PEP六年级英语下册B Look and say1教案与反思

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落红不是无情物，化作春泥更护花。出自龚自珍的《己亥杂诗·其五》 B Let’s learn & Look and say 教学目标

1.能够听、说、读、写ate fresh food, went swimming, took pictures, bought gifts等描述假期活动的词组。

2.能够运用句型“How was your summer holiday?”询问别人的假期情况；并能够正确运用所学词组描述自己的暑假生活。 教学重点

听、说、读、写ate, took, bought, gift, took pictures等词汇。 教学难点

掌握不规则动词的过去式及其在具体语境中的运用。 教学准备 1.单词卡片

2.录音机及录音带或教学光盘 3.多媒体课件 教学过程 Step 1:Warm-up

1.师生相互问候。

2.复习所学内容。教师在课件上出示单词卡片（含配图与单词），遮住单词的一部分（开头或者结尾），学生快速猜测并读出该单词。

3.师生互译重点短语和句子。 Step 2:Presentation

1.教师拿出相机做拍照动作，说：I took many pictures last holiday. What about you? 教师板书短语took pictures，请学生写出动词原形take，然后教师教读，注意picture的发音。

2.教师借助图片与学生展开对话。

如：T:What did you do? S:I went swimming.

(教师引导学生回答，板书并教读短语，分组比赛) T:What did you do? （出示bought gifts的卡片） S:I bought gifts.

（教师引导学生回答，板书并教读短语bought gifts。教师出示日常的生日礼物，学生一边模仿一边说单词gift。请几名学生比赛拼读单词，教师板书bought的动词原形）

3.教师呈现Let’s learn的图片，提问：Who is he? What did he do? 4.教师放Let’s learn的录音，学生跟读。 5.师生互答。

T: How wasyour summer holiday?

S :It was good. I went swimming and took lots of pictures. 6.同桌之间进行对话练习。（教师指导学生把本课的动词短语和句型结合编成chant形式练习。）

T: What did you do? S:I went swimming. T:What did you do? S:I bought gifts. T:What did you do? S:I ate fresh food. T:What id you do? S:I took pictures. 7.请学生上台表演。

Step 3：Consolidation and extension

1.I say, you do.学生两人一组读短语：一人做动作，一人用动词的过去式说短语。

2.Which is missing?规则：教师在课件上出示本课单词图片（可以重复出现），教师让学生先认真观察，然后让其中一张图片快速消失，问学生哪个单词不见了。最先回答出来的学生所在的小组获胜。

3.Best partner.规则：教师请两名学生上讲台，一名学根据教师的纸条表

演动作，另一名学生猜：You went swimming.此游戏也可以分小组进行对抗赛，看哪一组在规定时间内猜对的句子最多。

4.Role play.学生灵活运用本课时词组表演Amy和Wu Yifan之间的对话。 5.Look and say.

1)教师在课件中呈现ndy的图片，让学生猜测Andy的暑期活动，然后再呈现Andy的暑假活动图片。在呈现第四幅图时，引导学生思考为什么Andy见了Wu Yifan会说“How much is it?”。

(2)教师引导学生发挥想象，围绕Andy暑假活动的细节进行两人小组问答。 示例如下：

A: What did Andy do last summer holiday? B:e ate fresh food. A:What did he eat? B:He ate...

A:Why did he eat fresh food?

B:Because he wanted to be healthy. Fresh food was good for him. A:What else did he do? B:He went...

(3)教师呈现Andy暑假活动的四幅图，同桌两人一组进行描述。教师在课件上提供一些连词或短语作为语言支架，如:On the first day, after several days, a week later等。

6.Sing a song.

(1)教师播放本单元歌曲动画，学生观看一遍后跟唱两遍。 (2)学生分组比赛唱歌。 7.课堂小练习（PPT展示）

(1)全班学生一起做题；再找学生回答。 (2)给学生时间完成练习，再核对答案。 8.学后反思：请几名同学分享课堂感悟与收获。 Step 4:Homework

1.抄写并背诵本课时重点词汇。

2.仿照课本Look and say板块，发挥想象，写一写Andy去年暑假都做了什么，不少于6句。

3.完成练习册对应习题。 板书设计

Unit 3 Where did you go? eat—ate take—took buy—bought ate fresh food

went swimming took pictures bought gifts

How was your summer holiday?

It was good. I went swimming every weekend and took lots of pictures. 教学反思

本课时是对过去式的再学习，不同的是从“做什么”扩展为“去了哪里，怎样去”，并且再补充了ate fresh food; went swimming; bought gifts; took pictures等动词短语。该课时的教学重难点是以where, what, when开头的特殊疑问句的问答。因此在设计教学环节时，紧紧围绕这三个疑问词展开和拓展。从而加强他们对知识的巩固和运用。

【素材积累】

不停地工作，即使慢，也一定会获得成功。大部分人往往对已经失去的机遇捶胸顿足，却对眼前的机遇熟视无睹。这个世界不符合所有人的梦想、只是有人学会遗忘，有人却一直坚持。如果你盼望明天，那必须先脚踏现实；如果你希望辉煌，那么你须脚不停步。