陕西旅游2013版六年级英语unit 5 It Was Here Just Now教案设计

Unit 5 It Was Here Just Now

第一课时

教学目标

1.能听说读写词汇:scarf, wallet, sunglasses, gloves, warm jacket, rain boots, school bag

2.能在实际生活中灵活运用以上词汇。

教学准备

1.Let’s learn部分的教学卡片，雨衣图片及一些表示天气的图片；

2.Let’s learn部分的录音磁带、录音机；

3.一个书包，书包里面装有let’s learn部分所学的词汇对应的实物；

4.Ask and answer部分的词汇卡片。

教学过程

1.导入

课前热身：Look and choose

T: Hello, boys and girls. Nice to meet you again. How is the weather? S: It’s sunny/cloudy/rainy.

T: Great, Now please open your books and look at the exercise 教师让学生观察每幅图片，通过问答引导学生说出图中

并要求学生给图片选出相匹配的单词。

T：Look at the first picture carefully .What can you see?

S: Clouds and rain.

T: What’s the weather like, then?

S: It’s rainy.

参考答案：c,b,a,e,d

教师引导学生就天气话题继续讨论：

T：What kind of weather do you like?

S: I like...

T: I like sunny days On sunny days, the weather is fine .

it’s very hot Now ,look! I’m wearing my T-shirt. Do you feel hot.

S1?

S1…

II 授新课：

i.新课展示Part A Let’s learn

1.学习单词sunglasses

(1).教师戴上自己的太阳镜，与学生进行通话：

T: It’s a sunny day .I am wearing my sunglasses. Look! They are dark.

Think I am very cool. But do I need to wear them in the classroom?

Ss: No

T: I have bad eye sight I should wear glasses. I have a pair of glasses

What color are they?

Ss: They are blue /red …

(2).小调查：Who is wearing glasses?

教师请学生就班里戴眼镜的同学进行调查。

T: Who is wearing glasses?

S1: …is wearing glasses.

S2:….is wearing a pair of green glasses.

S3:…is wearing a pair of green glasses.

T: Yes. They wear glasses. But they are not sunglasses. Sunglasses are usually dark.

(3).教师板书、学生分组读单词，教师注意纠正学生的错误读音。2.学习词组rain boots

教师出示雨天的图片，与学生进行对话：

T: We can wear our sunglasses on a sunny day. Look. It is raining . What can we take with us ?

S: We can take our umbrellas.

T: And we can wear our raincoats. (教师出示雨衣照片) Sometimes. Rain cats and dogs (教师出示倾盆大雨图)，and my shoes are wet.

I can wear my rain boots. (教师出示雨靴图片)

教师板书、学生分组读词组，并注意Boots中字母组合OO的读音。Boots 中字母组合OO读长音(u:). 在单词boots ,school中都有OO, 并且都读长音（u:）

3.学习词汇School bag. Wallet .scarf, gloves, warm jacket

教师出示所准备的书包。与学生进行对话；

T: Look at this bag . It’s my school bag. I have something in my bag. Can you guess what’s in it? (教师请一名学生摸包里的物品)What do I have?

S1:You have a “钱包and 手套

T: Well. I have a wallet and a pair of gloves. Where are they?

Ss: They are in your school bag.

教师请学生打开钱包，说出钱包中的物品。

T: Open the wallet and tell me what you can see in it?

Ss: I can see some money.

Yes. Winter is coming. We should wear our warm clothes I will buy new clothes for me with the money. Do you know what I will buy?

T/Ss: A scarf , gloves and a warm jacket.(教师引导学生说出)

教师逐一出示围巾、手套和棉夹克的图卡和词卡、板书并引导学生学习生词。

ⅱ. 巩固活动

教师播放此部分的录音，让学生听录音跟读词汇、教师可在后稍作停顿，要求全班同学或随机抽取某个同学读出相应的词汇。III.教学设计（Practice Activities）

1.Part B Ask and answer

1.教师出示此部分的衣物词汇卡片，学生认读单词。

2.教师出示不同天气的图标，让学生说出相应的单词，然后按

天气让学生将衣物单词进行分类。

3.学生根据表格内容两人一组进行问答练习。如：

S1：What do you wear on a snowy day?

