标题: 新人教PEP版小学六年级下册英语《Unit2 Last Weekend》教案教学设计 [打印本页] 作者: 桂馥兰香 时间: 2020-2-17 20:27 标题: 新人教PEP版小学六年级下册英语《Unit2 Last Weekend》教案教学设计 单元整体分析
本单元是人教版英语六年级下册的第二单元，单元的话题是“Last Weekend”。
本单元通过呈现不同的场景，提供关于周末活动的句型结构。共三个版块:A 部分， B部分和C 部分。A部分包括四会短语和情景对话，共两个课时。第一课时呈现了陈杰和Mike上个周末的活动，引出句型How was your weekend? It was good. What did you do? I …第二课时Mike 和他的爷爷打电话聊周末，重点掌握句型How was your weekend? I was fine. What did you do? I … Did you do anything else? B部分包括四会短语、情景对话和读和写，共三个课时。第一课时John 和Amy 互相交流上周末的活动, 继续学习句型What did you do? I …Did you…? Yes, I did./ No, I didn’t.第二课时John 和Amy讨论电影杂志，呈现了句型Was it interesting? Did you see a film? 第三课时通过吴一凡和他的家人在酒店的遭遇，学会用一般过去时态描述发生在过去的事。A、B部分重点掌握一般过去时动词短语和句型How was your weekend? It was good. What did you do? I … Did you…? C 部分包括听力测试、一般过去时态的动词过去式和C部分的故事，共一课时。重点是复习本单元所学重点句型和掌握一般过去时态动词过去式的变化规律。
在课堂教学中，首先要整体把握本单元的教学内容，教学重难点，然后围绕本单元主题Last Weekend展开设计活动。本单元的教学内容和学生的生活息息相关，充分利用课件、教材主题图、网络资源等方式，引导学生思考、交流，并且创设真实的情境表达所学句型。励学生能用所学的语言描述过去发生的事及上周末的活动，培养学生的口语和书面表达能力。
本单元所需要掌握的cleaned the room, washes my clothes, stayed at home, watched TV , read a book, saw a film 这些动词短语的原形在五年级的教材中已经学过，学生接受起来会很容易。本单元所需要掌握的句型在前面的教材中没有涉及到，但是询问周末经常干的活动的句型What do you do on the weekend? I ...在五年级上册教材中已经学过。这个句型的表达对本单元的教学有很大的帮助。
单元教学目标
1. 知识目标
（1）能够听、说、读、写单词和词组：cleaned my room, washed my clothes, stayed at home, watched TV, read a book, saw a film, had a cold, slept, last, yesterday, before
（2）能够听、说、认读单词：drank, show, magazine, better, faster, hotel, fixed, broken, lamp, loud, enjoy, stay
（3）能够听、说、读、写句型：
—How was your weekend? —It was good.
—What did you do? —I stayed at home with your grandma. .
Was it interesting?
—Did you see a film? —No, I had a cold.
(4)能够掌握句式：
What did + 主语+ do (+过去时间)？
主语+动词过去式+其他.
Did+ 主语+ 动词原形+其他？
（5）理解动词过去式的规则变化，即在词尾加–ed
2. 能力目标
（1） 能够正确使用cleaned my room, washed my clothes, stayed at home, watched TV, read a book, saw a film, had a cold, slept, last, yesterday, before这些单词和词组讨论过去的生活。
（2）能够在情境中恰当运用以下句型提问和回答有关周末活动的安排：
—How was your weekend? —It was good.
—What did you do last weekend?
—Did you see a film? Did you do anything else?
(3) 理解一般过去时的意义和用法。
3.情感目标
(1) 了解英国人有喝下午茶的生活习惯。
(2) 培养学生合理安排周末活动的意识。
教学重难点
1. 教学重点
(1) 能够听、说、读、写单词和词组：cleaned my room, washed my clothes, stayed at home, watched TV, read a book, saw a film, had a cold, slept, last, yesterday, before
(2) 能够听、说、读、写句型：
—How was your weekend? —It was good.
—What did you do?
—I stayed at home with your grandma. .
Was it interesting?
—Did you see a film? —No, I had a cold.
(3) 理解动词过去式的规则变化，即在词尾加–ed。
2. 教学难点
（1）能够在情境中恰当运用四会句型。
（2）能够正确的使用一般过去式描述自己在过去时间里所做的事情。
教学方法
任务型教学法、合作学习法、情景交际法、愉快教学法、活动教学法。
教学时间
本单元共分六课时教学。
第一课时: A Let’s learn Do a survey and report
第二课时: A Let’s try Let’s talk
第三课时: B Let’s learn Look and talk
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
知识视窗
1. 国外孩子的课余生活
德国孩子爱上“儿童大学”。德国目前有120所儿童大学，在儿童大学注册的小学生达到百万以上。他们到大学听讲座、与知名学者讨论科学问题。
美国孩子课余爱参加社区活动。美国社区一周的活动项目非常丰富，包括餐馆银行、学做面包等。做义工是美国的一项优良传统，几乎所有的中学生都在社会上各种义工组织内服务。
俄罗斯孩子接受补充教育。俄罗斯的补充教育机构多种多样，有青少年宫、儿童创造中心、俱乐部、科学协会及休闲康复基地等。教育活动内容多样化，包括艺术、技术等。儿童一般利用课余时间到机构学习。
法国孩子爱去“娱乐中心”。巴黎市政府规定，城内每个小区都要选出一所小学设立“娱乐中心”。“娱乐中心”的活动由辖区内各中小学的教师轮流主持，家长只需要把孩子送到中心就可以了。在中心里孩子们能愉快的和小朋友相处，共度课余时光。法国从小学到中学几乎没有家庭作业。学生们课余时间去图书馆、博物馆、科学馆参观学习，增长知识。
2.动词过去式的构成及读音
（1）规则动词过去式的构成。
构成规则 原形 过去式
一般在动词原形末尾加-ed cook
play
visit cooked
played
visited
词尾是e结尾的动词加-ed
live
hope
use lived
hoped
used
末尾只有一个辅音字母的重读闭音节词，先双写这个辅音字母，再加-ed stop
plan
trip stopped
planned
tripped
结尾是“辅音字母+y”的动
词，变y为i， 再加-ed study
carry
worry
studied
carried
worried
（2）词尾的读音
读 音 例 词
在浊辅音和元音后面
/d/ played /pleId/ moved /mu:vd/
cleaned /kli:nd/ stayed /steId/
在/t/,/d音/后面
/id/ wanted /wɒntId/ needed /ni:dId/
visited /vIzItId /
(3)常见的不规则动词过去式
am/is — was are — were go — went have — had swim — swam
fly — flew do — did come — came see — saw get — got
draw — drew sleep — slept
3. 一般过去时态
一般过去时态表示过去某个时间发生的动作或存在的状态，常和表示过去的时间状语连用，如yesterday（昨天）, last weekend（上个周末）, the day before yesterday（前天）等。也表示过去经常和反复发生的动作。
例如：I visited my grandparents last weekend.
I went fishing yesterday.
一般过去时态的构成
肯定式 否定式
含有be动词 I was…
He(She, It) was…
We(You, They) were… I was not(wasn’t)…
He(She, It) was not (wasn’t)…
We(You, They) were not (weren’t)…
含实义动词(以work为例)
I(You/We/He/She/It/They) worked…
I(You/We/He/She/It/They)did not
(didn’t) work…
一般疑问句和简略答语：
疑 问 式 和 简 略 答 语
第一人称 第二人称 第三人称
含有be动词
Was I…?
Yes, you were.
No, you were not. Were you…?
Yes, I was.
No, I wasn’t. Was he(she, it)…?
Yes, he(she, it) was.
No, he(she, it) wasn’t.
Were we…?
Yes, we(you) were.
No, we(you) were not. Were you…?
Yes, we were.
No, we were not. Were they…?
Yes, they were.
No, they were not.
含有实义动词（以work）为例
Did I work…?
Yes, you did.
