的引出了句型I didn’t like... before. I like... now. I couldn’t ....before.第二课时John和陈杰在Mike的家里，三人一起看老照片，谈论自己的变化，引出重点句型Before, I was...Now, I am...第三课时通过吴一凡记述自己的一个梦，综合了本单元所学的词汇和句型， 扩大了学生的阅读量。B部分重点是掌握运动的词汇和句型Before, I was...Now, I am...的运用。 C 部分包括B部分的听力测试、语法小结和C部分的故事，共一课时。重点是复习和巩固本单元所学重点词汇和句型。在课堂教学中，首先要整体把握本单元教学内容，教学思路，教学重点和教学难点，了解学生的学情。然后围绕本单元主题“Then and now”展开教学设计。本单元的教学内容和学生自己息息相关，贴近学生的实际生活，所以在组织教学时要注意设计生活化，充分利用教材已经设定的情境开展活动，加强合作式学习。鼓励学生上网查阅资料，大胆发言，积极参与教师组织的各种活动，提高学生的学习兴趣。采用的教学方法有情景教学法、活动教学法、功能意念法等。学情分析本单元所学的的四会词汇dining hall, grass, gym, ago, cycling, ice-skate, badminton,这些单词比较简单，学生会很容易理解和掌握。因为一般现在时态there be句型的陈述句、一般疑问句，在五年级教材的第五单元、第六单元已经集中学过，对本单元的教学奠定了一定的基础，所以本单元所学的用一般过去时态的there be句型描述过去的事物，学生学起来就不是难事了。教学目标1. 知识目标（1）能够听、说、读、写单词和词组：grass, gym, ago, cycling, ice-skate, badminton, dining hall, go cycling（2）能够听、说、认读单词和词组：star, easy, look up, Internet, different, active, race, nothing, thought, felt, cheetah, trip, woke, dream（3）能够听、说、读、写句型：There was no library in my old school.Tell us about your school, please.How do you know that/There were no computers or Internet in my time.Before, I was quiet. Now, I’m very active in class.I was short, so I couldn’t ride my bike well. Now, I go cycling every day.（4）学唱歌曲: Changes in me（5）能够掌握句式There was/ There were +其他.There was no/There were no+其他.2. 能力目标（1）能够正确的使用词汇：grass, gym, ago, cycling, ice-skate, badminton, dining hall, go cycling（2）能够在情境中恰当运用以下句型谈论或描述某个地方的今昔。 There was/were (no)…years ago. Now there is/are…(3) 能够在情境中恰当运用以下句型谈论或描述自己、家人以及朋友过去到现在的变化。 Before, I/he/she/it was... Now, I/he/she/it...3.情感目标(1) 鼓励学生将自己的烦恼、恐惧讲述给父母，释放内心的压力，保持身心健康。(2) 通过过去和现在的比较，体会现在生活的美好。教法与学法     1.营造一个宽松、自然的的学习氛围，设计形式多样的活动来调动学生的积极性。 2.     教给学生按照字母组合记忆单词的方法，培养学生自主学习的能力以及小组合作的精神。3.     要让学生联系生活的实际，做到“在学中用，在用在学”，以此来提高学生的语言运用能力。课时安排本单元共分六课时教学。第一课时: A Let’s learn Find the mistakes第二课时: A Let’s try Let’s talk 第三课时: B Let’s learn Listen, match and say第四课时: B Let’s try Let’s talk第五课时: B Read and write 第六课时: B Let’s check Let’s wrap it up. C Story time六年级下册第四单元第一课时课题Unit 4A Let’s learn Find the mistakes课型 新授主备教师参与教师 教学目标（1）能够听、说、读、写单词和时间短语：dining hall, gym, grass, ... years ago, ... moths ago, last year/month （2）能够恰当运用上述单词描述某个地方的过去和现在。（3）能够规类学习过的各种时态中表示时间的短语。（4）了解唐朝人的生活状态和条件，并能用句子简单描述。（6）向学生渗透中国的历史文化的学习，激发学生学习英语的热情以及树立学习英语的信心。教学重点（1）能够听、说、读、写单词和时间短语：dining hall, gym, grass, ... years ago, ... moths ago, last year/month （2）能够恰当运用上述单词描述某个地方的过去和现在。（3）能够规类学习过的各种时态中表示时间的短语。（4）了解唐朝人的生活状态和条件，并能用句子简单描述。教学难点（1）能够恰当运用dining hall, gym, grass, ... years ago, ... moths ago, last year/month等单词描述某个地方的过去和现在。（2）能用句子简单描述唐朝人的生活。教学准备多媒体课件教 学 过 程二次备课Step 1 Warm up1. GreetingT: Good morning, everyone. Ss: Good morning, teacher.T: How are you today? Ss: I’m fine, thank you. How are you?T: Very well, thanks. T: Are you ready for English class?Ss: Yes, we are ready.T: OK, now let’s sing a song together. （课件展示Tell me about your holiday歌曲，教师与学生唱歌。）教学资源：课件设计意图：通过歌曲热身，活跃了课堂气氛，激发学生学习的热情，带动学生快速的进入课堂。Step 2 Lead inT: Boys and girls, How was your holiday?S1: It was fun.S2: It was great.T: How was your weekend?Ss: It was good/fine/Ok. T：What did you do last weekend?S3: I did my homework.S4: I stayed at home.S5: I slept.S6: I played football.… T: Where did you play football? S6: In our school.设计意图：通过师生之间的交流，复习学过的知识，拉近师生之间的距离，为引出正文做准备。