人教版小学英语六年级下册教案全册

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人教版小学英语六年级下册教案全册

Unit 1 How tall are you?‎ 第一课时 一、教学目标与要求:‎ ‎1.             能够听、说、读、写形容词的比较形式:taller, stronger, older, younger 和 shorter.‎ ‎2.             能够用句型:I’m……cm tall. He/ She’s ……cm tall. 描述自己和他人的身高。‎ ‎3.             能够用句型 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。‎ 二、教学重、难点分析 ‎1.重点是能够听、说、读、写A Let’s learn 部分五个形容词的比较级形式;并能用含有比较级的 句型替换关键词进行问答。‎ ‎2.难点是能够听、说、读、写四会单词;并能根据某一情境使用含有形容词比较级的句型替换关键词进行问答。长度单位cm的完整形式centimeter的发音也是本课的教学难点。‎ 三、课前准备 ‎1.             准备主情景图的教学挂图。‎ ‎2.             准备录音机、本课时的录音带。‎ ‎3.             准备A Let’s learn 的单词卡片。‎ ‎4.             准备测量身高和体重的工具。‎ 四、教学步骤 ‎1.             Greetings Hello, boys and girls . Happy New Year. And nice to see you again. How are you? Now, after a term, I thin you know much better about your teachers. Who’s you music teacher? What’s he/she like?‎ 引导学生用学过的形容词thin, short, tall, old, young, funny, strong, kind 来描述这位老师。‎ 当问到学生Who’s your English teacher?时,根据学生的回答She’s tall.‎ ‎2.             师出示测身高与体重的量器,提问学生:How tall am I , do you know? Guess? 帮助学生用句型Are you ……cm tall? 来猜。师用up 和down 帮助学生猜出确切的数字。‎ ‎3.             师请出猜中自己身高的学生,问: How tall are you?帮助他/她测量身高,引导该学生说:I’m……cm tall。 然后师说: ……is taller than me. 或I’m taller than……来结束该游戏。‎ ‎4.             板书测量的学生的身高,师尽量用手势帮助学生理解以下句子:A is tall. B is taller than A. C is taller than B. D is taller than C. 然后板书并领读tall-taller 。‎ ‎5.             师请出三名较强壮的学生模仿健美动作,并做比较说: You’re strong. He’s stronger than you. ‎ 并板书领读strong-stronger ‎6.             师在黑板上列出家人的年龄,介绍说:My mother is 44, My father is 46. He is older than her. My aunt is younger than my father, but she is older than my mother. How old is she? 然后板书old—older 和 young-younger , 让学生回答问题。‎ ‎7.             放Let’s learn部分的录音,学生听录音跟读。‎ ‎8.             Let’s play 师贴出4-5个学生图像,描述各人情况,发指令: Line up from younger to older.‎ Line up from shorter to shorter.‎ ‎9.Let’s chant. 放录音学生跟读。‎ ‎10.学生做活动手册的配套练习。‎ ‎ ‎ 第二课时 一、       教学目标与要求 ‎1.             能够听、说、读、写四会掌握句子:How tall are you? I’m ‎164cm tall. You’re shorter than me. You’re ‎4cm taller than me. 并能在情景中正确运用。‎ ‎2.             能够听懂Let’s try 部分的录音并选出正确的选项。‎ 二、       教学重难点 重点与难点是四会掌握句型:How tall are you? I’m 164cm tall. You’re shorter than me. You’re 4cm taller than me.‎ 三、       课前准备:‎ ‎1.             准备录音机和本课时的录音带。‎ ‎2.             准备测量身高和体重的数据。‎ 四、       教学步骤 ‎1.             Warm up ‎2.             Let’s chant.‎ ‎3.             放Let’s try 部分的录音,学生听录音,圈出录音材料所描述的大象。‎ ‎4.             师:I’m ‎167cm tall. You’re taller than me. I’m shorter than you. How tall are you?该生回答:I’m ‎168cm tall. 师接着说:Oh, you’re ‎1cm taller than me.然后板书这组对话并重点领读最后一个句子。‎ ‎5.             师:How old are you, then? 生: I’m 14. 师补充:He’s 14 years old. I’m 28 years old. I’m 14 years older than xxx. 再询问几个学生的年龄,并作比较。‎ ‎6.             学生年Let’s talk 部分的对话,师放录音,学生跟读。‎ ‎7.             学生两人一组朗读对话。‎ ‎8.             学生做活动手册的配套练习。‎ 第三课时 一、教学目标与要求 ‎1.能够听懂、会说Let’s read 部分的对话并完成填充句子的练习,特别是能看懂、会朗读句子:I think the little monkey is only ‎40cm tall. The monkey is shorter but you are funnier.‎ ‎2.能学唱本单元歌曲。‎ 二、教学重难点 ‎1.     重点是使学生能够充分理解、正确朗读对话。‎ ‎2.     难点是学生能看懂、会朗读句子: I think the little monkey is only ‎40cm tall. The monkey is shorter but you are funnier.‎ 三、课前准备 ‎1.             准备录音机和本课时录音带。‎ ‎2.             师准备两张宠物狗的图片。‎ 四、教学步骤 ‎1. Warm up 跟唱本单元Let’s chant 的歌谣。‎ 学唱本单元歌曲My pets.‎ ‎2. 师:The little girl has two pets. What are they? 生: A dog and a cat. T: Yes. I have two pets too. Let’s have a look . What are they? S: They are dogs.‎ ‎3. T: Yes, I have a black dog and a brown dog. Are they cute? Which dog is taller? Which dog is stronger?学生看图回答。‎ ‎4. T: The black dog is taller than the brown dog. It’s ‎80cm tall. The brown dog is ‎55cm tall. And its tail is longer than than the brown dog. Its tail is about ‎28cm long. But the brown dog is stronger than the black dog. I like the brown dog. It’s funny. It’s funnier than the black dog. Which dog do you like? ‎ ‎5. 师再出示一张小猴的图片,说:Look at the monkey. What do think of it? 帮助学生回答:It is funny, too.师接着问Which one is funnier, the dog or the monkey? 帮助学生表达自己的看法,如:I think the monkey is funnier.‎ ‎6. 师引出课文:Ben is watching monkeys at a zoo with his father now. What are the monkeys like? Which monkey does Ben like? et’s read the dialogue.‎ ‎7. 学生听录音,理解对话,完成填充句子练习。师检查。‎ ‎8. 放录音,学生跟读。‎ ‎9. 学生做活动手册配套练习。‎ 第四课时 一、       教学目标与要求:‎ ‎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描述人物和动物的特征差异。‎ ‎3.             能够完成Let’s play部分的活动并在活动中相应的语言正确表达。‎ ‎4.             能够理解story time中的故事。‎ 二、       教学重难点 ‎1.             重点是四会掌握五个形容词的比较形式。‎ ‎2.             难点是掌握以下形容词比较级的构成方式:heavy—heavier, thin—thinner, big—bigger.‎ 三、       课前准备 ‎1.             准备录音机、B Let’s learn 和 C Story time 部分的录音带 ‎2.             准备本课的教学挂图和单词卡片。‎ ‎3.             准备一个汽球,一段弹力皮筋和一组对比明显的人物图片。‎ 四、       教学步骤 ‎1.             Warm up 放本单元Let’s chant 录音,学生和着录音吟唱,‎ 师与生对话:T: How tall are you?‎ ‎ S: I’m ‎160cm tall.‎ ‎ T: I’m ‎168cm tall. You’re shorter than me. You’re ‎2cm shorter than me.‎ ‎2. 师拿出一个气球,请一名学生帮忙吹,“Please make it big.” 师带领全班学生跟随学生吹气球的节奏喊:Bigger, Bigger, Bigger!呈现该单词。然后师拿着已经吹大的气球,一点一点放出空气,说: Smaller, Smaller, Smaller!呈现并领读这两个单词。‎ ‎3.师拿出一段皮筋,一边拉长,一边说:longer, longer, longer! 接着慢慢放松皮筋说:shorter, shorter, shorter!然后呈现并领读这两个单词。‎ ‎4.             师拿一叠作业本:I have many books. They are heavy. 师一本一本往上加时说:heavier, heavier, heavier! 领读该词,请学生再次确认从heavy 到heavier的词尾变化。‎ ‎5.             师出示一组有强烈对比效果的图片,教学heavy, thin, thinner.师出示图片说:look , The boy is heavy. He wants to be thinner. So he does exercises everyday and eats less meat. He is thin after three months. He keeps doing exercises. He is thinner after another three months. 然后呈现thinner.‎ ‎6.             放录音,学生跟读单词。‎ ‎7.             Let’s play ‎8.             Story time ‎9.             学生做活动手册本部分的配套练习。‎ 第五课时 一、教学目标与要求:‎ ‎1.             能听懂、会说并能书写句型:“How heavy are you? I’m ‎48kg. I’m thinner than you and shorter.”并能在情景中正确运用。‎ ‎2.             能够完成Pair work 中的调查任务。‎ ‎3.             能够完成Let’s try 部分听录音选图片并填充句子的练习。