unit 3 教案.Period 1

第一篇：unit 3 教案.Period 1

Period 1 Teaching materials：Section A：1a, 2c, 4a, 4b Target language: 1.Words & expressions: this, pencil, pen, book, eraser, ruler, dictionary, that, yes, no, not, case, pencil case, pencil sharpener, isn’t=is not 2.Key sentences:

(1)What’s this/that in English?

--This/That/It is…

(2)Is this/that your pencil?

--Yes, it is.It’s my pencil.--No, it isn’t.It’s his backpack.Ability goals: Enable the students to learn to identify ownership

Learning ability goals: Help the students learn how to identify ownership;Train students' communicative competence using key vocabulary and target Language.Teaching important / difficult points: How to identify ownership Teaching aids: A box filled with some school things, PPT

Teaching procedures and ways:scene teaching method;pair work.Step 1 Greetings(revision)and content explanation(5min)

1.Greeting the students and give more students chances to introduce themselves.T: Good morning, boys and girls.S: Good morning, Miss Hu.T: How are you today? S:I am fine, thanks.And you? T:I am OK.Thank you.Sit down.(show a picture about Xiaoyu)OK.At first, we will review what we have learned last week.This is a family photo of Xiaoyu.Who is she?(point at xiaoyu’s mother)S:She is xiaoyu’s mother.T:Who is he?(point at xiaoyu’s father)S:He is xiaoyu’s father.…

T:All of you did a good job.Now let’s look at a new picture.2.Then show the picture on the blackboard.T: From this picture and the sentences, you will find out what we’re going to learn in this unit.Read the sentences after me, OK?

(Show the pose of “OK” and try to lead the students to do it as the teacher.)Step 2 Presentation

1、Show the new words for students.T: Now let’s look at new words.Do you know what’s this in English? S: Pen.T: Yes.It’s a pen.Read after me: It’s a pen.S: It’s a pen.…

2、Prepare a box of school things before class and ask the students to learn to demonstrate things.T:(Pick up a ruler.)A ruler.This is a ruler.Ss: A ruler.That is a ruler.T:(Pick up an eraser.)An eraser.This is an eraser.Ss: An eraser.That is an eraser.…

3、Show the pictures of school things.T:(Show the pictures of a pencil.)What’s this in English? S: It’s a pencil.T:How to spell “pencil”? S:P-E-N-C-I-L T:Very good.T:(Show the pictures of a book.)What’s this in English? S: It’s a book.T:How to spell “book”? S:B-O-O-K T:Great.……

Step 3

Quick revision

Show the pictures of school things and ask students speak the words quickly.T:Now,let’s have a quick revision.Look carefully，please．

…Everybody together． T：Excellent．

Step 4 Guessing games

T:Nice work．This time, we will have a group competition.Are you ready? S:Yes.T:What’s this in English?(show the pictures quickly)Ss: It’s a pencil.…

Step 5 Practice

picture.Then Check the answers with the students.Step 6 Pair work

T: Ask and answer with your partners, using the things around you.For example:…

Step 7 Task

Practicing with the students’ school things.T（borrows some school things from the students and mixes them.）T: What’s this in English?(Hold a dictionary)Ss: It’s a dictionary.T: Excuse me.Is this your dictionary? S1: No, it isn’t.It’s her/ his dictionary T: S2, is this your dictionary? S2: Yes, it is.T: Here you are.S2: Thank you.Further practice(4b: P9)Step 8 Summary and Homework(5min)T: You’re so clever.You remember the names of the school things and the sentences so well.I’m very glad.Yes, there are two main parts in this class.The first one is words for the names of the school things.The second is sentences such as, What’s this in English? It is… Is this your book? Yes, it is.… That’s all for today.Today’s homework:

(1min)

Try to learn all the new words in this unit by heart and introduce the school things to your parents at home.Blackboard design: Words:

Sentences:

this, pencil, pen, book，What’s this/that in English? eraser, ruler, dictionary，It is a/an… that, yes, no, not，pencil case，pencil sharpener，Is this/that your book? isn’t=is not

Yes, it is.…

his, her

No, it isn’t.It’s her/his book.