S2: I wear a scarf .a warm jacket and a pair of gloves on a snowy

day

IV.记词大大比拼

1快速记词：教师可根据这单元这些词汇的特点，给学生介绍一些记词的技巧。如：在生词中找出已学过的单词，运用已知学习新知。在单词scarf ,wallet, gloves, jacket中有学过的单词car, wall, love, jack. 学生可以根据这些已知部分进行联想记忆，快速记住新单词。

2.作业：书写和记忆本课所学的单词及词汇。

3.教师将学生分组进行听写练习。

课后反思：

第二课时

学习目标

1.能听、说、读、写词汇：heavy. last week .in front of . yesterday,

lost.

2.能听懂和理解Let’s talk 部分的对话内容，学习和掌握过去试

中be 动词was .were的用法。

3.能运用以下句型谈论物体过去和现在的位置：

It was here just now .Oh, It’s behind the door.

It was in front of the house yesterday. But now it isn’t there.

4.能正确理解、运用have to do something 结构表示“不得不做某事”。

教学准备

Let’s talk及Let’s chant部分的录音带、录音机。

教学过程

Ⅰ.导入

（1）课前复习

教师创编歌谣，带领学生复习上节课所学的词汇。如：

I wear my sunglasses on a sunny day.

I wear my scarf on a snowy day.

I wear my warm jacket on a windy day.

I wear my rain boots on a rainy day.

（2）新课导入：Look, choose and write

1.教师先引导学生仔细观察图片，然后通过师生对话复习所学的

单词，

T：Look at the picture carefully. What’s in it?

Where is/are the……?

Can you find the……?

1.完成问答之后，由学生自主选出合适的介词写下来补全句子。

2.教师通过请学生读出句子来带领学生核对答案。

参考答案：1. under 2.beside 3.on 4.behind 5.in

3.最后请学生自己看图说句子。

Ⅱ.教学设计

ⅰ新课程展示

T: Hello, everyone. We should wear different kind of clothes there is different weather, It is rainy today, Kevin wants to wear his raincoat. Let’s listen carefully.

1.教师就本段对话提出问题，然后播放录音，让学生在对话中找

到答案。

Question1: Where is Kevin’s raincoat?

Question2: Where are Kevin’s rain boots?

2.教师请学生来回答问题，检测他们对对话的理解，然后引导学

生看句子说出问题的答案。

Answer1: Kevin’s raincoat is behind the door.

Answer2: Kevin’s rain boots are behind the bed.

ⅱ.阅读理解

1.教师提出问题，让学生读对话，判断句子正误并改正错误的句

子。

Kevin’s bike is in frond of the house now.

Kevin’s will go to school by bike today.

2.教师请学生说出正确答案。

改为：Kevin’s bike was in frond of the house yesterday. Kevin’s will walk to school. / Kevin’s will go to school on foot.

3.教师讲解was、were的用法：

教师用今天和昨天，通过星期名称引出yesterday、today及后面

的were，教师与学生进行如下对话：

T：what day is it today?

(以当天为Tuesday，以此为例)

S: It’s Tuesday.

T: You are right. Today is Tuesday。（问前一天）What about yesterday?

S：（引导学生说出）Yesterday was Monday.

T: Where are you now?

S: I’m in the classroom now.

T: Where were you at six this morning?

S: I was at home.(教师引导学生说出句子)

T：We are in classroom now. And I’m here with you now. But

I was not here just now. I was in the teachers’office just

now.

教师板书句子，用红色粉笔标出句子的动词及时间状语。

It’s …today. It was …yesterday.

I’m in the classroom now. I was in the teacher office just now.

You are in the classroom now. You were at six this morning.