‎ ‎4.             能够了解Good to know部分的内容。‎ 二、教学重、难点分析 ‎1.     重点是能够询问、回答有关体重、身高、脚的大小尺寸、头发的长度等问题并能书写相关句型。‎ ‎2.     难点是四会掌握句型以及单位词。‎ 三、课前准备 ‎1.准备录音机和本课时的录音带。‎ ‎2.准备一把软尺和一把称。‎ 四、教学步骤 ‎1.             Let’s sing。‎ ‎2.放Let’s try的录音,学生听录音,填充句子并选出相应的图片。‎ ‎3.师说:The boy’s pencil is ‎15cm. How about your pencil? How long is your pencil? 学生测量自己的铅笔并回答。师再举例练习,如: How long is your English book/ Chinese book? 师接着拿着软尺并附与动作说:How long is your leg? 叫几名学生上台测量,并板书句子: ‎ ‎ How long is your leg?‎ ‎ ‎85cm. ‎ 师接着继续量脚并说:My feet is 27cm. I wear size 35. How big is your feet? 学生明白后回答。 师板书句子并带读:How big is your feet? I wear size ……‎ ‎5.             师放对话的录音,学生跟读。学生分成两大组练习对话。‎ ‎6.             学生做活动手册本部分的配套练习。‎ 第六课时 一、       教学目标与要求:‎ ‎1.             能够听、说、认读Let’s read 部分的内容,特别是能听、说、认读单词:squid, lobster, shark, seal, whale 和单位词ton, meter, kg, cm;能听说、认读短语和句子:can dive into the deep cold water/ jump out of water. Each up to ‎20cm long. 并能正确完成填充句子的练习。‎ ‎2.             能够正确完成Pronunciation中Read and Match连线的练习。‎ ‎3.             能够正确完成Let’s check 部分听音圈图的练习。‎ 二、       教学重、难点分析 ‎1.             重点是让学生理解、会读文内容;并能正确理解几个单位词:ton, meter, kg, cm.‎ ‎2.             难点是本部分语言知识含量大,需要帮助学生充分理解。‎ 三、       课前准备 ‎1.             准备录音机、本课时录音带 四、       教学步骤 ‎1.             Warm up 师生共唱Let’s sing部分的歌曲。‎ ‎2.             师放Let’s check部分的录音, 学生听录音完成听音圈图的练习。‎ ‎3.             师:Today, let’s get to know two kinds of whales, sperm whales and killer whales. 让学生仔细看图,然后提问:How long are they? How heavy are they? Let’s read and answer.‎ ‎4.             学生四人一组阅读文段回答师提出的问题。‎ ‎5.             师指着图中的Killer whale的牙齿问:How many teeth do they have, do you know ? How long is each tooth? 学生根据文段的内容回答。师接着问:How many teeth do you have? How long is each tooth?‎ ‎6.             师再提问:What does a sperm whale eat? What does a killer whale eat? What can they do ?请学生根据课文内容回答问题。‎ ‎7.             师放let’s read的录音,学生跟读,提出不理解的单词或句子,师生一起讨论解决。‎ ‎8.             学生完成文后填充句子的练习。‎ ‎9.             师放Pronunciation部分的教学挂图并放录音,第一遍学生静听,感知音标的音与形;第二遍学生跟读。‎ ‎10.        师请一名学生在挂图上连线做示范,请其他学生仔细看图,辨认词形,试读音标,然后连线。最后学生集体核对答案。‎ ‎11.        做本课时活动手册配套练习。‎ Unit 2 What’s the matter, Mike?‎ 第一课时 一、       教学目标与要求 ‎1.             能够听、说、读、写单词或短语:have a cold, have a toothache, have a fever, hurt, have a headache.‎ ‎2.             能够听、说、认读短语:have a sore throat.‎ ‎3.             能够听、说、认读句型:What’s the matter, Mike? I feel sick. I have a fever.并进行关键词的替换练习。‎ ‎4.             能够理解会并吟唱Let’s chant的歌谣。‎ 二、       教学重难点 ‎1.             重点是掌握A Let’s learn部分的四会单词和短语,并会用询问他人身体善、状况的问句和答句替换关键词操练所学新词和短语。‎ ‎2.             教学难点是正确拼写四会单词、短语和掌握三会单词throat的发音。‎ 三、       课前准备 ‎1.             准备本课时录音带、录音机。‎ ‎2.             准备本课时的单词卡片。‎ ‎3.             准备一支体温表和一顶医生的帽子。‎ 四、       教学步骤 ‎1.             Warm up 师放四年级上册第六单元的歌曲:My father is a doctor.‎ ‎2.             师生口语练习 What are you?‎ I’m a student.‎ What’s your father/mother?‎ He’s / She’s a ……‎ How are you today?‎ I’m fine, thank you. And you?‎ ‎3.     T: I’m not fine. I feel sick. I have a flu. 师做擦鼻涕的动作。师出示一支体温表,说I have a fever. I have a cold. 呈现图片教学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.‎ ‎4.     师: I have a fever . I have a headache. And my throat is sore. I have a sore throat. 并教学该短语.‎ ‎5.     师课前准备一只漂亮的糖果盒,装有巧克力等糖果,请学生猜: What’s in the box? 学生猜出后,师说:Yes ! Here are some sweets. I like eating sweets. So I often have a toothache. 师做牙痛状, 呈现图片教学该短语.‎ ‎6.     呈现ZhangPeng受伤图片, What’s the matter with Zhang Peng ? Does he have a fever? Does he have a headache? Does he have a sore throat? 学生回答NO. 师接着说: Oh, look, Zhang Pen’s leg hurts. 师出示自己贴着胶布的手说: My hand hurts too. 教学单词hurt.‎ ‎7.     师放A Let’s learn 部分的录音,学生跟读.‎ ‎8.     “看病”游戏 ‎ 请六个学生上台,每人选一张短语卡片,师戴医生的帽子提问:Cold, cold, Who has a cold? 抽中have a cold 的学生上前一步,做动作并说:Cold, cold , I have a cold. ‎ ‎9.     学生做本课时活动手册配套练习.‎ 第二课时 一、教学目标与要求:‎ ‎1.         能够听、说、认读主要句型:How do you feel? I feel sick. What’s the matter? My throat is sore. My nose hurts.‎ ‎2.         能够书写四会句子:What’s the matter? My throat is sore. My nose hurts.‎ ‎3.         能够听懂Let’s try 部分, 并能根据录音内容为五张小图正确标号。‎ ‎4.         能够了解Pronunciation中的音标音与形;能够读出例词并选择音标与单词、配图正确连线。‎ 二、教学重、难点 ‎1.         重点句型:How do you feel? I feel sick. What’s the matter? My throat is sore. My nose hurts.‎ ‎2.         Pronunciation 部分也是本课时的教学重点。‎ ‎3.         难点是听、说、读、写熟练掌握四会句型。‎ 三、课前准备 ‎1.         准备录音机和本课时的录音带。‎ ‎2.         准备Let’s talk 部分的教学挂图。‎ 四、教学步骤 ‎1.   Warm up ‎⑴师放本单元Let’s chant 部分的歌谣。学生跟唱。‎ ‎⑵Let’s try 师放录音,学生听音、看图、标序号。‎ ‎⑶学生再听录音,跟读一至两遍。‎ ‎2.   师说:Today is sunny. I like the sunny day. So I feel happy. How are you today? Do you feel happy today? (I feel happy./I feel sad.)You do well in your English study. I feel very happy. How about you? How do you feel?问答进行几个回合后,师引导学生询问自己:How do you feel?同时做出生病的表情,自然呈现句子:I feel sick. 师教学新单词sick. 并板书句子:I feel sic.‎ 师引导学生再问:What’s the matter?继续表述:I have a sore throat.等。‎ ‎3.   师放Let’s talk 部分的录音,提问学生:how does Amy feel? What’s the matter with her?引导学生听录音后模拟Amy回答问题。师板书:My throat is sore. My nose hurts. 师再放录音,学生跟读。‎ ‎4.   学生分成两组练习朗读对话。‎ ‎5.   pronunciation 板书单词,如home, snow, nose等师生齐读两到三遍,师在相应字母或字母组合下面划线。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 ‎6.   学生做本单元ALet’s talk 部分活动手册的配套练习。‎ 第三课时 一、教学目标与要求 ‎1.   能够理解并会朗读Let’ read 部分的短文,能完成文后回答问题的练习。‎ ‎2.   能够听、说、认读单词和短语:people, know, have the flu, take some medicine等。‎ ‎3.   基本会唱歌曲The way I feel.‎ 二、教学重、难点 ‎1.   重点是学生能够充分理解正确朗读短文。‎ ‎2.   难点是学生能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、课前准备 ‎1.   准备录音机和本课时的录音带。‎ ‎2.   师准备Let’s learn部分的单词卡片。‎ 四、教学步骤 ‎1.   Warm up 师放Let’s chant 部分的录音,师生一齐吟唱。‎ ‎2.   师呈现图片have a fever,问How do you feel , if you have a fever?(生:I feel sick. I have a headache. I have a sore throat. )再呈现have a cold. How do feel if you have a cold? (生:I feel sick. I have a headache. I have a sore throat. My nose hurts.)‎ T: Yes. If you have a fever or have a cold. You might have the flu. 板书该句子并带读。‎ T: Many people get the flu in the winter. Some people feel sick. How do you know when you have the flu?