sambo-免职书
小学英语
六年级下册
人教
PEP
版
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 sh ow
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
1
小学英语
六年级下册
人教
PEP
版
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,< br>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.
2
小学英语
六年级下册
人教
PEP
版
(
1
)整体感知对话。
a.
出示表格,学生浏览课文,填表格。
How
Who
Grandpa
Mike
What
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
…
3
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