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1、第一课时课时内容A Lets learn Listen, answer and write课时分析本课时是人教版六年级下册第三单元第一课时。围绕Where did you g。?这一话题展开， 主要通过对话学习词组 rode a horse, rode a bike, went camping, went fishing, hurt my foot 及 句型 Where did you go.? I went to.What did you do there? I的表达。引导学生可以通过博 客、微信等，与朋友提供自己的活动和情感。持续培养学生学习英语的兴趣，激发学生学习 英语的热情，树立学习英
2、语的自信。第一课时是本单元的基础，学会了本课时所要掌握的知 识，再学习其他课时会起到事半功倍的效果，本课时的重点是四会词组的掌握以及能够运用 四会词组、核心句型谈论周末活动或假日活动。本课时包括 Lets learn 和 Listen, answer and write 两个板块。Lets learn 呈现了 John 五 月一日骑马、去野营、去钓鱼和五月十二日骑车子、脚受伤的五幅照片，通过John的博客 提供这一情景，呈现单词和词组，使学生直观的了解词组的形式和意义。此板块呈现的对话 情境是张鹏看见John发表的博客，与John聊天，很自然的引出“你去了哪里，在那做了什 么事情”的句型。博客
3、是现在在孩子之间很流行，可以把自己的文章，自己的图片放上去， 大家一起看，也可以设为隐私。博客是学生们感兴趣的话题，很贴近学生的生活，也更能激 发学生学习的兴趣和热情。Listen, answer and write板块是一个综合性的语用活动，可以通 过本活动操练和巩固A局部Lefs learn板块中有关假期和周末活动的单词和词组。本课时虽然是新授课，但是四会词组中的单词horse, bike, fishing, foot, went的原形go, 在以前已经学过，所以新授知识很容易被学生们接受。在设计学攵学过程时，我以学生的学习 兴趣为主，利用自己活动的图片复习词组，用John在博客上发表的图
4、片学习词组，用学生 旅游的照片引出句型，采用听、说、读、写、玩、儿歌等多种教学手段全面调动学生的积 极参与。通过直观教学法、情境学攵学法、让学生在快乐的气氛中学会知识。课时目标(1)能够听、说、读、写单词和词组:rode a horse, rode a bike, went camping, went fishing, hurt my footo(2)能够运用上述单词和词组讨论周末或假日活动。(3)能够完成听力、书写活动。(4)能够听、说、读、写句型：Where did you go.? I went to . What did you do there? I.(5)能够使用上述句型谈论周末或
5、假日活动。(6)能够听录音后获取信息，并能用完整的句子进行书面描述Carl, Meimei和Mr Gao三 人昨天的活动。(7)引导学生可以通过博客、微信等，与朋友提供自己的活动和情感。持续培养学生学习 英语的热情，树立学好英语的信心。课时重难点1.重点(1)能够听、说、读、写单词和词组：rode a horse, rode a bike, went camping, went fishing, hurt my footo(2)能够运用上述单词和词组讨论周末或假日活动。(3)能够听、说、读、写句型：Where did you go.? I went to . What did you do t
6、here? I.(4)能够使用上述句型讨论周末或假日活动。(5)能够听录音后获取信息，并能用完整的句子进行书面描述Carl, Meimei和Mr Gao三人昨天的活动。2 .难点(1)能够正确使用四会单词和词组讨论周末或假日活动。(2)能够灵活运用句型 Where did you go.? I went to . What did you do there? I谈论周末或 假日活动。(3)单词 hurt, the Labour Day 的认读。教学准备多媒体课件、卡片、录音机、磁带、照片教学过程Step X Warm up1. GreetingT: Good morning, everyone
7、.Ss： Good morning, teacher.T: How are you today?Ss： Im fine, thank you. And you?T: Fm fine, too. What do you do on the weekend?SI: I often.T: What did you do last night?S2:1.设计意图：教师与学生之间的谈话，可以加深孝攵师对学生的了解，拉近教师与学生之间的交 流。2. Lefs sing.T: Now lets sing a song Last Weekend”. OK?Ss： OK.(课件播放歌曲，学攵师与学生一起唱歌。)
8、教学资源：课件设计意图：歌曲Last Weekend,复习了与本课相关的句型，同时通过师生的共同歌唱，活跃 了课堂气氛，激发了学生学习的兴趣，为进入下个环节做好准备。Step 2 Lead inT: Boys and girls, lefs play a game. Guess. What did I do yesterday?(课件出示看电视、清扫房间、看书、洗衣服的照片，照片被遮住一局部，让学生们猜出昨 天做过的事情。)S1 ： You watched TV.T: Yes. What else?52: You read books.T: Right. Go on.53: You .T： Y