‎ 师指导学生阅读短文,提出Answer the questions部分的两个问题让学生新闻记者后口头回答,师在学生阅读过程中走动解答疑难问题。‎ ‎3.师请学生回答Answer the questions部分的两个问题。再放本部分的录音,学生跟读。‎ ‎4.学生做活动手册活动的练习。‎ 第四课时 一、教学目标与要求 ‎1.   能够听、说、读、写表情绪的五个单词:tired, angry, excited, happy 和sad.‎ ‎2.   能够听、说、认读单词bored.‎ ‎3.   能够听、说、认读句子:How does Amy feel? She’s tired.” 并能进行关键词的替换操练。‎ 二、教学重、难点 ‎1.     重点是使学生熟练掌握五个四会单词,并能替换句型How does he/she feel? He/ She’s……中的关键词进行问答。‎ ‎2.     难点是学生熟练掌握五个四会单词。‎ 三、课前准备 ‎1.   准备本课的单词卡片。‎ ‎2.   准备录音机、本课时的录音带和教学挂图。‎ 四、教学步骤 ‎1.   师准备一根长绳,绳上挂些小夹子,把课前制作的些可组成不同句子的单词卡片夹在夹子上,让学生快看拼句子。谁拼得既对又快可以为本组赢一分。‎ ‎2.   “拼句子”活动结束后获胜的小组会很兴奋,师可指着他们对其他学生说:Look, they are so excited.让学生仔细观察教师的口形、听清发音后跟读。‎ 第五课时 一、教学目标与要求 ‎3.   能够听、说、认读句子:How are you, Liu Yun? You look so happy. I’m going on a big trip. I failed the math test. I’m sorry to hear that.并能在实际情景中进行运用。‎ ‎4.   能够掌握四会句子:How are you? You look so happy. You look sad today.‎ ‎5.   能够根据Let’s try 和Let’s check部分的录音选出正确答案。‎ 二、教学重、难点 ‎1.重点是使学生四会掌握句型:How are you? You look so happy/sad. 并能、说、认读句子:I’m going on a big trip. I failed the math test. I’m sorry to hear that.‎ 三、课前准备 ‎1.     准备录音机和本课时的录音带。‎ ‎2.     准备本课时的单词卡片。‎ 四、教学步骤 ‎1.Warm up ‎ T: How are you today?‎ ‎ S: I’m fine.‎ ‎ T: I’m glad to hear that……如果学生回答说:I’m sad/bored. 师可以说:I’m sorry to hear that. Can you tell me why?‎ ‎2.师呈现单词卡片复习Let’s learn部分的单词。‎ 师呈现Let’s check中Sarah和Amy的头像,说:How does Sarah feel? ‎ S: She is sad. She has a fever. ‎ T: How about Amy? ‎ S:Amy is sad. ‎ T: Sarah is sick. What should Sarah do? ‎ P: She can go to the hospital. See a doctor. Take some medicine and drink hot drinks. ‎ T: What two things Sarah should not do? ‎ ‎ Amy’s dog Spot run away. She is sad. How can you make Amy feel better? ‎ ‎(师生共同完成Let’s check部分练习。)‎ ‎3.师呈现Let’s try 部分的图片,根据图片内容询问学生:How does……feel?并在人物下方板书:look sad, look tired, look happy, look bored.‎ 师放录音,学生看图听音标号,然后跟读两遍。‎ ‎4.复习第七册单词卡片have a trip. 引出短语going on a big trip. T: After see a doctor and take some medicine. Sarah is fine now. How is Sarah now? (She is happy.) Yes, Because she is going on a big trip. 带读该短语。T:What about Zip? How does she feel? (She is Sad.) T: Because she failed the math test.并板书,师准备一张成绩很糟的数学试卷,使学生更了解语意。进一步拓展,教学短语a Chinese test, an English test 等。还可以让学生了解Pass the math test/ a Chinese test, an English test等表达法。‎ ‎5.师放Let’s talk 部分的录音,学生听后回答并且问题:How is Liu Yun? Is she happy? Is she excited? Why?师帮助学生回答:Yes, she’s excited. She is going on a big trip. 师领读:She is going on a big trip. 并及时纠正发音。师继续提问:Is Sarah happy today? How does she feel? Why ?请学生听录音 ‎6.师放本部分录音,学生静听后跟读 ‎8. 学生听录音,做活动手册本课时配套练习。‎ 第六课时 一、教学目标与要求 ‎1.能够听、说、认读Let’s read部分,并能回答短文后的问题。‎ ‎2.能够理解Story time的故事。‎ 二、教学重、难点 ‎1.重点是能听、说、认读Let’s read部分的故事并回答文后问题。‎ ‎2.难点是能充分理解并大致讲述Let’s read 部分的故事梗概。‎ 三、课前准备 ‎1.准备录音机和本课时的录音带。‎ 四、教学步骤 ‎1.Warm up ‎ How are you feeling?‎ Do you like sports?‎ What’s your favourite sport?‎ Do you like football?‎ What class are you in?‎ What class is ……in?(询问别班的同学)‎ ‎3.     T:(呈现图片)Look, This is Zhang Peng. This is John. What class is Zhang Peng/John in? There is a football match between Class 1 and Class 3.Now Zhang Peng has the ball. He kicks it. The ball flies into the goal. (用简笔画出一个龙门)。Which class won the game?How many goals did they get? Who get the first goal?Who got the second goal?How did they get the second goal?‎ ‎4.     师放Let’s read 的录音,学生听录音,理解课文,完成句子练习。师检查。‎ ‎5.     师放录音,学生跟读两遍后全班齐读。‎ ‎5.         Good know,师先学生看Zoom的四种表情动作,再请学生读本部分的四个句子,与Zoom的四种表情运用和Zip手举的四种颜色连线。‎ Unit 3 Last Weekend 第一课时 一、教学目标与要求 ‎1.能够听、说、认读句型:What did you do last weekend? I visited my grandparents.并能够对其中的动词短语进行替换。‎ ‎2.能够听、说、读、写动词短语的过去式: watched TV, washed clothes, cleaned the room, played football, visited grandparents.;并初步了解一般动词过去式的变化规则及其发音规则。‎ 二、教学重、难点 ‎1.重点是掌握Let’s learn 部分动词短语的过去式以及就过去时间所做的事情进行简单回答。‎ ‎2. 难点之一是动词短语过去的拼写,二是动词过去式的发音。‎ 三、课前准备 ‎1. 准备本课时的动词短语卡片 ‎2.师课前制作一些过去式规则变化的动词短语卡片,如:played the piano, climbed mountains等。‎ ‎3.准备前一个星期六或星期日的日历。‎ ‎4.准备录音机和录音带。‎ 四、教学步骤 ‎1.师课前放本课时Let’s chant部分的歌谣。‎ ‎2.师生一起吟唱五年级下册第一单元第一页的歌谣:What do you do on the weekend?复习与周末活动相关的动词短语。‎ ‎3.师问:What do you usually do on the weekend?帮助学生回忆学生学过的动词短语并引导学生回答。‎ ‎4.师: Now I know what you do on the weekend. Guess what I usually do on the weekend?如果学生猜不出,师可适当的做动作提示学生。学生猜出后,教师说:Yes, that’s right. I usually clean my room on the weekend. But I didn’t clean my room last weekend.师拿出一张当天的日历,说:What day is it today?引导学生回答: It’s ……然后师出示上一个周末的日历,说:……was Saturday/Sunday. It was last weekend. 师板书last weekend.学生跟读。‎ ‎5.师说:Last weekend, I didn’t clean my room. I was tired but I was very happy. What did I do? Please guess. 学生通过出示不同的短语卡片进行猜测,师先板书相关动词短语:play football ,然后再用不同颜色的粉笔标上过去式的后缀-ed.师带读动词短语的过去式,学生模仿跟读。‎ ‎ 师问:What did you do last weekend? 让学生边出示相应的卡片边试着回答。‎ ‎ 师用拍手打节奏的形式与学生进行连环问答。‎ ‎ T:What did you do last weekend?‎ ‎ S1: I played football. How about you, S2?‎ ‎ ……‎ ‎6.Let’s find out 师说:What did Zoom do last weekend? Look at the pictures. 引导学生回答。当学生回答He watched TV.时,师说:Did you watch TV last weekend? Did you……?并引导学生作出正确的回答。Yes, I did./ No, I didn’t.‎ ‎7. Let’s try 师问:What did Chen Jie do last weekend ?Let’s listen to the tape.学生听录音完成练习。‎ ‎8.师生校对答案后,师说:Now we know what Chen Jie did last weekend. Did you clean you room last weekend? Now let’s listen what did Wuyifan and John do last weekend?‎ 放Let’s talk 录音,学生看课文听录音。学生跟读两遍分角色朗读。‎ ‎9.做活动手册配套练习。‎ 第二课时 一、教学目标与要求 ‎1.能够读懂Let’s read部分的短文,并完成文后的填空和问答练习。‎ ‎2.能够完成Let’s play中的游戏,通过游戏训练并提高学生的记忆能力。‎ ‎3.能够认读语音部分的三个双元音音标。‎ 二、教学重、难点 ‎1.重点是读懂Let’s read部分的短文并能模仿短文描述自己上个周末所做的事情。‎ ‎2.难点是is 的过去式形式was的用法。‎ 三、课前准备 ‎1.准备录音机和本课时的录音带。‎ ‎2.准备本月的月历一张。‎ ‎3.准备音标卡片。‎ 四、教学步骤 ‎1.     师生一起齐唱上一课时热身步骤的歌谣。‎ ‎ 2.师生对话复习第一课时的对话。‎ ‎ 3.师拿出月历指着当的日期说:What’s the date today?引导学生回答:It’s……师继续问:What day is it today?引导学生回答。然后指着一星期前的日期,问:What day was it March 15th/……?并有意强调was的发音,带领学生回答:It was Sunday /……?师板书is 和was,带读,然后指着自己举例说:I am tired today. I was excited last weekend.‎ ‎ 询问一学生周末活动,板书生的活动安排,说:S1 was busy last weekend. Wu Yufan had a busy weekend, too. Please read the passage and find out. 学生默读或朗读课文,独立完成短文后的填空的练习。‎ ‎ 师问:What did Wu Yifan do last weekend? 