第二篇：一年级英语上册 Unit3 My face period1教案 (新版)沪教牛津版

Unit 3 My face Tasks in this unit: • Using modelled phrases to communicate with other students • Using modelled sentences to introduce the parts of a face

Period 1 Language focus: • Using nouns to identify parts of a face e.g., eye, mouth, face, nose • Using formulaic expressions to introduce oneself , Hello!I’m Jack.• Using pronouns to show which item is being referred to , This is my nose.• Using imperatives to give simple instructions , Touch your face.Language skills: Listening • Understanding some expressions of introducing the parts of a face, eye, mouth, face, nose, ear • Understanding pronouns that show which item is being referred to, Look!This is my...• Identifying the key words in an utterance by hearing the pronunciation • Locating specific information in response to simple instructions e.g., Touch your face.• Understanding imperatives e.g., Touch your face.Speaking • Using modelled phrases to communicate with other students e.g., Look!This is my...• Beginning an interaction by introducing the parts of a face e.g., Look!This is my...• Pronouncing the words, phrases and sentences correctly • Using imperatives to give simple instructions e.g., Touch your face.1

Materials: Student’s Book 1A, pp.10, 11 and 13 Workbook1 1A, pp.10 and 12 Cassette 1A Cassette player Wall picture 1A A paper cut-out of a boy’s face Pre-task preparations Activity 1 Have the students listen to the rhyme on Student’s Book page 13.Then ask the students to look at the paper cut-out of a boy’s face.Elicit the new words nose, mouth, face, eye and ear.Activity 2 Point to and introduce the parts of your face.Make sure the students understand the new words.e.g., T: Look!This is my eye.Activity 3 Show the puppet of a clown to the students and present a short dialogue.e.g., T: Touch your eye.P:(Touches its eye)This is my eye.While-task procedures Activity 1 Prompt the students to repeat after you.Have them point to corresponding parts of their faces and say sentences like the following.T: Nose, nose, this is my nose.Ss: Nose, nose, this is my nose.Activity 2 Teach a new chant about the parts of a face.e.g., Touch your eyes, And touch your ears.Touch your nose, 2

And touch your face.Repeat the chant with hand motions and have the students follow your lead.Activity 3 Ask a student to come to the front of the class and act as a puppet.This student should do actions according to the commands of the other students.e.g., T: Eye.Ss: Touch your eye.P:(Touches his eye)This is my eye.Activity 4 Have the students do “Listen, act and say” on Workbook page 10.They can do this as pair work.e.g., S1: Touch your face.S2:(Touches and says)This is my face.Activity 5 Ask the students to do “Draw and say” on Workbook page 12.Activity 6 Have the students read the rhyme on Student’s Book page 13 using hand motions.Teacher’s Book 14 Post-task activities Activity 1 Ask the students to play a game like the one on Student’s Book page 11 in groups.e.g., S1:(S2’s name), touch your...S2:(Touches and says)This is my...Activity 2 Have the students do “Listen and number” on Workbook page 10 and then check the answers.

第三篇：Unit6 Its raining! period1教案

Lesson plan of Unit6

Background information: Students: 53 Junior high school students, Grade 1 Lesson duration: 40mins Teaching aims: By the end of the lesson, students should be able to: 1.Talk about the weather;2.Use the present continuous tense to talk about what people are doing;3.cooperate with partner to make simple dialogues;4.Learn to be a good listener.Teaching contents: Vocabulary of weather: rainy, cloudy, snowy, windy, sunny Sentence structure: How’s the weather?

It’s…

What’s he/she doing?

He/She’s…

What are they doing?

They are… Teaching aids: tapes, blackboard, chalk, PPT Type of lesson: listening and speaking Teaching procedures: Lead in：What do Chinese people say when we meet each other? Yeah, we often say “Have you eaten?” , do you know how western people greet each other? Step1.New words 1.Use PPT to learn new words about the weather;2.Simple summary of the words;3.Match words with pictures in 1a;Step2.Practice 1.Show pictures about some famous cities and the weather, students use the sentence structure to ask the weather in some cities;

2.Listen to the tape and ask the students to fill in the blanks in 1a and check the answers;Step3.Play a video as a prize.1.Ask the students to listen carefully to find out what’s the important sentence in it;2.Play the video;3.Check the answer.Step4.Pairwork 1.Use the vocabulary and sentence structure to make a conversation with partner.2.Act the conversation out to classmates.Step5.1.Listen to four conversations, number the pictures and match people’s names with the activities.2.Ask and answer questions.Talk about what people are doing in 2a.Step6.Groupwork