9、ou are clever.(教师要不断的鼓励学生大胆猜想，并给与口头奖励。)教学资源：照片设计意图：教师是学生们非常想要了解的，通过学生猜想学攵师的活动，很能引起全体学生的 兴趣，同时又为学习新课做好准备。Step 3 PresentationTeaching the new phrase rode a horse, went camping, went fishing, rode a bike, hurt my foot”.（1） Learn rode a bike, went camping, went fishing（课件呈现插图。）a. T: Look, this is Johns
10、blog. When did he send pictures and write on the blog?SI: It was May 1 st.T: Yes, May 1st is the Labour Day holiday.（板书 the Labour Day,领读,齐读,帮助学生理 解。注意Labour的发音。）What did he do on the Labour Day holiday? Look at picture 1.Ss: He rode a bike.（孝攵师引导学生说出。）（板书rode a bike,展示ride,让学生读并说出i的发音，然后根据发音规律，让学生自
11、己 试读rode,体会o的发音，再领读rode,指名读，拼读，齐读短语，注意rode和a之间的连 读。）T: Who did he ride a horse with?Ss: His father.T: Where did he ride a horse? Do you know?51: Beijing?52: Shanghai?T: No, he rode a horse in Xinjiang. What else did he do in Xinjiang? Look at picture 2 and picture 3.Ss: He went camping and went fish
12、ing.（弓| 导学生说出。）（板书went camping, went Eshing。孝攵读went,行shing拼读，指名读，领读,。孝攵学camp, 联系单词lamp,以旧带新，让学生自己拼出它的读音，孝攵师带读，指名读，然后齐读短语。）b. 齐读短语 rode a bike, went camping, went fishingoc.观察短语went camping, went fishing,找找动词变化的规律。go后面的动词要加+ing,变成动名词。（2） Learn rode a bike.T： John .How did he fee?55: He felt happy.T:
13、Yes, he had a good time in Xinjiang on Labour holiday. Last weekend, he also had two days off. Where did he go last Saturday? What did he do there?（引导学生猜想John上周六去的地方和做的事情，然后展示图片。）56: He rode a bike.（板书 rode a bike,指名读,领读，齐读。）（3） Learn “hurt my foot”.T: Who rode a bike with him?（继续观看博客的图片。）55: His fr
14、iend.T: Was it fun to ride a bike in the park?56: Yes.T: Oh, what happened to John later?57: He hurt his foot.（引导学生说出。）（板书hurt my foot,联系单词nurse, Thursday中字母组合ur的发音，让学生自己拼出 单词hurt的读音，指名读，带读，齐读短语，理解短语，注意hurt的过去式不变。）（4）播放录音，跟读五个短语，注意语音、语调。（5）儿歌记忆短语。Went ,went, went fishing 去钓鱼,went camping,去野营。Rode, r
15、ode, rode a horse, rode a bike, hurt my foot 伤至Ll 了 我的脚。（两人一组，记忆儿歌。）孝攵学资源：课件、录音机、磁带设计意图：在教学四会单词和词组时，我采用单词迁移的方式，让学生根据已学的类似的单 词，推出单词的发音。教给学生拼读单词的方法，提高学生的自主学生的能力。2. Learn the sentences Where did you go.? I went to. What did you do there? I.(1) T: Boys and girls, look at the picture of xxxs.(展示学生旅游的照片，引
