６． 学生做本单元ＡLet’s talk 部分活动手册的配套练习。
第三课时
一、教学目标与要求
１． 能够理解并会朗读Ｌet’ read 部分的短文，能完成文后回答问题的练习。
２． 能够听、说、认读单词和短语：people, know, have the flu, take some medicine等。 ３． 基本会唱歌曲The way I feel.
二、教学重、难点
１． 重点是学生能够充分理解正确朗读短文。
２． 难点是学生能理解条件状语从句和时间状语从句并能用这两种从句简单问答。
三、课前准备
１． 准备录音机和本课时的录音带。 ２． 师准备Let’s learn部分的单词卡片。
四、教学步骤 １． Ｗarm up
师放Ｌet’s chant 部分的录音，师生一齐吟唱。
２． 师呈现图片have a fever,问How do you feel , if you have a fever?(生：I feel sick. I have a headache. I have a sore throat. )再呈现have a cold. How do feel if you have a cold? (生：I feel sick. I have a headache. I have a sore throat. My nose hurts.)
T: Yes. If you have a fever or have a cold. You might have the flu. 板书该句子并带读。
T: Many people get the flu in the winter. Some people feel sick. How do you know when you have the flu?
师指导学生阅读短文，提出Answer the questions部分的两个问题让学生新闻记者后口头回答，师在学生阅读过程中走动解答疑难问题。
３．师请学生回答Answer the questions部分的两个问题。再放本部分的录音，学生跟读。 ４．学生做活动手册活动的练习。
第四课时
一、教学目标与要求
１． 能够听、说、读、写表情绪的五个单词：tired, angry, excited, happy 和sad. ２． 能够听、说、认读单词bored.
３． 能够听、说、认读句子：How does Amy feel? She’s tired.” 并能进行关键词的替换操练。
二、教学重、难点
1. 重点是使学生熟练掌握五个四会单词，并能替换句型How does he/she feel? He/ She’s……中的关键词进行问答。 2. 难点是学生熟练掌握五个四会单词。
三、课前准备
１． 准备本课的单词卡片。
２． 准备录音机、本课时的录音带和教学挂图。
四、教学步骤
１． 师准备一根长绳，绳上挂些小夹子，把课前制作的些可组成不同句子的单词卡片夹在夹子上，让学生快看拼句子。谁拼得既对又快可以为本组赢一分。
２． “拼句子”活动结束后获胜的小组会很兴奋，师可指着他们对其他学生说：Look, they are so excited.让学生仔细观察教师的口形、听清发音后跟读。
第五课时
一、教学目标与要求
３． 能够听、说、认读句子：How are you, Liu Yun? You look so happy. I’m going on a big trip. I failed the math test. I’m sorry to hear that.并能在实际情景中进行运用。
４． 能够掌握四会句子：How are you? You look so happy. You look sad today. ５． 能够根据Let’s try 和Let’s check部分的录音选出正确答案。
二、教学重、难点 １．重点是使学生四会掌握句型：How are you? You look so happy/sad. 并能、说、认读句子：I’m going on a big trip. I failed the math test. I’m sorry to hear that. 三、课前准备
1. 准备录音机和本课时的录音带。 2. 准备本课时的单词卡片。
四、教学步骤 1．Warm up
T： How are you today? S: I’m fine.
T: I’m glad to hear that……如果学生回答说：I’m sad/bored. 师可以说:I’m sorry to hear that. Can you tell me why?
2．师呈现单词卡片复习Let’s learn部分的单词。
师呈现Let’s check中Sarah和Amy的头像，说：How does Sarah feel? S: She is sad. She has a fever. T: How about Amy? S:Amy is sad.
T: Sarah is sick. What should Sarah do?
P: She can go to the hospital. See a doctor. Take some medicine and drink hot drinks. T: What two things Sarah should not do?
Amy’s dog Spot run away. She is sad. How can you make Amy feel better?
(师生共同完成Let’s check部分练习。) 3.师呈现Let’s try 部分的图片，根据图片内容询问学生：How does……feel?并在人物下方板书：look sad, look tired, look happy, look bored.
