下载文档原格式
教学目标：1. 知识目标：学生能够听懂、会说、会读本课时出现的单词和句型。
学生能够通过本课的学习，掌握描述动物特征的一般疑问句和回答。
2. 能力目标：学生能够运用所学知识进行简单的日常交流。
3. 情感目标：激发学生学习英语的兴趣，培养他们的自信心。
教学内容：本课时的主要内容是学习六年级下册英语PEP教材Unit 3的第五课时，包括描述动物特征的一般疑问句和回答，以及相关的词汇。
教学重点与难点：重点：描述动物特征的一般疑问句和回答，以及相关的词汇。
难点：一般疑问句的构成和运用。
教具与学具准备：1. 教具：PPT、录音机、磁带。
2. 学具：课本、练习册、单词卡片。
教学过程：Step 1：Review（5分钟）Step 2：Presentation（10分钟）教师通过PPT展示本节课的主要内容，引导学生学习描述动物特征的一般疑问句和回答，以及相关的词汇。
Step 3：Practice（10分钟）学生通过课本和练习册进行听力练习，巩固本节课所学的内容。
Step 4：Group Work（10分钟）学生分组进行角色扮演，运用本节课所学的一般疑问句和回答进行交流。
Step 5：Consolidation（10分钟）学生通过完成课堂作业，进一步巩固本节课所学的内容。
板书设计：板书设计要清晰、简洁，突出本节课的重点内容，便于学生理解和记忆。
作业设计：1. 抄写本节课出现的单词和句型。
2. 用一般疑问句描述动物特征，并回答。
课后反思：本节课通过引导学生复习、展示、练习、合作和巩固，完成了描述动物特征的一般疑问句和回答的学习。
在教学过程中，要注意关注学生的学习情况，及时调整教学节奏和方法，以确保教学效果。
同时，要注重激发学生的学习兴趣，培养他们的自信心，使他们能够更好地运用所学知识进行日常交流。
1. 教学过程的设计应遵循学生的认知规律。
教师应从学生的实际出发，设计符合他们认知水平的教学活动。
例如，在呈现新课时，教师可以通过图片、实物或情境，引导学生观察和体验，激发他们的好奇心，从而引起他们对新知识的学习兴趣。
The fifth period(第五课时) 原创不容易，为有更多动力，请【关注、关注、关注】，谢谢！随风潜入夜，润物细无声。
出自杜甫的《春夜喜雨》原创不容易，为有更多动力，请【关注、关注、关注】，谢谢！举世不师，故道益离。
柳宗元原创不容易，为有更多动力，请【关注、关注、关注】，谢谢！随风潜入夜，润物细无声。
出自杜甫的《春夜喜雨》Part B Let’s learn & Ask and answer▶教学内容与目标课时教学内容课时教学目标Let’ s learn •能够听､说､读､写四个有关不同季节活动的短语:go on a picnic， go swimming， pick apples， make a snowman•能够在实际语境中正确运用这四个短语描述季节活动Ask and answer •通过活动更好地掌握核心短语与句型，进一步培养语言交际能力能够听､说､读､写有关不同季节活动的短语: go on a picnic， go swimming， pick apples， make a snowman。
▶教学难点能够在实际语境中运用关于季节的问答句型“Which season do you like best?”“I like best.I often “。
▶教学准备1.预习《大课堂》《练习册》《作业本》中本课时的相关内容｡2. PPT 课件､视频､任务单等｡▶教学过程Step 1: Warm-up & Lead-in1. Greetings.2. Sing a song—The Four Seasons.3. Lead-in. Teaching purpose通过唱歌复习已经学过的单词，激发学生的学习兴趣，活跃课堂气氛。
通过“开火车”的游戏来巩固学生对Play “A Train Ride” game.T: Which season do you like best?S1: Spring. Which season do you like best?S2: Summer. Which season do you like best?S3: Autumn. Which season do you like best?S4: Winter. Which season do you like best?…Step 2: resentation1. Do and say.One student does actions acording to the seasons. The others say the elevant seasons.Example:One student does the action “go swimming”. The others say “Summer!”One student does the action “make a snowman”. The others sy “Winter!”…2. Learn the phrases.T: We can do man things in different seasons. I like summe best. I like the summer holiday. What do I often do in summer? Can you guess?Ss: You often go swimmig.T: Good guess! Now look at the picture. I often o swimingin summer.Teaching purpose通过让学生做动作猜季节的方式来提高学生的学习积极性和参与度，同时巩固四季单词的表达。
Thefifthperiod（第五课时）人非圣贤，孰能无过？过而能改，善莫大焉。
《左传》原创不容易，【关注】，不迷路！PartBReadandwrite▶教学内容与目标课时教学内容课时教学目标Readandwrite●能够正确地听、说、认读单词：p,loud,enjoy,stay。
●能够朗读、理解课文的内容，并完成练习部分的阅读和写作任务。
●通过阅读活动，逐步培养学生的阅读技巧，提高自主学习能力。
●引导学生在遇到不公平或不合理的待遇时要学会运用正确的方式进行诉求和寻找合理的解决方式。
▶教学重点能够朗读、理解课文的内容，并完成练习部分的阅读和写作任务。
▶教学难点通过阅读活动，逐步培养学生的阅读技巧，提高自主学习能力。
▶教学准备1.预习《大课堂》《练习册》《作业本》中本课时的相关内容。
2.PPT课件、课文音频、视频等。