Step 3 PresentationLet’s learn1. Show a picture of “our school”. T: Look at the picture. This is our school. What’s it like? S1: It’s big. S2: It’s beautiful. T: What’s in it? Discuss in pairs please.Words: library, computer room, playground, garden, music room, art roomThere is____________________ in our school.There are___________________ in our school. (学生两人一组，根据提供的单词和句型谈论现在学校的样子。)(3)学生自由说学校的样子，教师给与点评。教学资源：学校照片2. Teaching the words “dining hall, grass, gym.” a. T: Look at the picture. What’s this?Ss: It’s a school.T: Yes, it’s a school, too. It’s Wu yifan’s school. Is it big?Ss: Yes.T: Is it new?Ss: Yes.T: What can you see in the school? S1: I can see a playground. S2: I can see some teaching buildings. T: Good. What else? What’s this?（指着体育馆的地方，引导学生说出。） Ss: It’s a gym. (板书单词gym，教学单词，领读，指名读，齐读。) T: What can you do in the gym? S1: We can play basketball. S2: We can play ping-pong. … T: We can do sports there. Look! This is a dining hall.(指着饭厅的地方，教学单词。板书词组dining hall，联系单词tall，dinner,让学生记住单词的音和形。注意单词dining 中的字母i的发音。) T: Near the gym and dining hall, there is many green grass. (板书单词grass, 引导学生自己联系学过的单词glass, 试着读出单词，然后教师再带读，指名读， 齐读。）b. Listen to the tape and follow the tape.c. Read the words two times together.3. Describe Wu yifan’s school with “There is/are…” a. T: What’s Wuyifan’s new school like? Please discuss in pairs with “There is/ There are…”There is a ___________ in Wu yifan’s school.There are ____________ in Wu yifan’s school. (同桌之间讨论，指名汇报。) b. 课件出示下面的句子，学生读句子。There is a gym in Wu yifan’s school.There is a dining hall in Wu yifan’s school.There is green grass in Wu yifan’s school. c. 理解课件展示的句子，指名翻译。4. Describe Wu yifan’s old school with “There was …” a. T: Boys and girls, Wu yifan’s school is new and big. There is/There are…, but twenty years ago, it was not the same. Look, this is a picture of Wu yifan’s school twenty years ago. What was Wuyifan’s school like at that time? Can you talk about it? b. 课件出示时间短语，教学时间短语。last year last month …years ago …months ago去年 上个月 ……年前 ……月前at that time in the old time(days) 在那时 过去 c. 学生说出曾经学过的时间短语，教师课件补充，然后四人小组给时间短语分类，并说出理由。 last year last month …years ago …months ago去年 上个月 ……年前 ……月前at that time in the old time(days) next week在那时 过去 下周tomorrow yesterday this week very long tine ago 明天 昨天 这个星期 很久以前 c. 理解句子“What was Wuyifan’s school like at that time?”。T: “What was Wuyifan’s school like at that time?” What the meaning? （学生们齐说句子意思。替换过去时间短语，指名说汉语。） What was Wuyifan’s school like twenty years ago? d Describe Wu yifan’s old school with “There was …” There was ____________________ in Wu yifan’s school twenty years ago. There were ____________________ in Wu yifan’s school twenty years ago. There was no _________________________.in Wu yifan’s school twenty years ago.There were no _________________________.in Wu yifan’s school twenty years ago. （小组讨论，指名汇报，课件呈现学生说的句子。） d. 观察句子，总结There was/ there were… There was/ there were…句型。 同桌之间观察讨论，自由发言，师生总结。T: 一般过去时态“表示过去某地、某时有某物。”句型结构: There was/ were +名词+地点（时间）。 它的否定句是在There was/ were后面加上no。 5. Learn the dialogue.a. 听录音，跟读课文。b. 理解课文。c.分角色朗读课文。Step 4 Practice1. Find the mistakes (1)全班分享课前教师布置的收集有关唐朝百姓生活状态的信息资料、图片。 (2)在学生对唐朝历史有一定的了解后，引导学生阅读理解图中文本。 (3)快速找出图中错误的地方，圈出并用英语描述。 参考句型：At that time, there were no gyms. People didn’t go by bus. People couldn’t use the Internet.2. Game: What is missing? 