英语人教版六年级下册Unit2Last weekendBLets learn.doc

Unit2 Last weekend. B Lets learn教学案例滦县中山实验学校 徐洪艳教学内容：新版PEP小学英语六年级下册Unit2 Last weekend. B Lets learn 设计理念：本节课通过Amy与John各时间活动的场景呈现单词或词组的词形和意义，再采取不同形式对其进行操练，本着词不离句的原则，采取个人读，集体读，小组读，男女生读，师问生答，生问生答等形式，对其进行机械操练，意义操练及交际操练相结合，并给学生留一定的思考空间，让学生自主活动，思考总结规律来锻炼学生的思维能力。总之，本节课在应用任务型教学的前提下，利用情景教学法，以学生为中心，以交际为主线，通过一系列的教学活动，如出示课件、师生问答、生生问答、结对练习、小组活动、采访填表等多种手段，来完成本节课的学习目标。这些设计力求做到能吸引学生的注意力，激发他们的学习兴趣，让他们在互动和交流中建立自信，感受学习的快乐。教学目标：1、知识目标：（1）、能够听、说、读、写read a book，saw a film, had a cold, slept;能够听、说、认读last weekend/night/Monday, yesterday, the day before yesterday.（2）、能够正确使用上述单词和词组描述人物在过去时间做的事情；了解常见的一般过去式动词的不规则形式；了解常与一般过去时搭配使用的时间状语。2、能力目标：培养学生的语言运用能力与合作交流能力。3、情感态度目标：培养学生合理安排周末活动的意识，鼓励学生积极思考，积极参与小组合作并大胆展示，增强学生用英语交流的习惯。教学重、难点：1、教学重点：能够听、说、读、写read a book，saw a film, had a cold, slept；能够描述人物在过去时间做的事情。2、教学难点：read a book，slept，the day before yesterday的读音。教具准备： CAI教学过程：Step: Warm-up and revision1、Greeting: Good morning! How are you?2、Revision: Show the pictures and review the phrases.Teacher shows the pictures, Ss race to be the first to read and spell the words. T: What did Chen Jie/Mike do last weekend?S1: She/He.【设计意图】复习A部分的过去式短语，为本节课内容做铺垫，并将规则过去式与不规则过去式进行鲜明对比学生更明了。采取抢答的形式更能调动学生的积极性。StepPresentation and practice1) read a bookT: What did Amy do last weekend?Ss: She read a book. T: They are the same as twins. But their names are different.( 师强调read原型与过去式读音。)T: Every morning, I usually read a book(Ss say). But last weekend, I read a book.(Ss say).Ss: read, read, read a book (加动作).T: What did you do last weekend?(板书)S1: I read a book last weekend.Ss: read a book (生拼读，师板书)2) last nightT: What did you do last night?S1: I watched TV.T: Did you read a book?S1: Yes, I did. I read a book last night.Ask and answer with“ last night”.3) saw a filmT: What did Amy do last night?Ss: She saw a film.(课件出示saw a film及原型see)Ss read and spell. (师板书)Ask and answer with “saw a film”.4）last MondayT：Amy saw a film last night. She likes seeing a film ,so she saw a film last Monday.(卡片出示last Monday)T: What did you do last Monday?S1: I saw a film.Ss ask and answer with“ last Monday”5)had a coldT: Was Amy happy?Ss: Yes, she was.T: But John wasnt happy, why? Because he had a cold. (课件出示had a cold及原型have)Ss：had a cold, had a cold(动作) Ss read and spell.(师板书)Ss ask and answer with “had a cold”6）sleptT: What did John do last weekend?Ss: He had a cold.T: Yes, he had a cold and slept all weekend.(课件出示slept学生猜测单词意思，师动作提示)Ss read（高低音） and spell “slept”.(师板书并强调e字母发音)Ask Ss make a new sentence with “slept”.Then ask and answer with “slept”.7）yesterdayT: What did John do last weekend?Ss: He had a cold and slept.T: We are sorry to hear that. But dont worry, he was better this week. Yesterday he watched TV and played football（生答）.(课件出示图片)Show a calendar to explain“explain”.Ss read “explain” (升降调).Ask Ss to make sentences with “yesterday” and “slept”.8) the day before yesterdayT: What did you do the day before yesterday?Show a calendar and let Ss guess the meaning.Read “the day before yesterday”.(动作)Ask and answer with “the day before yesterday”.9) Read and summaryRead these words together. Then let Ss generalize.(不规则动词过去式的变化以及常用于过去时态的时间状语)【设计意图】给学生一定的思考空间，提高学生的思维能力，加深学生对所学知识的印象。10）Repeat and checkListen and repeat. Then read by themselves and check in groups.T checks some students.Step Consolidation1) Do a survey and finish a table.First, the teacher makes an example with a student. Then let Ss interview their partners and fill in the table.2) Ask a student to introduce his partner.(投影出示) T: Did he see a film last weekend? （师板书并强调Didsee.及语调） Ss: Yes, he did./ No, he didnt.Ss try to ask some questions like this.3) Group work.Ask and answer with their tables in groups.Choose 2-3 groups to show.【设计意图】通过调查讨论，既巩固本节课所学词汇以及中心句型，又提高学生对所学知识的实际运用能力，进一步他们的口语交际能力。Step HomeworkRemember the words by heart . Write a short passage to introduce their partners.板书设计：Unit2 Last weekendB Lets learnWhat did you do last weekend ?read-read a book last nightsee- saw a film last Mondayhave- had a cold yesterdaysleep-slept the day before yesterday教学反思：本节课是一节词汇教学课，通过Amy与John各时间活动的场景呈现所学单词或词组，采取词卡、图片、问答、猜意思等不同的呈现方式，并采取不同形式对其进行操练，采取高低音、升降调、拍节奏、做动作、造句、个人读、集体读、小组读、男女生读、师问生答、生问生答、组问组答、男问女答、调查填表、结对练习、小组活动等形式，本着词不离句的原则，对其进行机械操练，意义操练及交际操练，基本完成了本节课的学习目标。 1、本课复习环节打破了以往复习词汇的方式，采取飞图片抢答的方式，学生比较感兴趣，调动了学生的积极性。 2、通过Amy 与John 过去不同时间的活动，将新授单词串连起来，融入到一个情境当中进行呈现，过渡自然。 3、呈现完单词后，让学生自己思考总结规律，给学生一定的思考空间，锻炼他们的思维能力，真正体现了以学生为主。 4、小组活动积极有效，互帮互助。设计了小组内检查单词，组内调查填表巩固单词，不仅让每个学生都有机会参与到学习中，更培养