No, you didn’t. Did you work…?
Yes, I did.
No, I didn’t. Did he (she, it) work…?
Yes, he (she, it) did.
No, he (she, it) didn’t.
Did we work…?
Yes, we (you) did.
No, we (you) didn’t.
Did you work…?
Yes, we did.
No, we didn’t. Did they work…?
Yes, they did.
No, they didn’t.
作者: 桂馥兰香 时间: 2020-2-17 20:27
第一课时
课时内容
A Let’s learn Do a survey and report
课时分析
本课时是人教版六年级下册第二单元第一课时。围绕Last Weekend?这一话题展开，主要通过对话学习一般过去时动词短语cleaned my room, washed my clothes, stayed at home, watched TV及句型How was your weekend? It was...What did you do? I ...的表达。引导学生了解同学上个周末的活动情况，培养学生合理安排周末的意识。第一课时是本单元的首课时，是整个单元的基础。本课时的重点是一般过去时动词短语的掌握以及对过去时间内所做的事情进行简单问答。
本课时包括Let’s learn 和Do a survey and report两个板块。Let’s learn通过陈杰待在家里、看电视、Mike打扫房间、洗衣服的活动场景，呈现了单词的词形和意义。此板块呈现的对话情境是Mike询问陈杰的周末情况。此情境是与学生的实际生活相关的，话题很能引起学生的兴趣。Do a survey and report 板块是一个综合性的语用活动。学生可以通过Do a survey and report是综合性的语用活动。通过这个活动，学会在自然的情景中运用所学的词汇和句型描述自己和同学的周末活动。
本课时虽然是新授课，但是学生已经掌握了很多的动词短语，为本课的学习打下了很好的基础。我在设计教学过程时，采用引导学习和自主学习相结合的方式，运用情景教学法、愉快教学法等教学方法培养学生学习英语的兴趣，调动学生学习的主动性。
课时目标
（1）能够听、说、读、写词组：cleaned my room, washed my clothes, stayed at home, watched TV。
（2）能够运用上述词组描述人物在过去时间内做的事情。
（3）能够理解一般过去时动词的规则形式是在词尾加–ed。
（4）能够听、说、运用句型How was your weekend? It was good. What did you do? I …
（5）培养学生学生合理安排周末的意识。
课时重难点
1.重点
（1）能够听、说、读、写词组：cleaned my room, washed my clothes, stayed at home, watched TV。
（2）能够听、说、运用句型How was your weekend? It was good. What did you do? I …
（3）能够理解一般过去时动词的规则形式是在词尾加–ed。
（4）能够运用上述词组描述人物在过去时间内做的事情。
2.难点
（1）正确的使用上述词组描述人物在过去时间内做的事情。
（2）能够灵活运用句型How was your weekend? It was good. What did you do? I …
（3）动词过去式词尾-ed的发音。
教学准备
多媒体课件、人物图片、卡片、录音机、磁带、日历、调查表、
教学过程
Step 1 Warm up
1. Greeting
T: Good morning, everyone.
Ss: Good morning, teacher.
T: How are you?
Ss: I’m fine, thanks. And you?
T: Very well, thanks. How do you feel today?
Ss: I’m happy, tired…
T: Oh, you feel tired. Let’s play a game. Ok？
Ss: Ok.
设计意图：师生之间的交流，拉进了与学生之间的距离。
2. Play a game.
师生玩“我来比划，你来猜”的游戏。教师做出watch TV, clean the room, wash the clothes, play football等这些短语的动作，学生根据教师的动作猜出短语。
设计意图：游戏的设计既让学生们快速进入学习英语的氛围中，又复习了和本课有关的短语。
Step 2 Lead in
1. Let’s chant
T: Good, boys and girls. Now let’s chant together. 教师播放歌谣“What do you do on the weekend?”学生边拍手边吟唱。
教学资源：课件
设计意图：吟唱歌谣激发了学生学习的兴趣，帮助学生回忆了和本课有关的句型和短语。
2. Ask and answer
T: What do you do on the weekend?
S1: I often watch TV.
T: How about you?
S2: I often listen to music. What do you do on the weekend?
S3: I clean my room. What about you?
S4: …
（将学生说到的和本课有关的短语词卡张贴到侧板书。）
设计意图：这一环节要求学生敢于表达，敢于参与，为学习新知做好铺垫。
Step 3 Presentation
1. T: Now I know what you do on the weekend. Guess what I usually do on the weekend.
S1: You play ping-pong.
S2: You go hiking.
S3: You read books.
…
( 如果学生猜不出，教师可做动作提示。)
T: Yes, that’s right. I usually read books and play ping-pong, but I didn’t read books last weekend.
设计意图：老师让学生猜一猜自己经常周末干些什么事？激发了学生的兴趣，拓展了学生的思维。
2. 教师展示日历，学习last weekend。
T：What’s the date today?
Ss: It’s …
T: What was the date?(教师指着上个周末的日子。)
Ss: April…
T: April … was Saturday/ Sunday. It was last weekend.(板书课题last weekend,讲解last weekend，跟读last weekend。)
教学资源：日历
设计意图：利用实物教学词汇，有益于学生的理解。
3. Teaching” cleaned my room, washed my clothes, stayed at home, watched TV”
（1）T: I stayed at home and cleaned my room last weekend.（板书张贴卡片stayed at home和cleaned my room。领读stayed, cleaned, 课件展示照片理解短语和句子。然后指名读短语，齐读短语，理解句子，跟读句子。）
（2）课件展示学生上个周末看电视、洗衣服的照片。
T: I stayed at home and cleaned my room last weekend. What did you do last weekend, xxx?（板书What did you do，引导学生理解句子。）
S1: I watched TV.（板书张贴卡片watched TV，领读watched, 指名读, 齐读）
T: What about you，xxx?
S2: I washed my clothes. (板书张贴卡片washed my clothes，领读washed, 指名读， 齐读。）
（3）播放动词短语录音，学生跟读录音，找出相同点，总结动词过去式的一般变化规律即在词尾+-ed。
(4) 自读动词过去式，辨别动词过去式发音的规律，教师小结发音规律。
watch/t/ washed/t/ clean/d/ stayed/d/
儿歌小结发音规律：清辅音读/t/， 浊辅音、元音读/d/， t, d 结尾读/Id/。
（5）两人练读动词过去式。
教学资源：词卡、课件
设计意图：从教师、学生的生活实际出发，很自然的学习一般过去时态的句子和动词过去式短语。让学生自己发现动词过去式的一般变化规律和读音，培养学生自主学习的能力。、
4. Teaching the new sentences
(1) Do the dialogue in pairs with the new phrases.
A: What did you do last weekend?
B: I…
(两人一组利用新学短语做对话练习，指组练习。)
（2）learn “ How was your weekend? I was…”
T: Wow! Your weekend was very good. How was your weekend, xxx?(板书句子，指名讲解句子，带读句子。)
引导学生回答：It was fine/OK/ great.（ 板书句子，理解句子，跟读句子。）
（3）领读板书上的对话，操练对话。
A: How was your weekend?
B: It was_____, thanks.
A: What did you do?
B: I_______.
( 师生操练、生生操练、指组练习。)
教学资源：课件
设计意图：操练句型采用不同的方法，巩固所学短语、句子的运用。
5. Learn “Let’s learn”.
(1) Show a picture of “Chen Jie”.
T: Who’s she?
Ss: She’s Chen Jie.
T: How was Chen Jie’s weekend? What did she do? Let’s listen to the tape.
(2) Listen to the tape and answer the questions.
a. How was Chen Jie’s weekend?
b. What did she do?
(3) Open the books and follow the tape.
(4) Read in role.
a. 两人一组分角色朗读。
b. 男生女生分角色朗读。
（5）Make a dialogue in pairs.
One is Mike. The other one is Chen Jie.