教师利用课件展示含有三个新词的学校全景图，组织学生用There is/are句型认读学校设施，然后依次用课件展示不同的图片，每幅图都标上不同的时间，每次都有一个或两个设施消失，让学生认读，并回想消失的设施，用T\here was/were no…来表示。3. The Change in Our school. 以小组为单位，介绍自己学校今昔的变化，然后写一写，全班交流。参考句型：Now there is/ there are….in our school. There was/ there were no …. in our school…years ago/months ago/last year.Step 5 SummaryT: What did you learn about this lesson? 学生自由说，教师总结。表示设施的单词：gym, dining hall, grass（2）表示过去时间的短语：last year, last month, …years ago , …months ago（3）表示过去的时间里“某地有某物”句型：There was/were 有….There was/ were no没有…设计意图：将本节课所学的主要内容，知识结构进行归纳，帮助学生记忆，巩固提升本课时所学的知识。板书设计 Unit 4 Then and now A Let’s learngym 体育馆 There was/were…dining hall 饭厅 There was /were no…grass 没有 草坪last year 去年last month 上个月…years ago 年前…months ago月前at that time 在那时 in the old time(days)过去 教学札记： 六年级下册第四单元 第二课时课题A Let’s try Let’s talk课型 新授主备教师参与教师 教学目 标1. 能够听、说、认读单词：one day, look it up, in my time, Internet2. 能够听、说、读、写句型：There was no library in my old school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time.3. 能够很好的完成Let’s try。 4. 能够在图片的帮助下，在情景中运用There be句型描述某个地方过去与现在的状态和变化。5. 能够理解对话大意并能正确朗读所学对话。6. 了解人类首次登月的一些信息。学会上网查阅资料。教学重点（1）能够听、说、认读单词：one day, look it up, in my time, Internet（2）能够听、说、读、写句型：There was no library in my old school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time.（3）能够在情景中运用There be句型描述某个地方过去与现在的状态和变化。（4）能够理解对话大意并能正确朗读所学对话。教学难点（1）单词one day, look it up, in my time 的用法。（2）能够在情景中运用There be句型描述某个地方过去与现在的状态和变化。教学准备多媒体课件、词卡、录音机和磁带、图片、家乡照片教 学 过 程二次备课Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, teacher. T: How are you today?Ss: Very well, thanks. And you?T: I’m fine, thank you. Were you happy yesterday?Ss: Yes/ No.T: Why?S1: I saw a film……设计意图：学生畅所欲言，在班上与老师、同学分享自己的喜悦。拉近师生之间、同学之间的距离，培养学生用英语表达的习惯。2. Review the words(1)T: Ok, boys and girls. Are you ready for English? Ss: Yes.T: Now let’s review some words. What’s this?（教师展示图书馆的图片。）S1: It’s a gym.T: Spell it in English.S2: G-Y-M，gym…(教师依次展示餐厅、草坪的图片，让学生拼出单词。)(2)Play a game 教师与学生玩拼单词的游戏。教师说出要拼读的单词，学生说第一个字母，教师接第二个字母，依次类推，直到拼完单词。 T: Let’s spell the words “gym”. Ss: G T: YSs: M, gym.教学资源：词卡设计意图：拼单词的小游戏，活跃了课堂气氛，让学生在玩得过程中复习和巩固了上节课的单词，为下一环节的运用做好准备。Step 2 Lead in Let’s tryT: Today, there is a guest visiting the school. Who’s he?（课件呈现吴一凡的爷爷的图片。）Ss: Wu yfian’s grandpa.T: What did he say? Let’s listen to the tape.(1)听前预测。引导学生猜测吴一凡的爷爷现在在哪里，请学生看题，理解题意，并请学生根据自己的想法预测。(2)播放录音，独立完成习题。(3)集体核对结果。教学资源：图片、录音机、磁带设计意图：先预测将要听的内容，引导学生捕捉重点信息，运用听力技巧，完成听力练习。提高学生的听力水平，并为对话部分的学习创设语言情景。Step 3 PresentationLet’s talk(1) 教师展示课件，观察图片，说一说。 T: Wu yifan’s grandpa is visiting his old school. He is talking with Wu yian and Wu yifan’s friends about his old school. What was Grandpa’s school like? Can you imagine?(2)第一次阅读文本，整体感知对话。 T: What was Grandpa’s school like? Let’s have a look at the text. a. 快速浏览文本，在书中画出答案。b. 指名汇报答案，教师课件展示。There was no library in my old school.There was only one small building on a hill.There were no computers or Internet in my time. 互联网 在那时候c. 理解Internet, in my time（板书）。(3)第二次阅读文本，获取核心信息。 a. 阅读文本，小组讨论问题。①Were there any big buildings in Grandpa’s old school?②Were there any libraries and computer rooms in Grandpa’s school?③Was Grandpa’s school on the hill?④Can you guess what Grandpa often did at night at school?（Maybe he often looked at the stars at night during his time at the old school.）b. 