▶教学过程Step1:Pre-reading1.Greetings.Greetstudents.Dividetintoseveralgroups.Torepointsiftindedinclass.2.Freetalk.(1)Presentateacilymembers.(课件出示：一张教师与家人旅游时的照片)T:IwenttoQingyfamilylastsummerilylastsummerorequestionstodevelopd eepercommunication,sucmentsabouttorestarsyougive,torecomfortableyours taywas.（课件出示：旅馆的评价星级指数）Ifstudentsanswer“No.”,ttogooutsideandenricaybeyoucangowitilysomeday.Itwillbringyous omenewexperience.”T:Canyouunderstandtments”onteans“评价”inCment。
Unit 3 Where did you go?单元整体分析本单元是人教版英语六年级下册的第三单元，单元的话题是“Where did you go?”本单元通过不同的场景，提供了表达过去的时间去了哪里，乘坐什么交通工具的句型结构。
共三个版块A 部分，B部分和C 部分。
A部分包括重点词组和情景对话，共两个课时。
第一课时呈现了John五月十一和五月十二日的博客分享，引出四会词组和句型Where did you go...? I...What did you do there? I...第二课时Amy去John的家探望受伤的John, 通过照片分享John在五一假期活动的场景，巩固句型Where did you go...? I...What did you do there?I...A 部分重点掌握词组和句型Where did you go...? I...What did you do there? I...B部分包括重点词组、情景对话和读和写，共三个课时。
第一课时通过Amy和吴一凡聊自己暑假活动的场景，很自然的引出了句型How was your summer holiday?第二课时吴一凡和Amy在学校遇见Sarah, 三人讨论寒假的场景，呈现了询问对方寒假去哪里，怎么去那，在那做了什么事情? 的句型。
第三课时通过呈现吴一凡的日记，拓展和运用本单元所学的知识。
B部分重点是掌握词组和句型How was your summer holiday? Where did you go over the winter holiday? How did you go there? What did you do there? C 部分包括B部分的听力测试、归纳不规则动词的变化形式和C部分的故事，共一课时。
重点是复习巩固本单元所学重点词汇和句型。
在课堂教学中，首先要整体把握本单元的教学内容，理清与第二单元之间的联系，了解学生的基本学情，确立教学重点和教学难点，然后围绕本单元主题Where did you go?”，展开教学设计。
Unit3 第5课时教学设计【内容来源】人教版PEP 六下Unit3【主题】Where did you go?【课时】第5课时：B Read and write.一、目标依据依据新课标，要求小学六年级学生能听懂课堂活动中简单的提问；能听懂常用指令和要求并做出适当的反应；能借助图片读懂简单的小短文，并养成按意群阅读的习惯；能正确朗读所学短文；能体会到英语学习的乐趣；在学习中集中注意力；敢于开口，表达中不怕出错误；积极参与各种课堂学习活动，积极与他人合作，共同完成学习任务。
二、教材分析这是本单元的第五课时，为读写课，“Read and write”为本单元前四课时所学基础知识的练习与运用。
三、学情分析本单元前四课时已经学习了动词过去式的不规则变化及如何谈论假期活动，本课时重在复习、练习以上重点内容。
（本班学生兴趣度、课堂习惯、自制力、对基础单词和知识点的掌握程度、课堂氛围和学生的思想状况教师可根据实际情况分析。
教师可参考优教同步学习网上学生的导学反馈）四、教学目标1. 能够通过看图讨论预测日记中故事的开端和发展，回忆相关话题的背景知识和话题词汇。
2. 能够在日记中捕捉不同类型的信息。
3. 能够根据提示从日记中获取关键信息；能够利用上述信息仿照教材中的日记，并根据所提供的内容补全短文，描述自己一天的生活。
五、教学重难点能够读懂日记内容，并完成读后思考题及补全短文。
（此难点为预设难点，教师可根据班里实际情况调整）六、教学评价1. 通过师生对话回忆相关话题词汇。
（检测目标1的达成情况）2. 通过学生自主阅读及教师讲解从日记中获取关键信息。
（检测目标2的达成情况）3. 通过引导学生阅读日记来提取主要信息，完成读后思考题及补全短文。
（检测目标3的达成情况）七、教学过程Step 1: Warm-up1. 师生相互问候。
2. 教师在课件上出示A Let’s learn/B Let’s learn情景图片，复习单词（重点复习黑体部分的单词）。
人教版英语六年级下册第五课时课时内容B Read and write课时分析本课时是人教版六年级下册第三单元第五课时。
围绕“生活充满好消息和坏消息”这一话题展开，主要通过阅读文本学习词汇basket, part, licked, laughed, dress up以及能够从阅读中获取有用的句型口头描述自己的一天。
能够通过活动训练捕捉重要的信息，提升学生的思维能力，激发学习英语的兴趣，并引导学生建立事物都有两面的概念，好事坏事没有绝对，可以互相转换，要保持乐观的心态。
前几课时词汇、对话的学习为本课时的学习奠定了基础，本课时是第三单元知识的拓展和延伸。
本课时的重点是单词basket, part, licked, laughed的听、说、认读以及能够从阅读中获取有用的句型口头描述自己的一天，并能写出一个语段。
本课时Read and write的板块，分为两个部分。
第一部分是读前活动，呈现了吴一凡外出捡了一只叫Max的小狗，并带回家的场景。
通过看图，阅读人物对话，讨论故事的开端和预测故事的进一步发展。
接下来呈现的是吴一凡写的日记，日记上讲述了这一天发生在吴一凡一家的三件好事和两件坏事。
第二部分是书写活动，写出发生在自己身上的一件好事、一件坏事和相应的对策。
本课时内容的设计贴近我们的生活，非常吸引人，大大的提高了学生的阅读兴趣。
本课时篇幅较长，信息量大，知识点较多，对于学生的理解和运用有一定的难度。
教师要结合图示、语境帮助学生理解生词。
基于语篇的整体性原则，把握主体脉络，引导学生在自主学习，小组讨论交流中获取信息，锻炼学生的思维能力，培养学生良好的阅读习惯和方法。
课时目标（1）能够听、说、认读单词和短语：basket, part, licked, laughed, dress up。
（2）能够通过看图讨论预测故事的开端和进一步发展来激活相关的背景知识和储备词汇。
（3）能够通过完成读后活动训练在语篇中捕捉不同类型信息和思考能力。
⼈教PEP五年级英语下册第三单元Thefifthperiod（第五课时）教案与教学反思The fifth period(第五课时) Part B Let’s learn & Ask and write教学内容与⽬标课时教学内容课时灵师不挂怀,冒涉道转延。
——韩愈《送灵师》◆令公桃李满天下，何⽤堂前更种花。