According to the given materials, ask the students to work in groups to practice talking about weather and what people are doing.Step7.Summary about the words and sentence structure we have learned and do five multiple choice to make further practice.Homework: 同步：Unit 6 Section A 1a---2c

第四篇：Unit3 weather教案

Unit 3 Weather Step1 Warming up 1.Let’s chant 2.Ask and answer T: What’s the weather like today? Ss: …..T: Is it cold? Ss :….T: ….Step2 Presentation and practice 1.Let’s talk

1)Show a picture about the temperature of a day in different time.T: What can you see on this picture? Ss: …..T: Yes, it’s a picture about a day’s temperature, who can tell me how to describe the temperature? Ss: ….T: We can use this word to describe it.一边说一边在ppt上出示单词degree及音标，引导学生自己拼出读音，再教读纠正读音，跟读，再拼读。

2)Show a picture of the Statue of Liberty.T: Who can tell me what’s this? Ss: …

T: Yes, it’s the Statue of Liberty, where is it?

Ss:…

T: Right, it is in New York.一边说一边在ppt上出示单词New York及音标，引导学生自己拼出读音，再教读纠正读音，跟读，再拼读。3）Let’s talk对话内容解析

（1）提出问题：Where is Mark? & Where is Chen Jie? 带着问题，听一遍录音。

（2）就刚刚的问题，让学生做出回答，以了解学生对对话的理解程度。

（3）逐句解释对话的意思。

a.打电话时用This is ….而不是I’m …(问对方是谁的时候，用Who’s that?)

Fx : Amy: Hello!This is Amy.Who’s that?

Mark: This is Mark….b.how about

出示音标，引导学生自己拼出读音，再教读纠正读音，跟读，再拼读。告知意思：…

怎么样，…情况如何。

（4）degrees 当数字超过一时，degree要加 “s”。

3）T: When Chen Jie said that it’s 26 degrees.Why did Mark say that’s cold?

S: …

T: 那是因为表示温度的方法有两种，一种是华氏度，一种是摄氏度，一般在我们的生活中，我们都会用摄氏度来表示气温。现在我们来看下华氏度和摄氏度有什么区别。（一边说一边播放ppt，显示华氏度和摄氏度的换算公式及对比的图）4）跟录音，读课文。2.Let’s play(P28)

(1)单词

a.cold and windy windy 出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。

b.hot and sunny sunny出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。

c.cloudy出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。

d.clod and snowy snowy出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。

e.rainy出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。

（2）地名

T: 很多地名我们可以直接拼出拼音就对了，但是要注意的是，地名的首字母必须要大些，不然就是错的。

Harbin出示音标，引导学生自己拼出读音，再教读纠正读音，跟读，再拼读。

（3）看图编对话

(出示单词 cold and snowy Kunming , 显示太阳的天气图标及20℃表示昆明的实时天气)

Fx:

S1: It’s cold and snowy in Kunming.S2: No, it’s warm in Kunming now 3.Let’s play(P27)1)教读认读表示各城市地名的单词

a.New York b.Sydney 出示音标，引导学生自己拼出读音，再纠正读音，跟读。c.London 出示音标，引导学生自己拼出读音，再纠正读音，跟读。d.Toronto 出示音标，引导学生自己拼出读音，再纠正读音，跟读。e.Beijing 2）地名的首字母都要大写。

3）看图编对话。

Fx---What’s the weather like in Beijing?

---It’s cold and rainy.Step1 Warming up 1.Let chant 2.Good memory: review the words 3.Ask and answer

T: What’s the weather like today?

