2019年六年级英语下册第三单元试题.doc

2019年六年级英语下册第三单元试题一、写出下列词的过去式。watch _ wash _clean _ play _visit _二、填空1. What _ (do) you do last weekend ?2. I _ (play) football yesterday.3. _ (do) you help them yesterday ?4. I _ (clean) the room last weekend. 5. She _ (is) busy last weekend.三、选择 ( )1.What you usually do on the weekend? A. are B. do C. did( ) 2. What _ you do last weekend ?A. are B. do C. did( ) 3. I played football . A. tomorrow B. last weekend C. next Sunday( ) 4. What did you do last night ?A. I watch TV. B. I watched TV. C. I wash the clothes.( ) 5. He _ his grandparents last Sunday.A. visit B. visited C. visitsPart B一、 写出下列短语的过去式。 去公园 去游泳 读书 去钓鱼 去郊游 二、填空1. I _ (go) fishing yesterday .2. Did you _ (play) football yesterday ?3. Did you clean the room ? Yes, I _.4. She _ (not) go to the park yesterday .5. He _ (read) books yesterday . 三、选择 ( ) 1. What did Mike _ yesterday ?A. do B. does C. did( ) 2. She _ swimming yesterday .A. go B. goes C. went( ) 3. I _ a book last weekend .A. read B. reads C. readed( ) 4. She _ clean the room last Monday .A. dont B. doesnt C. didnt ( ) 5. I _ English with him yesterday.A. study B. studied C. studyed第三单元测试题听力部分一、听录音，选择你听到的单词、短语或汉语意思。 ( ) 1. A. watch B. watched C. wash D. washed( ) 2. A. weekend B. week C. swim D. win( ) 3. A. 去游泳 B. 去郊游 C. 去钓鱼 D. 去公园( ) 4. A. fly B. flew C. five D. for( ) 5. A. 上周 B. 昨天 C. 昨天晚上 D. 上周一二、听录音，选择你听到问题的正确答语。( ) 1.A. Yes, I do. B. Yes, I didnt. C. Yes, I did.( ) 2.A. I go hiking. B. I went hiking. C. I am going hiking.( ) 3.A. She goes to the cinema B. She went to the cinema.C. She is going to the cinema.( ) 4.A. Yes, she did. B. Yes, he did. C. Yes, it did.( ) 5.A. Yes, I did. B. No, I am. C. Yes, I am.三、听录音，填空。1. _ did you do last night? I _ my clothes.2. _ Mike going to _ TV tonight?3. Did you _ your grandparents _? Yes, I did.4. Zhang Peng _ English with Mike last _.5. I _ my room last night.笔试部分一、 写出下列单词的过去式。watch_ wash _ clean _ play _ visit _ do _ go _ read _ 二、填空1. What _ you _ (do) last weekend ?2. She _(read) a book last night .3. He went _ (swim) yesterday .4. Amy _ (listen) to music last Tuesday .5. We _ (go) fishing yesterday .三、选择( ) 1. What _ he _ yesterday ?A. does, do B. do , did C. did, do ( ) 2. _ he _ football last weekend ?A. Did, played B. Did, play C. Did, plays( ) 3. She _ yesterday.A. went fish B. went fishing C. goes fishing( ) 4. He _ the clothes yesterday.A. didnt washed B. didnt wash C. dont washed( ) 5. They _ English last night.A. study B. studyed C. studied( ) 6. It _ a windy day yesterday .A. is B. was C. am四、从B栏选择A栏的正确答语。A B ( ) 1. What did he do yesterday ? A. Yes, she did.