人教PEP版小学英语六年级下册Unit 3 Part B 第4课时 教学设计
- 格式：doc
- 大小：624.00 KB
- 文档页数：12
文档推荐
-
九年级英语Unit3第4课时教案页数:4
-
Unit3第四课时课件页数:24
下载文档原格式
合集下载
人教PEP版小学六年级下册英语-Unit 3 教案-Unit 3 B Let’s learn
Unit 3 Last Weekend 学案学习内容Section B Let’s learn课型生词教学课时第4课时学习目标1．我能够听、说、读、写五个动词短语：went to a park, went swimming, read a book, went fishing, went hiking.2. 我会听、说、认读句型What did you do yesterday? I went hiking.并能询问他人。
知识链接在A部分已学过规则动词的过去式。
学习过程1、导学1）生复习导入: A: What did you do last weekend? B：I played football.2）生齐读学习目标。
2、独学1）生听音跟读五个动词短语。
2）自己读三遍，不会的做上记号。
3、互学1）同桌互读纠错。
2）小组同学能当小老师领读，检查是否都会读。
3）生谈谈本课动词的变化，如本课动词都是____规则变化，（规则/不规则）（）-----went ( ) ------read 注意read 的发音。
4）小组成员问答：A :What did you do yesterday ？B : I……5)Let’s play小组成员快速的看图片，然后合上书，凭记忆快速抢答：What did Mike/John/ Amy/ Chen Jie……do yesterday ？4、课堂检测1）写出下列动词的过去式。
go read flyplay fail watchhave do study swimwatch ---- clean------ wash----- visit----2) 选择填空。
1 –What_____you_______last weekend ?--I went hiking.A：do, do B: do, did C: did, do2 ---What did Tom do last week ？---He played________ with me last week.A :the football B: a football C: football3---What did Mike do yesterday ?---He ________swimming.A: goes B: go C: wentⅢ.连词成句。
人教版PEP小学英语六年级下Unit3第四课时教案
Unit3第四课时教学目标1.能听、说、认读单词beach2.能听、说、读、写句子:Flow did you go there'? We went there by plane. Sounds great并能在实际的情境中运用教学重难点1.重点:能听、说、读、写句子:How did you go there?We went there by planeSounds great并能在实际的情境中运用。
2.难点:能正确使用特殊疑问词。
教具准备1.单词专片2.录音机和磁带。
3.课文挂图和配套VCD光盘一、热身1.师生问候2. Say the chant;What did you do on yourWhat did you do on yourI went, went swimming,What did you do on yourWhat did you do on yourI took, took pictures.holiday?holiday?holiday?holiday?What did you do on your holiday?What did you do on your holiday?I bought, bought gifts.What did you do on your holiday?What did you do on your holiday?I ate, ate fresh food.二、复习1.全班抽读词组:rode a horse, rode abike, went camping, went fishing, hurt my foot，ate fresh food, went swimming,took pictures, bought gift三、新识呈现1.教学单词beach2.教学句子How did you go there?We went there by plane.便捷出行教师出示几张写着不同地方的卡片，如:the South the USA美国，England英国，Shanghai上海，Harbin首先请一位学生按照指定地方说句子:I went to组成句子:I went to…by…如果你所抽取的交通工具能便捷到日的地，你就胜出。
六年级下册英语教案 Unit 3 Part B 第四课时1 人教
1.复习本单元三会、四会词汇及重点句型。
2.完成课本上的目的任务。
3.可以在老师的帮助下归纳不规那么动词的过去式。
1.复习并掌握本单元的词汇和句子。
2.可以熟悉掌握并归纳不规那么动词的过去式。
正确运用过去式描绘过去的事。
Step 1:Warm-up1.师生互相问候。
2.开展活动复习词组和重点句子。
(1)我猜我猜我猜猜猜。
规那么:老师低声说单词，学生根据老师的口型说出单词及其中文意思。
(2)最正确拍档。
规那么:老师请两名学生上讲台，一名学生根据老师的纸条表演动作，另一名学生猜:You rode a horse.此游戏也可以分小组进展对抗赛，看哪一组在规定时间内猜对的句子最多。