指名回答，解决问题。(4)第三次阅读文本，理解细节。 a.课件展示第一组句子，理解单词和句子。①Tell us about your school, please.②One day I’m going to visit the moon. （教师讲解one day的用法，练习用one day说话。）b. T: Sarah wants to visit the moon one day. What about you? Do you want to visit the moon and other stars?（播放人类首次登月的视频或图片，向学生渗透人类首次登月的信息。）c. 课件展示第二组句子，理解单词和句子。 ①How do you know that?②I looked it up on the Internet. （教师讲解look it up的的意义和用法。告诉学生网络可以查阅资料。）(5)听录音，跟读课文，注意语音、语调。(6)分角色朗读课文。教学资源：课件、录音机、磁带、设计意图：采取小组合作的方式，引导学生自主学习，提高自主学习的能力。Step 4 Practice1. 教师展示从网上搜集到的世界各地不同时代的、不同风格的学校的图片。 T: Look at the pictures. What are they? Ss: They are schools.T: Look, these are the schools now and these are the schools in the old time. What are the schools like now? What were the schools like in the old time? Let’s talk about them.教师从新旧学校的图片中各选一张图，用there be 句型，小组讨论学校今昔的变化。（课件呈现。） The School Now The School in the Old Time There is a tall building. There was a small building. There are many trees. There were many trees. There is a gym. There was no gym. There is a dining hall. There was no dining hall. ……教学资源：图片设计意图：通过学生之间的讨论，巩固了本节课所学的there be句型，锻炼学生的口头表达能力和语言运用能力。2. Draw and saya.学生用There be句型，描述某个地方过去与现在的状态和变化。（3~5个句子即可。） There was _____________. There is ______________.There were____________. There are ____________. b.两人一组，一人用英语描述，一人根据描述的内容画图。 Now ______years ago 设计意图：画一画，说一说，培养学生学习的兴趣，丰富学生的想象力，巩固学生的语言表达能力。 3. 小小解说员。教师展示家乡过去和现在的照片，请学生们充当解说员，介绍家乡的变化。a.小组讨论。b.找几名学生介绍，评出优秀的解说员。教学资源：家乡照片设计意图：小小解说员的活动，拓宽思路，发散学生的思维，帮助学生积累语言，提高学生听、说的能力。板书设计Step 5 SummaryT: What did you learn about this class?学生们自由说，教师总结。1. 单词和词汇：one day, Internet, look up2. 请求别人讲述某方面的信息的句型：Tell us about…（板书。）询问对方如何知道某事的句型：How do you know that?（板书。）描述某个地方过去与现在的状态和变化的句子：There was/were…There is… There are…（板书。）设计意图：师生共同整理和归纳知识点，帮助学生的理解和记忆。板书设计 A Let’s talk Tell us about… There was/were… How do you know that? There is/are…教学札记： 六年级下册第四单元 第三课时课题B let’s learn Listen, match and say 课型 新授主备教师参与教师 教学目标1.能够听、说、读、写单词和词组：go cycling, ice-skate, play badminton2.能够听、说、读、写句型I didn’t like…before. I couldn’t … Now I love to/like…3.能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。4.能够在教师的引导下梳理、归纳已学过的有关运动的动词短语。5.激发学生学习英语的热情，保持学习英语的兴趣。教学重点（1）.能够听、说、读、写单词和词组：thought, could, go cycling, ice-skate, play badminton（2）.能够听、说、读、写句型I didn’t like…before. I couldn’t … Now I love to/like…（3）能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。教学难点（1）能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。（2）能够转述他人对季节和运动喜好运动的变化。 (3) 单词thought 的读音。教学准备课件教 学 过 程二次备课Step 1 Warm up 1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you today? Ss: I’m fine, thank you. And you?T: I’m fine, too. What’s the weather like today?Ss: It’s sunny/hot/ warm…T: What did you do yesterday/ last night/ last weekend…?S1: I watched TV/ go swimming…T: Did you have fun?Ss: Yes,T: Ok. Are you read for English?Ss: Yes, we’re ready.教学意图：师生之间问候、聊天，加深学生和教师的感情，拉近师生之间的距离。）2. T: Great. Let’s enjoy a chant first.（播放季节儿歌。）Spring is green with flowers and songs.Summer is hot and the days are long.Fall is golden and famers are busy.Winter is gone and the year is gone. 教学资源：课件设计意图：朗朗上口的儿歌，活跃了课堂气氛，帮助学生回忆过去的知识。 Step 2 Lead inAsk and answerT: How many seasons are there in a year?Ss: Four. T: What are they?Ss: Spring, summer, fall, winter.T: What season is it now?Ss: It’s spring.T: What can you do in spring?S1: I can fly kites/…S2: I can go hiking.