( ) 2. Did she wash the clothes yesterday ? B. I went fishing .( ) 3. What did you do last weekend ? C. No, I didnt .( ) 4. Did you went to the park ? D. He read a book yesterday.( ) 5. What was the weather yesterday ? E. It was sunny .五、阅读理解，选择。Hello, I am Peter. Yesterday was Sunday. I walked to my grandpas home. It was his birthday. I bought（买） many fruits and a big cake in the morning. My grandpa and grandma liked them very much. My mother cooked lunch. We had a good time.( )1.What day was yesterday?A. Sunday. B. Saturday. ( )2.How did you go to your grandparents home?A. On foot. B. By car. ( )3.Whose birthday was it?A. My grandpas. B. My grandmas. ( )4.Did your grandparents like fruits?A. No, they didnt. B. Yes, they did. ( )5.Were you happy?A. Yes, we were. B. No, we were not.六、写作。介绍一下你上周的活动，注意时态，不少于5句。-附送：2019年六年级英语下册第二单元备课语六年级下 孟芬Unit 2 Whats the matter, Mike?单元备课一、单元教学目标(一)知识目标1能够听、说、读、写A、B部分Lets learn 中的四会单词和Lets talk中的三组句子。2能够听、说、认读lets learn部分的三会单词和Lets talk中的句型。3能够读懂Lets read 中的对话和短文，能够完成检测学生理解程度的填充句子练习。4了解3个元音和4个辅音的读音，能区分它们不同的发音方式，并能根据所给的音标拼出单词的读音。5能够听懂、理解Story time、Good to know、Task time 中的内容。(二)能力目标1能够简单询问他人的身体是否健康、心情是否愉快。2能够简单表达自己或他人的健康状况以及各种情绪和心理状态。(三)情感目标1培养学生团结友爱、关心他人的良好品质。增强学生的集体荣誉感。让学生理解健康的体魄和愉悦的心情是一个人成功的重要因素。二、单元教学重难点单元重点1四会单词和句子的听、说、读、写。2Lets learn部分单词和短语的听说读写。3句型whats the matter? 的运用单元难点1四会单词和句子的读写。2Read and write 的理解。3正确认读本单元所给出的7个音标以及相应的单词。三、教学内容分析本单元内容主要是围绕“看病就医”和“描述心情”两个话题展开。“看病就医”是日常生活中的一个常见话题。A部分介绍了有关这一话题的常用词汇和日常交际用语；B部分主要介绍有关“心情”的词汇和交际用语，并且结合一个话题引入了时间状语从句和原因状语从句。B部分还涉及到系动词look, feel 的一些用法，教师在教学过程中不必过分强调其语法意义。四、学情分析六年级下学期是小学生在升入初中前的最后一个学期，经过三年多的英语学习，已经具备了一定的语言基础和交际能力，并掌握了一些学习英语的技能。他们富有活力、思维跳跃极强、表现欲强。然而，他们身上也存在着缺点，所学内容因为广泛而掌握得不扎实，读写能力相对于听说还稍逊一筹，个别的学生行为习惯应再加强，鼓励他们在课堂上认真听讲，积极主动的回答老师提出的问题，善于提问。所以在教学中为了促进其在课堂上的耐心，使全体学生参与到教学活动中来，教师要特别采取适合本班学生的评价手段，以便于更好地调动学生的积极性和学习英语的欲望，达到预期的目的。五、教法建议（一）教学A Lets learn可参考使用以下方法1教法（1）观察思考法：让学生观察Lets start图片，启发学生思考本单元有关的话题，引出句型Whats the matter, Mike?（怎么了）来进行教学。（2）直观教学法。教师出示图片，学生观察肢体语言来理解词组的含义，并通过出示卡片，板书，引导学生掌握四会词组。（3）观察总结法。本课时的五个词组都有着共同特点，可以让学生在学习的过程中学会观察总结，从而快速有效的记忆词组。如本课时词组中的字母组合ache等,可以让学生先观察再进行总结。教师再给予适时的点拨，让学生学会用规律去记忆单词的方法。（4）趣味游戏法。采用看动作表情猜词组，设计“看病”游戏等活动激发学生学习的积极性，让学生轻松掌握所学。（5）采用任务性教学法 如让学生完成Lets play活动。2学法（1）听说读写结合法。为了能快速记忆四会单词，学生可以利用情境图或者图卡等来调动多种感官，进行听说读写练习，从而达到四会要求。（2）合作交流法。在学习的过程中把学生分成几个小组，让学生在小组内练习所学的句型和词组，如：一个学生问：Whats the matter,? 另外一学生回答I feel sick. I have a fever.以次类推，让每个学生都有练习的机会。（二）呈现B Lets learn中的happy和sad，以及excited.、angry1.教师播放歌曲The Way I Feel，学生跟唱两遍。教师对学生掌握情况很满意，作出开心状，引出新授单词happy的教学。然后对学生说：You are happy. I am happy, too. Look at my face. This is a happy face. 