出⾃⽩居易的《奉和令公绿野堂种花》◆灵师不挂怀,冒涉道转延。
——韩愈《送灵师》◆教学⽬标Let’s learn ?能够听、说、读、写July, August, September, October, November, December 这六个⽉份单词能够在语境中正确运⽤这六个⽉份单词Ask and write ?能够听、说、读、写Let’s learn中不同的节⽇名称，并根据节⽇填写相应的⽉份，将句⼦补充完整1.能够听、说、读、写July, August, September, October, November, December这六个⽉份单词。
2.能够听、说、认读单词national, American, Thanksgiving, Christmas和短语National Day。
教学难点能够在实际情境中表达⼀些常见节⽇的所在⽉份。
教学准备1.预习《⼤课堂》《练习册》《作业本》中本课时的相关内容。
2.PPT课件、课⽂录⾳、视频、教学卡⽚等。
教学过程Step 1: Warm-up & Revision1. Greetings.2. Revision.Show some pictures of the festivals. T: What festival is it? Teaching purpose复习1~6⽉的⽉份单词与句型“—When is…?—It’s in…”，为教授新课做好铺垫。
从教师问、学⽣答，过渡到⼀名学⽣问、全班学⽣Ss: Tree Planting Day.T: When is Tree Planting Day?Ss: It’s in March.S1: What festival is it?Ss: …S1: When is…?S2: …Make a competition between boys and girls. Step 2: Presentation1. Learn “July, August”.(1)T: Which season do you like best?Ss: Spring/Summer.T What do you usually doin summer?S1: I usually go swimmng in summer.T: I like summer, too. We have summer vacation in summer. (Write down “summer vacation” on the blackboard.) T: When is summer vacation?Ss: 7⽉, 8⽉。
小学英语六年级下册第三单元第五课时教案：如何巩固形容词的基础知识，达到熟练运用的水平In the sixth grade of primary school, students are expected to have a basic understanding of English grammar, including adjectives. In Unit 3, Lesson 5, students will learn how to consolidate their knowledge of adjectives, and how to use them correctly and proficiently in the English language. This lesson plan will provide tips and strategies for teachers to help their students achieve this goal.Background KnowledgeBefore beginning the lesson, it is essential that the teacher make sure all students are familiar with what adjectives are, and how they are used in English. Adjectives are words that describe or modify nouns or pronouns. They can describe qualities such as size, shape, color, feelings, and more.Teaching Strategies1.Reviewing AdjectivesThe first step in consolidating knowledge of adjectives is to review them. Teachers can use various techniques to help students review adjectives, such as playing games like Charades or Pictionary, where students have to guess and act out or draw adjectives. Teachers can also provide examples of adjectives and ask students to give similar examples.2.Classifying AdjectivesAfter reviewing adjectives, students should be able to categorize them based on their usage. There are three types of adjectives: descriptive adjectives, limiting adjectives, and comparative adjectives. Descriptive adjectives describe the qualities of nouns and pronouns, limiting adjectiveslimit or specify the noun or pronoun, and comparative adjectives compare two or more things. Teachers should provide examples of each category, and ask students to practice classifying adjectives on their own.3.Adjective OrderAnother important aspect of adjectives is the order in which they are used. When more than one adjective is used to describe the same noun or pronoun, they should be used in