(6) Act the dialogue。
教学资源：录音机、磁带、人物图片
设计意图：学生自学课文对话，编对话、分角色表演对话，提高了学生自主学习的能力，加深了对语言的理解。
Step 4 Practice
1. Play games.
（1）教师出示短语词卡请学生快速认读。所有单词读过一遍后，教师在某单词处停住，提问学生：What’s next? 学生根据记忆说出下一个单词。
（2）找几名学生到台前抽短语词卡，根据抽到的卡片做出相应的动作，其他学生说出短语。
教学资源：词卡
设计意图：通过不同的游戏形式练习动词过去短语，提高学生的记忆力，使学生达到熟练的程度。
2. Do a survey and report.
（1）六人一组，每人拿出事先准备好的表格，询问除自己之外的其他五名同学，并在表格中记录调查结果。（教师巡视于各个小组之间。）
使用句型：—How was Chen Jie’s weekend? —It was…
—What did she do? — I...
（2）小组整合调查结果。
Last weekend, ____ students washed their clothes...
（3）请几名学生汇报自己小组内的调查结果。
教学资源：调查表
设计意图：通过调查的活动，调动起了全体学生积极参与，做到活学活用。
Step 5 Summary
T: What did you learn about this lesson? 学生自由说，教师总结。
1. 学习了四个一般过去时态动词短语：
2. 一般过去时动词的规则形式是在词尾加–ed。
3. 询问上周末过得怎样，要说：How was your weekend? 询问上周末干了哪些事情，要说What did you do?
设计意图：鼓励学生积极发言，帮助学生整理、加工、归纳，更加明确教学目标、重点和难点。
课堂作业
一、看图片，选短语。
1. 2. 3. 4.
二、单项选择。
( )1.—_____ was your weekend?
—It was fine, thanks.
A. How B. What C. Where
( )2.—What did you do?
—I _____ TV.
A. watch B. watched C. watches
( )3. Mike often cleans _____ room on the weekend.
A. he B. his C. him
三、根据表格将句子补充完整。
Names Activities
Tom washed my clothes
Bill played football
Amy cleaned my room
Sandy stayed at home, listened to music
1. —What did you do last weekend, Tom?
—I _______________________.
2. —What did Bill do last weekend?
—He_______________________.
3. —What did you do last weekend, Sandy?
—_______________________
4. —What did Amy do last weekend?
—_______________________
板书设计
Unit Two Last Weekend
A Let’s learn
作者: 桂馥兰香 时间: 2020-2-17 20:28
第二课时
课时内容
A Let’s try Let’s talk
课时分析
本课时是人教版六年级下册第二单元的第二课时，与第一课时紧密相连，围绕“Last Weekend”展开话题。本节课主要是通过打电话的情景学会如何用英语表达周末过得怎么样? 周末做了哪些事情？你还做了其它什么事情吗？激发学生学习英语的兴趣。在第一课时中句型How was your weekend? It was… What did you do? I…的学习，为本课时奠定了基础。学生对于How was your weekend? It was… What did you do? I…的句型掌握的比较熟练。本课时的重点是Did you do anything else?的理解和How was your weekend? It was… What did you do? I…在情景中的运用。
本课时包括Let’s try 和Let’s talk 两个板块。Let’s try是听力训练，呈现的是Mike和Sarah打电话聊天的情景。通过听力的练习，体会三种时态的不同语用环境，为下一步Mike打电话给爷爷做铺垫，为进入正式的的对话学习做好准备。Let’s talk呈现的是Mike和Grandpa在电话里谈论周末活动的场景。情景设置很真实，学生们都非常感兴趣，激发了学生学习的热情和想要用英语表达的欲望。
本课时出现的短语stayed at home, watched TV, cleaned my room, washed my clothes在第一课时已经学过，drank的原形drink, children’s show在四、五年级也学过，所以本课的知识学生比较容易接收。教学本课时，我采用先做一做、说一说、答一答的方式复习前面所学的知识，帮助学生回忆和巩固。然后引导学生采用自主学习、教师引导的方式，帮助学生更好的理解和运用语言。最后在通过“我是小记者”的活动巩固和运用语言。
课时目标
1. 能够听、说、认读单词和词组：drank, Children’s show, anything else
2. 能够听、说、读、写句型：How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?
3. 能够很好的完成Let’s try。
4. 能够用正确的语音、语调朗读对话，并能进行角色表演。
5. 能够在图片和教师的帮助下理解对话大意。
6. 鼓励学生大胆发言，激发学生用英语表达的热情。
课时重难点
1.重点
（1）能够听、说、认读单词和词组：drank, Children’s show, anything else
（2）能够听、说、读、写句型：How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?
（3）能能够用正确的语音、语调朗读对话，并能进行角色表演。
（4）能够在图片和教师的帮助下理解对话大意。
2.难点
（1）单词drank的发音。
（2）在情景中恰当的运用句型How was your weekend? It was good. What did you do? I stayed at home with your grandma. Did you do anything else?
教学准备
多媒体课件、词卡、录音机、磁带、
教学过程
Step 1 Warm up
Greeting
T: Good morning, everyone.
Ss: Good morning, teacher.
T: Nice to see you again.
Ss: Nice to see you, too.
T: Boys and girls, let’s sing a song ”How are you today?”
Ss: Ok.
T/Ss: “How are you, how are you, how are you today? I’m fine, thanks, I’m fine, thanks. Have a lovely day…
（播放录音，师生共唱歌曲。）
教学资源：课件
设计意图：师生共唱歌曲，既拉进了与学生之间的距离，活跃了课堂气氛，又让学生尽快地融入到课堂之中。
Step 2 Lead in
1. Review some phrases.
a. T: Great! Everyone, now I have some word cards. Let’s say and do. 教师展示词卡watch TV, 学生说出它的过去式watched, watched, watched TV，看电视，并做出看电视的动作
b. 教师依次展示stay at home, wash my clothes, clean my room的短语词卡，学生说出动词的过去式和汉语，然后做出相应的动作。
c. 学生齐读短语” watched TV, stayed at home, washed my clothes, cleaned my room”。
教学资源：词卡
设计意图：认词卡做动作，活泼的操练形式复习和巩固了上节课所学的短语。
2. Ask and answer.
T: I listened to music and watched TV last weekend. My weekend was fun. How was your weekend?
S1: It was Ok.
T: What did you do?
S1: I …
（师生操练句型，生生操练句型。）
设计意图：句型问答既可以看出对上节课所学句型学生的掌握程度，为学习新知做好心理准备。
Step 3 Presentation
1. Let’s try.
T: Sarah and Mike are talking about this weekend. What do they say? Let’s listen to the tape.
（1）学生读题猜测答案。
（2）播放录音，圈出答案。
（3）校对答案。
教学资源：录音机、磁带
设计意图：先预测，做到有目的听录音，提高听力的技巧。并且通过听力练习体会三种时态的不同御用环境，为进入正式的对话学习做好准备。
2. Let’s talk.
T: Mike is calling his grandpa. (利用课件展示教学插图。）They’re talking about last weekend.（用日历帮助学生理解last weekend。）
What did they do last weekend? Let’s have a look together.
（1）整体感知对话。
a. 出示表格，学生浏览课文，填表格。
How Who What
Grandpa
Mike
b. 指名回答教师提出的问题。
T: How was Mike’s weekend?
S1: It was nice.（将nice填入表格。）
T: How was Grandpa’s weekend?
S2: It was good.（将good填入表格。）
T：Let’s read the sentences together.
Ss: How was your weekend? It was good. (全班齐读课文中的原句,板书句型)。
（2）理解、分析重点生词和核心句型，并完成表格。
a. Learn the new word.
T: What did Mike’s grandpa do last weekend?
S1：He stayed at home with Mike’s grandma. (全班齐读课文原句，板书句型，并将stayed at home填入表格。)
T：What else? 引导学生说出 He drank tea in the afternoon and watched TV.（展示词卡drank, 通过动作帮助学生理解drank，教读drank-drink，跟读，拼读，指名读，齐读句子，将drank tea填入表格。）
b. Learn new phrases and sentence.
