2013年小学英语PEP人教版三年级下册《Unit_3_last_weekend》word版教案7.doc

1、Unit 3 What did you do last weekend? 第一课时 一、教学内容：（Main scene Lets start Part A Lets learn Lets try Lets find out) 二、教学目标与要求 1. 能听说读写短语：watched TV, washed clothes, cleaned the room, played football and visited grandparents。 2. 能够听懂问句： What did you do last weekend ? 并能做出正确的回答。 3. 能够运用新学内容完成 Make a sur

2、vey 的任务。 教育学生熟悉身边的人所做的事情，并能做到经常关心别人。 三、教学重点 重点： (1)能听说读写短语：watched TV，washed clothes，cleaned the room，played football and visited grandparents。 (2) 听懂会说句子:What did you do last weekend ? 并能在实际情景中灵活用。 难点： 5 个加 e d 词组的读音和书写，掌握动词过去式和发音。 四、课前准备 1. 教师准备本课时所需的六张词卡。 2. 教师准备录音机和录音带。 3. 教师准备调查表。 五、教学过程 （一）War

3、m up 1.Lets chant Every weekend I climb mountains, what do you do ? Every weekend I clean the room, what do you do ? Every weekend I read books, what do you do ? Every weekend I go shopping, what do you do ? 然后，问 What do you do on the weekend ? 复习与周末活动相关的动词短语。 2. Lets start T: What do you usually do

4、 on the weekend? 帮助学生回忆学过的动词短语,并引导学生 回答，如：I usually play football. (设计意图：通过简短交流，让学生回忆周末所做的活动，既复习了以前的单词，又为学 习这些单词的过去式做了铺垫。) （二）Presentation 1猜周末活动呈现：last weekend washed the clothes 教师出示日历 T： Whats the date today?请学生回答 Its .然后教师将日历翻 到上周日：What was that day?然后帮助学生回答 It was last Sunday. It was the last w

5、eekend.学习 last weekend 。 T: Now I know what you do on the weekend. Guess what I usually do on the weekend?学生猜出后，T:I usually clean the room on the weekend. Last weekend I cleaned the room too.板书 clean the room 和 cleaned the room. (设计意图：由 clean the room 到 cleaned the room 符合认知规律，让学生自己 从几个词组中找出发音规律，这样更

6、容易记忆。) 2. 同样方法呈现：watch TV watched TV wash the clothes washed the clothes play football played football visit grandparents visited grandparents 然后 让学生找规律，学生找出规律后，教师用不同颜色的粉笔标上过去式的后缀-ed 示范其发 音，让学生试着找出发音规律。 3.学生听录音，打开课本跟读短语，学生小组内相互指读短语。 （三）Practice 1看动作猜词组 一名学生用动作表示上周末活动，其他学生说出过去形式动词短语。 2接龙问答游戏 T: What

7、did you do last weekend ? S1:I watched TV. How about you.S2? S2:I played football. How about you.S3? S3:. 3.摘苹果游戏 黑板上画一棵大苹果树，每个苹果上都有一个过去单词，在树下放三个筐，每个筐上标上 t,d,id,让学生按正确发音把苹果放入筐里。 （设计意图：以游戏的方式进行，能够活跃课堂气氛，调动学生积极性，使学生乐于参与， 提高了学生的语言辨音能力） （四）Production 1Lets try T: What did Chen Jie do last weekend? Liste

8、n and circle. T：Now we know what Chen Jie did last weekend. What did you do last weekend? 请学生回答 I played football./教师板书并示 范朗读句型 What did you do last weekend? I played football.学生跟读，口拼句型。 (设计意图：利用听力活动进一步熟悉本单元新词，并引入新句型 What did you do last weekend?降低了难度，让学生更容易接受。) 2Lets find out T: What did Zoom do la

9、st weekend? 学生回答 He watched TV.教师补充 Yes, he watched TV with his mother. They watched the news. What else did he do? 引导学生说，He watered his flowers. He did his homework,too. 2.Do a survey Name What did you do last weekend？ 学生四人一个小组进行问答练习，鼓励学生完成教师发的调查表。完成后请几位同学上台 讲解自己组内同学的上周末活动情况。 （设计意图：让学生运用所学知识在小组内完成任