知识小贴士（一）

一般过去时态描述过去的情况，动词的形式也要变为其过去式，be 动词的过去式有两种形式，其中，am和is的过去式是was，are的

过去式是were。同动词的现在式一样，应用时要与主语的人称和数保持一致。一般过去时态往往与表示过去的时间状语连用，这一类短语常见的有：yesterday, yesterday morning/afternoon/evening, just now, last week/year/month/night…,…ago, at six this morning (在说话时间之前)等，随着对过去时态深入的学习，教师可逐步向学生介绍。

4.找出Let’s talk部分中含有was，were的句子并板书，朗读：

It was here just now.

Last night, they were under your bed.

It was in front of the house yesterday.

I’m afraid it was lost.

5.让学生朗读课文并画出对话中I have to go now, You have to

walk to school ……today两句话。

教师板书并领读这两个句子，继而做一些讲解使学生理解somebody have to do something结构说话。

知识小贴士（二）

Have to do something用来表达“不得不做某事”，可在日常生活中表示某人因环境或条件所限，不得已而做出的选择。如：It’s late. We have to go fast.

It’s raining. I have to wear my raincoat.

Rose has to take a bus to the park, because it’s a little far from here.

ⅲ.巩固活动

听录音，让学生跟读Let’s talk 部分的对话，教师注意纠正学生发音。

Ⅲ教学设计

Part B Let’s chant

1.教师可先让学生试读课文并画出句子中的动词及时间状语；引导学生有意把are you变成了were you…yesterday.把I am变成了

I was，是在就“我”昨天的情况进行的问答。

2.学生听录音。

3.用男女生一问一答或分组一问一答的方式说，练习过去时态的用法.

4.作业：write the dialogues.

课后反思：

第三课时

教学目标

1.能听懂和理解Let’s learn more部分的两个对话。

2.学习和掌握be动词过去式的否定形式（wasn’t, weren’t）、

疑问形式及其过去时在there be结构中的应用。

3.通过对对话的学习，能对事物的今昔进行对比表达。

教学准备

Let’s learn more部分的录音磁带、录音机。

教学过程

Ⅰ.导入

ⅰ.课前热身

教师让学生说唱Part B Let’s chant部分进行热身，可采用男女生一问一答或分组一问一答的形式进行。

Where were you yesterday?

I was in my house.

Where was your house yesterday?

It was on my back.

ⅱ.新课导入

T: Hello, everyone. Do you love our school?

S: Yes.

T: Can you say something about our school?

S: Our school is beautiful. There are many students here.

Ⅱ.教学设计

ⅰ.新课展示Part B Let’s learn more

1.教师可让学生通过听录音了解对话大意，引出功能句.

T: Well .Liu Zhao yang’s dad is visiting his old school. Are there many differences? Let’s listen carefully.

a)教师就本段对话提出问题。

Question 1：When was Liu’s dad at this school?

Question 2：Was there a library?

Question 3：How many students were there at that time?

b)教师播放录音，学生在对话中找答案。

c)教师请学生来回答问题，检测他们对对话的理解，教师引导

2.学生用完整的句子说出问题的答案。

Answer 1: Thirty years ago.

Answer 2: Yes, there was.

Answer 3: About six hundred students.

3.教师板书上述问题的完整答案：

Liu’s dad was at this school thirty years ago.

Yes. There was a library. b ut there weren’t so many book s. There were about six hundred students at that time.

4.可采用问答，讨论的方式进一步讲解以上功能局：

T: Is Liu’s dad at this school now?

Ss: No.

T: When was he here?

T/Ss: Thirty years ago.

要求同学说出更多类似的状语，如：two years ago,

Five hours ago…

教师引导学生继续问答，讲解There be 结构的过去式：

T: Is there a library? / Was there a library at that time? T/Ss: Yes, there was But there weren’t so many books .

T: How many students were there at that time ?

T/Ss: There were about six hundred students at that time .