a specific order. The order is: opinion, size, age, shape,color, origin, material, and the noun or pronoun being described. For example: a beautiful, big, old, round, green, Russian, metal teapot. Teachers can provide more examples and have students practice using adjectives in the correct order.4.Adjective ClausesAdjective clauses are another type of adjective that students should be familiar with. They are clauses that describe a noun or pronoun in a sentence. Teachers can demonstrate how to use adjective clauses and ask students to practice using them in their own sentences.5.Creating StoriesA fun way to consolidate knowledge of adjectives is by having students create their own stories using as many adjectives as possible. Teachers can provide prompts like“The Mysterious Forest,†and ask students to write a descriptive story using as many adjectives as they can. This will help to develop their creativity and reinforce their knowledge of adjectives.ConclusionIn conclusion, consolidating knowledge of adjectives is an essential step in developing proficiency in the English language. By reviewing adjectives, classifying them, understanding their order, learning about adjective clauses, and creating stories, students can develop a more profound understanding of the grammar and usage of adjectives. Teachers can use a variety of techniques to make the learning experience fun and engaging, which will help to reinforce the knowledge of adjectives in students’ minds.。
2019-2020年六年级英语下册 unit3 Lesson5教案人教PEP1. 能够听、说、读、写句型：How did you go there? I went by train.2. 能够完成Let's find out中的调查活动。
3. 能够完成Let's 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 Let's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。
Let's try学生听录音，完成练习。
Let's talk1. 教师问：What's the weather like in Harbin in the winter? 学生回答：It's 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：That's right. Sarah went to Harbin on her holiday. How did she go there? Let's 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。
The fifth period（第五课时）Part B Read and write▶教学内容与目标▶教学重点能够听懂、理解该部分的日记，并能完成文后的练习。
▶教学难点1. 培养阅读技巧和阅读兴趣。
2. 学会用一般过去时描述过去发生的事情。
▶教学准备PPT课件、课文音频、视频、实物等。
▶教学过程Step 1: Pre-reading①1. Greetings.Say hello to students. Divide them into two groups. Let them PK by getting more lucky stars to make things become better and better.2. Chant together.Show a chant. Let students chant with the teacher.3. Let’s judge: Good or bad.Show some pictures and sentences.T: Say “It was good!” if you think it is good. Say “It was bad!” if you th ink it is bad.T: A girl has some good news and bad news. Let’s look at the girl’s weekend.T: Life is full of good news and bad news. It was a good weekend but also a bad weekend for the girl! Can you think of any good or bad things in your holiday?Ss: I went swimming in my holiday. It was good. But I hurt my leg. It was bad.…T: Wonderful! Wu Binbin also has good news and bad news. Let’s have a look.◆Teaching purpose①师生一起说唱，在趣味活动中复习已经学过的内容。
