新課標六年級英語下冊《lastweekend》優(yōu)秀教學設計

　　一、教學內容：

　　Part B Let’s learn Let’s play. Part C Task time Let’s check

　　二、教學目標與要求

　　1、掌握四會詞組：went to a park, went swimming, read a book, went fishing, went hiking.

　　2、學會用句型What did you/ (name) do last weekend/ yesterday? I(name) (did) last weekend/ yesterday. Did you….? Yes, I did. 來進行問答并完成Task time的表格。

　　三、教學重點

　　掌握四會詞組,并用所學詞組和句型進行調查

　　四、教學難點

　　掌握四會詞組,并用所學詞組和句型進行調查

　　五、課前準備

　　1、教師準備本課時所需的五張詞卡及A部分所學單詞。

　　2、教師準備錄音機和的錄音帶。

　　六、教學過程

　　1、Warm-up

　　1) Free-talk:

　　T: What day is today?

　　A: Today is…

　　T: What day was yesterday? (強調 yesterday)

　　B: Yesterday/ It was…

　　T: What did you do yesterday?

　　C: I (did)…yesterday. ( 用前幾課時已經學的`詞組)

　　2) Chain-drill:

　　C: I (did)…yesterday. What did you do yesterday?

　　D: I (did)…yesterday. What did you do yesterday?

　　E, F…( ask the teacher)

　　T: I went to a park yesterday.

　　2、Presentation and practice

　　let’s learn

　�。�1）繼續(xù)Chain-drill,由T 引出并出示新授詞組:went hiking.

　　（2）學生已經了解了go 的過去式后, T 邊用I went ( 這個動詞用動作表示)yesterday.表達自己昨天去做什么了,邊做動作.讓學生幫老師說出: went swimming, went fishing.

　�。�3）Ask and answer:

　　A: T ask and Ss answer.

　　B: S1 ask and S2 answer.

　　C: S3 ask and T answer.

　　由此,T 引出新授詞組: read a book.

　　（4）自編chant. Chant together.

　�。�5）Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.

　　(6) Readingin 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.

　　Practice:

　　通過各種游戲，操練所學詞組

　　Activity 1 找搭檔

　　Activity 2 我是偵察兵

　　Activity 3 記憶大挑戰(zhàn)

　　3、Task-time

　　1) Pair work

　　A: What did you do last weekend? / Did you …?

　　B: I (did)…/ Yes, I did.

　　2) 在問答過程中完成書中所示的表格.

　　3) 邀請幾組同學到前面匯報調查結果

　　4、Let’s check

　　1) Ask Ss to describe each picture with the sentence structures of:

　　I (did) yesterday/ last weekend.

　　2) Listen and circle.

　　3) Check the answers.

　　1、 consolidation and extension

　�。�1）完成活動手冊相應內容。

　�。�2）課后繼續(xù)交流同桌的周末或前天的活動信息.

　　七、板書設計：

　　went to a park—go to a park

　　went hiking—go hiking

　　went swimming—go swimming

　　went fishing—go fishing

　　read a book--read a book

　　課后反思：在詞匯教學中我發(fā)覺應采用"全方位教學法", 即在教學一個詞時, 應盡可能多地將該詞與學生已有的舊知識建立起各種聯(lián)系對學生的知識鞏固性較好。Eg：newspaper分開記憶new（新的）——news（新聞）& paper(紙)——newspaper（報紙），這種方法特別適用于有了一定的詞匯量的高年級學生。整體效果還不錯，再在平時加深聽寫與鞏固，對學生擴充詞量能更有效的去記憶。

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