10、务，有助于培养学生的合作精神和综合 运用语言知识的能力。 ） （五）Progress 1、总结规则动词过去式词尾的读音： (1)在浊辅音和元音后面发/d/ (2)在清辅音后面发/t/ (3)在/t/,/d/音后面发/id/ 2完成配套练习上的练习。 （六）Homework 1.回家朗读课本 Lets learn 部分，抄写词组 3 遍。 2.让学生调查自己家庭成员的上周末活动，设计表格而且要用语言进行描述。 教学设计 Last weekend What did you do last weekend? Wash washed clothes Clean cleaned room Watch w

11、atched TV Play played football Visit visited grandparents 六、教后小结： 首先，我上课的流程快，不拖拉，时间安排得当，操练的方式丰富，游戏设计新颖， 学生们都积极踊跃乐于加入其中。其次，在组织教学上基本上没有太大的问题了，可以适 时的给予学生评价，激发他们的兴趣，课堂纪律也能较好的把握。然后，我将要教授的句 型变换成歌谣的形式，使句子更容易被学生接受。最后，上课中每个环节时间运用得当， 每个环节清晰可见。 当然这节课也反映出了我存在的问题。 第一、单词呈现形式较单一，只是一种形式就是图片展示，其实可以加入动作语言用不同 的形式呈现单词；

12、 第二、先进行基本的句子练习，多练习之后再进行巩固，练习可以采用不同的形式，小组 间，男女生之间，同桌之间，让学生都参与进来； 第三、多听录音，让学生多接触真实语言。在授课过程中尽量少用中文，做到按需而说， 尽量用学生学过的英语解释他们刚接触的新知识。 Unit 3 What did you do last weekend? 第二课时 一、教学内容：Lets talk Prounciation Lets read， Lets play 二、教学目标与要求 1能够听、说、读、写句型：What did you do last weekend? I played football. 2能够完成 Le

13、ts try 部分的练习。 3能够正确运用重点句型进行对话，完成 Lets find out 部分的游戏。 三、教学重点 1重点是句型：What did you do last weekend? I played football. 2难点是该句型的问句部分，以及认读语音部分的三个双元音音标。学生初步了解动词过 去式的一般疑问句形式。识记 help 的意思。 四、课前准备 1、教师准备若干张图片。 2、教师准备录音机与磁带。 3、教师准备该课时的教学挂图。 4、学生准备一张调查表。 六、教学过程 （一）Preparation 1.快举快读游戏，复习动词的原形和过去式，如 watch TV wa

14、tched TV wash the clothes washed the clothes 2.Chant: Last weekend I played football. What did you do？ Last weekend I watched TV. What did you do？ . 3. Ask and answer: （1）T：Wang Qiang:What did you do yesterday? S：I watched TV and did homework. T ask the other Ss:What did Wang Qiang do yesterday? S:H

15、e watched TV and did homework（在这里告诉学生回答他人的活动，只需要改变 人称就可以了。其他地方跟回答第二人称时没有变化） 设计意图：通过转述他人的活动，让学生学会如何表达第三人称活动形式。 （2） T: Li Tao: What did you do last weekend? S: I washed the clothes、cleaned the room、read books and did homework. T: What did Li Tao do last weekend? S: He washed the clothes、cleaned the ro

16、om、read books and did homework. T: Li Tao was busy last weekend.(板书) 明确地向学生解释 is 的过去式形式 was 的用法。 （二） Presentation and practice 1. Lets talk 设计主情景“我是小小侦探” 2接龙问答游戏操练主句型。如： S1: What did you do last weekend? S2:I watched TV . What did you do last weekend? S3: I played football. What did you do last week

17、end?/How about you? S4: 3在接龙游戏尾声老师打断学生的回答，接下去问 Lets me guess. Did you play football last weekend?引导学生回答，Yes ,I did. / No,I didnt 4同桌用课本配图进行意义操练。 （三）Pre-reading 1、再询问两个学生，达到巩固was busy last weekend.这句话的目的。 2、根据学生的回答，教师可提出更细节性的问题： T: What did you do last Saturday morning/ last Sunday evening? SA: I (di