The fifth period（第五课时）Part B Read and write▶教学内容与目标课时教学内容课时教学目标Read and write ●能够正确地听、说、认读单词“hotel, fixed, broken, lamp, loud,enjoy, stay”。
●能够朗读、理解课文的内容，并完成练习部分的阅读和写作任务。
●通过阅读活动，逐步培养学生的阅读技巧，提高自主学习能力。
●引导学生在遇到不公平或不合理的待遇时要学会运用正确的方式进行诉求并寻找合理的解决方式。
▶教学重点能够朗读、理解课文的内容，并完成练习部分的阅读和写作任务。
▶教学难点通过阅读活动，逐步培养学生的阅读技巧，提高自主学习能力。
▶教学准备PPT课件、课文音频、视频等。
▶教学过程Step 1: Pre-reading1. Greetings.Greet students. Divide them into several groups. The group can get more points if they act bravely, actively and be open-minded in class.2. Free talk.①(1) Present a teacher’s photo which was taken while travelling with family members. (课件出示：一张教师与家人旅游时的照片)T: I went to Qinghai with my family last summer holiday. It was very beautiful there, but the hotels were not all good.Present the word “hotel”. (课件出示：一张在旅馆前台登记入住的图片及单词hotel) Let students read after the teacher.(2)T: Did you go travelling with your family last summer holiday?Ss: Yes, I did./No, I didn’t.If students answer “Yes.”, the teacher can add more questions to develop deeper communication, such as “Where did you go? Which hotel did you stay in? Did you like the hotel? How was your stay?” Present the key sentence.T: Give your comments about the hotel. The more stars you give, the more comfortable your stay was.（课件出示：旅馆的评价星级指数）If students answer “No.”, the teacher can encourage them to go outside and enrich their life experience, such as “Maybe you can go with your family some day. It will bring you some new experience.”T: Can you understand the word “comments” on the PPT? It means “评价” in Chinese.◆Teaching purpose①通过Free talk活动，利用教师与家人的旅游照片，创建与学生的情境交流，激发学生的学习兴趣并引出本课话题。
The fifth period (第五课时) 知己知彼，百战不殆。
《孙子兵法·谋攻》原创不容易，【关注】店铺，不迷路！PartBReadandwrite▶教学内容与目标课时教学内容课时教学目标Readandwrite●能够听、说、认读单词“countryside，lower，sarter，become”。
●能够朗读、理解课文内容，并能完成练习部分的任务。
●通过阅读活动，逐步培养学生的阅读技巧，提高学生的自主学习能力。
●提高学生的自我表达能力以及与他人交往的能力。
▶教学重点能够朗读、理解课文内容，掌握基本的阅读技巧。
▶教学难点能通过阅读活动提高阅读能力，并进行大胆思考。
▶教学准备1.预习《状元大课堂》《》《》中本课时的相关内容。
2.PPT课件、课文音频、人物头饰、视频等。
▶教学过程Step1:Pre-reading①1.Greetings.Sayintotwogroups.LettPKbygettingmoresunsaketepicturesaboutbeautif ulspring.(课件出示：一些关于春天美景的图片)(1)Studentstalkaboutspringwiting!Ter.T:Super!Canyoutorecwintertospring.Youcandiscussingroups.Asksomestudentstostandupanddescribetoretoresunstoticktilyaregoing onatriptotoreinformation.2.Carefulreading.(1)Letstudentsreadtselves.Tparativeformsoftparativeformsoftguesst eaningsoftparativeformsoftarter”.T:Warter.T:Great!You’resmart.Andyou’reallgettingsmarterandsmarter.T.3.Readagain.T：LittleDuckeswitselveswite.(课件出示：一段央视公益广告《妈妈的等待》的视频)Letstudentsfeelandtalkabouttotaksamodel：Totparativeformsoftparativeformsoft sReadandwrite●Beabletolisten，speakandreadtarter，become”correctly.●Beabletoreadandunderstandtpletetprovetselvesandinteractwitprovereadingabilityandthinkboldly.▶TeachingProceduresTeachingS tagesTeacher’sAcivitiesStudents’ActivitiesTeachingPurposesPre-readi ng1.Greetings.2.Playasongaboutspring.3.Sepicturesabo1.Greetings.2.Listentothesong.3.TalkaboutsPreheatthecomparativeformsoftheadectivesandnaturallyleadinthetopicofthislesson.【素材积累】司马迁写《史记》汉朝司马迁继承父业，立志著述史书。