3.学生上台演讲:My winter / summer holiday。
Step 2:Presentation’s check.(1)看图，描绘图片。
老师可给予适当引导:Who is he / she?What did he / she do?鼓励学生尝试推测它们的意思和听力要求。
(2)老师要求学生听前先读题，尝试猜想问题的答案，如第二题的答案可以从第二幅图中得到线索，第四题的答案可以从第四幅图中得到线索。
(3)老师播放本局部录音，学生完成听力判断练习。
［Listen and write T (true) or F (false).］(4)师生核对答案。
’s wrap it up.(1)老师在课件上呈现一些本单元及上一单元学过的不规那么动词的原形和过去式，让学生进展匹配。
(2)老师校对答案，朗读，如有必要让学生进展补充。
(3)小组内用这些动词的过去式造句。
(4)老师呈现本版块恐龙的图片，与学生议论恐龙的生活习性。
(5)老师请学生翻开课本，完成课文练习，并核对答案。
(6)恐龙生活习性介绍: 老师可让学生课前搜集恐龙生活习性的图片和信息,让学生先在四人小组里讨论，然后在班上分享。
Step 3：Consolidation and extension1.老师引导学生总结本课所学的过去式动词的不规那么变化，鼓励学生提出问题。
人教版新课标PEP小学英语六年级下册Unit 3教案教学设计(6课时)
人教版新课标PEP小学英语六年级下册Unit 3教案教学设计（6课时）Unit 3 Last Weekend教学设计（6课时）一、单元教学内容话题：What did you do?功能：动词过去式在具体情境中的基本使用方法。
语言结构：句型：What did you do yesterday? I played football/ watched TV …What did you do last weekend? I went fishing/ went to a park …Did you read books? Yes , I did./ No, I didn’t.词汇：watched TV, washed clothes, cleaned the room, played football, v isited grandparents, went to a park,went swimming, read a book, went fishing, went hiking.二、单元教学目标1、能力目标（1）能够对过去某人所做的事情进行问答，如：What did you do yesterday? I v isited my grandparents.（2）能够用一般过去时的一般疑问句形式询问别人过去某个时间所做的事情并作答。
如：D id you go fishing last weekend? Yes, I did. No, I didn’t.（3）能够对某人过去某天所做的事情进行简单地叙述。
如：Zhang Peng visited his g randparents yesterday.（4）能够听懂会唱歌曲At the zoo2、知识目标（1）能够掌握A，B部分Let’s learn，Let’s talk中的四会单词和四会句子。
（2）能够听，说，认读A，B部分Let’s talk中的句子。
pep(人教)六年级英语下册 Unit 3 B部分教案 优质教案.doc
5、引出句型：What did you do last weekend?板书句型并朗读。
6、呈现词组：watched TV, washed clothes, cleanedtheroom, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。
1、Daily oral practice.
Good morning! Glad to meet you. How are you? What’s the weather like today?
2、Hang–man game.
( watch, wash, clean, play, visit)
3.做游戏，Guess, what’s my favourite animal?让学生描述他们喜欢的动物，引导他们这么说:It’s my favourite animal. It’s…cm tall. Its tail is…cm long. It likes to eat…..It can….Guess, what’sthis?
2、掌握四会句型How did you go there？I went there by plane。
教学重点：
1、能听、说、读、写过去式单词ate，took，bought，gift和短语took picture；能听说认读单词beach，basket，part，licked，laughed和短语went swimming。
3、教师问学生：What do you usually do on Sundays?
4、教师再次出示日历，圈出上个星期天的日子，然后问学生：What was that day? 引导学生回答：It was last Sunday? 板书并带读单词：last。教师：It was last Sunday. It was the last weekend. 板书、解释并朗读词组：last weekend。
6、呈现词组：watched TV, washed clothes, cleanedtheroom, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。
1、Daily oral practice.