然后在黑板上画“happy face”和“sad face”。教师指着sad face问学生：Is it a happy face?以此教学单词sad。教师可让学生同桌之间一人做表情，另一人画脸，再描述如：He/She is happy/sad.2教师呈现图1(一名运动员在跑道上边擦汗边跑步)：T: Is he happy?S: No, he isnt.T: Is he sad?S: No.T: How does he feel? (做出很累的肢体动作)播放单词录音，出示卡片：tired，学生模仿发音并说出意思。呈现图2(一个小男孩在家看电视中的足球赛，这时中国队进了一个球，他高兴得跳了起来。)：How does he feel? 学生可能说：He is happy. 这时教师应进一步引导：Yes, he is very very happy. He is excited. 教师出示卡片，学生跟读单词excited。呈现图3(饭桌上，一只小猫正在吃刚刚做好的鱼，妈妈看见了，瞪着眼睛。)：Look at this, she isnt sad. How does she feel? Angry, very angry. 同时出示单词卡片并做出生气的表情，引导学生理解，学生模仿单词发音 六、课时安排第一课时：A. Lets learn Lets play. Lets try Lets talk Lets play 第二课时：Lets start Lets chant A. Lets read C. Pronunciation第三课时：B Lets learn Pair work Lets try Lets talk Pair work第四课时：B Lets read C Task time Lets sing Good to know第五课时: Group work C Story time. Lets check本学期第7课时 本单元第1课时 授课时间：3.19 课题：Unit 2 Whats the matter? 主备人： 孟芬一、教学目标 1能够听说读写单词和短语：have a cold, have a toothache, have a fever, hurt, have a headache, have a sore throat. 能够听说读句型：Whats the matter, Mike? I feel sick. I have a fever.2.能够掌握四会句子：Whats the matter? My throat is sore. My nose hurts.并进行关键词的替换操练。3能够听懂Lets try部分，并能根据录音内容正确标号。二、教学重难点 重点是掌握A、Lets learn的四会单词和短语，并询问别人的身体状况。围绕话题“看病”展开的句型:Whats the matter? My throat is sore. My nose hurts.难点是正确拼写四会单词和短语、掌握四会句型。X kb 1.co m三、教具准备教师课前制作有关身体部位的单词卡nose, eye, face, mouth, ear, head, leg, foot, hand, finger,以及本课时将要学习的新词（单词下注上汉语）throat, tooth, stomach2教师准备本课时教学图片，录音机和录音带。3、课前安排一名学生配合教师，扮演病人。4、学生制作本课时词卡。四、教学过程Step 1Preparation1. Free talkT：Hello, boys and girls . How are you ?Ss :Im fine,thank you. How are you?T:Im fine,too,thank you.I have some cards,look at the cards,please read and touch quickly.2. Revision教师出示有关身体部位的单词（nose,eye,face,mouth,ear,head,leg, foot, hand）finger,以及本课时将要学习的新词throat,tooth,stomach）学生看卡,Read and touch quickly.如：教师出示词卡nose，学生边摸自己的鼻子边说nose,nose,touch your nose.【设计意图】通过自由会话和单词复习活动，为新单词和句型的教学作了铺垫，有利于学生更好地掌握新内容。Step 2Presentation1、教师戴上Mike的头饰，T:Now,Im Mike.T: Hello, friends .How are you ? Ss :Im fine,thank you. How are you ?T：Im not fine.I feel sick.教师作出不舒服的表情，出示背面写有汉语的词卡sick,边贴卡边教学新词sick, I feel sick. 学生拼读新词sick。2、T：I feel sick.How do you feel?S1：I feel sickT：Whats the matter?教师板书句型，并领读。S1：我嗓子疼。T:Me too. 教师用手指自己的喉咙，T:Look,this is my throat.板书教读throat，学生拼读throat 。教师边做动作边说My throat is sore. 板书教读sore，学生拼读sore. T: My throat is sore.I have a sore throat.板书have a sore throat.学生依次边做动作边读新词。师生互相问答并作出相应的表情Whats the matter? I have a sore throat.3、教师出示自己贴着创可贴的手说: Look,I hurt my finger. So my finger hurts.板书hurt（My finger hurts.）并领读. 学生拼读hurt， 学生依次读新词。呈现ZhangPeng腿部受伤图片, T：Whats the matter with Zhang Peng ? 