人教版-小学英语-六年级下册教案-(全册)
描写心情的句子-暴强回复
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c
m
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 heshe 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 fathermother?
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 heshe 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 happysad. 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 sadbored. 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 PengJohn in? There
is a football match between
Class 1 and Class
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Zo
om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
SaturdaySunday.
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?
……
’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 heshe?
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
HuaYandang…Mountain.教师可继续提问：When did you climb
Yandang Mountain? I climbed Yandang Mountain in
springApril 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