Good morning! Glad to meet you. How are you? What’s the weather like today?
2、Hang–man game.
( watch, wash, clean, play, visit)
3.做游戏，Guess, what’s my favourite animal?让学生描述他们喜欢的动物，引导他们这么说:It’s my favourite animal. It’s…cm tall. Its tail is…cm long. It likes to eat…..It can….Guess, what’sthis?
2、掌握四会句型How did you go there？I went there by plane。
教学重点：
1、能听、说、读、写过去式单词ate，took，bought，gift和短语took picture；能听说认读单词beach，basket，part，licked，laughed和短语went swimming。
3、教师问学生：What do you usually do on Sundays?
4、教师再次出示日历，圈出上个星期天的日子，然后问学生：What was that day? 引导学生回答：It was last Sunday? 板书并带读单词：last。教师：It was last Sunday. It was the last weekend. 板书、解释并朗读词组：last weekend。
人教PEP版六年级英语下册Unit 3 教案(全)
2.三会词汇：beach,basket,part,licked,laughed
3.重点句型：
(1)—How was your summer holiday? —It was good.
(2)—Where did you go over the winter holiday？
—My family and I went to Sanya.
S2:It/Yesterday was...
T:What did you do yesterday?
S3:I (did)...yesterday. (用前几课时所学的词组作答)
2. Chain-drill:
S3: I (did)...yesterday. What did you do yesterday?
W:Hmm! I played football.
板书句型：What did you do last weekend? I played football.学生朗读。
（2）教师配带John的头饰T: Look, John comes to our class. He wants to find who cleaned the classroom last weekend.
先看题，再听录音做题。
创设情境，进行趣味游戏，活跃课堂气氛。
分角色朗读，教师可以对语音、语调掌握得好的学生进行表扬，并且鼓励其他人向他学习。
作业设计
1.熟读Let’s talk部分课文。
2.自主预习B部分Let’s learn新课。
板书设计
Unit 3Where did you go?
What did you do last weekend?
以师生互动游戏的方式回顾上个单元重点知识并导入新一单元的学习。对于在游戏环节表现优秀的学生，教师给予适当表扬或奖励（小奖品）。
3.重点句型：
(1)—How was your summer holiday? —It was good.
(2)—Where did you go over the winter holiday？
—My family and I went to Sanya.
S2:It/Yesterday was...
T:What did you do yesterday?
S3:I (did)...yesterday. (用前几课时所学的词组作答)
2. Chain-drill:
S3: I (did)...yesterday. What did you do yesterday?
W:Hmm! I played football.
板书句型：What did you do last weekend? I played football.学生朗读。
（2）教师配带John的头饰T: Look, John comes to our class. He wants to find who cleaned the classroom last weekend.
先看题，再听录音做题。
创设情境，进行趣味游戏，活跃课堂气氛。
分角色朗读，教师可以对语音、语调掌握得好的学生进行表扬，并且鼓励其他人向他学习。
作业设计
1.熟读Let’s talk部分课文。
2.自主预习B部分Let’s learn新课。
板书设计
Unit 3Where did you go?
What did you do last weekend?