师生一起根据板书提示描述Wu Yifan’s Weekend.‎ ‎ 师放课文录音,学生看书跟读两遍后齐读。‎ ‎ 4.做活动手册的配套练习。‎ ‎ 5.Prounciation 师板书ear, near here bear , pear , hair, there, sure. 学生总结划线部分的发音。‎ ‎ 6.学生打开课本听录音,在节奏中跟读语音例词。学生做Read and match部分,拼一拼, 连一连。公布正确答案,表拼得快,连线正确的学生。‎ 第三课时 一、教学目标与要求 ‎1.能够听、说、读、写短语:went to a park, went swimming, read a book, went fishing, went hiking.‎ ‎2.能够听、说、认读句子:What did you do yesterday? I went hiking.‎ ‎3.能够做Let’s play中的游戏并通过这个游戏进一步巩固所学短语和锻炼学生的记忆能力。‎ 二、教学重、难点 ‎1.重点是四会短语的听、说、读、写。‎ ‎2.难点是掌握不规则动词的过去式形式。‎ 三、课前准备 ‎1.准备本课时的动词短语卡片。‎ ‎2.准备录音机和本课时的录音带。‎ 四、教学步骤 ‎1.齐读Let’s talk and Let’s read部分的短文。‎ ‎2.Free talk : T:Yesterday was Sunday. It was weekend. What did you do yesterday? S1: I ……T: Did you read books? Did you ……? S2: Yes, I did. /No, I didn’t.‎ ‎3.师放Story time部分的录音,学生一起听。听完后师问:What did Zoom do last weekend? Tell me, please?学生凭记忆回答问题。如有学生提到went to a park 或went fishing,师顺势教学这两个短语。师带读短语,学生跟读。‎ ‎4.师用歌谣形式比较动词原形与过去式 Every weekend I go fishing.‎ What do you do?‎ What do you do?‎ Last weekend I went fishing.‎ What did you do?‎ Every weekend I go hiking.‎ What do you do?‎ Last weekend I went hiking.‎ What did you do?‎ Every weekend I go swimming.‎ What do you do?‎ Last weekend I went swimming.‎ What did you do?‎ 师最后给出短语read a book, 提醒学生注意其过去式形式及读者音。‎ 师放课文录音,学生跟录音齐读短语。‎ ‎4.师拿出John的头饰说:What did John do yesterday? Did he go swimming? Did he go fishing? Let’s listen to the tape. 学生看Let’s try部分的图画,听录音完成练习。‎ ‎5. 学生跟读Let’s talk部分的对话,然后分角色朗读。‎ ‎6.学生做活动手册配套练习。‎ 第四课时 一、教学目标与要求 ‎1.能够读懂Let’s read 部分的短文,并完成文后的填空和问答练习。‎ ‎2.能够完成Let’s check 部分的练习。‎ 二、教学重、难点 ‎1.重点是能理解并会朗读Let’s read 部分的短文。‎ ‎2.难点是一认读一些新语言:如:We read funny tongue twisters together. Sundenly my kite flew into the lake. I was very grateful to him.‎ 三、课前准备 ‎1. 准备录音机和本课时录音带 四、教学步骤 ‎1.师生以地唱的形式吟唱Let’s chant部分的歌谣。‎ ‎2.师生日常口语对话。‎ ‎3.“绕口令” 游戏。做完成游戏后师提问:What did we do just now? 帮助学生回答:We read tongue twisters together.‎ ‎4.师一边做放风筝的动作一边问:What am I doing? 学生回答: You’re flying kites. 师继续说:I like flying kites. Guess what I did last weekend. 学生猜到是fly kites. 引导学生回答: I flew kites. 板书:flew kites. 并带读。 师继续说:Zhang Peng flew kites yesterday. Something happened. What was that? Let’s listen to the tape.‎ ‎5. 学生听录音独立完成短文后的练习,师生一起校对答案。‎ ‎6.师放录音,学生完成Let’s check的练习。‎ ‎7.学生完成活动手册配套练习。‎ Unit 4 My holiday 第一课时 Unit 4   My ‎Holiday ‎ ‎ 第一课时 Teaching Aims:‎ ‎1.      能够听、说、读、写以下动词短语:learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food.‎ ‎2.      能够询问别人在假期里所做的事情并做答。‎ ‎ ‎ Teaching Importance and Difficulties: ‎ ‎1.      本课时的教学重点是掌握五个动词短语的过去式形式。‎ ‎2.      本课时的教学难点是以下六个单词的拼读和拼写:took, learned, sang, danced, ate, climbed。教师要多示范,通过有针对性的反复操练知道学生熟练掌握。‎ ‎ ‎ Teaching Medias:‎ Teacher:本课时的动词短语卡片;一架照相机、食物、一首歌曲,一张照片;本课时的单词卡片。‎ ‎ ‎ Teaching Procedures:‎ Ⅰ.Warm-up ‎1.       教师放五年级下册的歌谣“Let’s go on a field trip…” 学生边唱歌边跟教师作相应的动作。‎ ‎2.      教师放Let’s chant的录音,学生跟着录音说。‎ ‎ ‎ Ⅱ.Preview ‎1.      “猜一猜”游戏:教师呈现学生小时候的照片问:Who’s he/she? 引导学生回答。然后教师拿出自己小时候的照片让学生猜。学生猜出后,教师指着照片说:Yes, it’s me. I was … years old then. 教师依次拿出几张风景照,问:Guess. What place is it? 引导学生回答。‎ ‎2.      Let’s start 教师展示本部分的挂图问:Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。‎ ‎ ‎ Ⅲ.Presentation and Practise Let’s learn ‎1.      教师问一名学生:What’s your hobby? 引导学生回答。教师指着自己说:I like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说:Look at this picture. I took the picture last week. 教师板书took pictures和take pictures,请学生认真观察并说出两个短语的不同之处,然后指导学生拼写。‎ ‎2.      教师拿出一张自己爬山的照片,说:I went to Xinjiang/…last year. Guess. What did I do there? 请学生猜。如果有学生猜到climb a mountain,教师就向学生展示照片:Yes, that’s right. I climbed a mountain. 教师板书climbed a mountain,带读,引导学生对东词原形和过去式形式进行比较。教师继续问:Have you ever been to any famous mountains? Where have you been? 引导学生说:I climbed Hua/Yandang/…Mountain.教师可继续提问:When did you climb Yandang Mountain? I climbed Yandang‎ ‎Mountain in spring/April 8th.‎ ‎3.      教师再次展示爬山的照片,说:I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果学生猜到吃东西,教师就拿出一张美食的照片说:Yes, I ate. I ate good food. 板书ate good food和eat good food,带领学生比较不同之处。教师带读,注意强调ate的发音。‎ ‎4.      教师依次出示爬山和美食的照片说:I climbed a mountain. I ate good food, too. What else did I do there? Guess.‎ ‎5.      教师放课前准备的歌曲录音,放完一遍后,问学生:Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生:What did we do just now? 引导学生回答:We sang a song. 教师板书sang和sing,带领学生进行比较。教师带读单词。教师边做动作边说:People in Xinjiang like singing. They like dancing, too. 教师板书sang and danced,带读。‎ ‎6.      教师出示本部分的教学挂图,介绍说:Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike学中文的图说:He learned Chinese. 板书 learned Chinese,带读。教师再问学生:What did John do? 引导学生回答:He climbed a mountain. He ate good food. He sang and danced.‎ ‎7.      教师放A Let’s learn部分的录音,学生跟读。‎ ‎8.      教师带领学生说唱下面歌谣:‎ What did you do on your holiday?‎ What did you do on your holiday?‎ I took, took pictures.‎ What did you do on your holiday?‎ I climbed, climbed a mountain.‎ What did you do on your holiday?‎ I learned, learned Chinese.‎ What did you do on your holiday?‎ I sang, sang and danced.‎ ‎9.      快速抢答:全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作,四个组的学生根据表演者的动作猜:He ate good food/ … and climbed a mountain/… 哪个小组手先猜出正确答案就得一分,最后总分最高的小组获胜。‎ ‎10. 学生两人一组,轮流抽取学生卡片编对话。‎ ‎ ‎ Let’s play ‎ 学生两人一组,每人在长纸条上写过去式时的句子,然后把句子在单词间空隙处剪开。学生交换剪下来的单词,看谁能最先把同伴的两个句子排列好。‎ ‎ ‎ Good to know ‎1.      教师介绍普通相机一些基本零部件的名称和简单的摄影常识。‎ ‎2.      教师一边介绍摄影的基本步骤一边用相机给学生照一张照片。‎ ‎                                                                     ‎ Ⅳ.Consolidation and Extension ‎1.      Activity Book ‎2.      学生课后进一步熟悉照相的基本步骤,教师鼓励有条件的学生拍下几张照片,下节课进行班级交流。‎ ‎ ‎ ‎  ‎ 第二课时 ‎ Teaching Aims:‎ ‎1.      能够听、说、读、写句型:Where did you go on your holiday? I went to Xinjiang.‎ ‎2.      能够听懂Let’s try部分的录音并完成练习。‎ ‎3.      能够理解、说唱歌谣“Where did you go on your holiday?”。‎ ‎4.      会使用英汉字典查新词。‎ ‎ ‎ Teaching Importance and Difficulties: ‎ ‎1.      本课时的教学重点是句型:Where did you go on your holiday? I went to Xinjiang.‎ ‎2.      本课时的教学难点是在实际情景中正确运用所学对话。‎ ‎ ‎ Teaching Medias:‎ Teacher:录音机及磁带;Let’s learn部分的单词卡片;调查表格;几张地名卡片;几张照片;英汉字典。‎ ‎ ‎ Teaching Procedures:‎ Ⅰ.Warm-up ‎1.    