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视频标签：Last Weekend
所属栏目：小学英语优质课视频
视频课题：人教版小学六年级下册Unit 2 Last Weekend Part B Let’s try & let’s talk湖北
教学设计、课堂实录及教案：人教版小学六年级下册Unit 2 Last Weekend Part B Let’s try & let’s talk湖北省 - 宜昌
Unit 2 Part B Let’s try & let’s talk 教学设计
一、教学目标
知识与能力目标：
1、能够在图片和教师的帮助下理解对话大意。
2、能够按照正确的语音、语调及意群朗读对话，并能进行角色表演。
3、能够听、说、读、写，并在情景中运用句型 Was it interesting? What did you do last weekend? Did you…..? 谈论周末做过的事情。
4、能够在语境中理解生词magazine, better, faster的意思，并能正确发音。 5、能够运用所学句型谈论自己或者他人周末的生活。 情感态度与价值观：
培养学生合理计划周末活动的意识。
二、教学重点和难点
教学重点:
理解对话内容，学会询问他人或描述自己周末做过的事情。 教学难点：
能够在情境中恰当运用句型： Was it interesting? What did you do last weekend?Did you…..?谈论周末做过的事情。
三、教学环节
Step 1 Pre-tasks:
1.Greetings and devide groups.
（设计意图：师生自由对话，营造轻松的学习气氛，分组并说明奖励规则，将对话中的生词 better, faster 作为评价标准，在老师重复的口头评价过程中，突破生词。）
2 Let’s chant. “Clap, clap, clap your hands.
Have, have, have. Had, had, had. See, see, see. Saw, saw, saw…..” （设计意图：chant 朗朗上口，在轻松愉悦的气氛中复习单词的过去式。）
3 Magic Eyes
（设计意图：在游戏中复习过去式的动词词组， 为下面的语言输出做铺垫。）
4.T: I had a busy weekend. What did I do last weekend? Can you guess? You can use “Did you….?”
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(设计意图：学生利用句型 “Did you„？”猜测老师上个周末的活动，既能激励学生的学习兴趣，又能让学生利用相关词汇和句型进行语言热身。在猜测的过程中也自然导入magazine，分解了难点，为文本的呈现扫清了知识障碍.)
5 T： This is my weekend. I washed my clothes, cleaned my room, went to the park, saw a film and read a film magazine. I had a busy but nice weekend. How about John? Was his weekend busy? What did he do?
（设计意图：总结我的周末活动，激活本节课的话题last weekend, 并自然过渡到John’s weekend, 进行Let’s try部分。）
6. T: Did John sleep last weekend? Did he read a new film magazine? Can you guess? Wu Yifan is asking John about last weekend. Are they going to meet Amy together?
（设计意图：教师出示任务和人物图片，介绍听力活动背景,通过老师的引导，培养学生听前预测的意识，并为呈现对话做铺垫。）
Step 2 While-tasks
1. Task1: Watch and answer
完成Let’s try后，教师出示对话图片：Look, John meets Amy at the bus stop. Where is John going? What is he going to buy? Please watch and answer.
(设计意图：通过图片了解对话的背景，并观看视频，初步了解对话大意。)
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2. Task 2: Read and fill
T: John is going to buy a film magazine. Did he read a film magazine last weekend? What did he do last weekend? What did Amy do last weekend? Please read by yourself and fill in the table.
（设计意图：以表格的形式出示对话的核心问题，学生自读对话找关键信息并划线，培养学生捕捉关键信息的能力及良好的学习习惯。 ）
3. Task 3: Listen and repeat
（设计意图：通过模仿跟读文本，给学生进行适当的学法指导，提示学生注意语音语调和连读，培养学生良好的朗读习惯。学生通过参与role-play进一步内化语言，也体会到学中用的乐趣。）
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Step 3 Post-tasks
Whose weekend was more interesting ? 比一比谁的周末更有趣
T: John stayed at home all weekend and slept last weekend. Amy read a film magazine. How about you? How was your weekend? Was it interesting? „
教师总结对话中John和Amy 的周末活动后，自然过度到学生的周末，在与个别学生交流示范后，让学生四人一组做调查，并汇报，比一比谁的周末更有趣，教师可提供示范和语言支架，如： A: How was your weekend? Was it interesting? B: Yes.
A: Did you….?
B: Yes, I did./ No, I didn’t. A: Did you….?
B；Yes, I did./ No, I didn’t. A: Did you….?
B: Yes, I did./ No, I didn’t. A: What did you do? B: I ……
可以这样汇报：
A______________________
B_______________________
C________________________
D________________________
I think ______’s weekend was more interesting.
(设计意图：老师先于个别学生对话，并为PPT展示，为学生的调查采访搭建语言支架。在对话中实现了语言的输出，并在比较中水到渠成的进行情感教育 If you make a better plan, you can have a more interesting and meaningful weekned. 培养学生合理计划周末活动的意识。)
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