首先可用Is there…?导出Was/were是学生理解表示过去的名词数名词单数或不可数名词时，be动词用was, be动词后的名词是可数名词复数是

Be动词用were; 疑问句需要把was/were提到主语之前，否定句was/were后面加not.否定形式可缩写为wasn’t/weren’t

知识小贴士

There be 结构的过去式表示某处过去曾经有某物，be 动词后的名词

数名词单数或不可数名词时，be 动词用was ,be 动词后的名词是可数名词复数时，

Be动词用 were ; 疑问句需要把was/were 提到主语之前，否定句was/were后面直接加

Not,否定形式可缩写为wasn’t/weren’t.

另外，与人称代词连用的be动词可视情况做个归纳：

1，he she ,it 要用was; you ,we, they则要用were. III．巩固活动

1.要求学生听录音并跟读对话。教师可以要求学生分组朗读、男女

生之间同伴间朗读，也可以鼓励学生进行示范朗读。

2.学生两人一组分角色朗读对话，教师及时给与评价。

Ⅳ.教学设计

做一做，说一说

1.学生读对话，完成表格。

2 .要求试着根据表格的信息，描述一下这所学校的过去和现在。Thirty years ago, it was … But now, it is …

ⅱ.Part C Choose and fill in the blanks.

1.教师引导学生讨论、复习、归纳be动词的现在式和过去式及

其用法。

2.教师带领学生读题干，重点关注过去时的时间状语just now,

last night, last year.

3.学生独立完成填空后，由学生两人一组在班上读一读对话，其

他同学检测他们的选词是否正确。

参考答案：1. are, were 2.were,was 3.Is,was 4.are,am 课后反思：

第四课时

教学目标

1.复习和巩固一般过去时中be动词was，were的用法。

2.复习和巩固物品过去和现在的位置的表达。

教学准备

Listen and match部分的录音磁带、录音机

教学过程

Ⅰ.导入

ⅰ.课前热身

根据上节课所学的对话，课前热身如下：

T: From the dialogue. we know Liu Zhao yang’s father was at the ……thirty years ago. At that time, the school was small. There was a …… And there were about six hundred students in the school. But now ……about two thousand .It is a big school. How many students are …… in our school. do you know?

ⅱ.授新课

根据本单元内容，教师可设计一些类似下面这样的会话作为导入活动。

T: Where is your English book?

S: It is on my desk.

T: Was it on the desk an hour ago?

S: No.

T: Where was it?

S: It was in my school bag.

T: Was there a Chinese book in your school bag, too?

S: Yes, there was. And there were many other books.

T: I see. Now please open your books. What shall we do today? We have some things to do.

Ⅱ.教学设计

II. part B Look and say.

1.教师引导学生观察第一图片，以问题what can you see in the ……学生说出图中的花草、树木、房子、人物：a beautiful girl, a dog and small beautiful house, a clean river, fish, green trees and nice ……

2.以同样的方式让学生观察熟悉第二幅图，引导学生先说出图中的

大厦，垃圾满地: tall buildings ,the cars make the air dirty ,the …… the river dirty. 从而推出环境不好、空气不新鲜。

3.让学生参照课本中Look and say部分的形式进行描述。教师引导

学习句型结构，可以示范其中的一部分。

Thirty years ago, my mother was young…

Now，没有mother is tall …

Ⅱ .Part C Listen and match.

1.教师引导学生观察上面一排图片，以What’s this/that? What is

it? 提问，让学生说出场所名称。然后让学生观看下面的人物头像，通过提问Who is he/she? Can you tell his/her name? 让学生熟记对话里的人物。

2.教师播放录音，学生听录音独立完成练习。

3.教师呈现正确答案，学生核对答案。

4.本部录音内容如下：

Mr. Zhao: Hello, boys and girls! Were you at home yesterday? Students: No, we weren’t.

Mr. Zhao: Where were you, Kitty.

Kitty: I was at the cinema. There was a great film yesterday. Mr. Zhao: How about you, Colin? Where were you?

Colin: I was in the library. There were many interesting books. Mr. Zhao: And you Alice? Where were you?