教师与学生的日常会话。‎ ‎2.    复习上一课时新课呈现部分所学的歌谣。‎ ‎ ‎ Ⅱ.Preview ‎1. 教师放A Let’s learn 部分的录音,学生跟读并拼读动词短语。‎ ‎2.“打擂台”游戏 ‎   请五名学生到教室前面,教师任意抽取一张短语卡片,让五名学生根据卡片上的内容造句,如:I learned Chinese at school. 不能正确造句的学生即被淘汰出局。然后教师出示另一张卡片,留在台上的学生继续比赛。能最后留在台上的学生成为擂主。‎ ‎ ‎ Ⅲ.Presentation and Practise Let’s try ‎1.    学生听Let’s try部分的录音,完成练习。‎ ‎2.    教师提问:What do people in Xinjiang like doing? 引导学生回答:They like singing and dancing..‎ ‎ ‎ Let’s talk ‎1.      教师出示一张新疆的风景照说:Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教师再拿出一张公园的照片,说:This is a park. I went to the park last weekend. 教师板书:I went to…指导学生拼写单词went。‎ ‎2.      教师出示一张中国地图说:This is a map of China. I went to a city last year. It’s in Guangdong province. It’s a new city. Guess. Where did I go? 引导学生用句型Did you go to ,,,? 猜一猜,然后教师说:Yes, I went to…‎ ‎3.      教师邀请一名学生到讲台前面来描述自己曾经去过的一个地方,教师问:Where did you go on your holiday? 引导这名学生回答。再请几名学生轮流上台,台下的学生其问:Where did you go on your holiday? 教师指导讲台上的学生回答。‎ ‎4.      教师在请一名学生上台,随意抽取一张地名卡片举起来,不要让台上的学生看到卡片的内容。台下的学生一起问:Where did you go on your holiday? 台上的学生用I went to… 回答。猜对地名后,这名学生指定另外一名学生上台继续游戏。教师再拿出上一课时的单词卡片,在学生猜出地点名称后,任意抽取一张动词短语过去式的卡片,带领台下学生问:What did you do there? 请台上的学生回答。教师注意强调there的发音。‎ ‎5.      听录音,跟读Let’s talk部分的内容。‎ ‎6.      学生操练对话,教师引导学生根据本部分插图的提示进行替换练习。‎ ‎7.      教师出示能拼成重点句型的单词卡片,要求学生在最快的时间内组合成句。‎ ‎ ‎ Let’s chant ‎1.      教师问:Where did you go on your holiday? Did you have a good time? 引导学生回答:I went to … Yes, I had a lot of fun.‎ ‎2.      教师放歌谣录音,全班跟唱。‎ ‎3.      学生男女生各一组,一组唱问句,一组唱答句,看那组唱得好。‎ ‎ ‎ Pronunciation ‎1.      教师出示英汉字典,问:What’s this? It’s a dictionary. Yes. It’s an English dictionary. Words in a dictionary are in alphabetical order. 教师用中文介绍查英汉字典的方法。‎ ‎2.      教师指导学生完成练习,然后让学生在词典理查一查练习中的单词,看谁查得最快。‎ ‎ ‎ Ⅳ.Consolidation and Extension ‎1.      Activity Book ‎2.      学生课后询问同学或老师曾经去过的地方,完成调查表。‎ ‎  ‎ 第三课时 ‎ ‎ Teaching Aims:‎ ‎1.      能够听懂、会读Let’s read中信的内容并独立完成信后的书写练习。‎ ‎2.      能够完成Let’s find out部分的练习。‎ ‎3.      能够听懂、会唱歌曲“A trip to China”。‎ ‎ ‎ Teaching Importance and Difficulties: ‎ ‎1.      本课时的教学重点是能读懂Let’s read部分的一封信。‎ ‎2.      本课时的教学难点是能正确认读下列句子:Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow I’ll be back home.‎ ‎ ‎ Teaching Medias:‎ Teacher:录音机和录音带;A Let’s learn部分的动词短语卡片。‎ ‎ ‎ Teaching Procedures:‎ Ⅰ.Warm-up 教师放前一课时学过的歌谣,学生边作动作边说。‎ ‎ ‎ Ⅱ.Preview ‎1.      日常口语练习。‎ T:What day is it today?‎ S:It’s …‎ T:What are you going to do this weekend?‎ S:I am going to …‎ T:Have a good time!‎ S:Thank you.‎ T:I will … this weekend.‎ ‎2.       教师让学生用句型I am going to … this weekend. 或者I will … this weekend.造句。‎ ‎ ‎ Ⅲ.Presentation and Practise Let’s read ‎1.      教师问:What did you do last Saturday? 学生回答:I … 教师指导学生用单词last组词,如:last week, last month, last year等。‎ ‎2.      教师请学生说说下列词组的反义词:next week---last week, last Monday---next Monday, last month---next month, next holiday---last holiday, next trip---last trip.‎ ‎3.      教师描述自己一个星期内的活动:On Monday I played football. On Tuesday I played ping-pong. On Wednesday I … 然后教师问学生:What did I do on Monday/ Tuesday/… 让学生凭记忆回答。最后教师说:I did a lot of things last week. Everyday I had fun. 板书had 和have,指导学生拼写这两个词。‎ ‎4.      教师放Let’s read部分的录音,学生跟读。‎ ‎①    John had fun with his parents.‎ ‎②    On Monday, he went to a cinema.‎ ‎③    He went to a park on Tuesday.‎ ‎④    He went swimming on Wednesday.‎ ‎5.      教师指导学生完成短文后面的练习。‎ ‎ ‎ Let’s find out ‎1.      教师说:I went to … last month. I went there by… I climbed a mountain there. When was your last trip? 引导学生回答:My last trip was to … I went there by… I sang and danced there.‎ ‎2.      学生两人一组调查对方最近一次旅行的相关情况并在课本的表格里做记录。教师鼓励学生尽可能多地获取信息。‎ ‎3.      教师请几名学生做汇报:… went to .. in .. He.. 师生共同评选出最佳“小记者”奖。‎ ‎ ‎ Let’s sing ‎1.      教师放歌曲“A trip to China”的录音,第一遍学生先仔细听,教师简单讲解歌词,注意以下单词和短语得读音:came back, Urumqi, old jade ring, a green silk tile, a colourful cap.‎ ‎2.      学生跟录音学唱歌曲。‎ ‎3.      教师介绍我们部分省市的标志性商品。‎ ‎ ‎ Ⅳ.Consolidation and Extension ‎1.      Activity Book ‎2.      学生听Let’s sing歌曲,唱给家长或同伴听。‎ ‎3.      学生搜集我国不同地区的风景名胜等相关知识。‎ ‎ ‎ 第四课时 ‎ ‎ Teaching Aims:‎ ‎1.      能够听、说、读、写动词词组:bought presents, rowed a boat, saw elephants, went akiing, went ice-skating.‎ ‎2.      能听、说、认读句子:What did you do on your holiday? I bought presents.‎ ‎3.      能够听懂、说唱歌谣“Today I went to school”。‎ ‎4.      能够完成Task time中的任务。‎ ‎ ‎ Teaching Importance and Difficulties: ‎ ‎1.      本课时的教学重点是四会掌握五个动词词组的一般过去式形式。‎ ‎2.      本课时的教学难点是掌握四会单词bought, rowed和saw的读音和拼写。‎ ‎ ‎ Teaching Medias:‎ Teacher:录音机和录音带;动词短语卡片,动物单词卡片和文具卡片;几张不同类型的贺卡;议长哈尔滨的雪景照片。‎ ‎ ‎ Teaching Procedures:‎ Ⅰ.Warm-up ‎1.      教师放歌曲“A trip to China”的录音,师生齐唱。‎ ‎2.      教师放歌谣“Today I went to school”的录音,师生齐唱。‎ ‎ ‎ Ⅱ.Preview ‎1.      教师出示A Let’s learn部分的短语卡片,同桌以“开火车”的形式拼读动词短语。‎ ‎2.      教师放Let’s read部分的录音,学生跟读。‎ ‎3.      日常口语会话。‎ ‎ ‎ Ⅲ.Presentation and Practise Let’s learn ‎1.      教师出示哈尔滨雪景照片问:Guess. Where did I go last winter? 学生猜:You went to Harbin. 教师继续说:Yes, that’s right. I like snow. I can ski. 教师板书ski,然后出示went skiing的卡片,问:What did I do in Harbin? 引导学生回答:You went skiing.教师板书:went ‎ skiing带读单词skiing,学生拼读。‎ ‎2.      教师出示went ice-skating的教师卡片问:What did … do on her/his holiday? Did she /he go skiing? 引导学生回答:No, she/He went ice-skating.教师板书:went ice-skating,学生拼读。‎ ‎3.      教师问:When do we go ice-skating? Can we skate in the summer?引导学生作答。教师继续说:No, we can’t. We can row a boat in the summer. 教师出示rowed a boat的卡片问:What did … do on this/her holiday? 引导学生回答:He/She rowed a boat. 教师板书:rowed a boat,指导学生拼写。‎ ‎4.      教师出示礼物盒问:What’s this? 引导学生回答:It’s a present.教师板书present,带读。教师继续说:I bought it yesterday.在present前写bought,领读。请学生比较动词原形和它的过去式,教师指导书写。‎ ‎5.      教师依次出示几张文具的卡片,提问:What did you buy in the bookstore? 引导学生用I bought …回答。‎ ‎6.      教师出示saw elephants的短语卡片说:…went to a zoo yesterday. What did…see? 引导学生回答:He/She saw elephants. 教师板书saw elephants, 需强调单词elephants的拼写和单词saw的读音。教师依次出示动物的卡片,提问:What did you see at the zoo?引导学生根据卡片的提示问题回答。‎ ‎7.      教师放let’s learn部分的录音,学生跟读。‎ ‎ ‎ Let’s play ‎1.      教师让学生把九个动词短语分别填入任一个空格内,每个空格填写一个短语。‎ ‎2.      教师按任意顺序读短语,学生在教师念到的短语上划叉,如果划叉的短语连成了一条直线,学生就大声喊Bingo!