T: What did Mike do? 引导学生说出He watched some Children’s shows on TV.（展示词卡Children’s show, 教读，领读，出示动画节目帮助学生理解。齐读句子，将watched some Children’s shows on TV填入表格。）
T: Did he do anything else?(全班齐读课文原句，板书句型。理解anything else，领读anything else，指名读，齐读句子，理解句子。)
Ss：Yes. (板书句型。) He cleaned his room and washed his clothes.（将cleaned his room，washed his clothes填入表格。）
(3) Listen to the tape and follow the tape.
(4) Read in role.
两人分角色朗读课文。 男生女生分角色朗读课文。
(5) Act the dialogue.
教学资源：课件、录音机、磁带
设计意图：处理本环节，我采取先整体感知对话初步体验，再抓住重点处理局部语言，然后又整体把握。相互渗透，培养学生的阅读能力。
Step 4 Practice
1. Make a new dialogue.
a. 呈现Mike’s grandma周末活动的图片。两人一组，一人是Mike, 另一人是Mike’s grandma。根据提供的句型创编新的对话。
参考句型：Hi, … How are you? How was your weekend?
I’m fine, thank you. It was ….
What did you do?
I…
Did you do anything else?
…
Wow! You are a good boy/girl.
What are you going to do next weekend?
I’m going to …
That’s good.
b. 指组表演对话。
设计意图：设置情境，提供句型让学生有意识的创编对话，让所学句型得到了运用和巩固。
2. 活动“我是小记者。”
采访班里的一名同学，并写一写他/她的活动安排。
参考句型：Hi, …How was your weekend?
What did you do last weekend?
Did you do anything else?
活动安排：
_______ was _______ last weekend. He/ She________________. He/ She _______________.
He/ She is going to________________.
设计意图：“我是小记者”的活动，把语言的听、说、读、写结合起来，锻炼了学生的口语表达能力，提高了听和写的能力。
Step 5 Summary
T: Boys and girls, which new phrases did you learn about this lesson?
Ss: Drank tea, Children’s show, anything else.
T: Which sentences did you learn?(Point to the blackboard.)
Ss: How was your weekend? It was _____.
What did you do last weekend? I ________.
Did you do anything else? Yes. I_______.
设计意图：教师帮助学生归纳和整理本节课的重点知识，加深学生对知识的记忆。
课堂作业
一、将左栏与右栏连线组成短语，并选择相符的图片。
Ⅰ 栏 Ⅱ栏
1. watched A. my room ________
2. drank B. tea ________
3. washed C. my clothes ________
4. cleaned D. TV ________
a. b. c. d.
二、单项选择。
( )1. Mike stayed ________ home and listened to music.
A. to B. at C. in
( )2.—How are you, Amy?
—________
A. It was good, thanks. B. I’m fine, thanks. C. Nice to meet you.
( )3. I’m going to ________ football next weekend.
A. play B. played C. played the
( )4. I ________ some Children’s shows on TV last weekend.
A. watch B. watched C. watches
( )5. We drank water ________the afternoon.
A. in B. on C. at
三、将下列的单词宝宝连词成句，并选出正确的答语。
( )1. was, how, weekend, your(?)
________________________________________________
( )2. did, anything, you, do, else(?)
________________________________________________
( )3. did, what, do, you, weekend, last(?)
________________________________________________
板书设计
A Let’s talk
How was your weekend? It was _____. drink
What did you do last weekend? I ________. drank tea
Did you do anything else? Yes. I_______. 喝茶
其它的一些事情 Children’s show
儿童节目作者: 桂馥兰香 时间: 2020-2-17 20:28
第三课时
课时内容
B let’s learn Look and talk
课时分析
本课时是人教版六年级下册第二单元第三课时。继续围绕“上个周末”这一话题展开，主要通过对话学习单词和词组read a book, saw a film, had a cold, slept，last weekend/night/Monday, yesterday, the day before yesterday及句型 What did you do last weekend? I… Did you…? 的表达。引导学生关注他人，注意周末活动的合理安排。激发学生学习英语的热情，保持对英语学习的兴趣，树立学好英语的信心。在第一课时、第二课时中学习了句型What did you do ? I... Did you...? 的表达，为本课时做了很好的铺垫。本课时的重点是四会单词和词组的掌握以及运用四会单词和词组描述人物在过去时间所做的事情。
本课时包括Let’s learn 和Look and talk两个板块。Let’s learn呈现了Amy看书、看电影，John感冒、睡觉四个周末场景，通过Amy与John周末的活动场景，体现了单词或词组的词形和意义。Look and talk板块呈现的是不同人物在过去时间做的事情的表格，用于操练Let’s learn板块中的动词词组。通过快速记忆游戏提高记忆能力，达到操练语言的目的。
本课时虽然是新授课，但是四会词组read a book, saw a film, slept的原形已经学过，所以学生对词组的理解很容易掌握。在设计教学过程时，遵循以学生为主体的原则，采用愉快教学法、合作教学法、情景教学法等多种教学手段，充分调动全体学生的参与，让学生在轻松、愉快的环境下，掌握所学的知识。
课时目标
1.能够听、说、读、写单词和词组： read a book, saw a film, had a cold, slept，last weekend/night/Monday, yesterday, the day before yesterday
2. 能够正确运用上述单词和词组描述人物在过去时间做的事情。
3.了解常见的一般过去式动词的不规则形式。
5.了解常与一般过去时搭配使用的时间状语。
6. 通过完成记忆游戏，提高记忆能力。
课时重难点
1.重点
（1）.能够听、说、读、写单词和词组： read a book, saw a film, had a cold, slept，last weekend/night/Monday, yesterday, the day before yesterday
（2）能够正确运用上述单词和词组描述人物在过去时间做的事情。
（3）了解常见的一般过去式动词的不规则形式。
（4）了解常与一般过去时搭配使用的时间状语。
2.难点
能够正确运用read a book, saw a film, had a cold, slept，last weekend/night/Monday
yesterday, the day before yesterday描述人物在过去时间做的事情。
教学准备
课件、词卡、录音机、磁带、图片、照片
教学过程
Step 1 Warm up
1. Greeting
T: Good morning, everyone.
Ss: Good morning, teacher.
T: How are you?
Ss: I’m fine, thanks. And you?
T: I’m fine, too. Are you ready for English?
Ss: Yes, we are ready.
T: Before our class, let’s play a game. Ok？
Ss: Ok.
设计意图：师生之间的交流，拉近了与学生之间的距离，培养了学生的听力。
2. Play a game.
师生玩“我来比划，你来猜”的游戏。教师把watch TV, read a book, sleep, see a film等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：游戏的设计既让学生们尽快的融入到英语的课堂之中，又复习了和本课有关的短语，为学习新知做准备。
Step 2 Lead in
1. Let’s chant
T: Great, boys and girls. Now let’s enjoy a chant together. (教师播放自编歌谣“How was your weekend?”师生共同欣赏并吟唱。)
How was your weekend? How was your weekend?
Fine, fine, it was fine. Good, good, it was good.
What did you do last weekend? What did you do last weekend?
I stayed at home and watched TV. I cleaned my room and washed my colthes.
教学资源：课件
设计意图：歌谣复习和巩固了前几节课所学的短语和句型，激发了学生学习英语的兴趣，为本课的学习打下了良好的开端。
2. Ask and answer
T: How was your weekend?
S1: It was fine/ good/ Ok, thanks.
T: What did you do?
S1: I watched TV/ cleaned my room… How was your weekend?
S2: It was… What did you do?
S3: …
设计意图：句型问答要求学生大胆表达，敢于参与，及时的了解学生对知识点的掌握情况，为引出学习、学习新知做好铺垫。
Step 3 Presentation
Let’s learn
1. Teaching” read a book, saw a film, had a cold, slept”
(1) T: Now I know what xxx did last weekend. Guess what I did last weekend.
S1: You watched TV.
S2: You cleaned your room.