以师生互动游戏的方式回顾上个单元重点知识并导入新一单元的学习。对于在游戏环节表现优秀的学生，教师给予适当表扬或奖励（小奖品）。
最新六年级英语下册(PEP)3 Unit 4 教案(全)
Period 1 Let’s learn Find the mistakes P35Learning aims(学习目标):1.能听说认读单词：dining hall, grass, gym, ago2.能听说认读句子：There was gym in my school twenty years ago.Now there’ s a new one in our school.3. 会唱歌曲《Changes in me》Important &difficult points(重难点):1.能听说认读本课时单词和句子。
2. 能正确使用一般过去时和一般现在时。
Learning steps(学习步骤):Step 1.预习温故(用时5分钟）1. Go over the phrases of Unit 3: ate fresh food, went swimming, took pictures, bought gifts, rode a horse, rode a bike , went camping, hurt my foot , went fishing教师说短语的第一个单词，学生说出短语，并造一个句子。
如T: took. Ss: Took pictures, I took pictures last weekend. ( 边做动作边说)2. Free talk. T: How was your weekend? Ss: It was fine.T: Where did you go? Ss: I went to ...T: How did you go there? Ss: By ...T: What did you do there? Ss: I went fishing. / ...Step 2. 新课内容展示（用时15分钟）1.教学单词dining hall, grass, gym, ago.(1)Show the picture of grass. T: What’s this? Ss: It’s grass. 板书grass并教读。
人教PEP版小学英语六年级下册Unit 3 Part B 第4课时 教学设计
The fourth period（第四课时）Part B Let’s learn & Look and say▶教学内容与目标▶教学重点能够听、说、读、写“ate fresh food, went swimming, took pictures, bought gifts”等描述假期活动的动词短语。
▶教学难点能够灵活运用一般过去时谈论假期所做的事情和感受。
▶教学准备1. 预习。
2. PPT课件、课文音频、视频、实物、教学卡片等。
▶教学过程Step 1: Warm-up & Revision & Lead-in1. Greetings.2. Play a game.T: We all had special trips and we did different things during the trips. Let’s play a game. I say one activity I did during my trip. Then a student stands up to repeat myactivity and adds one more activity he/she did during his/her trip. The next student does the same thing, repeating the activities we’ve said, then adding a new one. Are you ready?Ss: Yes. Let’s go!T: I went swimming.S1: Miss/Mr X went swimming. I rode a horse.S2: Miss/Mr X went swimming. S1 rode a horse. I went camping.…The winner will get a gift box with the word cards of this lesson.3. Lead-in.Show the pictures of “Let’s learn”. (课件出示：Let’s learn板块的图片)T: There are many interesting things during Wu Yifan’s holiday. Look at these pictures. Try to guess what he did in these pictures.Ss: He went swimming…◆Teaching purpose通过接龙游戏，带领学生有效地复习已学过的动词的过去式，并锻炼学生们的口语表达能力。
最新人教PEP版 小学英语 六年级下册 Unit 3 第4课时 优质课教学设计
初中数学课堂中学生观察能力的提升思路研究一、导言数学是一门抽象的学科，需要学生具备一定的观察能力来理解和解决问题。
在初中阶段，学生对于数学的观察能力往往比较薄弱，因此需要教师采取有效的方法来帮助学生提升观察能力。
本文将从学生观察、思考、表达和解决问题的能力方面入手，探讨初中数学课堂中学生观察能力的提升思路。
二、学生观察能力的重要性观察能力是指学生通过观察周围的事物，形成自己的认知和理解能力。
在数学学习中，观察能力可以帮助学生理解问题、找出规律、分析解决方法，从而提高数学解题的效率和准确度。
提升学生的观察能力对于数学学习至关重要。
1. 视觉训练教师可以通过引导学生观察图片、图形、物体等形式，展开有针对性的观察训练。
让学生观察一张复杂的图形，然后要求他们回忆并复原这个图形，通过这样的训练可以锻炼学生的观察能力和记忆力。
2. 实物观察教师可以引导学生通过观察实物来锻炼观察能力。
在数学课堂中，引入一些生活中的实际问题，让学生观察实物并进行分析，这样可以帮助学生将抽象的数学问题与实际生活联系起来，培养他们的观察能力和逻辑思维能力。
3. 图形观察在数学课堂中，教师可以通过展示一些特殊的图形或者场景给学生，然后提出一些问题，让学生通过观察和思考进行解答，帮助学生培养观察和推理能力。
四、学生思考能力的培养1. 提出问题在数学课堂中，教师可以通过提出一些具有启发性的问题来激发学生的思考能力。
这些问题可以是一些有趣的数学谜题，也可以是某一概念在生活中的应用问题，引导学生进行思考和探索。
2. 引导学生分析在解题过程中，教师可以通过分析题目的条件、推理过程等，引导学生进行深入的思考。
尤其是在解决一些较为复杂的问题时，教师可以通过引导学生逐步分析和提出解题思路来锻炼学生的思考能力。
3. 提倡多样思考在课堂教学中，教师鼓励学生多方面思考问题，不拘泥于一种解决方法。
通过比较不同的解决方法，培养学生多元思维，拓展他们的思维方式，提高他们的思考深度和广度。
PEP版小学英语六年级下册Unit3 第四课时教学设计
……
1、教师指导学生书写四会句子。
2、Play a game.