引导学生说出：Zhang Pengs leg hurts. 师生互相问答，然后同桌之间互相问答。4、 4、教师出示Jim牙疼的图片并在图片上画一些糖果，T: Whats the matter with him?学生可能用汉语说出牙疼，教师出示词卡 have a toothache 并进行分解教学。（教师将词卡tooth ache在斜线处折叠，并在单词下写上汉语，让学生能更清楚地看出单词的结构和体会单词意义。单词headache,earache,stomachache的呈现也同此。最好在呈现两个同类词汇后，引导学生自己读出并总结此类词汇的组成及意义） Whatdoes Jim like? 学生猜出后,师说:Yes !He likes eating sweets. So he often has a toothache.5、教师呈现图片（图片中画Mike发烧的样子并画一支特大号体温计,上面标出温度39度）T:Look! Whats the matter with me? 教学have a fever师示范朗读,学生跟读. 让学生触摸他人和自己的前额来判断是否发烧.6、教师利用肢体语体帮助表达：“I feel sick.I have a fever.I have a headache.I have a sore throat.My nose hurts.Whats the matter with me?Guess!”根据学生的回答引出短语：have a cold。教师板书该短语领读。【设计意图】设置有意义的语言学习情境，学习每一个疾病单词时都带有表情，把学生置于特定的环境中，丰富了教学内容，又注重了情感教育的渗透。7、听A Lets learn 部分的录音,学生跟读.Step 3 Practice1、 T:Lets play a game.Please watch and guess: Whats the matter with me?教师做动作，学生猜词语；师说词语，学生做动作。2、 教师做动作，学生出示自己制作的相应词卡并大声读出来。3、 学生利用词卡进行小组活动。4、“敲敲打打”活动。教师将学生分成两大组，每组派一名代表站到黑板前。教师说单词或短语，请学生敲击听到的单词或短语，谁敲得既对又快得一分，最后得分高的组获胜。【设计意图】通过游戏，来进一步复习本课的新单词和短语。5、自编Chant，师生一起有节奏地吟唱。Whats the matter? Whats the matter? Fever, fever， I have a fever.Headache，headache, I have a headache.Whats the matter? Whats the matter? Toothache ，toothache ,I have a toothacheSore throat, sore throat, I have a sore throat.Whats the matter? Whats the matter? Cold , cold, I have a cold.Hurt, hurt,My leg hurts.【设计意图】通过吟唱chant，既调节了学生的情绪，又复习巩固了所学的单词、句型，为Lets talk 的学习作好了铺垫。Lets try1、Whats the matter with them?Listen and number.2、让学生先看图用自己的喜欢的方式描述，然后听录音正确标号。3、Check the answers.Lets try 听力内容：Boy:I have a cold.I have a sore nose.Girl:My throat hurts.I have a sore throat.Boy:I hurt my hand.Girl:I have a fever.I think I have the flu.Boy:I feel sick.I have a headache.Lets talk xk b1.co mStep1Presentation1.T:The children all feel sick.What about Amy?How does Amy feel? Whats the matter with her?Close your books,Listen and answer the questions.2.Listen to the tape twice,check the answers.3.Open your books,listen and repeat.Step 2.Practice1、师生分角色读，学生分两大组分角色读。2、学生分组进行分角色朗读。3、选三组同学进行朗读表演。最后一组可让学生试着脱离书本。【设计意图】 新授后先进行机械操练，然后通过分角色来熟悉本课的句型，和重点句型。为production打下基础。Step3 Production1.T: When we feel sick，what should we do?Yes,we should go and see a doctorNow,Im a patient .Who wants to be a doctor?2. S1:How do you feel,teacher?T:I feel sick.S1:Whats the matter?T:I have a cold.I have a headache.I have a sore throat.3.学生分组进行对话创编，教师适时进行指导.4.找二到三组学生进行表演。教师给予评价。Step 4 Progress1、小结。教师引导学生齐读板书。2、完成配套练习册第10页一、二、三题，第11页五、六题。3、Homework（1）听录音，朗读词汇和对话。（2）拼读背诵四会单词，短语及四会句子。（3）制作Lets play 部分单词和短语，完成Bingo游戏。