…T: Which season do you like best?S3: I like summer best.T: Why do you like summer?S3: Because I can swim/…T: Which season do you like best? Why?S4: I like winter. Because I can make a snowman /……T: I all like the seasons. Because I can play these sports.设计意图：问答导入，能有效的引起学生对话题的兴趣，并使学生积极的参与课堂，主动的思考，复习旧知，为引出新知做准备。Step 3 PresentationLet’s learn1. Teaching “go cycling, ice-skate, play badminton.” (1)展示教师骑自行车、滑冰、打羽毛球的图片，学习词汇。T: Look at the pictures. Who’s she?Ss: It’s you.T: Yes, it’s me. What am I doing? Look at Picture 1.Ss: Going cycling. （引导学生回答。板书短语go cycling，教读，指名读，领读，齐读。）T: Look at Picture 2 What am I doing?Ss: Ice-skating.(板书ice-skate,联系单词ice-water和元音字母a 的发音规律，让学生自己试读，领读，齐读，指名读,注意它的现在分词。)T: Look at Picture2 What am I doing?Ss: Playing badminton.（板书play badminton, 将单词拆开教读，指名读，讲解play的用法。） (2)Listen to the tape and follow the tape. (3) Read the phrases together. (4) Spell the phrases.教学资源：图片、录音机、磁带设计意图：教读单词，引导学生联系旧知，培养学生的迁移能力和自主学习单词的能力。2. Learn the dialogue (1)T: Look at the pictures, who’s he?Ss: Wu yifan.T: From the pictures, what can you see? ( 教师展示教材中的插图。)Ss: We can see Wu yian is going cycling, ice-skating and playing badminton.T: During which season can we play these sports?（学生说出上述运动对应的季节。）Do you think Wu yifan likes all the seasons?(2) 播放录音，讨论下面问题。 Did Wu yifan like winter before? Why or why not? Does he like winter now? How do you know that?(3)理解对话。 T: Did Wu yifan like winter before? S1: No, he didn’t. T: He didn’t like winter before.( 板书didn’t like…before.) Why?Ss: He thought It was too cold.（学生们不会说thought, 教师引导学生说出。板书单词thought，教读,，领读，指名读。讲解too的用法，理解句子，齐读句子。）T: What else?Ss: He couldn’t go cycling.( 板书couldn’t，讲解couldn’t 的用法，领读，拼读，指名读，齐读句子，理解句子。) T: Does he like winter now? Ss: Yes. T: How do you know that? He says…Ss: Now I love to ice-skate.(板书I love to_____. 理解句子，齐读句子。讲解love的用法。)(4)听录音，跟读课文。(5)分角色朗读课文。 两人一组、分角色朗读。 男生女生分角色朗读。(6) 按季节归纳已学过的运动类词汇。 What sports can we play in different seasons?(7)练习句型。 T: Wu yifan Spring Summer  Autumn  Winter go hiking fly kites … go swimming dive …play footballclimb mountains…ice-skateskiing… didn’t like winter before. Which season didn’t you like before? Why? Do you like it now? Why? Please talk about it in pairs. I didn’t like _______ before. I thought it was_________. I couldn’t __________. Now I like/ love to ________, So I like_________.（将板书补充完整。） a. 同桌之间互相交流，指名说。 b. 写一写。根据听到的内容，将对方对季节和运动的喜好的变化及原因，介绍一下。 示例： xxx is my good friend. He didn’t like ________. He thought it was_______. Now he likes/likes to________. Because he likes _____________. 教学资源：教学插图、录音机、磁带设计意图：对话教学采用合作学习的方式，提高学习效率，发展学生与人沟通合作的能力。Step 4 PresentationListen, match, and saya. 观察图片，猜测题意。b. 听录音，完成题目。c. 核对结果。教学资源：录音机、磁带设计意图：听力操练活动，巩固了本节课的新词和重点句型。2. 小游戏a. 造句游戏：What couldn’t you do before and what can you do now? 运用I couldn’t … before.和 I can … now. 以小组为单位造句，看看哪组造句最b.“猜动作”游戏教师每次请一名学生上讲台，根据教师的纸条提示表演动作，台下学生猜。哪一组学生在规定的时间内猜对的句子最多的为胜利者。句子分两组，示例： Before NowI couldn’t swim. I can swim.I couldn’t ice-skate. I can ice-skate. … …设计意图：引导学生在玩的过程中巩固所学的词汇和句子。3. My good friend’s changes 采访班里的一位或两位好朋友，并做总结描述。 