16、导学生观看板 书上的句子，理解句子，并用板书上的句子向该生提出问题。)Where did you go last weekend?A: I went to.A: What did you do there?B: I.(2)播放Lets learn对话，学生听录音回答以下问题。Where did John go last Saturday?What did he do there?(3)看书跟读录音，模仿语音语调。(4)分角色朗读对话。(5)仿编对话，两人一组，任选下面的一组演练对话。in the park went fishingin the forest went campingon the
17、 farmrode a horse, hurt my arm句型：A: Where did you go?B: I went to the /a.A: What did you do there?B:I.(6)指组表演对话。教学资源：照片、课件设计意图：与大家一起提供学生旅游的照片，并根据照片提出问题，激起学生想要表达的 欲望，提高学习的兴趣。Step 4 Practice1. Lets play a game.快速抢答全班分成男生，女生两大组，请一名男生或一名女生抽取两张卡片依次做出相应的动作, 两个组的学生根据表演者的动作猜：He rode a horse/. and went fishi
18、ng/哪个组先猜出答案 就得一分。教学资源：图片设计意图：快速抢答的游戏，激起学生们的斗志，学生们都很积极的参与，既活跃了课堂 气氛，又巩固了新授短语。2.两人一组，轮流抽取学生卡片编对话。A： What did you do last Saturday?B ： I rode a bike. What about you?A: I went camping.孝攵学资源：学生自制卡片设计意图：抽卡片编对话，锻炼学生的口语表达能力，扎实了短语的认知能力。2. Listen, answer and write.(1) T: How do you feel today? What about yest
19、erday? How did you feel yesterday? Is it thesame as today? What did you do yesterday?(引导学生用不同的动词或动词短语进行回答，描 述昨天的事情和感受。)(2)四人一组把学过的过去式的动词短语进行归类。(课件展示。)(2)四人一组把学过的过去式的动词短语进行归类。(课件展示。)（3）交代背景，听前预测。T: Carl, Meimei and Mr Guo did different things yesterday. What did they do? Please guess.（4）播放录音，学生回答，然后把
20、相关信息写在横线上。（5）小组复述，指名复述。孽攵学资源：课件设计意图：设置情境，激活已有的知识。鼓励学生拓宽思路，帮助学生巩固和运用A局部 所学的词汇和句型。Step 5 SummaryT: Which new phrases do you learn today?Ss： Rode a bike, rode a horse, went camping, went fishing, hurt my foot.T： Excellent! Which new sentences do you learn today?Ss： Where did you go last Saturday?I went
21、 to.What did you do there?1.1. T: What else do you learn?(孝攵师适当提醒。)Ss: Go后面的动词必须+ing,变成动名词。设计意图：学生们自己总结、归纳本节课所学的知识，加深对知识的理解，便于对知识的记 忆。课堂作业一、将以下字母重新排列，组合成新的单词，并写出汉语。1. d, i, r, e2. s, i, h, f3. c, a, p, m,( ) ( ) ( )二、同学们在假期里都做了什么，快来看一看，连一连。A. rode a horse2.B. went camping3.C. rode a bikeD. hurt my f
22、oot三、按要求完成句子。1. Sarah rode a bike there.（就iffll 线局部提问。）Sarah?2. Mike went to a forest park yesterday.（就画线局部提问。）MikeMikeyesterday?3. 1 hurt my leg last Saturday.（用 Amy 改写。）leg last Saturday.四、看图，回答以下问题。1. What did you do last weekend?2. Did he ride a bike yesterday?Answers:一、1 .ride 骑 2. fish 钓鱼 3. c
23、amp 里于营二、三、1. What did, do there 2. Where did, goAmy hurt his四、1. He went fishing with his father.2. No, he didnt.板书设计Unit 3 Where did you go?rode a horseridewent campingA Lets learn rode a bikegowent fishinghurt my foot hurtA: Where did you go last Saturday?B: I went to.A: What did you do there?B:I.go后面动词+ing,