18、d)last Saturday morning/ last Sunday evening。生边答，师边板书。 设计意图：让学生进一步明确 Saturday morning、Sunday evening等时间副词的用法。 （四）In-reading 1.(1)Do you want to know what Wu Yifan did last weekend?展示小黑板 Lets read the passage and tick or cross: Wu Yifan was busy last weekend.( ) Last Sunday was Wu Yifans grandmas bir

19、thday.( ) 设计意图：让学生带着简单的问题首次阅读短文，增加学生再次阅读的兴趣。 (2)读后找生校正答案。 2. (1)Read again and finish the sentences of the book. (2)Point student answer the questions and check. 3.(1)Please read the passage again and finish the form:再次展示小黑板并拿出下发 的调查表 Wu Yifans weekend Saturday morning Saturday evening Sunday mornin

20、g Sunday afternoon （2）看着调查表回答 What did Wu Yifan do last weekend?完成课本上的第二个问题。 设计意图：层层递进，帮助学生正确回答问题。 4.Do you have any questions？If you have，pleas ask. 设计意图：为发展学生个性，提倡大胆质疑，满足不同学生的学习需求。 5.(1)Listen to the tape and read after it. (2)Read in groups （五）Production 1连词成句 (1) did you last what weekend do (?)

21、 (2) cleaned room I the (.) 2Lets find out (1) Make a survey 教师先教学单词 yesterday,然后学生利用课本的调查表询问同学昨天的活动，操练 句型：What did you do yesterday? I . (2) Have a report 请几名学生汇报调查结果，最后让学生把调查结果写成书面文字。如：Zhang Peng listened to music I watched TV yesterday. （六）Progress 1.Summary：今天我们学习了如何描述自己的周末活动，及如何询问别人的周末活动。希望 同学们

22、能把所学知识运用到生活中去。 2.把 Lets talk 部分读给家长或同伴听。 3.Homework A. Make a new dialogue with your classmate. B.抄写本课时的四会句子 3 遍。 C.和他人谈一谈自己上个周末的活动。 板书设计： Unit3 A Lets read was busy last weekend. What did you do last weekend? I watched TV. 教后小结： 本单元是小学阶段最后一个语法点过去式。因为出现规则动词和不规则动 词区别，对学生的学习加大了难度，如何让学生真正掌握这个时态呢？针对这 个情

23、况我利用平时的时间：在课前小黑板出示当天要记忆的单词，并在新课出 现相关单词时进行讲解助于学生记忆；课后整理所学的单词的过去式，让学生 区分单词规则和不规则的过去式，但小学生课本中还是以不规则动词过去时为 主，为此利用小学生的高效记忆特性，定期报听写等来提升单词的复现率，深 化对改时态动词的掌握。 Unit 3 What did you do last weekend? 第三课时 一、教学内容：B Lets learn, Good to know, Lets talk, Lets find out, Lets chant 二、教学目标与要求 1能够听、说、读、写短语：went to a par

24、k, went swimming, read a book, went f ishing, went hiking。 能够听、说、认读句子：What did you/ (name) do last weekend/ yesterday? I(name) (did) last weekend/ yesterday. Did you.? Yes, I did 三、教学重点 1. 重点是掌握四会词组,学生听、说、读、写句型：Did you read books? Yes, I did. No, I didnt. 2难点是掌握不规则动词的过去形式 五、课前准备 1、教师准备一幅本课时的教学挂图。 2、

25、教师准备一台录音机和相关录音带。 3、学生准备本课时的单词卡片。 六、教学过程 1. Warm-up 1) Free-talk: T: What day is today? A: Today is T: What day was yesterday? (强调 yesterday) B: Yesterday/ It was T: What did you do yesterday? C: I (did)yesterday. (用前几课时已经学的词组) 2. 教师出示单词卡片，让全班学生分两组一起进行动词原形与过去式的快速变换问答。 SA: watch TV SB: watched TV SA:

26、go to a park SB: went to a park SA: go swimming SB: went swimming SA: read a book SB: read a book SA: go fishing SB: went fishing SA: go hiking SB: went hiking 设计意图：通过教师和学生的交流，复习所学过的动词过去式和句型，为新课学习做好铺 垫。 2. Presentation 1. Boys and girls. Listen to me carefully and answer my questions, T：(出示钓鱼的卡片) I