…
( 如果学生猜不出，教师可做动作提示。)
T: Yes, that’s right. I washed my clothes and cleaned my room. Then what did xxx do last weekend? (课件展示本班一名学生看书、看电影的照片。) 引导学生回答：She /Heread a book and saw a film. （教读短语read a book, saw a film，领读短语，指名读短语，齐读短语，着重于read, saw的读音和原形。）
（2）T: xxx read a book and saw a film last weekend. What did xxx do last weekend?(课件展示本班学生感冒、睡觉的照片。) 引导学生回答：She/He had a cold and slept.（教读had a cold, slept, 领读，拼读，指名读，齐读，着重于had，slept的读音和它们的原形。）
（3）播放动词短语录音，学生跟读录音。
（4）小组练读短语儿歌。
Read, read, read a book, 看书。See, saw, saw a film, 看电影。
Have, had, had a cold, 感冒。 Sleep, slept, slept睡觉。
（课件展示儿歌。）
（5）指组读儿歌，齐读儿歌。
(6) 观察动词的变化，记住一般过去式动词的不规则变化形式。
read — read see — saw have — had sleep — slept
教学资源：学生自制照片
设计意图：猜一猜教师上周末的活动，引起了学生们的好奇，激起学生们想表达的欲望。然后又从学生们熟悉的同学入手,学习新的短语，引起了全体学生的兴趣。最后儿歌的呈现巩固了新授短语。
2. Learn the dialogue.
(1) Do the dialogue with the new phrases.（对话呈现在课件上。）
S1: How was your weekend?
S2: It was…
S1: What did you do last weekend?
S2：I…
S2: Did you…?
S1: Yes, I did.
（两人一组利用新学短语做对话练习。）
（2）指组练习。
（3）教师出示日历，提问学生在不同的日子做了什么，学习yesterday, the day before yesterday, last Monday, last night等时间短语，帮助学生理解表示过去时间短语的意义。
（4）将时间短语、动词过去式短语与句型结合进行问答。
A: What did you do last weekend?
B: I…
A：Did you…?(强调动词用原形。)
B：Yes, I did./ No, I didn’t.
（对话呈现在板书上，讲解句型，领读句型，理解句型。）
（课件呈现短语。）
(5)师生操练句型，生生操练句型，指组练习句型。
3. Learn the text.
(1) Show a picture of “Amy and John”.
T: Look at the picture. Who are they?
Ss: Amy and John.
T: Yes. What did Amy do last weekend? Let’s listen to the tape.
(2) Listen to the tape and answer the questions.
a. What did she do last weekend?
b. Did she see a film?
(3) Open the books and follow the tape.
(4) Read in role.
a. 两人一组分角色朗读。
b. 男生女生分角色朗读。
(5)Make a new dialogue in pairs.
(6) Act the dialogue.
教学资源：录音机、磁带、人物图片
设计意图：听录音回答问题，听录音跟读，集中学生的注意力，提高了学生的口语表达和听力的能力。编对话、分角色表演对话，培养学生的自主学习能力，拓展学生的思维能力以及语言的运用能力。
Step 4 Practice
1. Play games.
（1）What’s missing? 教师出示单词卡片，请学生快速认读。所有单词读过一遍后，教师抽出其中的一张卡片，提问学生学生What’s missing?根据记忆说出抽掉的是哪个单词？
（2）教师出示短语卡片，每组学生派一名代表，背对着卡片。其他学生说出卡片上的单词或词组，每组代表快速作动作。谁做得慢或做错，谁就出局。
教学资源：词卡
设计意图：通过认读活动练习所学的动词过去短语，使学生能熟练的掌握所学短语的音、形、义。
2. Look and talk.
（1）组织学生认真观看表格，并以最快的速度记住表格里的内容。
（2）盖住表格，教师用下面的句型询问学生，对于答对的同学予以奖励。
句型：—What did xxx do yesterday? —He/She…
—Did he/she... yesterday\? —Yes, he/ she did./ No, he/she didn’t.
（3）学生两人结对，把表格盖起来互相询问。看谁记得多、记得准。
教学资源：表格
设计意图：通过快速记忆的小游戏，调动起了全体学生积极参与，达到了操练语言的目的
Step 5 Summary
T: What did you learn about this lesson?
学生自由说，教师总结。
1. 学习了四个一般过去式动词短语：read a book, saw a film, had a cold, slept
2. 学习了表示过去时间的词和短语：yesterday, the day before yesterday, last Monday, last night
3. 询问某人过去的某个时间干的事情，要问：What did+主语+do +表示过去的时间词或短语？回答：主语 + 动词过去式+其他。
4. 询问对方在过去的时间里是否做了某事，要问：Did you +动词原形？
回答：Yes, I did./ No, I didn’t.
设计意图：鼓励学生积极发言，帮助学生有系统的整理、归纳知识点，便于学生的记忆。
课堂作业
一、将图片与短语连线。
1. 2. 3. 4.
A. had a cold B. read a book C. saw a film D. slept
二、单项选择。
( )1. Mike _______ a book yesterday.
A. reads B. readed C. read
( )2.—Did she _______ a cold last night?
—No, she watched TV.
A. had B. have C. has
( )3.—Did you see a film last weekend?
—_______
A. Yes, I am. B. No, I didn’t. C. Yes, I do.
三、选择合适的句子补全对话。
Mary: Hi, Linda. 1.__________________
Linda: I’m fine, thanks. How was your weekend?
Mary: 2. __________________
Linda: What did you do?
Mary: 3. __________________
Linda: 4. __________________
Mary: 5. __________________ It was great.
板书设计
B Let’s learn
read a book read
/e/ /i:/
saw a film see
/ɔ:/ /i:/
had a cold have
/æ/ /æ/
slept sleep
/slept/ /sli:p/
过去式 原形作者: 桂馥兰香 时间: 2020-2-17 20:28
第四课时
课时内容
B Let’s try Let’s talk
课时分析
本课时是人教版六年级下册第二单元第四课时，与第三课时紧密相连。围绕“上个周末做过的事情”这一话题展开，主要通过对话学习句型Was it interesting? Did you see a film? No, I have a cold.及巩固句型What did you do last weekend? I...的运用，培养学生学习英语的兴趣以及树立学好英语的信心。第三课时中已经学习了What did you do last weekend? I...的表达，为本课时奠定了学习基础。本课时的重点是恰当的运用表达询问周末活动及回答的句型。
本课时包括Let’s try和Let’s talk两个板块。Let’s try通过John和吴一凡的对话呈现了Let’s talk 的背景。学生通过听力练习获得Let’s talk板块的人物和场景信息，为进入正式的对话学习做好准备。Let’s talk 板块通过John和Amy的对话，让学生感知Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.的语义和语用情景，学会如何在这样的情景下表达。此情境讨论的周末活动是学生比较感兴趣的话题，很能激起学生学习的欲望和兴趣。
本课题涉及了前面几个课时的内容，在设计本课教学过程时，导入环节我采用儿歌、词卡认读、句型问答的方法，帮助学生复习和巩固学过的知识。对话学习采用整体感知对话、局部处理语言、分角色表演对话的方法，充分发挥学生的主体作用。练习采用调查、演讲比赛的方法，调动学生学习的积极性，扎实所学的语言。
课时目标
1. 能够理解对话大意，并能回答对话下面的问题。
2. 能够用正确的语音、语调朗读对话，并能进行角色扮演。
3. 能够听、说、读、写句型：Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.
4. 能够掌握Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.
5. 能够在语境中理解magazine, better, faster的意思，并能正确发音。
课时重难点
1. 重点
（1）能够理解对话大意，并能回答对话下面的问题。
（2）能够听、说、读、写句型：Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.
（3）能够掌握Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.
(4) 能够用正确的语音、语调朗读对话，并能进行角色扮演。
2. 难点
句型Was it interesting? What did you do last weekend? Did you see a film? No, I have a cold.
的掌握和灵活运用。
教学准备：课件、录音机、磁带、词卡
教学过程
Step 1 Warm up
Greeting
T: Good morning, everyone.
