这是一份小学英语人教版 (PEP)六年级下册Unit 2 Last weekend综合与测试第四课时教案，共5页。教案主要包含了This，It’s，I’m，Sarah.，yu，it等内容，欢迎下载使用。

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 yu see a film? N, I have a cld.及巩固句型What did yu d 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 yu d 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Jhn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Jhn和Amy的对话，让学生感知Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.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 yu d last weekend? Did yu see a film? N, I have a cld.

4. 能够掌握Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.

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 yu d last weekend? Did yu see a film? N, I have a cld.

（3）能够掌握Was it interesting? What did yu d last weekend? Did yu see a film? N, I have a cld.

(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 yu d last weekend? Did yu see a film? N, I have a cld.

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: Gd mrning, everyne.

Ss: Gd mrning, teacher.

T: Hw are yu tday?

Ss: Fine, thank yu. And yu?

T: I’m fine, t. Bys and girls, let’s chant ” What did yu d 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 sme phrases.

a. T: Great! Everyne, nw I have sme wrd cards. Let’s say and d. 教师展示词卡read a bk, 学生说出它的过去式read, read, read a bk,看书，并做出看书的动作。

b. 教师依次展示see a film, have a cld, 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 bk, saw a film, had a cld, 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 bk and watched TV last night. What did yu d last night?

S1: I …

T: Did yu…?

S1: Yes, I did./ N, I didn’t.

S2: What did yu d last weekend/yesterday…?

S3: I…

S2: Did yu…?

S3: Yes, I did./ N, 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 Presentatin

1. Let’s try.

Shw the pictures f Wu yifan and Jhn.

T: Wh are they?

Ss: They are Wu yifan and Jhn.

T: Yes. What did they d last weekend? What are they ging t d?

（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: Lk, they are Jhn and Amy. (利用课件展示教学插图。）What are they talking abut? What did they d last weekend?（对对话内容进行预测。）

S1: Did they…?

T: Maybe.

S2: Did they…?

T: Gd try…

（2）整体感知对话，理解对话

T: What did they d last weekend? Let’s have a lk tgether.

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。

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 d they want t g?

Ss: The bkstre.

T: Right. Jhn wants t 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。）Hw 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: Hw d they g t the bkstre?

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: Jhn had a cld last weekend. Is Jhn better nw?( 教读better，指名读，拼读，着重于它的原形gd, well。)

(4)教师带读核心句型。

(5) Listen t the tape and fllw the tape.

(4) Read in rle.

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. D a survey.

Whse weekend was mre 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: Hw was yur weekend? Was it interesting?

B: Yes.

A: What did yu d last weekend?

B: I…

A: Did yu…?

学生总结、汇报讨论结果。

_______’s weekend was mre 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：

busy

weekend

did hmewrk

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: Bys and girls, which new wrds did yu learn abut this lessn?

Ss: Interesting有趣的, magazine杂志, faster 更快的，better 更好的，magazine杂志。

T: Which sentences did yu learn?(Pint t the blackbard.)

Ss: Was it interesting? Yes.

What did yu d last weekend? I ________.

Did yu see a film? N, I had a cld.

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。

buy

同音词

is

过去式

1. 2.

talk

347..

过去式

have

过去式

3. 4.

二、单项选择。

( )1. This is _______ interesting bk.

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. t buy C. buys

( )4. I’m happy yu feel_______ nw.

A. gd B. better C. gder

三、看图补全对话。

1. —Did yu ________ ________ ________ yesterday?

—Yes, I did.

2. — ________ ________ ________ _______ last night?

— We________ ________ ________.

3. —________ ________ yur clthes last weekend?

— N, I________ ________.

四、给下列句子排序。

( )Hi, Sarah. Let’s g t the bkstre. I want t buy a new film magazine.

( )N, I visited my grandparents.

( )Did yu see a film?

( )Oh, I read it last weekend.

( )Yes, it talked abut a lt f new films.

( )Was it interesting?

Answers:

一、1. was 2. by 3. had 4. talked

二、1. B 2.B 3.B 4.B

三、1. read a bk 2. What did yu d, saw a film

3. Did yu, watched TV

四、1、6、5、2、4、3、·

板书设计

B Let’s talk

magazine

interesting 有趣的

better更好的

（gd/well比较级）

Was it interesting? Yes.

faster 更快的

（fast比较级）

有趣的

What did yu d last weekend?

I…

Did yu see a film?

N, I had a cld.

What did they d?
Jhn
Amy