27、went fishing yesterday. Did you go fishing ? 找学生试着 回答：Yes, I did. / No, I didnt. (教师再出示读书的卡片) Ask: Did you read books ？学生回答：Yes, I did. No, I didnt.将引出的四会句子及答语板书，学生口 拼句子。然后将句子 Did you read books?中的 read 划出。T: Pay attention to this word,/ri:d/ or /red/？解释：一般过去时态的一般疑问句用 Did 提问，后面的动词用原 形。然后将全班学生分成两部分练习

28、 Did you? Yes, I did. No, I didnt. 2. Lets chant 教师问：Boys and girls, Did you go to a park yesterday? 引导学生根据实际情况回 答。教师继续说：I went to a park yesterday .I saw beautiful flowers.”教师板书 saw 和 see.带读。然后说 I saw the full moon, too. It was pretty. Lets watch TV. Lets chant together. Did you go to the park? Yes

29、, I went to the park. Did you go at night? Yes, I went at night. Did you see the full moon? Yes, I saw the full moon. Did you go last night? No, I went in June. 3. Play a guessing game T: Ask: What did I do yesterday ? Guess! S: Did you? T: Yes, I did. / No, I didnt. T: What did do yesterday ? S: Di

30、d you ? S1; Yes，I did. /No, I didnt. 4.让学生用学过的动词，四人一组练习 Did you? Yes, I did. /No, I didnt 这一句 型。找几组学生对话。 5. Lets try T: What did John do yesterday? Did he go swimming ? Did he go fishing ? Lets listen to the tape .Listen and circle. 学生听录音。然后教师核对答案。 6Lets talk Ask：What did Mike do yesterday? Guess.教师

31、放录音， 让学生带着问题听录音。然后找学生回答问题。 让学生听录音并跟读。 找学生当小老师领读。 设计意图：通过 Lets chant 和游戏等形式，调动了学生的积极性，同时也培养了学生的 小组合作能力和竞争意识。 Step 3 Practice 1 让学生分角色朗读对话。 2 让学生表演对话。 3 把对话中的人物换成其他三幅图中的人物，让学生编出自己的新对话。 设计意图：让学生由集体到个别的形式，对所学对话进行机械操练和有意义操练，也为下 一步的拓展做好充分的准备。 Step 4 Production 1. Lets find out (1) 师生示范 T: Did you go swimm

32、ing/on the weekend?学生根据实际情况回答 Yes, I did. / No, I didnt，并在表格中划 V 或 X。然后学生再向教师提问。 (2) 同桌互相调查。 2 .Make a survey 让学生当小记者，四人一组调查上周末活动，然后找学生在班上展示。 设计意图：本环节主要是语言的输出，引导学生运用本课所学句型表达自己的想法，将本 课所学内容运用到实际，培养学生运用语言运用能力。 Step 5 Progress 1. 让学生拿出练习本，书写四会句子。 2. 听录音，完成配套内容。 （P21） Homework: 1. 跟读 32 页对话 5 遍，会背。 2. 把

33、32 页四会句子会默写。 板书设计： Unit 3 Part B Lets talk see-saw Did you read books？ Yes, I did. /No, I didnt 教学反思 Unit 3 What did you do last weekend? 第四课时 一、教学内容：Part B Lets read Part C Task time Lets check 二、教学目标与要求 能够听、说、认读 Lets read 部分的短文并完成文后的练习。 能够完成 Task time 中的任务。 三、教学重点 重点是能理解并会朗读 Lets read 部分的短文。 难点是认读

34、一些新语言，如：We read funny tongue twisters together. Suddenly my kite flew into the lake. I was very grateful to him. 五、课前准备 1、教师准备本课时所需的五张词卡及 A 部分所学单词。 2、教师准备录音机和的录音带。 六、教学过程 Step 1 Preparation (1) Lets chant. （让学生齐唱 3 单元 Lets chant 部分的歌谣） 设计意图：用 Lets chant 既复习了所学的动词过去式，又激发了学生的学习兴趣。 (2)Review the words