师放录音，学生看图听音标号，然后跟读两遍。
4．复习第七册单词卡片have a trip. 引出短语going on a big trip. T: After see a doctor and take some medicine. Sarah is fine now. How is Sarah now? (She is happy.) Yes, Because she is going on a big trip. 带读该短语。T：What about Zip? How does she feel? (She is Sad.) T: Because she failed the math test.并板书，师准备一张成绩很糟的数学试卷，使学生更了解语意。进一步拓展，教学短语a Chinese test, an English test 等。还可以让学生了解Pass the math test/ a Chinese test, an English test等表达法。
5．师放Let’s talk 部分的录音，学生听后回答并且问题：How is Liu Yun? Is she happy? Is she excited? Why?师帮助学生回答：Yes, she’s excited. She is going on a big trip. 师领读：She is going on a big trip. 并及时纠正发音。师继续提问：Is Sarah happy today? How does she feel? Why ?请学生听录音
6．师放本部分录音，学生静听后跟读
8． 学生听录音，做活动手册本课时配套练习。
第六课时
一、教学目标与要求
1．能够听、说、认读Let’s read部分，并能回答短文后的问题。 2．能够理解Story time的故事。
二、教学重、难点
1．重点是能听、说、认读Let’s read部分的故事并回答文后问题。 2．难点是能充分理解并大致讲述Let’s read 部分的故事梗概。
三、课前准备
1．准备录音机和本课时的录音带。
四、教学步骤 1．Warm up
How are you feeling? Do you like sports?
What’s your favourite sport? Do you like football? What class are you in?
What class is ……in?（询问别班的同学） 3. T：（呈现图片）Look, This is Zhang Peng. This is John. What class is Zhang Peng/John in? There is a football match between Class 1 and Class 3.Now Zhang Peng has the ball. He kicks it. The ball flies into the goal. (用简笔画出一个龙门)。Which class won the game?How many goals did they get? Who get the first goal?Who got the second goal?How did they get the second goal?
4. 师放Let’s read 的录音，学生听录音，理解课文，完成句子练习。师检查。 5. 师放录音，学生跟读两遍后全班齐读。
5． Good know，师先学生看Zoom的四种表情动作，再请学生读本部分的四个句子，与Zoom的四种表情运用和Zip手举的四种颜色连线。
Unit 3 Last Weekend
第一课时
一、教学目标与要求
1．能够听、说、认读句型：What did you do last weekend? I visited my grandparents.并能够对其中的动词短语进行替换。
2．能够听、说、读、写动词短语的过去式: watched TV, washed clothes, cleaned the room, played football, visited grandparents.；并初步了解一般动词过去式的变化规则及其发音规则。
二、教学重、难点
1．重点是掌握Let’s learn 部分动词短语的过去式以及就过去时间所做的事情进行简单回答。 2． 难点之一是动词短语过去的拼写，二是动词过去式的发音。
三、课前准备
1． 准备本课时的动词短语卡片
2．师课前制作一些过去式规则变化的动词短语卡片，如：played the piano, climbed mountains等。
3．准备前一个星期六或星期日的日历。 4．准备录音机和录音带。
四、教学步骤
1．师课前放本课时Let’s chant部分的歌谣。
2．师生一起吟唱五年级下册第一单元第一页的歌谣：What do you do on the weekend?复习与周末活动相关的动词短语。
3．师问：What do you usually do on the weekend?帮助学生回忆学生学过的动词短语并引导学生回答。
4．师: Now I know what you do on the weekend. Guess what I usually do on the weekend?如果学生猜不出，师可适当的做动作提示学生。学生猜出后，教师说：Yes, that’s right. I usually clean my room on the weekend. But I didn’t clean my room last weekend.师拿出一张当天的日历，说：What day is it today?引导学生回答： It’s ……然后师出示上一个周末的日历，说：……was Saturday/Sunday. It was last weekend. 师板书last weekend.学生跟读。
5．师说：Last weekend, I didn’t clean my room. I was tired but I was very happy. What did I do? Please guess. 学生通过出示不同的短语卡片进行猜测，师先板书相关动词短语：play football ,然后再用不同颜色的粉笔标上过去式的后缀-ed.师带读动词短语的过去式，学生模仿跟读。
师问：What did you do last weekend? 让学生边出示相应的卡片边试着回答。 师用拍手打节奏的形式与学生进行连环问答。 T：What did you do last weekend?