Ss: Good morning, teacher.
T: How are you today?
Ss: Fine, thank you. And you?
T: I’m fine, too. Boys and girls, let’s chant ” What did you do last weekend?”
Ss: Ok.
（播放自制儿歌，师生共同吟唱。）
教学资源：课件
设计意图：师生共同吟唱儿歌，拉进了教师与学生之间的距离，调动了全体学生的积极性，带动了课堂气氛。
Step 2 Lead in
1. Review some phrases.
a. T: Great! Everyone, now I have some word cards. Let’s say and do. 教师展示词卡read a book, 学生说出它的过去式read, read, read a book,看书，并做出看书的动作。
b. 教师依次展示see a film, have a cold, sleep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。
c. 学生齐读短语” read a book, saw a film, had a cold, slept”。
教学资源：词卡
设计意图：认读词卡，说动词的过去式，做相应的动作，活泼的操练形式复习和巩固了上节课所学的短语。
2. Ask and answer.
T: I read a book and watched TV last night. What did you do last night?
S1: I …
T: Did you…?
S1: Yes, I did./ No, I didn’t.
S2: What did you do last weekend/yesterday…?
S3: I…
S2: Did you…?
S3: Yes, I did./ No, I didn’t.
（板书句型，师生操练句型，生生操练句型。）
设计意图：句型问答使学生及时地复习和巩固了上节课所学的句型，并为学习新知做好铺垫。
Step 3 Presentation
1. Let’s try.
Show the pictures of Wu yifan and John.
T: Who are they?
Ss: They are Wu yifan and John.
T: Yes. What did they do last weekend? What are they going to do?
（1）学生读出题目尝试猜测答案，进行听前预测。
（2）播放录音，回答问题。
（3）校对答案。
教学资源：录音机、磁带、课件人物插图
设计意图：先听前预测要听的重点内容，做到心中有数，提高听力水平。并且通过听力练习Let’s talk板块的人物和场景信息，为进入正式的对话学习做好准备。
2. Let’s talk.
(1) T: Look, they are John and Amy. (利用课件展示教学插图。）What are they talking about? What did they do last weekend?（对对话内容进行预测。）
S1: Did they…?
T: Maybe.
S2: Did they…?
T: Good try…
（2）整体感知对话，理解对话
T: What did they do last weekend? Let’s have a look together.
a. 带着问题阅读对话，出示下面表格检测学生对对话的理解。
What did they do?
John
Amy
b. 指名回答问题，完成表格。
(3)教师播放动画，学生再次阅读对话，理解新词和句子。
T: Where do they want to go?
Ss: The bookstore.
T: Right. John wants to buy the new film magazine.（教师利用实物教学magazine，教读，拼读，指名读，齐读句子，理解句子。）How was the new film magazine? Was it interesting?
Ss: Yes. (板书句型。教读和理解interesting，领读句子，分组读句子，齐读句子。)
T: How do they go to the bookstore?
Ss: By bus.
T: Why? 引导学生说出It’s faster than walking.(教学faster，利用简笔画帮助学生理解faster，领读句子，齐读句子。)
T: John had a cold last weekend. Is John better now?( 教读better，指名读，拼读，着重于它的原形good, well。)
(4)教师带读核心句型。
(5) Listen to the tape and follow the tape.
(4) Read in role.
两人一组分角色朗读对话。
教学资源：课件、录音机、磁带
设计意图：处理本环节，我采取先整体感知对话初步体验，再抓住重点处理局部语言，然后又整体把握。相互渗透，培养学生的阅读能力。
Step 4 Practice
1. Do a survey.
Whose weekend was more interesting? 调查班里的两名或三名同学，询问对方的周末活动，并进行对比，看谁的周末更有趣。
参考句型：A: How was your weekend? Was it interesting?
B: Yes.
A: What did you do last weekend?
B: I…
A: Did you…?
学生总结、汇报讨论结果。
_______’s weekend was more interesting. He/ She___________________.
He/ She___________________. He/She had a busy but nice weekend.
设计意图：小调查，调动了全体学生的积极参与，锻炼了句型的应用能力。
2. 演讲比赛“我的周末”。
用mind map的形式表现：
设计意图：演讲比赛，锻炼了学生的记忆力，提高学生的口语表达能力。
Step 5 Summary
T: Boys and girls, which new words did you learn about this lesson?
Ss: Interesting有趣的, magazine杂志, faster 更快的，better 更好的，magazine杂志。
T: Which sentences did you learn?(Point to the blackboard.)
Ss: Was it interesting? Yes.
What did you do last weekend? I ________.
Did you see a film? No, I had a cold.
设计意图：教师帮助学生归纳和整理本节课的重点知识，加深学生对知识的记忆。
课堂作业
一、按要求写单词。
1. 2.
3. 4.
二、单项选择。
( )1. This is _______ interesting book.
A. a B. an C. /
( )2. It’s _______ than walking.
A. fast B. faster C. fastest
( )3. I want _______ a new magazine.
A. buy B. to buy C. buys
( )4. I’m happy you feel_______ now.
A. good B. better C. gooder
三、看图补全对话。
1. —Did you ________ ________ ________ yesterday?
—Yes, I did.
3. —________ ________ your clothes last weekend?
— No, I________ ________.
四、给下列句子排序。
( )Hi, Sarah. Let’s go to the bookstore. I want to buy a new film magazine.
( )No, I visited my grandparents.
( )Did you see a film?
( )Oh, I read it last weekend.
( )Yes, it talked about a lot of new films.
( )Was it interesting?
板书设计
B Let’s talk
Was it interesting? Yes.
有趣的
What did you do last weekend?
I…
Did you see a film?
No, I had a cold. 作者: 桂馥兰香 时间: 2020-2-17 20:28
第五课时
课时内容
B Read and write
课时分析
本课时是人教版六年级下册第二单元第五课时。围绕“吴一凡和和他的家人在宾馆度周末”这一话题展开，主要通过阅读文本学习词汇hotel, tasted, were, fixed, got, loud及如何用一般过去时态表达曾经发生过的事情。锻炼学生的思维能力，理解能力和分析能力，激发学习英语的兴趣和树立学好英语的信心。前几课时词汇、对话的学习为本课时的学习奠定了一定的基础，本课时是第二单元知识的拓展和延伸。本课时的重点是单词hotel, tasted, were, fixed, got, loud的听、说、认读以及能够在文段中寻找关键信息，并根据阅读所获取的信息完成一系列活动。
本课时Read and write板块，分为读和写两个部分。读前部分呈现了Mrs Broom的头像，通过头像了解她的职业，回忆相关的背景知识及话题词汇。文段呈现的是吴一凡写的评论稿，通过阅读评论稿，能够完成读后阅读检测及填充表格任务。书写活动呈现的是Mrs Broom给经理的一封电子邮件，学生能够根据投诉信补全电子邮件。文段内容接近学生的生活实际，具有实效性，能够激起学生阅读的欲望。
本课时词汇量大，对于学生来说有一定的难度。教师要帮助学生理清脉络，并结合图片、语境理解课文。本着以学生为主体，教师为主导的原则，采取自主学习，小组合作的方式，积极调动学生的参与，培养良好的阅读习惯和技巧。
课时目标
（1）能够听、说、认读单词：hotel, tasted, were, fixed, got, loud。
（2）能够运用一般过去式描述在酒店发生的事情。
（3）能够在文段中寻找关键信息。
（4）能够根据阅读获取的信息完成活动。
（5）锻炼学生的思维能力、理解能力，激发学习英语的兴趣和树立学好英语的信心。
课时重难点
1.重点
（1）能够听、说、认读单词：hotel, tasted, were, fixed, got, loud
（2）能够在文段中寻找关键信息。
（3）能够根据阅读获取的信息完成活动。
（4）能够运用一般过去式描述在酒店发生的事情。
2.难点
（1）能够根据阅读获取的信息完成活动。
（2）能够正确运用一般过去式描述在酒店发生的事情。
教学准备
多媒体课件、卡片、录音机、磁带、
教学过程
Step 1 Warm up
1. Greeting
T: Good morning, everyone.