The fifth period(第五课时)煌固中心小学陈道元Part B Read and write▶教学内容与目标课时教学内容课时新竹高于旧竹枝，全凭老干为扶持。
出自郑燮的《新竹》◆教学目标Read and write ●能够听、说、认读单词“countryside，lower，shadow， smarter，become”。
●能够朗读、理解课文内容，并能完成练习部分的任务。
●通过阅读活动，逐步培养学生的阅读技巧，提高学生的自主学习能力。
●提高学生的自我表达能力以及与他人交往的能力。
▶教学重点能够朗读、理解课文内容，掌握基本的阅读技巧。
▶教学难点能通过阅读活动提高阅读能力，并进行大胆思考。
▶教学准备1. 预习《大课堂》《练习册》《作业本》中本课时的相关内容。
2. PPT课件、课文音频、人物头饰、视频等。
▶教学过程Step 1: Pre-reading1. Greetings.Say hello to students. Divide them into two groups. Let them PK by getting more sunshine cards for their group trees to grow taller and taller.2. Enjoy a song about spring. (课件出示：一首关于春天的儿歌)3. Show some pictures about beautiful spring.(课件出示：一些关于春天美景的图片)(1) Students talk about spring with the teacher.T: Spring is coming! The sky is clearer and the sun is brighter. How about the weather？Ss: The weather is warmer.T: Super! Can you think of any other changes? Think of more changes from winter to spring. You can discuss in groups.Ask ome students to stand up and describe the changes. The more they say, the more sunshine their group can get. They can describe like this: The grass turns green. The day is getting longer and the night is getting shorter…(2) Let students look at thepictures and lead them to tick the right pictures belonging to spring. (出示课件)T：Spring is so beautiful! Wu Yifan and his family are going on a trip to the countryside. Wu Yifan has a story to tellRobin. (课件出示：一张农村的图片)Teach the word: countryside.◆ Teahing purpose歌曲欣赏，利用PPT欣赏春天的美景，谈论冬天到春天的变化，对形容词的比较级进行预热，自然地引入本课时的话题。
（人教pep）英语教案六年级下册unit3Unit3 Last weekendThe fifth period一、教学内容：Let’s chant Main scene Let’s try Let’s find out二、教学目标与要求1、能理解并询问他人在过去时间里干了什么事情。
2、掌握句型：Did you read books? Yes, I did./ No ,I didn’t.三、教学重点To master the following sentence structures:Did you read books? Yes, I did./ No ,I didn’t.四、课前准备1、教师准备图片。
2、教师准备录音机与磁带。
3、教师准备该课时的教学挂图。
五、教学过程1、Warm-up(1) Hang-man game( went to a park, went swimming ,went fishing, went hiking, read books)(2) 游戏Bingo(3) Let’s try听对话，选择图片2、Presentation and practiceA. chant学生二人小组说唱书本上的chant学生用手头的卡片自编一个chantB. Let’s talk(1) Listen and do(2) Look and answer(3)Listen and readC. practiceActivity 1.Let’s find outActivity 2 The story of Zoom Activity 3 Guessing Consolidation and extension1. 听录音，做活动手册。
2. 根据情景编对话。
六、板书设计：Did you read books?Yes, I did.\ No, I didn’t.。
Unit 3 Where did you go?Part B 第三课时Read and write教学目标：1.理解Read and write的内容并完成后面的练习。
2.能听说认读单词basket, part, licked, laughed3.能听懂，会说句子Max sat in a basket on the front of the bike.We dressd up and made a funny play. It was a bad day but also agood day!教学重点：1.能听懂会说学习目标中的句子。
2.理解It was a bad day but also a good day!的意思。