采访参考句型：Did you like spring/ yellow/ football/ maths before? What about now? Name  Season Colour Subject(学科) Sport  总结句型：________ liked _________ before, but now he likes__________. Because he likes to _________. He liked ________ before and now ______ is still （仍然）his/her favourite colour… 教学资源：调查表 设计意图：学生的思维不能只停留在课本上，本环节的设计进一步发展学生的思维能力和语言的表达能力。Step 5 SummaryT: What did you learn about this lesson?学生自由发言，教师总结。1.单词和短语：thought, could, go cycling, ice-skate, play badminton2.表达自己对季节喜好的变化，句型：I + didn’t like + 季节+ before. Now + I like +季节. 3. 表达自己过去不会某种运动，句型：I couldn’t + 运动动词短语.教学札记： 六年级下册第四单元第四课时课题B Let’s try Let’s talk 课型  主备教师参与教师 教学目 标（1）学生能够理解对话大意，并能正确朗读所学对话。 （2）能够在图片的帮助下，在情景中恰当运用句型Before, I /she /he was... I /she /he did/ didn’t ...Now, I/she/he am/is...。（3）能够用3~5句话描述自己与他人的性格、爱好、行为等方面的变化。 （4）学唱歌曲Changes in me。（5）引导学生学会倾听，提高阅读能力，激发学生学习英语的热情。教学重点（1）学生能够理解对话大意，并能正确朗读所学对话。（2）能够在图片的帮助下，在情景中恰当运用句型Before, I /she /he was... I /she /he did/ didn’t ...Now, I/she/he am/is...（3）能够用3~5句话描述自己与他人的性格、爱好、行为等方面的变化。教学难点句型Before, I /She /He was... I /She /He did/ didn’t ...Now, I/She/He am/is...的恰当运用以及能够用3~5句话描述自己和他人的性格、爱好、行为等方面的变化。教学准备多媒体课件、单词图片教 学 过 程二次备课Step 1 Warm up1. GreetingT: Hello, boys and girls.Ss: Hi, Miss xxx. T: How are you today?Ss: Very well, thanks. And you?Ss: I’m fine, too.T: Are you ready for English class? Ss: Yes. T: Ok. Let’s begin our class. Before our class, let’s play games first.2. Play games （1）“我来说，你来做”。教师依次说出go cycling, ride a bike, ice-skate, play badminton, pay football, play the erhu, swim等单词或短语，学生做出相应的动作。（2）“我来做，你来说”。教师从桌子放一些图片，请几名学生到讲台前抽图片，并做出相关的动作，其他学生说出单词或短语。(3) 大家都来说一说。T: Before, I couldn’t swim. Now I swim every month. What about you? S1: Before I couldn’t go cycling. Now I go cycling every day. … （多找几名学生说说自己对运动喜好的变化。）教学资源：图片设计意图：通过游戏滚动复习前面所学的旧知，为新课的学习做好准备。Step 2 Lead in歌曲导入T: Boys and girls, let’s enjoy a song together. Can you sing? If you can, please sing together. （播放家有儿女主题曲。学生如果会唱，跟唱歌曲。）教学资源：歌曲设计意图：歌曲的运用，为学生创造了宽松的学习氛围，活跃了课堂气氛，调动了学生的积极性，为引起下文做准备。Step 3 Presentation1.Teaching the new sentences(1)展示家有儿女“小雨”的扮演者尤浩然长大的图片。T: Who’s he? Do you know? Ss: Yes, he’s You haoran. T: Right. What’s he like now?（板书单词now。） 展示尤浩然小时候的照片，T: What was he like before?（板书单词before。） a. 引导学生以脑风暴活动的形式归纳外貌、性格的词汇。性格quiet, kind, active, funny ,… 外貌short, tall, strong, thin, long hair, short hair … b. 引导学生用下面的句型讨论“小雨”的新旧照片。 Before, he was... He had ....Now, he am/is... c. 自由发言，然后教师引导学生描述。教学资源：照片设计意图：从学生们感兴趣的、熟悉的电视人物入手，引起学生的学习兴趣，激发学生的学习动力。2. Let’s tryT: Look, Mike and Chen Jie are looking at the old photos, too.（展示一幅Mike 与陈杰在看老照片的图片。) They are and talking. What are they are talking about? Let’s listen and circle. a. 听录音，完成Let’s try。 b. 核对答案。教学资源：录音机、磁带设计意图：通过听力活动，获得对话的场景信息，为进入正式的对话学习做好准备。2. Let’s talk(1). 学前预测 T: John is looking at the old photos with Mike and Chen Jie. They are talking about their changes. What were they like before? 想象三人以前的样子和和性格，根据提供的句型自由说。 xxx was short/… xxx had long hair/ short hair. xxx was quiet/… (2). 学习对话 a. 自读对话，在相应的信息下打“√”。b. 再读对话，画出Mike 和John的变化的句子。 Before NowMikequietactivetallshortfunnyquietactivetallshortfunnyChen JieJohn c. 同桌两人讨论Mike 和John的变化，自由汇报。（张贴Mike，John的人物头像。） d. 教师根据学生的汇报，板书。Before NowMike 头像 liked pink doesn’t like pink quiet activeJohn头像 short couldn’t ride a bike go cyclinge. 组织学生根据表格提供的信息，描述Mike 和John的变化。Before Mike was quiet. Now he was active in class. Before Mike liked pink. Now he doesn’t like pink.Before John was short. Before he couldn’t ride a bike. Now he goes cycling every day.