Unit 3 Lsst Weekend 第一课时教案.doc

Unit 3 Lsst Weekend 第一课时教案教学目标 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。 教学重点和难点 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，通过有针对性地反复操练直到学生熟练掌握。 教学准备 本课时的动词短语卡片；照相机、食物、一首歌曲，一张照片；本课时的单词卡片。 教学过程 （一）Warm-up 1. 教师放五年级下册的歌谣“Lets go on a field trip.” 学生边唱歌边跟教师做相对应的动作。 2. 教师放Lets chant的录音，学生跟着录音说。 （二）Preview 1. “猜一猜”游戏：教师表现学生小时候的照片问：Whos 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, its 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. Lets 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。 （三）Presentation and Practice Lets learn 1. 教师问一名学生：Whats 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, thats right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对动词原形和过去式实行比较。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，带领学生实行比较。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 Lets learn部分的录音，学生跟读。8. 教师带领学生说唱下面的歌谣：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：全班学生分成四个大组。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/. 哪个小组首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。Lets play学生两人一组，每人在长纸条上写运用过去式的句子，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 know1. 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。（四）Consolidation and Extension1. 完成活动手册的相关内容。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。Unit 3 Last Weekend 第二课时教案教学目标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Lets 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。教学重点难点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进行对话。教学准备录音机及磁带；Lets 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。教学过程（一）Warm-up1. 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。（二）Previe1. 教师放A Lets 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。（三）Presentation and PracticeLets try1. 学生听Lets 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.Lets talk1. 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. Its in Guangdong province. Its 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. 教师再请一名学生上台，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Lets 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。Lets chant1. 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。Pronunciation1. 教师出示英汉字典，问：Whats this? Its a dictionary. Yes. Its 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，然后让学生在词典里查一查练习中的单词，看谁查得最快。（四）Consolidation and Extension1. 完成活动手册中的相关内容。2. 学生课后询问同学或老师曾经去过的地方，完成调查表。Unit 3 Last Weekend 第三课时教案教学目标1. 能够听懂、会读Lets read中信的内容并独立完成信后的书写练习。2. 能够完成Lets find out部分的练习。3. 能够听懂、会唱歌曲“A trip to China”。教学重点难点1. 本课时的教学重点是能读懂Lets 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 Ill be back home.教学准备录音机和录音带；A Lets learn部分的动词短语卡片。教学过程（一）Warm-up教师放前一课时学过的歌谣，学生边作动作边说。（二）Preview1. 日常口语练习。T：What day is it today?S：Its .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。（三）Presentation and PracticeLets read1. 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Lets read部分的录音，学生跟读。 John had fun with his parents. On Monday, he went to a cinema. He went to a park on Tuesday. He went swimming on Wednesday.5. 教师指导学生完成短文后面的练习。Lets find out1. 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。Lets sing1. 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的读音：came back，Urumqi，old jade ring，a green silk tile，a colorful 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。（四）Consolidation and Extension1. 完成活动手册中的相关内容。2. 学生听Lets sing部分的歌曲，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。Unit 3 Last Weekend 第四课时教案教学目标1. 能够听、说、读、写动词词组：bought presents, rowed a boat, saw elephants, went skiing, went ice-skating2. 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。教学重点难点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。教学准备录音机和录音带；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。教学过程（一）Warm-up1. 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。（二）Preview1. 教师出示A Lets 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Lets read部分的录音，学生跟读。3. 日常口语会话。（三）Presentation and PracticeLets learn1. 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, thats 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 cant. We can row a boat in the summer. 教师出示rowed a boat的卡片问：What did . do on his/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：Whats this? 引导学生回答：Its 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lets learn部分的录音，学生跟读。Lets play1. 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*，如果划*的短语连成了一条直线，学生就大声喊Bingo！即获胜。Task time1. 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，也有电子贺卡。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：如果是你出行在外，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。（四）Consolidation and Extension完成活动手册的相关内容。Unit 3 Last Weekend 第五课时教案教学目标1. 能够听、说、读、写句型：How did you go there? I went by train.2. 能够完成Lets find out中的调查活动。3. 能够完成Lets try部分的录音，完成听音，圈图的练习。4. 了解Story time中的故事。教学重点难点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。教学准备录音机和录音带；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。教学过程（一）Warm-up1. 教师放歌谣的录音，学生听录音齐唱。2. 教师出示B Lets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. 教师放课文录音，学生听录音说唱歌谣。（二）Preview1. 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。（三）Presentation and Practice教师引导学生看主情景图，扮演Zhang Peng和John表演对话。Lets try学生听录音，完成练习。Lets talk1. 教师问：Whats the weather like in Harbin in the winter? 学生回答：Its 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：Thats right. Sarah went to Harbin on her holiday. How did she go there? Lets 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、动词短语的过去时形式。写好后，请一名学生分别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。Lets 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。（四）Consolidation and Extension1. 完成活动手册的相关内容。2. 完成Lets find out部分的调查任务。