教师将全班学生分成四组，各组分别写地点、时间、交通工具、动词短语的过去式形式。
3、教师组织学生分角色，朗读对话。
1、Makea new dialogue
A: Where did you go over the winter holiday?
②Talk aboutteacher’s winter holiday
3、Retell
Step 2 Presentation
1、教师提问：I had a busy winter holiday.What about Amy? Where did she go? How did she go there? What did she do?教师完整地放一遍Let 's talk录音，要求学生整体感知对话回答问题。
This afternoon.
2、Freetalk
①Talk about winter holiday:
Where did you go…?How did you go there? What did you do?
②Talk aboutteacher’s winter holiday:
Do you want to hear about my winter holiday?
2、教师与学生谈论艾米的三亚之行。教师呈现板块的插图，提出问题：What did Amy do on the first/ second/… day?How did she feel? What was the weather like there? What does she eat there? Did she…?
语言技能
1、教师指导学生书写四会句子。
2、Play a game.
教师将全班学生分成四组，各组分别写地点、时间、交通工具、动词短语的过去式形式。
3、教师组织学生分角色，朗读对话。
1、Makea new dialogue
A: Where did you go over the winter holiday?
②Talk aboutteacher’s winter holiday
3、Retell
Step 2 Presentation
1、教师提问：I had a busy winter holiday.What about Amy? Where did she go? How did she go there? What did she do?教师完整地放一遍Let 's talk录音，要求学生整体感知对话回答问题。
This afternoon.
2、Freetalk
①Talk about winter holiday:
Where did you go…?How did you go there? What did you do?
②Talk aboutteacher’s winter holiday:
Do you want to hear about my winter holiday?
2、教师与学生谈论艾米的三亚之行。教师呈现板块的插图，提出问题：What did Amy do on the first/ second/… day?How did she feel? What was the weather like there? What does she eat there? Did she…?
语言技能
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
The fourth period（第四课时）Part B Let’s learn & Look and say▶教学内容与目标▶教学重点能够听、说、读、写“ate fresh food, went swimming, took pictures, bought gifts”等描述假期活动的动词短语。
▶教学难点能够灵活运用一般过去时谈论假期所做的事情和感受。
▶教学准备1. 预习。
2. PPT课件、课文音频、视频、实物、教学卡片等。
▶教学过程Step 1: Warm-up & Revision & Lead-in1. Greetings.2. Play a game.T: We all had special trips and we did different things during the trips. Let’s play a game. I say one activity I did during my trip. Then a student stands up to repeat myactivity and adds one more activity he/she did during his/her trip. The next student does the same thing, repeating the activities we’ve said, then adding a new one. Are you ready?Ss: Yes. Let’s go!T: I went swimming.S1: Miss/Mr X went swimming. I rode a horse.S2: Miss/Mr X went swimming. S1 rode a horse. I went camping.…The winner will get a gift box with the word cards of this lesson.3. Lead-in.Show the pictures of “Let’s learn”. (课件出示：Let’s learn板块的图片)T: There are many interesting things during Wu Yifan’s holiday. Look at these pictures. Try to guess what he did in these pictures.Ss: He went swimming…◆Teaching purpose通过接龙游戏，带领学生有效地复习已学过的动词的过去式，并锻炼学生们的口语表达能力。
给出Let’s learn板块的图片，让学生观察图片猜测本课重点内容。
Step 2: Presentation1. Learn the sentence pattern.T: The boy in the pictures is Wu Yifan. Now Wu Yifan and Amy are talking about his summer holiday. Amy asks Wu Yifan, “How was your summer holiday?” Now, let’s watch the video, and find th e answer to this question.(Write down the sentence “How was your summer holiday？” on the blackboard.)Lead students to read it for three times.Play the video of “Let’s learn”. (课件出示：Let’s learn板块的视频) Students listen and watch.After watching, the teacher asks, “What did Wu Yifan say to Amy? How was his summer holiday?”Ss: It was good.T: Good answer!(Write down the sentence “It was good.” on the blackboard.)Lead students to read it for three times.◆Teaching purpose通过观看视频和回答问题，整体感知Let’s learn板块的内容。