板书设计Unit 2 Whats the matter, Mike?A、Lets learn & Lets talkHow do you feel? I feel sick .Whats the matter?My throat is sore.My . .hurts.have a toothachehave a sore throatI have a headachehave a feverhave a cold本学期第8课时 本单元第2课时 授课时间：3.20 课题：Unit 2 Whats the matter? 主备人： 孟芬一、教学目标1能听、说、认读动词短语get/have the flu、see the doctor、take some medicine、drink hot drinks、stay in bed和get better soon。2能听、说、认读句子If you , you might . 。3能够理解并会朗读Lets read部分的短文，并回答课后问题。4了解Pronunciation部分的内容。二、教学重难点 1重点是理解并正确朗读短文。2难点是理解条件状语从句和时间状语从句，并能用这两种从句简单问答。三、教具准备 1教师准备本课时所需的词卡、图片、小黑板。2教师准备录音机和录音带。四、教学过程 Step 1.Preparation1.Free talkT: How are you? (板书How?)S: Im fine / happy . And you?T: I feel sick.S:Whats the matter?T:I have a cold.I have a headache.I have a sore throat.依次提问 Do you have a sore throat? Do you have a headache? Do you have a toothache?【设计意图】问候式的开课，一能使学生感觉亲切，二能引出之后要谈论的一个相当重要的内容-How。 2.Revision教师依次出示Lets learn部分的词卡，学生边读边作出相应的动作，并拼读关键词fever,hurt,headache,toothache等。3.播放Lets chant，师生一齐吟唱。How are you feeling? Fine.How are you?I have a headache. I have the flu.How are you feeling? Fine.How are you?Im feeling better. Im as good as new.【设计意图】通过chant歌谣 调动学生情绪，适应到学习英语的环境中来，并通过复习旧知，以旧引新。Step2.Pre_reading1T: Im feeling better now.Im happy.Are you happy? If youre happy, sing with me and fly like a bird. Ok? (在黑板上贴单词FLY)师生齐唱: If you are happy, fly, fly. If you are happy, fly, fly. If youre happy, fly, fly.【设计意图】歌曲If youre happy学生耳熟能详，唱这首歌既能活跃气氛，又能理解If这个较为抽象的关联词，而且在改编了歌词的基础上复习fly这个词，为之后学习新词flu打下语音和拼写基础。2T: If youre happy, what do you do? Let me guess! (板书What?) Hi, ! If youre happy, you might dance/sing. （教师出示注有汉语的might词卡，教读。）S: Yes. / No.T: Guess! If Im happy, what do I do? (板书If you , you might .)S: If youre happy, you might . T: Maybe. The answer is If Im happy, I fly like a butterfly.T: If I feel sick. Whats the matter with me?S: If you feel sick. You might have a headache. T: Maybe! / The answer is that I have a cold.【设计意图】这一环节是通过猜测，使学生体会might的含义，既有趣又能复习各种生病的症状，训练本课关键句型If you , you might .3. T: （教师手拿cold词卡演示飞来飞去的样子）Today Were going to know another kind of cold. This cold flies here and there. If it flies to you,（在此处将字母卡片Y反过来变成U） you might get the flu.4. T:If you get the flu,what should you do ?出示图片，教学see the doctor,take some medicine,drink hot drinks,stay in bed ,feel better.Step 3.In_reading1.略读 （1）T: How do some people feel in the winter? Why?Read the passage and tick or cross.（2）学生快速默读短文，根据短文判断句子正误。a.Some people feel sick in the winter. （ ）b.Many people get the flu in winter. ( )c. If you have a sore throat, have a headache, you might have the flu.（ ）d.If you are sick ,see the doctor first. （ ）(3)Check the answers.【设计意图】通过快速阅读，让学生做出简单判断，树立学习的信心。2.