S1: I played football. How about you, S2? ……
6.Let’s find out 师说：What did Zoom do last weekend? Look at the pictures. 引导学生回答。当学生回答He watched TV.时，师说：Did you watch TV last weekend? Did you……？并引导学生作出正确的回答。Yes, I did./ No, I didn’t. 7. Let’s try 师问：What did Chen Jie do last weekend ?Let’s listen to the tape.学生听录音完成练习。 8．师生校对答案后，师说：Now we know what Chen Jie did last weekend. Did you clean you room last weekend? Now let’s listen what did Wuyifan and John do last weekend? 放Let’s talk 录音，学生看课文听录音。学生跟读两遍分角色朗读。 9．做活动手册配套练习。
第二课时
一、教学目标与要求
1．能够读懂Let’s read部分的短文，并完成文后的填空和问答练习。 2．能够完成Let’s play中的游戏，通过游戏训练并提高学生的记忆能力。 3．能够认读语音部分的三个双元音音标。
二、教学重、难点
1．重点是读懂Let’s read部分的短文并能模仿短文描述自己上个周末所做的事情。 2．难点是is 的过去式形式was的用法。
三、课前准备
1．准备录音机和本课时的录音带。 2．准备本月的月历一张。 3．准备音标卡片。 四、教学步骤
1. 师生一起齐唱上一课时热身步骤的歌谣。 2．师生对话复习第一课时的对话。
3．师拿出月历指着当的日期说：What’s the date today?引导学生回答：It’s……师继续问：What day is it today?引导学生回答。然后指着一星期前的日期，问：What day was it March 15th/……？并有意强调was的发音，带领学生回答：It was Sunday /……？师板书is 和was，带读，然后指着自己举例说：I am tired today. I was excited last weekend. 询问一学生周末活动，板书生的活动安排，说：S1 was busy last weekend. Wu Yufan had a busy weekend, too. Please read the passage and find out. 学生默读或朗读课文，独立完成短文后的填空的练习。
师问：What did Wu Yifan do last weekend? 师生一起根据板书提示描述Wu Yifan’s Weekend. 师放课文录音，学生看书跟读两遍后齐读。 4．做活动手册的配套练习。 5．Prounciation 师板书ear, near here bear , pear , hair, there, sure. 学生总结划线部分的发音。 6．学生打开课本听录音，在节奏中跟读语音例词。学生做Read and match部分，拼一拼， 连一连。公布正确答案，表拼得快，连线正确的学生。 第三课时
一、教学目标与要求 1．能够听、说、读、写短语：went to a park, went swimming, read a book, went fishing, went hiking. 2.能够听、说、认读句子：What did you do yesterday? I went hiking.
3．能够做Let’s play中的游戏并通过这个游戏进一步巩固所学短语和锻炼学生的记忆能力。
二、教学重、难点
1．重点是四会短语的听、说、读、写。 2．难点是掌握不规则动词的过去式形式。
三、课前准备
1．准备本课时的动词短语卡片。 2．准备录音机和本课时的录音带。
四、教学步骤
1．齐读Let’s talk and Let’s read部分的短文。 2．Free talk : T:Yesterday was Sunday. It was weekend. What did you do yesterday? S1: I ……T: Did you read books? Did you ……？ S2: Yes, I did. /No, I didn’t.
3．师放Story time部分的录音，学生一起听。听完后师问：What did Zoom do last weekend? Tell me, please?学生凭记忆回答问题。如有学生提到went to a park 或went fishing，师顺势教学这两个短语。师带读短语，学生跟读。
4．师用歌谣形式比较动词原形与过去式 Every weekend I go fishing. What do you do? What do you do?
Last weekend I went fishing. What did you do?
Every weekend I go hiking. What do you do?
Last weekend I went hiking. What did you do?
Every weekend I go swimming. What do you do?
Last weekend I went swimming. What did you do?
师最后给出短语read a book, 提醒学生注意其过去式形式及读者音。 师放课文录音，学生跟录音齐读短语。
4．师拿出John的头饰说：What did John do yesterday? Did he go swimming? Did he go fishing? Let’s listen to the tape. 学生看Let’s try部分的图画，听录音完成练习。 5. 学生跟读Let’s talk部分的对话，然后分角色朗读。 6．学生做活动手册配套练习。
第四课时
一、教学目标与要求
1．能够读懂Let’s read 部分的短文，并完成文后的填空和问答练习。 2．能够完成Let’s check 部分的练习。
二、教学重、难点
1．重点是能理解并会朗读Let’s read 部分的短文。
2．难点是一认读一些新语言：如：We read funny tongue twisters together. Sundenly my kite flew into the lake. I was very grateful to him. 三、课前准备
1. 准备录音机和本课时录音带
四、教学步骤
1．师生以地唱的形式吟唱Let’s chant部分的歌谣。 2．师生日常口语对话。 3．“绕口令” 游戏。做完成游戏后师提问：What did we do just now? 帮助学生回答：We read tongue twisters together.
4．师一边做放风筝的动作一边问：What am I doing? 学生回答： You’re flying kites. 师继续说：I like flying kites. Guess what I did last weekend. 学生猜到是fly kites. 引导学生回答： I flew kites. 板书：flew kites. 并带读。 师继续说：Zhang Peng flew kites yesterday. Something happened. What was that? Let’s listen to the tape.
5. 学生听录音独立完成短文后的练习，师生一起校对答案。 6．师放录音，学生完成Let’s check的练习。 7．学生完成活动手册配套练习。
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