教学过程：Step 1: Warm up1. Go over phrases: rode a horse, rode a bike, went camping, hurtmy foot, went fishing, ate fresh food, went swimming, tookpictures, bought gifts2. Free talk: T: How was your last Sunday? Ss: It was fine.T: Where did you go? Ss: I went to...T: What did you do there? Ss: I rode a bike. /...Step 2: Presentation1. T: Something may happen everyday. Something is good andsomething is bad. But Wu Yifan had a bad but good day. Then,What happened? Please turn to page 28. Read the passage andfinish the task of page 29. You can discuss with your partner.2.教师板书讲解单词及句子：basket, part, licked, laughed.Max sat in a basket on the front of the bike. We dressd up andmade a funny play. It was a bad day but also a good day! 教读。
Unit3 Last weekendLesson5(教学设计)教学内容：本节课是六年级第三单元第5课时，主要包括Let’s try. Let’s talk, Let’s find out in Section B，它是要学生继续学习一般过去时来询问别人在过去的时间里做了什么事，以及有没有做过什么事，并回答。
教学目标认知目标：1.听、说、读、写句子：Did you read books? Yes, I did. No, I didn’t.2.能独立完成Let’s try中的练习。
能力目标：培养学生的听、说、读、写能力。
情感目标：教育学生养成爱劳动的优良品质。
重点、难点1.掌握四会句型。
Did you read books?Yes, I did. No, I didn’t.2.能用一般过去时的一般疑问句来询问别人在过去的时间里所做的事情。
教学方法表演法（如替换练习）、小组合作法（let’s find out.）归纳法（小结）、情景法（看图写话）教学准备教师：课件、导学案、录音机学生：搜集活动的相关词语，并写出其过去式教学过程一、检查预习情况，解决疑难。
（让学生组内相互检查预习情况，并解决问题）二、出示课题及学习目标（课件）三、合作探究，精彩展示。
1.Let’s talkFirst ,play the tape. Let the Ss listen carefully and read the dialogue .And pay attention to the sentences:Did you read books?Yes, I did. No, I didn’t.2.Free talk.（看图P32，表演对话）S1: What did you do…?S2:….S1： Did you…..?S2:…3. Let’s find out.(P32)每个小组两人一组一个接一个进行问答练习，完成表格。
然后请部分小组展示并汇报调查结果。
The fifth period（第五课时）铁山中心小学何逸春Part B Read and write▶教学内容与目标▶教学重点能够听懂、理解该部分的日记，并能完成后面的练习。
▶教学难点1. 培养学生的阅读技巧和阅读兴趣。
2. 学会用一般过去时描述过去发生的事情。
▶教学准备1. 预习《大课堂》《练习册》《作业本》中本课时的相关内容。
2. PPT课件、课文音频、视频、实物等。
▶教学过程Step 1: Pre-reading1. Greetings.Say hello to students. Divide them into two groups. Let them PK by getting more lucky stars to make things become better and better.2. Chant together.Show a chant. All students chant with the teacher.3. Let’s judge: Good or bad.Show some pictures and sentences.T: Say “It was good!” if you think it is good. Say “It was bad!”if you think it is bad.T: A girl has some good news and bad news. Let’s look at the girl’s weekend.T: Life is full of god news and bad news. It was a good weekend but also a bad weekend for the girl! Can you think of any good or bad things in your holiday?Ss: I went swimming in my holiday. It was good. But I hurt my leg. It was bad.…T: Wonderful! Wu Yifan also ha good news and bad news. Let’s havea look.◆ Teaching purpose师生一起说唱，在趣味活动中复习已经学过的内容。
游戏环节引入“good news and bad news”这个话题，为后面的学习打下很好的基础。
4. Discuss and answer.(1)Show pictures in “Read and write”.(课件出示：Read and write 板块的图片)Let students try to answer twoquestions:①How did Wu Yifan meet Max?②What will happen next?Students discuss in groups. Then communicate in the class. Make a moel:Wu Yifn lost his cap. The dog found his cap. They will become good friends. They will play with each other…(2)Let students say the good news and bad news in the pictures.Check the anwers together.Step 2: While-reading1. Fast reading.T: Wu Yifan and his family had a bad but also good day on April 2.3. rd with the dog Max. He wrote a diary about it. Let’s read it together.Ask students to read the diary by themselves. Let them try to get more key information and number the pictures.Check the answers. (课件出示：该板块答案)2. Careful reading.