细读 (1)教师用小黑板出示问题a.How do you feel if you have the flu?bWhat do you do if you have the flu?T:Read carefully and answer the two questions.Who wants to read?(2)学生仔细默读短文，圈出重要句子，并在小组内讨论，回答两个问题.【设计意图】通过勾，划，圈等方法，培养学生获取和处理信息的能力。 (3)再次默读短文，完成课后问题。 1.How do you feel if you have the flu? _ 2.What do you do if you have the flu? _(4)Check the answers.【设计意图】通过回答并写答案，培养学生仿写和解决问题的能力。3Listen to the tape twice,first listen then listen and repeat.4Read aloud in groups.5.找2-3个同学起来朗读短文。【设计意图】让学生大声朗读，培养朗读能力，增强语感。 Step 4.Post_reading1. 看病开处方。(1)教师扮演医生，一名学生扮演病人，“医生”边询问病情边给“病人”开处方D: Good morning, S: Good morning, doctor.D: Whats your name? S: My name is D: Whats the matter? S: I feel sick.D: Do you have a headache? S: Yes.D: Do you have a fever? S: I dont know. I feel very cold.D: Do you have a sore throat? S: Yes.D: e to me and say “Aha” S: AhaD: You have a cold. S: Oh. What should I do then?D: Ill give you some medicine. Drink hot driniks and stay at home for three days.处方： Name: Age: Symptom（症状）: Have a headache，Sore throat，Nose hurtDiagnosis（诊断）： have a bad coldAdvice （建议） ：take some medicine and drink hot water stay in bed (2)学生分组完成看病开处方游戏。（3）找2-3组同学进行表演，教师评价。【设计意图】让学生在真实的任务型活动中扩展阅读信息和运用信息的能力。2. What can we do to refuse the flu?(1)T:My friend Mike is in Canada now. He has a problem.This is his letter. (Hi, everybody! Im in Canada now. Sometimes I am sick because its very cold here. If I dont want to be sick, what should I do?) S: If you dont want to be sick, you can do sports . (2)教师布置任务：四人为一小组，相互讨论，写出建议，如不能写出的句子可画图代替。小黑板出示部分回信内容： Dear Mike, How are you? I hope you are fine. You told me that its cold in Canada. If you dont want to be sick, you can _. Take care ! Yours, _ (3)每组派代表上台朗读本组的回信。教师积极进行评价。【设计意图】本节课着眼于患病后的病症及解决办法，而我希望给学生一个更好的导向：防患于未然。因此我将此次拓展内容定位在预防上。既能将自己的常识和已学语言知识运用于本课的新句型If you,又增进了同学之间的友谊与相互合作的意愿。3Pronunciation（1）板书单词，如：home,snow,nose等，师生齐读两到三遍。教师在相应字母或字母组合下面划线，引导学生说出字母或字母组合的发音。写出音标，让学生感知音标的音与形；再用类似方式呈现其他音标。（2）教师让学生听录音，带领学生认读音标和例词，指导学生归纳发音规律，并帮助学生完成Read and match部分的活动。 Step 5.Progress（1）做配套练习11页7题，12页8题、9题。（2）小结。教师引导学生看板书，共同复述本课时主要内容。（3）Homeworka.朗读课文三遍。可以把A Lets read读给朋友和家长听。b.完成Lets check 第一题。c.尝试用英语说出更多远离感冒的建议。板书设计：Unit 2 Whats the matter? A Lets read.If you , you might . have a sorethroatHow? have aheadache have afever nosehurtsHave the FLU see the doctor take some medicineWhat? drink hot drinks stay in bed feel better 本学期第9课时 本单元第3课时 授课时间：3.22课题：Unit 2 Whats the matter? 主备人： 孟芬一、教学目标1能够听说读写表情情绪的五个单词：tired, angry, excited, happy, sad ,以及四会句子：How are you? You look so happy. You look sad taday.”2能够听说认读读句子：How are you?Liu Yun? You look so happy.Im sorry to hear that并能在实际情境中运用。 3.学唱歌曲：The way I feel二、教