即获胜。‎ ‎ ‎ Task time ‎1.      教师介绍贺卡的相关知识;贺卡有很多种类,朋友身体不适合可以送安慰卡;朋友心情不畅送幽默卡;失败送鼓励卡;成功有庆贺卡;出行的有平安卡。贺卡除了有纸制的,也有电子和卡。为了节约用纸,现在更提倡使用电子贺卡。‎ ‎2.      教师带领学生一起阅读本部分贺卡的内容,请学生说一说Mike在旅行过程中都做了什么事情。‎ ‎3.      教师布置一个情景:如果式你出行在外,想向父母和朋友报平安,并简单介绍旅游的情况,该如何设计一张贺卡。‎ ‎ ‎ Ⅳ.Consolidation and Extension ‎1.      Activity book。‎ ‎ ‎ 第五课时 ‎ Teaching Aims:‎ ‎1.      能够听、说、读、写句型:How did you go there? I went by train.‎ ‎2.      能够完成Let’s find out中的调查活动。‎ ‎3.      能够完成Let’s try部分的录音,完成听音,圈图的练习。‎ ‎4.      了解Story time中的故事。‎ ‎ ‎ Teaching Importance and Difficulties: ‎ ‎1.      本课时的教学重点是四会掌握句型:How did you go there? I went by train.‎ ‎2.      本课时的教学难点是在实际情景中正确运用并能书写所学对话。‎ ‎ ‎ Teaching Medias:‎ Teacher:录音机和录音带;本单元的动词短语卡片和教学挂图;若干纸片;各种交通工具的单词卡片和城市名称的卡片;调查表。‎ ‎ ‎ Teaching Procedures:‎ Ⅰ.Warm-up ‎1.      教师放41页歌谣的录音,学生听录音齐唱。‎ ‎2.      教师出示B Let’s部分的短语卡片,提问学生:What did you do on your holiday? 学生看图回答问题;然后根据实际情况回答,操练该句型。‎ ‎3.      教师放六年级上册第一单元的录音,学生听录音说唱歌谣。‎ ‎ ‎ Ⅱ.Preview ‎1.      教师将全班分成A、B两组,先由A组学生提问,B组学生回答。A组的学生可以提与本课的中心话题有关的问题,如:How do you go to the zoo? 也可以提其他问题,如:Where did you go last year? 如果B组学生回答正确则可以加一分,然后由B组学生提问,A组回答。得分高的小组为胜者。‎ ‎2.      学生展示自己的贺卡。‎ ‎ ‎ Ⅲ.Presentation and Practise Main Scence 教师引导学生看主情景图,扮演Zhang Peng和John表演对话。‎ ‎ ‎ Let’s try 学生听录音,完成练习。‎ ‎ ‎ Let’s talk ‎1.      教师问:What’s the weather like in Harbin in the winter? 学生回答:It’s cold and snowy. 教师继续问:How can you go to Harbin? 引导学生回答:I can go there by plane or by train. 教师说:That’s right. Sarah went to Harbin on her holiday. How did she go there? Let’s listen.‎ ‎2.      教师放本部分的录音,引导学生回答:She went there by train. 教师板书:How did you go there? I went by train. 教师再放一遍录音,学生听录音跟读。‎ ‎3.      请一名学生说一个曾去过的城市,教师放在黑板上。然后教师引导其他学生一起提问:How did you go to …? 帮助该学生回答:I went by … 教师再提问其他学生,依照这种方式带领学生用主句型进行问答。‎ ‎4.      教师任意抽一张城市名称的卡片,问:Where did you go on your holiday? 全体学生根据卡片内容一起回答:I went to … 教师继续问:How did you go there? 学生继续问答:I went by… 教师再换其他卡片,继续练习。‎ ‎5.      学生两人一组做替换练习,教师鼓励学生尽可能地丰富对话内容。‎ ‎6.      教师将全班学生分成四组,各组分别写地点、时间、交通工具、动词短语的过去实形式。写好后,请一名学生分从四个组的纸条里抽取一张,用动作表演纸条上的内容,其他学生根据其表演猜测四张纸条上的内容。表演的学生一边做动作一边问:Where did you go on your holiday? 其他学生猜:I went to … 如果有人回答正确,表演的学生就依次提问:How did you go there? What did you do there? 其他学生继续猜。‎ ‎ ‎ Let’s find out 教师请一名学生说出曾经去过的地方和所乘坐的交通工具,然后示范填写表格。学生两人一组进行调查。如果时间允许,教师可请几名学生汇报调查表格。‎ ‎ ‎ Story time 教师向学生展示Story time部分的挂图,指着图中的人物问:How did Zoom go to the moon? What did Zoom see? Did Zoom take any pictures? 然后教师放该部分的录音,学生看图,听录音。教师再放一遍录音,学生听完后回答教师提出的问题。学生跟录音朗读故事,再分角色朗读。‎ ‎ ‎ Ⅳ.Consolidation and Extension ‎1.      Activity book ‎2.      完成Let’s find out部分的调查任务。‎ ‎  ‎ 第六课时 ‎ ‎ Teaching Aims:‎ ‎1.      能够读懂Let’s read部分的短文并完成文后的练习。‎ ‎2.      能够听、说、认读句子:It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.‎ ‎3.      能够完成Let’s find out部分的练习。‎ ‎4.      能够完成Let’s check部分的练习。‎ ‎ Teaching Importance and Difficulties: ‎ ‎1.      本课时的教学重点是听、说、认读句子:It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.‎ ‎2.      本课时的教学难点是认读以下单词和短语:relaxed, prepared to …, go back, for the last day of the holiday.‎ ‎ ‎ Teaching Medias:‎ Teacher:录音机和录音带;本课时的单词卡片和教学挂图。‎ ‎ Teaching Procedures:‎ Ⅰ.Warm-up ‎1. 教师放Let’s sing部分的歌曲录音,学生一起跟唱。‎ ‎2. 教师放Let’s chant部分的歌谣“Where did you go on your holiday?”学生有节奏地说唱。‎ ‎ ‎ Ⅱ.Preview ‎1.      学生听录音跟读B Let’s talk部分的对话。‎ ‎2.      “拼句子”游戏 学生分成若干小组。教师报一个四会句子,如:How did you go there? 各组第一名学生起立拼读句子的第一个单词,第二名学生拼读第二个单词,以次类推,拼得又快又正确的小组得一分。‎ ‎3.      教师出示A、B部分Let’s learn的短语卡片和地名卡片,学生就卡片内容进行问答练习。‎ ‎ Ⅲ.Presentation and Practise Let’s read ‎1.      教师接上一个话题问学生:When did you go to Beijing? I went there on October 2nd. 教师接着学生的问答说:That means you left Ningbo/… on October 2nd .When did you get to Beijing? 引导学生回答:I got there on October 3rd. 教师板书left和got,告诉学生left是leave的过去式,got是get的过去式。教师问:When did you come back? 引导学生回答:I came back on October 6th. 教师说:It was a long holiday. 并板书:It was a long holiday. 带读该句子。‎ ‎2.      教师询问学生的作息时间表:Where were you at 7 o’clock yesterday? 引导学生回答:I was at home.教师可询问学生一天的行程安排,从而引出relaxed,对话设计如下:‎ T:Where were you from 12:15 to 12:45?‎ S:I was on the playground.‎ T:What did you do?‎ S:I played ping-pong.‎ T:You relaxed.‎ ‎3.      教师呈现以下问题,学生集体读一遍,然后阅读Let’s read部分。‎ ‎① When did they leave Beijing?‎ ‎② When did they get to Harbin?‎ ‎③ When did they do on February 2nd?‎ ‎④ When did they do on February 3rd?‎ ‎⑤ When did they do on February 4th?‎ ‎⑥ When did they do on February 5th?‎ ‎4.      学生回答以上六个问题。教师放Let’s read部分的录音,学生跟读,并提出不理解的句子,教师解惑答疑。‎ ‎5.      教师指导学生完成补充句子的练习。‎ ‎ ‎ Let’s find out ‎1.      教师请学生仔细观察图画。教师提问:How did people travel years ago? 请学生试着问答。如果学生答不出,教师可继续问:Did they travel by plane? 引导学生回答。然后教师继续问类似的问题,带领学生找出古代不存在的交通工具。‎ ‎2.      学生四人一小组做该游戏。‎ ‎ ‎ Let’s check 教师指导学生完成Let’s check部分的练习。‎ ‎ ‎ Ⅳ.Consolidation and Extension ‎1.      Activity book ‎2.      学生课下查阅交通工具发展史的相关资料。‎ Recycle 单元总览 ‎  一、单元教学目标 ‎  1.能力目标 ‎  (1)能够把前几个单元所学语言知识融会贯通,如be going to句型、一般过去式、及问路、乘机等功能性语言项目。‎ ‎  (2)能够通过温习旧知识开拓思维,自觉运用到实际的语言交际中去。‎ ‎  (3)会唱歌曲I went on a holiday。‎ ‎  2.知识目标 ‎  (1)复习前几单元的语言和词汇,要求学生做到能听,会认,并在实际情景中准确表达。‎ ‎  (2)结合be going to句型和一般过去式复习本单元有关旅游词汇和活动短语,要求学生能熟练地听、说、读、写。‎ ‎  3.情感、策略、文化等有关目标 ‎  智力发展目标:通过情境中的语言操练,学生能阅读、听懂篇幅较长的语篇,能基 ‎  本记住并能借助提示复述短文,使记忆得到提高。‎ ‎  文化、情感目标:了解民族风情,热爱祖国江山。‎ ‎  二、单元重难点分析及教学建议:‎ ‎  Unit 5是复习性的单元,它通过be going to句型和一般过去式学习旅游用语及相关活动的语言。所学内容都不是第一次出现,因此本单元的教学重点是将有关旅行的句型及功能型项目有机地融合,教师在教学中可留意以下方面:‎ ‎  1.随着学习内容的扩展,教师要有意识、有计划地培养学生阅读理解和说话、写话的能力,增强学生的自信心,帮助学生克服学习中的畏难情绪。‎ ‎  2.综合运用所学知识、技能是本单元的难点,教师要通过图片等创设情景,采用真实的任务与活动增强学生对语言的感受。‎ ‎  3. 单元教学课时安排建议:六课时 ‎  第一课时:Read and say ‎  第二课时:Read and answer(P3)  Listen and write  Good to know ‎  第三课时:Read and answer(P5)   Let’s sing ‎  第四课时:Read and write   Let’s chant ‎  第五课时:Read and answer ‎  第六课时:Listen and write  Let’s find out  Story time ‎  各课时教学建议 第一课时 ‎  一、教学目标与要求 ‎  1.能够读懂Read and say的小短文,并能完成相应的练习。‎ ‎  2.运用be going to句型复习旅行用语。‎ ‎  二、教学重、难点分析 ‎  本课时的重难点是让学生将第四单元的中心语言与be going to句型融为一体,在具体 ‎  情景中能自然运用。‎ ‎  三、课前准备 ‎  1.教师准备中国地图和各地风景图片(包括Stone Forest和folk dance图片)。‎ ‎  2.教师准备一个旅行包。‎ ‎  3.教师准备音乐、课文磁带。‎ ‎  4.