Ss: Good morning, teacher.
T: How are you today?
Ss: Fine, thank you. And you?
T: I’m fine, too.
T: What did you do yesterday?
S1: I…
T: Did you…?
S2: Yes, I did./ No, I…What did you do yesterday?
T: I…
设计意图：通过师生间的交流，提高了学生的口语表达能力，拉近了师生之间的距离。
Step 2 Lead in
1. Let’s play a game.
（课件展示听音乐、台灯、汉堡包、椅子、打扫房间、看电视等图片，图片被遮住一部分，请学生猜出单词或短语。）
T: Ok. Everyone, I have some pictures, what are they? Guess. What’s this?（教师展示被遮住一部分的台灯的图片。）
S1: Cap?
T: No.
S2: Lamp?
T: Yes, wonderful. Next one.
…
教学资源：课件
设计意图：猜一猜的游戏环节，复习了和本课有关的词汇，为学生阅读文段扫清障碍，同时也调动了全体学生的注意力。
2. Let’s chant.
T: Excellent! let’s chant together now. “Did you go to a park?”
Ss: Great.
（播放儿歌，师生拍手吟唱。）
教学资源：课件
设计意图：伴随着好听的节奏，师生一起吟唱儿歌，活跃了课堂气氛，激发学生学习的兴趣，为学习正文做准备。
Step3 Presentation
1. 阅读前
(1)T：Now boys and girls, look at the picture. （课件呈现Mrs Broom的头像。）This is my new friend. She is Mrs Broom. She’s a beautiful woman. She is a housekeeper. She works in a hotel.(课件呈现宾馆的图片,板书单词。)
(2)学习单词hotel，领读，拼读，齐读。
(3)通过图片展示好的差的酒店，请学生回忆曾经去过的印象比较深的酒店是什么样子，能在酒店里做些什么，在酒店里看到过什么愉快和不愉快的事情，与大家分享。
(4)看一看，勾一勾。
T: Mrs Broom works in a hotel. What did she do yesterday? 请学生选择。
made the beds cooked the food cleaned the rooms
(5)教师介绍文段的背景：Wu yifan and his family stayed in a hotel yesterday. It was not a good time. Why not? Let’s have a look together.
教学资源：课件
设计意图：通过讨论人物回忆相关背景知识及话题词汇，为进入正式阅读做好铺垫。
2. 阅读中
(1)第一次阅读。
要求学生快速阅读文段后回答问题：How was Wu yifan’s stay in the hotel last weekend?
（2）第二次阅读
要求学生细读第一段回答问题：What was the room like?
(3)第三次阅读
a.要求学生阅读其他部分，找出Mike的爸爸妈妈以及Mike的困扰是什么，用直线画出。
b.两人小组或四人小组统一意见，指名汇报，课件呈现。
My mother wanted to read a book but the lamp was too small.
My dad got some hamburgers from the hotel kitchen, but they were cold and tasted bad.（讲解were, tasted, 通过动作、语言帮助学生理解。板书were, tasted bad, 着重于原形。）
I wanted to watch TV but the TV didn’t work.(领读句子，齐读句子，板书句子。)
The people Room 301 listened to loud music. I didn’t sleep all night.（讲解loud, all night， 领读，指名读，齐读。板书listened to loud music, didn’t sleep all night）
c. Find the sentences that describe Picture 1-3. 用曲线画出。
d.两人一组统一意见，指名汇报，校对答案。
Picture1: Or room was big but everything was very old.
Picture2: My mother wanted to read a book but the lamp was too small. My dad got some hamburgers from the hotel kitchen, but they were cold and tasted bad.
Picture3: I wanted to watch TV but the TV didn’t work. The people Room 301 listened to loud music. I didn’t sleep all night.
(4)第四次阅读
播放录音，跟读录音。
教学资源：课件、录音机、磁带、
设计意图：通过初读、细读、跟读、模仿朗读，培养学生的阅读方法和习惯。
3.阅读后
（1）阅读文段后，请学生思考后回答问题：How do you feel about Wu yifan’s stay at the hotel?
（2）完成动词短语搭配练习。
clean loud music
fix a broken chair
taste TV
read bad
watch the room
enjoy our stay
listen to a book
（3）圈出文中所有动词的过去式，完成表格并核对答案。
Past (过去) Present（现在）
(4读一读，完成给经理的一封电子邮件，并核对答案。
设计意图：通过问答、词语搭配、完成电子邮件等活动形式，检验学生对文本的理解。
Step 4 Practice
1. 小游戏。
(1) 教师准备listen, get, are, fix, don’t, cleaned等动词词卡，学生快速拼出它们的过去式及说出它们的汉语。例如：教师拿出listen 词卡，学生要说L-I-S-T-E-N-E-D, listened听。
（2）教师做动作，学生马上说出对应的动词词组。反过来教师说动词词组，学生做动作。然后两两做动作。
动词词组：cleaned the room, read a book, tasted food, watched TV, listened to music, slept
教学资源：词卡、图片
设计意图：小游戏环节的设计，激发了学生学习的积极性，巩固了学生对词汇和短语的音、形、义的掌握。
2. 小练笔。
写一写你曾经去过的酒店的样子，在酒店里做的事情，在酒店里看到过或发生过愉快和不愉快的事情，然后小组互相交流，整理。最后找几名同学说一说。
设计意图：仿编课文，训练学生使用动词过去式，积累大量的词汇和语言，培养学生的书面表达能力。
Step 5 Summary
T: 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：listened to loud music, fixed, were, hotel, all night
(2)一般过去时态的否定句句型：主语+didn’t+动词原形+其他。
设计意图：师生共同整理和归纳，强调了重点，深化了知识，强化了记忆。
课堂作业
一、英汉互译。
1. 太小 __________ 2. at the hotel __________
3. a broken chair __________ 4. all night__________
5. got __________ 6. 太糟糕__________
二、找出错误的一项，并改正。
( )1. I didn’t saw a film yesterday. ________
A B C
( )2. Last weekend, Mike is happy. ________
A B C
( )3. My friend Bill clean our room and fixed a broken desk. ________
A B C
三、阅读短文，判断句子正“T”误“F”。
Dear Sir,
Our weekend at your hotel was very bad. Our room was small and everything was too old. My mom cleaned the room.
My father got some fruit from the hotel kitchen, but they tasted bad.
I wanted to watch TV, but the TV didn’t work. The people in Room 401 listened to loud music. We didn’t sleep all night.
I’m sorry, but we didn’t enjoy our stay very much.
Tom and family
( )1. Our room was big and everything was too old.
( )2. Tom wanted to watch TV, but the TV didn’t work.
( )3. Our weekend at the hotel was very good.
( )4. The people in Room 401 listened to loud music.
( )5. Tom’s mother wanted to read a book.
板书设计
B Read and write
hotel 宾馆
too small tasted bad hamburgers were是
taste are
the TV didn’t work listened to loud music
didn’t sleep all night listen
(didn’t + 动词原形)作者: 桂馥兰香 时间: 2020-2-17 20:29
第六课时
课时内容
B Let’s check、Let’s wrap it up C story time
课时分析
本课时是人教版六年级下册第二单元第六课时，与前几课时紧密相连。围绕“本单元的重点词汇和句型”展开。Let’s check用于检测本单元的A，B部分的核心句型和考查单元核心词汇的认读。Let’s wrap it up.培养学生的语法意识。Story time引导学生灵活运用本单元所学语言，增加语言的输入，提高学生的口语表达能力和表演能力，持续激发学习英语的兴趣，培养学生合理安排生活的能力。本课时是对前几课时重点词汇、句型的总结，掌握了本课时所要掌握的知识，那么学生已经把握住了本单元的重点。本课时的的重点是一般过去式动词的规则变化的总结以及四会单词、句子的运用。
本课时包括Let’s check 、Let’s wrap it up 和story time三个板块。Let’s check呈现了四幅图，学生要学会从图片信息中推测考查点，做到有目的、有针对性地听录音。重点是培养学生良好的听力习惯，持续提高学生的听力水平。Let’s wrap it up. 板快呈现了6个动词的一般过去式形式，要引导学生自己总结一般过去式动词的规则变化，启发学生的思维。Story time板块呈现的是Zoom向Zip描述自己过了一个非常忙碌的周末。此故事阅读性强，有趣，与学生的实际生活相关。通过故事的学习，复习巩固本单元句型How was your weekend? It was... What did you do...?以外，还可以借助图片和上下文理解新句子：Now I need another weekend.