Ss: …..T: Is it cold? Ss :….T: ….Step2 Presentation and practice 1.Let’s learn 1)认识各地名

a.Moscow出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读。(俄罗斯首都)b.Singapore出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读。2）认读各天气

3）a.world出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。

b.听录音

c.疏通短文意思

a)world weather 世界天气

b)world map 世界地图 4）角色表演 “I’m the weather reporter.” 请四位学生起来，分别播报剩下四个地方的天气。

Fx: Here’s the world weather.Today it’s warm and cloudy in Singapore.2.Read and write T: When we are travelling to a place and wanting to tell our friends our family, or just want to tell someone about your latest situation, or want to bless someone and so on, you can write a postcard to him.Now let’s have a look that what’s John’s dad write in the postcard to John.1)听录音，思考 “where is John？ Where is John’s dad?” 2)逐句解释意思，教读单词here, swim, fly, love.a.here出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读.(there 在那里，那里)

b.Swim 出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读.c.fly 出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读.d.love出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读.3)Read and answer 4)跟录音，读短文 3.明星片的格式

出示一张明信片

T: 一般明星片都分为左右两列，左上角写收信人的邮编，右上角贴邮票。左下角为正文，可以是对他人的祝福，表示对他人的想念，可以是自己的近况等等。右下角第一两行为收信人的地址，如果地址不长，就写第一行就行，第三行为收信人的姓名，一般明信片不需要写寄信人的地址及姓名。4.Look and write 1)

首字母要大写。2)大写字母都是占一二两格

3)小写字母有辫就站一二格，有尾就站二三格，无尾无辫中间站，f 和j 站三格。（j 占到三格的，但是只有f 是顶天立地的，上下三格都顶到。）

第五篇：6A unit3教案

译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

Unit 3 Holiday fun(The first period)【教学内容】

Unit 3 Holiday fun(Story time)【教学目标】 1.知识目标: ① 能听懂、会说、会读和会拼写单词: holiday, National Day, call, Bund, Tian’an men Square, Palace Museum, Summer Palace, ②能听懂、会说、会读和会拼写句型：What did you / he do for the holiday? I / He …Did you / he …?Yes, I / he did./ No, I / he didn’t 2.能力目标:通过课文重点语言知识点的学习，提高对语篇的阅读能力，进一步提高学生听、说、读、写综合语言运用能力。能自然流畅地给课文内容配音和表演。【教学重难点】

1.正确掌握，灵活运用was, did构成的一般过去时句型表达于真实情景中。2.能理解，正确朗读，表演story time和cartoon time中的故事。并能自编类似情景。

教学准备:图片、课件、电脑等 【教学过程】 Step 1: warming up 1.Free talk: where did you go last …? say sth about it.2.Show some different places of pictures.Do you want to visit these beautiful places? S: …配乐滚动播放这些景观的图片，组织学生欣赏。Step 2: Presentation 1.T：Do you know the places of interest ? Can you choose one tell us? Tip: Look.This is _______.It’s in________.It’s _____________.I went there _____years ago./ I saw it on TV/ the Internet.（出示新词汇的图片）S: ….T: 指名作介绍的学生当小老师领读新词汇。

2.T: Our good friend, Liu Tao went to Shang Hai a short time ago.You can ask him to know more.What do you want to ask ? 引导学生问出相关的问题？(Tip:.When/Where/what…do)When did you go to Shang Hai? 3.S: 自读P.26课文，找到所有问题的答案，并读一读,了解含义。学习新词汇：holiday, National Day.T : How was Liu Tao’s holiday? 译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

S : It’s ________.(wonderful/great fun)T : Liu Tao had a good time.He didn’t stay at home at that time.So he didn’t answer the phone.Who called him? S :Mike.4.T :根据课文中的相关内容，表演（Liu Tao也打电话给Mike的）情景。5.T : Why do you think so ? 组织学生倾听课文中有关叙述Mike过国庆假期的内容。完成问答。

Did Mike go to shanghai, too ? No, he didn’t.He____________ Did Mike pick any oranges ? Yes, he did.Did Mike water trees? No, he didn’t.Did Mike go fishing ? Yes, he did.He _________.T: Finally, where was the fish? S: …

T: 引导学生学习eat 的过去式ate.引导学生小结一般过去时一般疑问句的问法和回答。S：跟录音朗读课文中的相关内容。Step3: Practice 1.完整的欣赏课文内容视频，模仿人物的语音语调。尝试配音。2.Read the text in different roles in groups.Step4: Consolidation 1.完成书P.28 Think and write和Ask and answer.2.请你作为校报记者，采访Liu Tao和Mike的好朋友。3.Judge and tick.(Ticking time)Step5: Homework: 1.听录音，熟读并尝试背诵Story time部分课文。