35、in Part B.(教师出示词卡，让学生齐读并拼写 B 课所学的短语) (3) Free talk T: What did you do last weekend? S1: I went shopping. T: Did you read books/? S1: Yes, I did./ No, I didnt. T: Did you？ S2：Yes, I did./ No, I didnt. Step 2 Pre-reading 1） Teach: Tongue twister 和 We read funny tongue twisters together. （教师出示几个绕口令；也可以

36、放五年级上、下册语音部分一段绕口令的录音，让学生跟 录音朗读。 ）教师说：Lets read some Tongue twisters together。 引出 Tongue twister，然后板书，领读并且让学生由集体到个别轮流读单词。接着教师提 问：“What did we do?” 帮助学生回答： “ We read funny tongue twisters together.”教师边板书边领读，并让学生由集体到 部分再到个别轮流读此句。注意再次强调这里的 read 是过去式形式。 2） Teach : Suddenly my kite flew into the lake. （教师

37、拿出风筝，一边做放风筝的动作一边问：） “What am I doing?”学生回答：“ You are flying kites.” 教师继续说：“Yes, and I like flying kites very much. Guess what I did last weekend.” 学生猜到是“fly kites” 时，教师引导学生回答： I flew kites last weekend. 板书“flew” 并领读。强调 flew 是 fly 的过去式。教师继 续说：“I flew kites last weekend. Something happened. What was t

38、hat? Guess.” 教师引导学生回答：“Suddenly my kite flew into the lake.教师边板书边领读，并让 学生由集体到部分再到个别轮流读此句。并强调 flew into 这一短语。 3） Teach: I was very grateful to him. 教师接着说：“At that time, A dog saw the kite. Something happened. What did the dog do ? Guess.” 教师引导学生回答：“He jumped into the lake and swam to it. Five minutes

39、 later, he returned the kite to me. 最后引导学生回答 I was very grateful to him. 教师边板书边领读，并让学生由集体到部分再到个别轮流读此句。 并强调 be grateful to 这一短语。 设计意图：在阅读前，创设一系列情景突破文中的难点句子：We read funny tongue twisters together. Suddenly my kite flew into the lake. I was very grateful to him.为下面的阅读扫除了障碍. Step 3 In-reading (1) Genera

40、l reading 略读 T： Today Zhang Peng walked to Mikes home, What did they do? Where did Zhang Peng go? Do you want to know? Now open your books and turn to page 33. Read the passage quickly and silently, then answer my questions: 1. Did they read tongue twisters together? 2. Did Mike fly kites? 3. Did th

41、e dog jump into the river? Check up the answers. (2) Detailed reading 细读 T：This time read the passage carefully and answer my questions. If you have something difficult, you can circle them. You can talk about in your groups. 1. What did they do together? 2. Where did Zhang Peng go? 3. Who returned

42、the kite to Zhang Peng? Check up the answers. T: Do you have any questions? Ss: Yes/No. （这时如果个别学生提出了阅读中的疑难问题，先找其他学生帮助解决，学生解决不了的， 教师再点拨，例如：study 过去式 studied, walk 过去式 walked, see 过去式 saw, return 过去式 returned 最后归纳总结过去式的变化规则。 ） (3) Read and write 读写 T: This time lets read the passage aloud and answer t

43、he questions on your books，Then write the answers on your books. Check up the answers. (4) Listen to the tape 听音并跟读 Listen to the tape. Listen and repeat. Read the passage after teacher. Read the passage after the little teachers. (5) Read aloud 朗读 x kb 1.c om Read and try to retell the passage in g

44、roups. 设计意图: 让学生带着问题去读文章，并且让学生找出难点和疑点，与老师进行探讨，这 样能诱发学生自主尝试的动机，培养其自主学习的能力。 Step 4 Postreading Retell the dialogue. 设计意图:通过听、说、读、写，对所学语言进行重组和创造，以促进语言活动中多维能 力的发展。 Step 5 Progress (1) Summary (归纳总结本课出现的动词过去式) (2) Do activity books. Check up the answers. Homework : 1.听本部分的录音，读给朋友或家长听。 2.模仿 Lets read 介绍并写出自己的周末活动 3.试着写一篇My Last Weekend （选做） 板书设计 Unit 3 Part B Lets read Tongue twister We read funny tongue twisters together. flew saw Suddenly my kite flew into the lake. I was very grateful to him. jumped returned studied 教学反思：