教师准备单词卡片。‎ ‎  四、教学步骤和建议 ‎  1.热身(Warm-up)‎ ‎  (1)播放Unit 4“A Trip to China”歌曲,学生跟唱。‎ ‎  (2)运用课件或地图呈现祖国各地风景,让学生初步感知地名。‎ ‎  (3)学生根据实际经历自由问答:Where did you go/visit on your holiday?‎ ‎  I went / visited to …on my holiday.‎ ‎  (请访问过同一地名的同学组合成family,坐到相邻的位置。)‎ ‎  2. 预习(Preview)‎ ‎  Different Response:教师交给同学一种物品(如:book)并提问:What are you going to do? 学生可回答:I’m going to read books.‎ ‎  I’m going to do my homework.‎ ‎  I’m going to study English.‎ ‎  鼓励学生发挥创造力,回答越丰富越好。‎ ‎  3. 新课呈现(Presentation)‎ ‎  (1)  接预习活动,教师呈现一个旅行包,提问:What am I going to do?‎ ‎  引导学生回答:You’re going to take a trip.‎ ‎  教师继续提问:Where am I going to visit?‎ ‎  播放音乐“月光下的凤凰竹”,并配合介绍:It’s usually warm and sunny. It’s known as Spring city.引导学生猜出:You’re going to visit Kunming.‎ ‎  (2)出示图片:Stone Forest和folk dance帮助学生更好地理解昆明的民族风情,同时教学Stone Forest和folk dance。可结合图片、音乐、录像等学习:folk music/clothes/dance ‎  (3)简单介绍课文背景后,出示where , what, when, how四个疑问词并播放课文录音,让学生边听边记录主要信息。‎ ‎  (4)限时阅读:给学生一定的时间限制,让他们通读课文,完成Fill in Mike’s trip schedule。‎ ‎  (5)学生仿照“Fill in Mike’s trip schedule”表格进行问答练习。‎ ‎  (6)教师借助图片等提供情景:It’s the good season for trip. Where are you going ? What are you going to do? 请学生以Group work的形式和“家庭成员”讨论,拟定家庭旅行计划。‎ ‎  (7)出示Plan your holiday and make a dialogue表格,挑选几组在班级交流,完成表格。‎ ‎  4. 巩固和扩展(Consolidation and extension)‎ ‎  (1)一气呵成。教师将句子拆分,呈现单词卡:am, going, visit , I, to, Stone Forest,让首先说出单词的学生持卡并上来组成句子顺序:I am going to visit Stone Forest。‎ ‎  (2)完成活动手册配套练习。‎ ‎  (3)小组合作自编对话。教师用简笔画或图片呈现以下几组图片,让学生4人一组自编对话表演,教师鼓励学生自由发挥。‎ ‎  图片如:‎ ‎  See folk dance ‎  Mike ‎  ‎Kunming ‎  ‎Beijing ‎  Kathy ‎  Climb the Great wall ‎  (4)旅游咨询日。将全班分成两组:Group A(旅行社代表)和Group B(旅客),Group A成员分工合作,选择若干城市,进行设摊介绍;Group B成员到各自意向前往的城市咨询,最后评选出最受欢迎的城市和旅行社。‎ 第二课时 一、教学目标与要求 ‎  1.通过活动read and answer 综合运用旅行词汇和句子。‎ ‎  2.了解机场的设施及登机基本顺序。‎ ‎  二、教学重、难点分析 ‎  综合运用有关旅行的句子是本课重点;让学生学会捕捉听力材料里的关键信息是本课的教学难点,教师要注意培养学生良好的听力习惯。‎ ‎  三、课前准备 ‎  1.教师准备机票(可以仿制)和候机大厅图片。‎ ‎  2.教师准备中国地图。‎ ‎  3. 教师准备机场录象。‎ ‎  1.教师准备本课时的单词图片或卡片。‎ ‎  四、教学步骤和建议 ‎  1.热身(Warm-up)‎ ‎  (1)教师提供城市的相关信息,学生抢答城市名称。‎ ‎  如:Great Wall ---Beijing ‎  Ocean Park---‎ ‎Hong Kong ‎  Spring city--- ‎Kunming ‎  East phearl--- ‎Shanghai ‎  根据学生的回答,教师将各城市名称贴到教室的四周。‎ ‎  (2)小组竞赛。每组请一位同学代表,教师说一个城市名称,学生就跑向该城市,并说:I’m going to visit ….比一比谁的反应快。‎ ‎  2.预习(Preview)‎ ‎  日常口语练习,内容可参考前一页的表格(设计旅行计划)。‎ ‎  如:Where are you going on your holiday?‎ ‎  What are you going to do there?‎ ‎  Who are you going with?‎ ‎  When are you going ?‎ ‎  How are you going to get there?‎ ‎  3. 新课呈现(Presentation)‎ ‎  (1)  从上一环节学生的回答中(I’m going to … by plane.),教师自然引出:Why are you going to … by plane?引导学生回答…is far from here. 然后教师继续引导How far is … from…? 2 hours? 3 hours? 最后引出句型It’s …hours by plane. 教师板书该句带读。‎ ‎  (2)  出示中国地图,用其他城市替换操练:How far is … from …? It’s … hours by plane.接着用其他交通工具替换操练How far is … from…? It’s … hours by train / bus / van / bike。‎ ‎  (3)  教师出示机票,介绍:Mike is going to visit Kunming with his family by plane. Look !They’re the tickets of the plane. What are they going to do first?呈现候机大厅的图片(包括Good to know部分的设施和标志),师生一起介绍认读Airport的标志及乘机的基本手续和顺序。‎ ‎  (4)  教师出示打乱顺序的乘机手续词卡:board, security, check in (have boarding pass),请学生排一排顺序,演一演。在学生表演的同时,播放Listen and write的机场广播,让学生找到正确的登机口。其余学生完成听音填空练习。‎ ‎  (5)教师介绍课文情景:Now Mike and Kathy is at the gate 24. What are they talking about? 提供部分单词:far,three hours, weather, spring city, sunny, different places, buy folk clothes, suitcase请学生小组合作,编出一段对话。‎ ‎  (6)播放课文录音,学生跟读。‎ ‎  (7)以分组竞赛的形式完成Answer the question的抢答,教师可补充相关问题。‎ ‎  如:Why is it usually sunny and warm in Kunming?‎ ‎  What are they going to do in Kunming?‎ ‎  4.巩固和扩展(Consolidation and extension)‎ ‎  (1) 配音。在静音状态下,循环播放登机录象,请学生采用集体讨论、自由组合、分工合作等形式完成配音任务。‎ ‎  (2)大联想。教师提供三个城市图片(如:Beijing, Kunming, Harbin),并将学生分成三大组,各组分别选择一个城市展开联想,然后在规定时间内,在图片下写出有关单词。‎ ‎  (3)完成活动手册配套练习。‎ ‎  (4)Tourism Ads show.分组进行比赛,小组成员分工合作制作旅游广告,画出广告画,附上让人喜欢的理由。然后在同学中宣传,有意前往的同学可以签名预约:I’m going to visit….比比哪组宣传效果最好。‎ ‎  (5)切面包。让学生用小刀将面包状卡片上单词间没有间隙的句子进行识别后,根据单词切开。‎ 第三课时 一、教学目标与要求 ‎  1. 用一般过去式连贯表达一段发生过的事。‎ ‎  2. 理解Read and answer内容,并能完成相关练习。‎ ‎  3.学唱歌曲“I went on a holiday”。‎ ‎  二、教学重、难点分析 ‎  用一般过去式连贯叙述一段事是本课时的难点,要求老师在正确示范的基础上带领学生进一步熟悉掌握。‎ ‎  三、课前准备 ‎  1.教师准备本课时所用的磁带、VCD。‎ ‎  2.教师准备小玩具一个。‎ ‎  3.学生制作棋子一副。‎ ‎  四、教学步骤和建议 ‎  1.热身(Warm-up)‎ ‎  (1)  播放歌曲I went on a holiday,学生跟唱。‎ ‎  (2) Throwing game:同学间互相抛接一个小玩具,得玩具者必须说出一个和trip相关的单词或短语,前后不能重复。‎ ‎  2. 预习(Preview)‎ ‎  日常口语练习。‎ ‎  内容可参考:Where did you go on the holiday?‎ ‎  How far is … from …?‎ ‎  What’s the weather like in …?‎ ‎  What did you do there?‎ ‎  Do you like taking a trip/ hearing good news?‎ ‎  3. 新课呈现(Presentation)‎ ‎  (1)  教师:I have 2 pieces of news for you. One is good, the other one is bad. Which one do you want to listen first? 在黑板的两侧分别板书:Bad news 和Good news。接着介绍:The bad news is I was false in the examination last year. The good one is I worked hard than before then I passed the examination this year.‎ ‎  (2)  请学生讲几条bad news,鼓励全班大胆设想,把bad news变成good news。‎ ‎  如:S1: It’s rainy today, but I have no umbrella.‎ ‎  S2: I have a umbrella, I can go home with you.‎ ‎  S3: Your dad will give you a lift.‎ ‎  S4: You can enjoy the beautiful city in the rain.‎ ‎  教师鼓励学生创造性地表达,并对学生进行适时的辨证主义教育。‎ ‎  (3)  从学生讲述bad news引入Mike lost the suitcase这则故事。播放课文录音,学生静听两遍后,合上书本,完成Read and tick or cross练习。‎ ‎  (4)  学生阅读课文,教师指导。‎ ‎  (5)  请学生根据各自阅读情况,从课文中摘抄一些单词,每次请一位同学板书,其余学生根据这些单词抢答说一些简单的语句(可以是原文,也可以是学生自己的话)。可以通过小组竞赛的方式进行。‎ ‎  (6)  Group work:小组讨论完成书本的Good news and bad news game.‎ ‎  (7)  播放歌曲I went on a holiday录音或VCD,学生跟唱。‎ ‎  4.巩固和扩展(Consolidation and extension)‎ ‎  (1)  兔子耳朵。教师匀速朗读一段课文,其中会有词漏读或加词,让学生找出错处并记录,比一比谁的耳朵最尖。如果学生的听力不错,教师可适当加快语速。‎ ‎  (2)  Ladders and slides.以下棋的形式进行句子表达练习。棋子的每一格都有一个单词,学生走到一个就要讲一句包含上面单词的话,最先到达终点者获胜。‎ ‎  (3)  辩论赛。教师提供一个Topic,如:The tourism is good/ bad for our dairy life。将全班分成两组,抽签决定各自的主题,进行一定时间的准备讨论,然后以辩论赛的形式各自陈述自己的理由,理由充分又正确者为胜。‎ ‎  (4)完成活动手册配套练习。‎ 第四课时 ‎  一、教学目标与要求 ‎  1.能够综合运用所学句型描述自己的旅行经历。‎ ‎  2.能听懂,说唱Let’s chant。‎ ‎  二、教学重、难点分析 ‎  运用所学语言叙述旅行中的所见所闻是本课时的重难点,要求教师注重结合学生的生活经验,运用多种方法帮助学生建构语言体系。‎ ‎  三、课前准备 ‎  1. 