Did you go to the park?

Yes, 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 didn’t.

T: What did …do yesterday ?  S: Did you …?   S1; Yes，I did. /No, I didn’t.

4.让学生用学过的动词，四人一组练习Did you…? Yes, I did. /No, I didn’t这一句型。找几组学生对话。

5. Let’s try

T: What did John do yesterday? Did he go swimming ? Did he go fishing ? Let’s listen to the tape .Listen and circle.

学生听录音。然后教师核对答案。

6.Let’s talk

Ask：What did Mike do yesterday? Guess.教师放录音，

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Let’s 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. Let’s find out

(1) 师生示范 T: Did you go swimming/…on the weekend?学生根据实际情况回答Yes, I did. / No, I didn’t，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32页四会句子会默写。

板书设计：        Unit 3  Part B Let’s talk

see---saw            Did you read books?

Yes, I did. /No, I didn’t

教学札记：

费县小学英语集体备课教案

2011年2月

六年级下册第3单元 课题 Unit3 Part B Let’s read 课型 阅读课

教学目标 1. 能够听、说、认读Let’s read 部分的短文并完成文后的练习。

2. 能够完成Task time中的任务。

教学重难点 .重点是能理解并会朗读Let’s read部分的短文。

难点是认读一些新语言，如：We read funny tongue twisters together. Suddenly my kite flew into the lake. I was very grateful to him.

教具

准备 1.教师准备一只风筝。

2.教师准备一台录音机和相关录音带。

3.学生准备3单元单词卡片。

对本主备稿的评价

教       学      过      程 二次备课

Step 1 Preparation(准备活动)

(1) Let’s chant. (让学生齐唱3单元Let’s chant部分的歌谣)

设计意图：用Let’s 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 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 didn’t.

T: Did you…?

S2：Yes, I did./ No, I didn’t.     …

Step 2 Pre-reading(阅读前活动)

1) Teach: Tongue twister 和We read funny tongue twisters together.

(教师出示几个绕口令;也可以放五年级上、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：Let’s 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 that? 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 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(阅读中活动)

(1) General reading 略读

T： Today Zhang Peng walked to Mike’s 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 the 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 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 let’s read the passage aloud and answer the 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

Read and try to retell the passage in groups.

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 Post—reading (阅读后活动)

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 (发展提高)

(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 :Write a passage《My Last Weekend》

板书设计

Unit 3   Part B Let’s 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

相关信息：

湘少版小学六年级下册英语教案

小学六年级下册英语教案格式