本课时是总结复习课。Let’s wrap it up. 让学生自己总结，小组归纳，最后整理，培养学生的思维能力。Story time通过整体感知、答疑解惑、模仿表演、拓展创新的方式，帮助学生积累丰富的语言，巩固和发展语言以及培养学生的想象力,以及提高学生的听、说、读、写的能力。
课时目标
（1）能够较好的完成Let’s check。
（2）能够理解和掌握一般过去式动词的规则变化。
（3）能够理解故事内容，并能按照正确的意群及语音、语调朗读故事。
（4）通过故事复习巩固本单元所学的语言，并增加语言的输入。
（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。
课时重难点
1.重点
（1）能够较好的完成Let’s check。
（2）能够理解和掌握一般过去式动词的规则变化。
（3）能够理解故事内容，并能按照正确的意群及语音、语调朗读故事。
（4）通过故事复习巩固本单元所学的语言，并增加语言的输入。
2.难点
能够表演故事，恰当运用故事中的语言。
教学准备：课件、录音机、磁带、词卡、自制Zoom和Zip头饰
教学过程
Step 1 Warm up
Greeting
T: Good morning, everybody.
Ss: Good morning, teacher.
T: How are you today?
Ss: I’m fine, thanks. And you?
T：Very well, thanks. What’s the weather like today?
Ss: It’s sunny/windy…
T: Yeah, it’s a sunny day. So I feel happy. Are you happy, too?
Ss: Yes.
T: Ok. Now let’s begin our class.
设计意图：教师与学生之间的相互问候，相互交流，增进教师与学生之间的感情，也为正式进入学习而做好心理准备。
Step 2 Lead in
1. Sing a song.
T: Boys and girls. Do you like English songs?
Ss: Yes.
T: Ok. Let’s enjoy a song” Last Weekend”.（播放歌曲，学生熟悉旋律和歌词。）Can you sing?
Ss: Yes, a little.
T: Let’s sing together.
T and Ss: “Last weekend I went to the zoo…”
教学资源：课件
设计意图：歌曲的导入，激发了全体学生的学习兴趣，活跃了课堂气氛，巩固了已学的词汇和句型。
Step 3 Presentation
1. Let’s check.
T: Now let’s look at some pictures. (展示Let’s check.图片。)
(1) Listen and number.
a. 请学生逐一看图，几秒种后放录音。学生听录音，为图片排序。
b. 校对答案，并请学生描述每张图片。
(2）Listen again and number the phrases.
a. 请学生在听录音之前先默读一遍词组。
b. 播放录音，学生根据听到的先后顺序为词组排序。
c. 校对答案,注意强调一般过去式动词的不同形式。
教学资源：录音机、磁带
设计意图：先看图再做听力，学会从图片信息中推测考查点，有针对性的听录音，提高听力的水平。
2. Let’s wrap it up.
（1）词卡展示watch, wash, clean, stay这几个动词，指名快速拼出和读出动词的过去式。
S1: W-A-T-C-H-E-D, watched
S2: W-A-S-H-E-D, washed
…
(2)呈现talked, stayed, lived, wanted, planned, cried 六个动词的一般过去式形式，两人一组观察词尾的构成有什么规律。
（3）师生共同归纳总结。
1. 直接加-ed。 2. 以e结尾的加-d。3. 双写最后一个字母加-ed。4. 辅音字母+y, 变y为i，加-ed。(课件呈现规律，特别强调最后一条，注意stay 与cry的区别。)
（4）小组讨论，将下面的单词分为对应的四类。（学生事先准备好词卡。）
cook, play, like, visit, stop, study
（5）小组汇报结果，校对答案。
（6）学生在词卡上写出这几个单词的比较级，然后互相订正。
（7）背诵规律，互相检查。
教学资源：词卡
设计意图：引导学生自己观察、总结规律，启发学生的思维，培养学生自主学习的意识。
3. Learn “Story time”
(1) 师生自由对话。
How was your weekend?
It was…
What did you do?
I…
Did you…?
Yes/No…
(2) 带着问题观看动画并同时放录音，初步了解故事梗概。
T: How was Zoom’s weekend?
Ss: It was busy.(带读单词busy，拼读单词，齐读单词，板书单词。)
（3）深入学习故事。
a. 带着问题自读课文。
What did Zoom do last Saturday? What did Zoom do last Sunday?
b. 理解课文,两人讨论，完成填空。
On Saturday morning, Zoom __________ and __________
On Saturday afternoon, he__________ and __________.
On Sunday morning, Zoom __________ and __________.
On Sunday afternoon, he_________ _and __________.
(指名汇报，校对答案，板书动词短语。)
c. 理解新句子Now I need another weekend.
教师引导学生说：Last weekend, Zoom washed his schoolbag, went to a park, did his homework, went fishing, cleaned his room, visited his grandparents, played football and watched TV. Wow, he did so many things, he is very tired, so he says: “ Now I need another weekend.”（板书句型，领读句子，理解句子。告诉学生要合理的安排周末活动。）
（4）再次欣赏故事，跟读故事。
（5）分角色朗读故事。
（6）分角色练习故事、表演故事。
教学资源：课件、录音机、磁带、自制Zoom 和Zip头饰
设计意图：先初步欣赏动画整体感知，然后答疑理解故事，最后模仿表演故事。条理清楚，促进语言的积累、吸收和学生思维的发展，增加语言的输入。
Step 4 Presentation
Make a story.
两人一组创编故事，小组内表演。
设计意图：创编故事激发学生的想象力，锻炼学生的逻辑思维能力，扩大词汇量，提高口头表达能力和交际能力。
Step 5: Summary
T: What did you learn about this lesson?
学生自由发言，教师小结。
1. 一般过去式动词的规则变化。
（1）直接加-ed。 （2）以e结尾的加-d。（3）双写最后一个字母加-ed。（4）辅音字母+y, 变y 为I,加-ed。
2. 某日上下午要用介词on。
3. 你想告诉对方你的周末很忙，可以说：It was a busy weekend.
设计意图：师生共同整理和归纳本课知识点, 加深学生对本课知识的理解。
课堂作业
一、写出下列动词的过去式。
1. like __________ 2. clean __________
3. stop __________ 4. sleep__________
5. wash __________ 6. see __________
二、用单词的适当形式填空。
1. My father _________ (cook) breakfast for me last Tuesday.
2. I _________ (study) English with my sister yesterday afternoon.
3. Amy _________ (visit) her grandparents last Saturday.
4. I often stay at home and _________ (watch) TV on the weekend.
三、我是阅读小能手。阅读短文，完成各题。
I’m Ann. I have a cousin. She’s Alice. She had a busy weekend. Saturday morning, she washed her clothes. Then she had art class. In the afternoon, she did her homework and went swimming. Sunday morning, she drew pictures with her friends in the park. In the afternoon, she read storybooks and helped her mother clean the room. In the evening, she played the erhu.
a. 阅读短文，根据短文内容给下列图片排序。
( ) ( ) ( ) ( )
b. 阅读短文，判断句子正“T”误“F”。
( )1. Alice went to a park Saturday morning.
( )2. Ann is Alice’s sister.
( )3. Alice helped her mom clean the room Sunday afternoon.
四、小练笔。
Saturday Sunday
do my homework
clean my room
read books study English, Chinese, maths
watch TV
play ping-pong