教师准备本课时的动词卡片和旅行活动照片或图片。‎ ‎  2. 教师准备地名卡片若干。‎ ‎  3.  教师准备录音机和相关录音带。‎ ‎  四、教学步骤和建议 ‎  1.  热身(Warm-up)‎ ‎  (1)播放歌曲I went on a holiday ,学生跟唱。‎ ‎  (2)Golden eyes:出示5~6张活动短语(如:went to a nature park, saw flowers, ate fresh fish, bought folk clothes, stayed at the village),让学生看几秒后拿走,说出看到的短语,说得又多又快的为胜。‎ ‎  2. 预习(Preview)‎ ‎  单词大搜索。将全班分成若干小组,给出几个topic(如nature park, city, countryside),让每组选择一个topic,在规定时间内写出相关的词语。‎ ‎  3. 新课呈现(Presentation)‎ ‎  (1)  教师出示一个动词卡片(如:take),提问:What did you do on your holiday? 学生根据教师的提示,集体回答:I took pictures on my holiday.最后出示动词write,引导学生回答:I wrote the post card.‎ ‎  (2)  教师展示几幅卡通人物(或学生)旅行活动的照片、图片等,提问:What did …do on his holiday? 学生回答后教师由此创设情景:… enjoy his holiday. He wants to write a postcard to his friend. Help him, please. 鼓励学生以Group work的形式讨论。教师概括中心语言,板书。如:We stayed at…. We bought…. We went to…. We ate….‎ ‎  (3)  Pair work. 同桌分别选择一份不完整的postcard(或者是Mike的或者是Kathy的),限时完成。‎ ‎  (4)  Information Gap. 前后桌同学(必须是持不同的postcard)之间,互相询问,完成各自没完成的那份postcard。如:Mike: What did you eat on Monday, Kathy?‎ ‎  Kathy: Where did you go ?‎ ‎  教师注重巡视指导,避免学生简单复制。‎ ‎  (5)  教师自言自语:I went on a trip. 引导学生自主询问,看哪一组的问题最多,最有创意。学生的问题如:Where did you go? What did you do ? Do you like the city? Who did you go with? What’s the weather like there?教师有意识地渗透Let’s chant的内容。‎ ‎  (6)  播放Let’s chant录音,学生说唱。‎ ‎  4. 巩固和扩展 (Consolidation and extension)‎ ‎  (1) 加句子练习。教师提问:What did you do on your holiday?‎ ‎  S1: I took pictures on my holiday.‎ ‎  S2: I took pictures and read magazines on my holiday.‎ ‎  …‎ ‎  (2) 做活动手册的配套练习。‎ ‎  (3) 教师准备若干张地名单词,如:nature park, village, airport, city等。将学生分组,第一组的学生抽取一张单词,其余组的同学就相继提问,如:Is there a lake/ forest/park? Are there many people/ tall buildings?第一组的同学只能回答Yes或 No。最快猜出地名的小组获胜。‎ ‎  (4) 故事大王。教师提供若干词语和一个主题(topic),让学生根据所给主题将词语组织成故事,鼓励学生合作完成。如词语:postcard, flower, grapes, sun, policeman, bank, hotel, hot;主题为:A story of the trip。为了进一步激发学生的参与意识,词语和主题也可由学生设定。‎ 第五课时 ‎  一、教学目标与要求 ‎  1.能听懂会说本课对话,并能在情景中进行运用。‎ ‎  2.能口头、笔头叙述迷路的经历。‎ ‎  二、教学重、难点分析 ‎  本课教学重点主要是让学生学会获取对话中的关键信息,培养学生再现情景,体验语言运用的能力。‎ ‎  三、课前准备 ‎  1.教师准备课文插图和Mike and Kathy回宾馆的路线图。‎ ‎  2.教师准备一个大旅行箱。‎ ‎  3.学生准备上学路线图。‎ ‎  四、教学步骤和建议 ‎  1. 热身(Warm-up)‎ ‎  (1)播放Let’s chant,学生跟说。‎ ‎  (2)快速反映。教师或学生指令,全体学生做出相应动作。‎ ‎  如:Turn left/ right. Go straight on.‎ ‎  Put your book near/ in front of/ behind the desk.‎ ‎  2. 预习(Preview)‎ ‎  教师出示一个big empty suitcase, 创设情景:I’m going to take a trip on my holiday. What do I need to prepare? 师生一起完成物品的装箱。如:sunglass, umbrella, clothes, guidebook, map.‎ ‎  3. 新课呈现(Presentation)‎ ‎  (1)  学生提到map,教师就提问:Why do I need a map?提示学生:When we visit a new city. We may get lost. So the map is useful. 教师继续提问:Mike and Sarah got lost today. They had no maps. What could they do?引导学生回答Go to the Police Station and ask for help.‎ ‎  (2)  教师板书the Police Station,带读几次后,提出任务:Now here’s the Police Station. You’re policemen and policewomen. How to help the visitors?‎ ‎  (3)出示课文插图和Mike and Kathy回宾馆的路线图,鼓励学生分组讨论,表演。‎ ‎  (4)Pair work. 把课文中的句子打乱顺序,请学生重编对话,选几组在班上说一说。‎ ‎  (5)听课文录音跟读。‎ ‎  (6)教师提供词条Holiday Hotel, cinema, post office,让学生在黑板上摆出正确位置,其余学生则完成书本上的Draw the route to the Holiday Hotel.‎ ‎  (7)教师提出任务:Mike和Kathy回到宾馆后会怎么跟父母说呢?请学生发挥想象力,完成说话练习。然后要求学生打开书,完成complete Mike’s travel diary.‎ ‎  4.巩固和扩展(Consolidation and extension)‎ ‎  (1)做本单元活动手册配套练习。‎ ‎  (2)张贴几幅学生的上学路线图,请学生描述,其余学生则迅速找出相应的图片。‎ ‎  (3)看图找出不同点。教师出示两幅貌似相同的城市地图,请学生两人一组,讨论两幅画之间存在的不同点,简练地用英语表达。先准备几分钟,再向大家演示:如:The bank is near the hospital in Picture 1, in Picture 2, it’s near the post office.‎ ‎  (4)故事接龙。教师或学生说一个句子,大家就接着往下编。鼓励全体学生发挥想象,参与说故事的过程,要求故事离奇,有新意。故事开头句子如:Today I got lost./ This summer holiday, my family had a trip.‎ 第六课时 ‎  一、教学目标与要求 ‎  1.通过回忆Mike的旅行活动进一步掌握动词的过去式。‎ ‎  2.结合购物活动复习旅游用品词汇。‎ ‎  3.能够听懂,理解Story time中的故事。‎ ‎  二、教学重、难点分析 ‎  本课时需要重点掌握动词的过去分词及旅游用品词汇,教师要引导学生结合情景正确理解、运用。‎ ‎  三、课前准备 ‎  1.教师准备Let’s find out图和4个人物图片和词卡。‎ ‎  2.教师准备录音机和相关录音带。‎ ‎  3.教师准备词卡(打乱字母次序的单词)。‎ ‎  4.学生准备单词卡片若干。‎ ‎  四、教学步骤和建议 ‎  1.热身(Warm-up)‎ ‎  (1)播放Let’s chant,学生跟说。‎ ‎  (2)师生按chant节奏问答:What did you do /see/ buy on your holday?‎ ‎  2.预习(Preview)‎ ‎  游戏:兵来将挡。教师(或学生)说一个动词或短语,其余学生则迅速说出它的过去式。如:T: buy   S1:bought ‎  S1: go   S2: went ‎  S2: see flowers   S3: saw flowers ‎  3.新课呈现(Presentation)‎ ‎  (1)出示Let’s find out图,提问:What did Mike do? 给学生一段时间记忆后,拿下图,让学生回答。‎ ‎  (2)学生打开书完成练习,然后以pair work形式进行问答练习。‎ ‎  (3)教师介绍:Mike bought presents in Kunming. Can you guess , what did he buy? 学生通过小组合作,复习有关单词。‎ ‎  (4)Unscrambling letters. 教师制作一些卡片,每张写一个打乱字母次序的单词,如csptoadr---postcard。学生分组竞赛,最快说出单词的同学为本组赢得一分。‎ ‎  (5)完成Listen and write练习。播放录音,让学生听录音,看图和音标,写出单词。‎ ‎  (6)Group work. 教师提供若干城市名称,提问:You’re going to visit…. What are you   going to buy?‎ ‎  4.巩固和扩展(Consolidation and extension)‎ ‎  (1)做本单元活动手册配套练习。‎ ‎  (2)翻卡片说单词。学生两人一组,把单词卡片反面朝上放在桌子上,然后同时翻开两张单词卡(如:going, holiday),就马上组织成一句话(如:Where are you going on the holiday?/ I’m going to Kunming this holiday.),说得快又正确者为胜。‎ ‎  (1)教师播放C部分Story time的录音或VCD,帮助学生理解故事内容。学生再听一遍录音,跟读故事里的句子,教师指导学生发音。‎ ‎  (2)Bright eyes. 在黑板上张贴Let’s find out的8幅图片,Mike, Zhang Peng, Sarah,‎ ‎ Kathy等4个人物图片分别放在8幅图片上,如:Mike ---take pictures---buy presents。学生仔细观察后,请学生闭上眼睛,教师就趁学生闭眼之际交换人物位置(如把Mike放到eat noodles),然后请学生张开眼睛回答:What did Mike do just now ? 引导学生回答: Mike took pictures and bought presents.‎ ‎  教学参考资料库 ‎  1.文化背景介绍:‎ ‎  机场标志:‎ ‎  Airport 飞机场 Airport lounges 机场休息室  Airports shuttle 机场班车 ‎  Arrivals 进港  Assistance 问讯处    Check in area (zone) 办理登机区 ‎  Departure airport 离港时间  Departure times on reverse 返航时间 Welcome aboard 欢迎登机 ‎  Destination airport 到达机场  Domestic flights. 国内航班  Emergency exit 安全出口 ‎  Flight connections 转机处    Help point (desk) 问讯处Inquiries 问讯处 ‎  Left baggage 行李寄存Lost property 失物招领 Luggage from flights 到港行李 ‎  Luggage pick up 取行李     Luggage reclaim 取行李   Queue here 在此排队 ‎  Passport control 入境检验    Return fares 往返票价     Short stay 短暂停留 ‎  Reclaim belt 取行李传送带   Reserved seating 预定的座位 ‎  Please leave your luggage with you at all times 请随身携带你的行李。‎ ‎  No smoking except in designated area 除指定区域外,禁止吸烟。‎ ‎ ‎
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