（(课件展示句型，理解句子，分组读句子，齐读句子。） f. 细读对话，学生提出不懂的词句，教师讲解。 You’re wearing a pink T-shirt.(理解句子，领读句子，齐读句子。) That’s good exercise. (理解句子，领读句子，齐读句子。)g.听录音，跟读课文。 h.分角色朗读课文。(3)引导学生理解和梳理的用法，并归纳学过的相关句型。 I/She/He was… before. I/She/He didn’t… before. I/She/He couldn’t… before. Now I/She/He am/is… 教学资源：录音机、磁带、表格、图片设计意图：学前预测三人的样子，丰富学生的想象力，锻炼学生的口头表达能力。对话学习采用先整体感知，再局部理解，最后又回到整体，培养学生捕捉信息的能力。Step 4 Presentation1. Learn “Changes in me” . (1)认读歌词。 (2)播放录音，跟唱歌曲。教学资源：录音机、磁带设计意图：歌曲的学唱调动了全体学生的积极性，也巩固了和本课有关的知识。2. Listen and guess 教师准备几个学生的近照和旧照，让学生按小组选人根据看到的照片进行描述，其他组的同学猜猜是他是/她是谁？ 参考句型：He / She was short. He / She has short hair. He / She could swim. He / She didn’t wear glasses. Now, he is tall. Who is he/ She? 设计意图：猜一猜，锻炼学生的语言组织能力和思维能力，同时也活跃了课堂气氛。3. 写一写，说一说。 请以xxx’s changes为题，用4~6句话描述自己的好朋友的变化，并互相交流。 xxx is my friend. He/ She was __________. He/ She couldn’t _______ when he/ She was a little_______. He / She didn’t like_________. Now he/ She is__________. He/ She can ________ well.设计意图：写作训练提高学生的书写能力，帮助学生积累语言，发散学生的思维。Step 5 SummaryT: What did you learn about this lesson?学生自由说，教师归纳。描述自己和他人的变化的句型: Before, I/She/He was…I/She/He couldn’t… before.Now I/She/He am/is… 设计意图：师生共同归纳知识，便于学生的记忆。教学札记：六年级下册第四单元第五课时课题B Read and write课型 新授主备教师参与教师 教学目 标 （1）能够听、说、认读单词：race, nothing, thought, felt, cheetah, trip, woke, dream。 （2）能够理解文本，并能根据文本信息给图排序。（3）能根据文本内容，在对话模式的文本中填上合适的词语。（4）能够结合自己的实际，模仿课文文本，写一篇关于自己的梦的小语篇。（5）锻炼学生的思维能力、语言运用能力，理解能力和分析能力，激发学习英语的兴趣和树立学习英语的信心。教学重点能理解小短文内容的意思。（1）能够听、说、认读单词：race, nothing, thought, felt, cheetah, trip, woke, dream。（2）能够理解文本，并能根据文本信息给图排序。（3）能根据文本内容，在对话模式的文本中填上合适的词语。（4）能够结合自己的实际，模仿课文文本，写一篇关于自己的梦的小语篇。教学难点（1）词汇的认读和理解。（2）能够结合自己的实际，模仿课文文本，写一篇关于自己的梦的小语篇教学准备多媒体课件、单词图片教 学 过 程二次备课Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you today?Ss: Fine, thank you. And you?T: I’m fine, too. Are you ready for English?Ss: Yes.2. Sing a songT: Now let’s sing a song together. Ss: Ok.（播放歌曲changes in me，学生们齐唱。）教学资源：歌曲设计意图：歌曲的运用，活跃了课堂气氛，让学生尽快融入到课堂中。Step 2 Lead inT: Boys and girls, do you like animals? I have some pictures about them. Let’s guess. What’s this?Ss: A dog?T: Yes or no?Ss: Yes.T: Next one. What’s this?Ss: A tiger?T: Right….…（教师课件呈现各种被遮住一部分的动物图片，学生猜出动物的名称。）教学资源：图片设计意图：猜一猜，既吸引全体学生的兴趣，又为引起下文做准备。Step 3 Presentation1. 看一看，说一说 (1)T: Look at this picture. What’s this? Do you know? Ss: A lion/…? T: It’s a cheetah. (板书单词cheetah，领读，齐读，指名读。) T: We know lots of animals. What animal can run very fast? 学生找出跑得快的动物，并运用比较级讨论对比动物奔跑的速度。(2)教师展示吴一凡在床上睡觉的照片，让学生猜测吴一凡在梦里梦到了什么？（板书Wu yifan’s dream。领读dream，指名读，齐读。）设计意图：学前预测，培养学生的想象能力，为学习正文做好铺垫。 2. 学习文本 (1)第一次阅读 快速浏览，整体阅读。 a.在书上圈出生词，写汉语。 race, nothing, thought, felt, cheetah, trip, woke, dream b. 用线画出与图片相符的句子，然后排序。Wu yfian had a race（比赛） with his father and Max. His father ran very fast, but he could not.Wu yifan ran like a cheetah.But suddenly he tripped（绊倒）and fell（摔倒）.（课件呈现句子，板书关键信息，结合图片理解生词和句子。领读句子，齐读句子。）(2)第二次阅读 a.仔细读文本，小组讨论问题。 Why was Wu yifan worried? What happened when Robin gave him some water? Why did he wake up?（在解决问题的过程中，板书关键信息，完善思维导图。）b. 提出不懂的问题，集中解决。(3)第三次阅读 阅读文本，完成填空。(4)听录音，跟读课文。(5)观看思维导图，学生根据图中关键信息复述吴一凡的梦。 两人一组互相复述，指名复述，全班学生在老师的指导下复述。ThenRobin gave him some water.Wu yifan’s dreamIn the second race ran like a cheetah could with tripped and fell woke upIn the first raceWas with his father and MaxHis father ran fast.He ran slow.