2.用英语向你的父母介绍一下你的朋友Liu Tao或Mike的国庆假期经历。【板书设计】

Unit 3 Holiday fun 【教后札记】

________________________________________________________________________________________________________________________________________________________________________________________________________________

译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

Unit 3 Holiday fun

(The second period)【教学内容】

U3 Grammar time/ fun time 【教学目标】 1.知识目标：

（1）能听说读写并灵活运用Story time中的新词汇，新句型讨论假期经历。（2）了解英国学生的放假情况。体会中西方在放假上的文化差异。2.情感目标

通过本课时的学习，激发学生对美好景物的向往，感受愉快假期活动的乐趣。【教学重难点】

1.★①能掌握本课时中出现的动词过去式形式。2.★②能熟练运用was/did展开话题询问和回答。

3.③能正确掌握，灵活运用一般过去时的否定句用法一般疑问句问法及其回答 【教学准备】

图片、课件、头饰等 【教学过程】 Step 1 Revision 1.Review the text S1: What did Liu Tao do? S:… S2: Where did MikeLiu Tao do? S:… S3: How was Mike’s Liu Tao’s holiday? S:… T: Why did Mike call Liu Tao …? S: Because….Ask some students: Did you …? S: Yes, I did.No, I didn’t.2.Writing on the blackboard What did … do? IHeShe… Where did …go? IHeShe… How was …? It was great fun.Why did Mike call Liu Tao …? S: Because

Did you …? Yes, I did.No, I didn’t.3.Read these sentences Step 2 Presentation 1.Grammar(1)总结过去时态的特殊疑问句、一般疑问句的结构 先请学生小组讨论，自行总结。教师后总结。(2)How to answer these questions? Turn to P29 ,read by yourselves.(3)Learn the new past tense.Play the game: Quick respond.译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

(4)Practice the questions and answers.Work in four and say it one by one.Step 3 Fun time T: Look at the girl.She is Li Li.She and her family visited Beijing on National Day Holiday(国庆节假日).They saw many interesting things.She took many nice photo and showed them to her good friend Tao Tao.Teach: National Day Holiday(国庆节假日)T: TaoTao wants to ask Li Li , but how to ask? Can you help him? Ss: Yes.1：出示图片和句型(1).Discuss in group(2).Ask and answer.Step 4 Consolidation 1.请你来当小记者，采访身边的小伙伴在国庆节期间都去哪？做了什么？…(1).四人一小组讨论。

(2).选出一位当小记者采访其它组。(3).小组中的其余三人做好被采访的准备。Homework 1.熟读Grammar time 中的句型。2.看Fun time 中的图片，完成对话。

3.采访身边的亲朋好友们在国庆节去了哪些地？做了那些事？……

【板书设计】

Unit3 Holiday fun What did … do? IHeShe… Where did …go? IHeShe… How was …? It was great fun.Why did Mike call Liu Tao …? S: Because

Did you …? Yes, I did.No, I didn’t.【教后札记】

________________________________________________________________________________________________________________________________________________________________________________________________________________ 译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

Unit 3 Holiday fun

(The third period)

【教学内容】

Sound time/ Culture time Cartoon time 【教学目标】

1.能理解,听懂，发音准确，语调适当的读好歌谣（Sound time）。2.能听说读写并灵活运用Story time中的新词汇，新句型讨论假期经历。3.了解英国学生的放假情况。体会中西方在放假上的文化差异。【教学重难点】

1.★①能掌握本课时中出现的动词过去式形式。2.★②能熟练运用was/did展开话题询问和回答。

3.③能正确掌握，灵活运用一般过去时的否定句用法一般疑问句问法及其回答 【教学准备】 图片、课件、电脑等 【教学过程】

Step 1: Free talk and revision 1.T: Hi, boys and girls.Do you like holidays? Our friends: Liu Tao and Mike like holidays, too.Do you know where did they go for the National Day holiday? And what did they do during the holiday? Ss:回忆课文内容，完成填空。

On the National Day holiday, Liu Tao and Mike ___________(not)stay at home.Liu Tao ______(go)to _________and ________(visit)__________.Mike______(go)to _________.He ________(pick)__________and _________(go)fishing.He ________(catch)a big fish and ________(call)Liu Tao.He ________(want)to give the fish to Liu Tao.But Liu Tao _______(not)at home.Mike _______(eat)the fish.They_______(be)very happy.2.T: 板书填空部分的动词原形和过去式，引导学生读一读，记一记。发现did 和was/were的用法。