Alice: I was in the park. There were many beautiful flowers there.

Mr. Zhao : Great! What about you, Kevin? Where were you? Kevin: I was on my uncle’s farm.

5.参考答案：Kitty—电影院，Colin—图书馆，Alice—公园，Kevin

—农场

6.让学生根据连线结果试着说句子，如：

Kitty was at the cinema yesterday.

Colin was in the library.

Ⅲ. Order and act.

1.教师先向学生介绍此类题的答题技巧，即：先找出问句，再为每

个问句找到对应的答语；然后再根据情境决定每一个问答过程的顺序。

2.请学生独立完成练习之后，自己找搭档进行对话，教师还可以请

几组同学表演对话。

3.参考答案：2，5，4，1，3，6，7.

Ⅳ.Part C Read and put the things back.

1.教师请学生仔细观察图片，说出物品的名称。

2.学生读短文，并把物品的序号写在图中的相应位置。

3.教师让学生根据短文内容，做对话练习。

对话1：

A：Was there a kite on the wall?

B: Yes, there was.

A: Were there any books on the desk?

B: Yes , there were.

对话2：

A: Where was the kite?

B: It was on the wall.

A: Where were the books?

B: They were on the desk.

Ⅲ.提炼活动设计与实施

ⅰ.Hide and seek

教师将学生分为两人一组，一个同学将自己的文具藏起来，另一个同学找。比如一个同学把桌子上的尺子藏在书包里，对话照这样设计：

S1:Where is my ruler？

S2: Is it on the desk?

S1: No , it isn’t

S2: But it was on the desk just now. Oh, there it is, It’s in your bag.

课后反思：

陕西旅游版小学英语单词集锦

陕西旅游版小学英语单词集锦 小学英语单词总汇 1. 动物类 (animals) cat猫 pig猪 dog狗 rabbit兔子mouse老鼠 elephant大象 panda熊猫 tiger老虎duck鸭子 fish鱼 bird鸟 monkey猴子chicken小鸡 lion狮子 sheep绵羊 horse马giraffe长颈鹿 goat山羊 wolf狼 goose鹅snake蛇 bear熊 kangaroo袋鼠 cow奶牛 2. 颜色 (colour) blue蓝 red红 white白 yellow黄green绿 black黑 pink粉红 purple紫brown棕 orange橙 3. 身体部位 (body) head 头 hair头发 eye眼睛 ear耳朵 nose鼻子 face脸 neck 脖子 arm手臂 leg腿 foot脚 mouth嘴 hand手 finger手指 toe 脚趾 4. 数字 (numbers) one一 two二 three三 four四 five五 six六 seven七 eight八nine九 ten 十 eleven十一 twelve十二thirteen十三 fourteen十四 fifteen十五 sixteen十六seventeen十七 eighteen十八 nineteen十九 twenty二十

twenty-one二十一 thirty三十 forty四十 fifty五十sixty六十 seventy七十 eighty八十 ninety九十one hundred一百 first第一 second第二 third第三 forth第四fifth第五 sixth第六 seventh第七 eighth第八ninth第九 tenth第十 5. 时间日期 (time) year年 season四季 week周 A.M. (a.m.) morning上午P.M. (p.m.) afternoon下午 day日 spring春天 summer夏天 fall秋天 tomorrow 明天 Monday星期一 Tuesday星期二Wednesday星期三 Thursday星期四 Friday星期五Saturday星期六 Sunday星期天 weekend周末 Jan.(January)一月 Feb.(February)二月 Mar.(March)三月 Apr.(April)四月 May五月 June六月 July七月 Aug. (August)八月 Sept.(September)九月Oct.(October)十月 Nov.(November)十一月 Dec.(December)十二月6. 天气和温度 (weather) cold冷的 cool凉爽的 warm温暖的 hot热sunny晴朗的 cloudy多云的 windy有风的 rainy下雨的snowy下雪的 7. 交通工具 car小汽车 bus公共汽车 bike自行车 plane飞机

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