教学资源：课件、图片、录音机、磁带设计意图：复述课文，训练了学生的阅读、说话等各方面的能力，增加词汇量，强化了对知识的记忆和巩固。Step 4 Presentation1.两人一组，互相谈谈自己的梦。 参考句型：S1: I had a dream last night.S2: Was it a good dream?S1: Yes/ No.S2: What did you dream about?S1: I dreamed…2. 写一写自己的梦。 I had a dream last night. In my dream, I _____________________________________________________________________________________________________________________. What a dream.设计意图：先说一说，再写一写，锻炼学生的口语表达能力和书面表达能力。Step 5 SummaryWhat did you learn about this lesson? 学生自由说，教师归纳。1.学习了单词: race, nothing, thought, felt, cheetah, trip, woke, dream2.学会了用一般过去时态描述自己的梦。设计意图：师生共同归纳和整理，便于学生的理解。教学札记： 六年级下册第四单元第六课时课题B Let’s check、Let’s wrap it up C story time课型新授主备教师参与教师 教学目标（1）能够较好的完成Let’s check，培养学生良好的听力习惯。 （2）能够运用过去与现在描述事物、人物、动物的变化。（3）能够理解故事内容。（4）能够通过故事复习巩固本单元的重点语言。（5）培养学生阅读的兴趣，增强团队合作意识。教学重点（1）能够较好的完成Let’s check。培养学生良好的听力习惯。（2）能够运用过去与现在描述事物、人物、动物的变化。（3）能够理解故事内容。（4）通过故事复习巩固本单元的重点语言。教学难点故事的理解和所学语言的运用。教学准备多媒体课件、单词图片教 学 过 程二次备课Step 1 GreetingT: Good morning, everybody.Ss: Morning, teacher.T: How are you today?Ss: I’m fine, thanks.T: Let’s sing a song “Changes in me”.Ss: Now I am taller…教学资源：歌曲教学设计：通过唱歌，活跃课堂气氛，帮助学生回忆本单元所学的知识。Step 2 Lead inT: Now let’s review some words and phrases.教师依次展示dining hall, grass, gym, go cycling, ice-skate, badminton的图片，学生拼出单词并说出汉语。T: Look at the picture. What’s this?Ss: It’s a dining hall.T: Can you spell it?Ss: Yes. D-I-N-I-N-G H-A-L-L, dining hall, 饭厅。…T: Look at the boy. What can he do?Ss: He can ice-skate.T: Spell “ice-skate”.Ss: I-C-E S-K-A-T-E, ice-skate, 滑冰。…教学资源：图片设计意图：通过图片复习所学的单词和短语，为听力训练做准备。Step 3 Presentation1. Let’s check (1) 展示教材插图，引导学生观察图。 T: Look at the man. Who’s he” What is he doing? (2) Listen to the tape and number. (3) Listen to the tape again. Cross out the words you didn’t hear.教学资源：录音机、磁带设计意图：通过听力训练，复习和巩固本单元的重点词汇，提高学生的听力能力。2. Let’s wrap upT: Changes are all around us. Now let’s talk about the changes.(1)PPT呈现五幅图和相关的词汇或短语，同桌两人一组讨论如何描述每一张图，并记住这几幅图的内容。 参考词汇和句型：an egg, hen It was… Now…raining, sunny It was… Now…green, yellow In summer, the tree was… Now…building There was … before. Now there is …on the chair, under the chair The cat was… Now… (2) PPT将五幅图反过来,并重新排列，在每幅图背面上标上1~5的数字。(3) 一名学生随意点其中的一个数字，并根据记忆说出五幅图画中一幅的变化，教师随意点另一名学生，问他是否相信前面同学所说的，如果相信，并能按前面同学所说的再描述一次，描述内容与画面相符，两名同学为本组赢得两分。反之，两人各得一分。教学资源：PPT设计意图：游戏的设计，激起了学生学习的兴趣，巩固了本单元的重点句型，锻炼了学生的记忆力和语言表达能力。3. Story time(1)看图，创设语境。T: Look at the picture. Who are they?Ss: Zoom and Zip.T: They are reading a magazine. What is the magazine about? Read the story quickly and find the answer.（学生自由回答，教师总结。）T: The magazine is about the past, the present and the future of the cooking, of the environment and of the whales.（板书in the past，now，in the future三个时间短语。）(2)学习文本。 a.结合图片帮助学生理解故事大意。 b.阅读故事，小组讨论，完成表格。 Item  In the past  Now  In the futureCookingCavemen didn’t cook.The Earth There are more andmore buildings.Whalesc. 教师组织学生一项一项的阅读和讨论。（板书关键内容。）d. 再次阅读故事，根据三个时间段，在文本里找到动词形式并填充表格。In the pastNowIn the futureate/didn’t cookThere are… There will be/ They will…e. 听录音，跟读录音。教学资源：录音机、磁带、表格设计意图：故事教学主要采用小组合作的方式，提高学习的效率，增强团队合作的意识。Step 4 Presentation以小组为单位，任选其中的一项内容做成海报进行展示介绍。设计意图：通过做一做，说一说，以达到运用语言的目的，增加语言的输入。Summary 5T: What did you learn about this lesson?学生自由发言。1.复习了本单元的重点词汇。2.学会用过去和现在两种时态对比描述人物、事物、动物。believe相信教学札记：