学习本课重点句型。
2. Learn the phrase “ate fresh food”.(1)Show the first picture in “Let’s learn” on the PPT. （出示课件）T: Do you know why Wu Yifan’s summer holiday is good?Ss: Because he did lots of interesting things.T: You’re so clever! Look at this picture. W hat did he do?Ss: He ate fresh food.The teacher touches his/her stomach and says, “I ate lots of fresh food this morning. But now I’m still hungry. So I want to eat more fresh food.”(Write down the phrase “ate fresh food” on the blackboard.)Lead students to read it for three times.Ask students to say the original form of “ate”. And write it down on the blackboard. Lead students to read “eat—ate” for several times.Two students work in a group. Practice the sentence pattern:—What did Wu Yifan do?—He ate fresh food.(课件出示：ate fresh food的相关内容)(2)T: What fresh food did Wu Yifan eat?Ss: He ate…The teacher takes out some fruit. They are all fresh food. Lead students to thinkof more fresh food.◆Teaching purpose利用图片、实物和肢体语言引导学生学习短语。
学生自己说出动词原形，培养学生自主学习的能力。
渗透情感教育，建议学生多吃新鲜健康的食物。
3. Learn the phrase “went swimming”.Show the second picture in “Let’s learn” on the PPT. （出示课件）T: Look at this picture. What did he do?Ss: He went swimming.T: Super! Can you show us the action of “go swimming”? (Write down the phrase “went swimming” on the blackboard.)Ss: Yes! （Students do the action. ）Lead students to read it for three times and do the right action of “go swimming” together at the same time.Ask students to say the original form of “went”. And write it down o n the blackboard. Lead students in reading “go—went” for several times.Two students work in a group. Practice the sentence pattern:—What did Wu Yifan do?—He went swimming.(课件出示：went swimming的相关内容)◆Teaching purpose通过给学生展示图片，并进行师生问答，让学生自己观察思考，说出正确的答案，培养他们独立自主完成任务的能力。
4. Learn the phrase “took pictures”.(1)The teacher takes out a camera and does the action of “take pictures”.T: I like taking pictures. I took some pictures of you just now. I also took many pictures last week. What about you? Do you like taking pictures?Ss: Yes.(2)Show the third picture in “Let’s learn” on the PPT. (出示课件)T: Look at this picture. What did he do?Ss: He took pictures.T: Good answer! And what did he take pictures of?Ss: He took pictures of beautiful flowers and a butte rfly…T: Wonderful!(Writes down the phrase “took pictures” on the blackboard.)Lead students to read it for three times and do the right action of “take pictures” together at the same time.Ask students to say the original form of “took”. And write it do wn on the blackboard. Lead students to read “take—took” for several times.Two students work in a group. Practice the sentence pattern:—What did Wu Yifan do?—He took pictures.(课件出示：took picture的相关内容)◆Teaching purpose利用实物和肢体语言导入学习新短语，降低学生学习的难度，提高学习兴趣。