(1)Let students read the first paragraph of the diary carefully. This time, answer the question: What did Wu Yifan’s family do in the morning? Underline the key phrases about activities in the book.Ask one student to answer the question. Then check the answer together.The teacher takes out a real basket, and put a toy dog in the basket.T: This is a basket. We can put many things in it. Now the dog is sitting in the basket.（Write down the word “basket” on the blackboard.）Lead students to read it for several times. Then ask students to pass the basket one by one and read the word at the same time.(2)Let students read the second paragraph of the diary carefully. This time, answer two questions:①What’s the matter with Wu Yifan’s mum?②What did they do?Underline the key phrases about activities in the book.T: What’s the matter with Wu Yifan’s mum?Ss: She didn’t feel well.T: What did they do?Ss: They…Then check the answers together.T: What can you do if your mum doesn’t feel well?Ss: I can give hot water to her./I can make some delicious food for her…T: Good girl/boy! Your mum will be happy! OK! Let’s go on.Teach the new words by asking students to do the match task.The teacher can help students understand the new words “part, licked, laughed” by body languages and simple explanations. Make a model: T: Let’s play a funny play, too. S1, you will play the part of a dog.I will play the part of Dad. Let’s go!The teacher writes down the new words on the blackboard. Lead students to read them for several times. Lead students to do the actions at the same time.(3)Task: Finish the charts on Page 29.T: What happened to Wu Yifan’s family? Please think of the good news and the bad news in Wu Yifan’s diary. And write them down on your books.Ask several students to stand up and read out their answers.The student who gets the right answer can get a lucky star.Check the answers together. (课件出示：表格答案)(4)T: How was Wu Yifan’s day?Ss: It was good./It was bad.T: You’re all right. It was a bad day but also a good day!3. Read again.(1)The teacher plays the recording of “Read and write”. (课件出示：Read and write板块的音频) Let students read the diary by following the recording. Then read it by themselves with sense groups and pausing.(2)Retell the diary.Ask students to retell the diary by filling in the blanks on the PPT.The student who does a good job can get a lucky star.◆ Teaching purpose通过分段阅读，并完成画线、回答问题、连线等任务，让学生自主阅读文章，获取有效信息，感知文章大意，并学习本课的重点词汇；充分激发学生的学习热情，提高学生的课堂参与度。
Step 3: Post-reading1. Group work.Ask students to think and discuss in groups: Your bad but also good day.Encourage students to write it down on their books.The teacher can make a model on the PPT.2. Show time.Let some students stand up to read out their bad but also good day.Each one who stands up can get a lucky star.◆ Teaching purpose通过谈论自己的美好又糟糕的一天，训练学生的自主表达能力。