Step 2.Listen and say(Sound time)1.Show the aims of teaching(Ticking time)2.T: Mike went to a farm.He had a good time.Do you want to play with him? 播放Sound time录音，让学生注意倾听语音，语调并跟读。

播放背景音乐，指名学生扮演Mike,领着大家读一读。

3.T：Did you have a great fun holiday? Our classmates has been to many interesting places.You can ask them and understand.Boys and girls ,please share your wonderful travel experiences with us.What can we ask? 5 译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

S: 复习新句型并在黑板上默写。

4.T: 提问一名学生，了解该生的旅游经历。并根据学生的叙述提问： Did you ….? 作为范例，组织学生利用新学词汇，句型相互询问旅游经历。S: 分组汇报一名成员的旅游经历。

T：组织学生将自己或他人的旅游经历写下来，汇报交流。

①Look, This

is

_________.I

went

there ____________(when).I____________（what…do）It’s_________(how)I hope you can go there, too!

②My friend __________ had a great fun holiday.He went to _______.He _________and ________.He was very_______.5.T: We all like holidays.We have two main school holidays: the summer holiday and the winter holiday.Do you know what holiday is in the UK? Let’s look at the culture time.相机介绍Easter，Easter holiday.Step 3: Consolidation 1.给与学生三组人名，三组动词过去式短语，三组时间。让学生猜测Did Wang Bing…? 操练一般过去时一般疑问句的问法及其回答。2.Judge and tick.(Ticking time)Step 4: Homework 1.记忆P.29的动词过去式和重点句型问答。2.熟读Sound time 3.完成书p.34 Check time填空。【板书设计】

Unit 3 Holiday fun What/where did you do/go for the holiday? I __________________.How was your holiday? It’s___________ Did you __________ ? Yes, I did./ No, I didn’t.【教后札记】

________________________________________________________________________________________________________ ____________________________________________________ 译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

Unit 3 Holiday fun

(The fourth period)【教学内容】

U3 Checkout time /Ticking time 【教学目标】

1.复习，巩固本单元设计四会词汇和句型。

2.进一步复习、小结Unit 1-3中出现过的的动词过去式, 并会读，会用。3.能正确掌握，灵活运用一般过去时的否定句用法，一般疑问句和特殊疑问句问法及其回答。【教学重难点】

1.★①能掌握本课时中出现的动词过去式形式。2.★②能熟练运用was/did展开话题询问和回答。

3.③能正确掌握，灵活运用一般过去时的否定句用法一般疑问句问法及其回答 【教学准备】 图片、课件、电脑等 【教学过程】 Step1: Revision 1.Free talk.2.写出下列动词的过去式：

am----laugh----is-----like------are-----live------become-----look-----bring-----point-----can------shout-----fly-------show-----go------walk-----see------pick-------take------visit-------catch-----play------do-------turn----eat-------rain-----get-------say------have------get-------wear-----tell-------组织学生读一读，发现规律（第一竖排是不规则的动词过去式。第二竖排是规则的动词过去式）并记一记。

译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

Step2: Presentation 1.组织学生用上面的动词过去式造句并板书。

2.组织学生尝试将黑板上的句子全部改为否定句，并小结改法，总结一般过去式句型的否定句结构。

3.组织学生尝试将黑板上的句子全部改为一般疑问句，并小结改法，总结一般过去式句型的一般疑问句句结构。

4.板书问题，小结一般过去式划线提问的改法，总结特殊疑问句的结构。5.指名交流上节课布置的短文:My holiday。6.组织学生就短文相互之间小组问答： Where did you go ? What did you do/see ? How was the … show ? Step3: Summary 1.理解，记忆一般过去时的否定句，一般疑问句和特殊疑问句及其回答的结构。2.Judge and tick.(Ticking time)Step4: Homework 1.背诵动词的过去式。

2.理解，背诵【达标检测】中的语法小结。【板书设计】

Unit 3 Holiday fun 一般过去时的基本句型结构是

I/he/she/it + _________ + 非动词的其他内容。You /复数主语+ _________ + 非动词的其他内容。任意主语 + _________ + 含有动词的其他内容。

【教后札记】

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