六(下) U3 A Lets learn.doc

六(下) U3 Where did you go? A Lets learn长超小学 丁新琴一、教学目标1. 能听说读写单词及词组：rode, rode a horse, rode a bike, went, went fishing, went camping, hurt, hurt my foot，并注意总结动词的过去式。2. 能听说认读句子：Where did you go last Saturday? I went to a forest park. What did you do there? I rode a bike.3. 能根据实际情况运用本课重点句型询问周末去过哪里和做过什么。二、教学重难点重点: 1. 能够正确掌握四会单词及词组：rode, rode a horse, rode a bike, went, went camping, went fishing, hurt, hurt my foot。难点: 1. 能在实际情景中运用本课重点句型询问周末去过哪里和做过什么。2. 学会用一般过去时描述自己在过去的时间里所做的事情。三、教学准备 多媒体课件，单词卡片及句条。四、教学步骤Step1: Warming up1. Lets enjoy:Tell me about your holiday (ppt)2. Say loudly: cleaned my room, washed my clothes, stayed at home, watched TV, read a book, saw a film, slept, played football, went boating (ppt)3. Free talk:T: How was your weekend/Labour Day holiday? (ppt)S1: It was _. (good, fine, busy, bad )T: Where did you go?S1: I went to .T: What did you do there?S1: I there.T: Did you there?S1:Yes, I did. / No, I didnt.【设计意图：歌曲导入直接切入主题，既活跃了课堂气氛，又让学生在聆听歌曲中感知本课重点学习的相关句型及词组；大声说词组游戏全面复习了之前所学动词的过去式词组，有效激活了学生已学知识，为后面充实语言内容做准备；师生间的日常交流既复习了上节对话课所学句型，也为新课的自然引入做好铺垫。】Step2: Presentation 1. Present the new phrase “rode a horse-ride a horse”. T: We know, Johns Labour Day holiday was great! Where did he go over his holiday? S1: He went to Mt. Tianshan, Xinjiang. T: Yes, he saw lots of grapes there. Did he see any horses? What did he do there? Ss: He rode a horse. (ppt)Read them: rode a horse-ride a horse(note/hide) (呈现词卡) Look and say-What did they/A Fantido? -They/He rode a horse. (ppt)【设计意图：通过教师引导学生回忆上节课所学有关Johns Labour Day holiday的话题，自然引入rode a horse的学习，强调rode和a之间的连读，还渗透了单词的发音方法，并对动词过去式及原形进行比较，加深了印象；利用图片，在问答中加以强化练习，体现词不离句。】2. Present the new phrase “went fishing-go fishing”/ “went camping-go camping”.T: In the morning, John rode a horse with his dad. What did John do in the afternoon? Can you guess: Did he in the afternoon? S1: Did he ?T: Look, in the afternoon, he went fishing with his family. (ppt) Read them: went fishing-go fishing (pen) (呈现词卡)T: What about Johns mum? What did she do in the afternoon? Look, she went shopping. Look, ask and answer between the boys and girls. (ppt)B: What did he/she/they do? G: He/She/They went .(Practice: went shopping, went swimming，went hiking)Read them: went camping-go camping(can) (呈现词卡)T: What did John do in the evening? Ss: In the evening, he went camping. T: Johns Labour Day holiday was great. Lets try to say: (ppt) S1: In the morning, he _. In the afternoon, he_. In the evening, he _.【设计意图：设置悬念，让学生用已学句型：Did he ? 猜测John在下午会干些什么，既复习了旧句型，又激发学生参与的兴趣，通过图片揭示引入went fishing的学习，并加入What did she/they do?句型的补充及went相关词组的迁移；巧妙利用图片借机引出went camping的学习；利用图片创设情景，将三个新学词组放入短文中让学生进行练说，加深印象，注重语言的积累。】3. Present the new phrase “rode a bike-ride a bike”. Listen and answerT: We see, Johns Labour Day holiday was good.How was the last Saturday on May 12th? Lets listen and answer: Q1.Where did John go last Saturday? Q2.What did John do last Saturday?Follow the tape: Where did you go last Saturday? I went to a forest. What did you do there? I rode a bike.T: Yes, John rode a bike with his friends. (ppt) Read them: rode a bike-ride a bike (呈现词卡)4. Present the new phrase “hurt my foot-hurt my foot”.T: But Johns weekend was bad. What happended? He didnt see a big round stone. So, he hurt his foot. (ppt)Read them: hurt my foot-hurt my foot (hamburger) (呈现词卡)Look and say He fell off the _ and hurt his _. (ppt) Tip: Be careful when you ride!【设计意图：教师巧妙小结，设置疑问：John的周末又是怎样的呢？让学生带着问题听对话，并揭示答案，自然引出rode a bike的学习，既培养了学生听的能力，又增强了成就感；hurt my foot引出则是通过教师语言引导，图文结合促进对新知的理解， 再利用图片及时加以巩固运用。】Step 3 Practice1. Lets read. T: Lets read about Johns Labour Day holiday and the last weekend on the blog.2. Summarize.T: People often send pictures and write on the blog. We can share somethings with our friends and turn to them for help when we are in trouble on the blog. 3. Ask and answer.The teacher asks the student. T: What about your weekend? Was it good or bad? T: Hello, . How was your weekend? S1: It was good/fine/busy/bad. T: Where did you go last weekend? S1: I went to . T: What did you do there? S1: I there. T: Did you there? S1: Yes, I did./No, I didnt. T: Amazing!/That sounds great./What a nice/bad weekend!/What a bad day!/What a pity!/Im sorry to hear that. The student asks the teacher. T: Do you want to know about my weekend? Try to ask me. T: My last weekend was great. I went to Baicao Garden in Anji. I saw many animals there. I also rode a horse with my family. We had a great time. Pair work.Listen, answer and write.Carl, Meimei and Mr Guo did different things yesterday. What did they do? Can you guess: Did he/she yesterday? Lets listen, answer and write.【设计意图：通过听读，进一步整体感知并巩固新学词组及对话；适时渗透情感教育,通过博客可以与朋友分享快乐，在困难时向朋友寻求帮助；通过师问生，生问师的形式，达到很好的示范操练句型的作用，同桌对话有效巩固操练了本课重点对话，又培养了学生灵活运用已学句型及构建对话的能力；通过听的练习达到反馈的作用，及时检验学生学习效果，锻炼学生听及写的能力。】Step4: Consolidation1. Can you summarize?(总结动词的过去式的两种变化形式) (出示PPT)2. Lets practice. (出示PPT)3. My happy holiday. (出示PPT)T: Share your own holiday with your friends.【设计意图：教师对动词的过去式的两种变化形式进行点拨小结，强化学生对动词的过去式这一知识的印象，并及时进行了相应归类练习；教师通过图文，示范分享自己的节日，激发学生表达的欲望，实现语言的真实运用及情感的真实流露。】Step5: Homework1. Read the 5 phrases and memorize them.熟读书本P39的5个词组，并能背诵。2. Finish the task 3 on page 20 in your workbook.完成课堂作业本P20的练习三。3. Share your own holiday with your friend.和朋友分享你的假期。【设计意图：家庭作业是课堂作业的有效延伸，通过星级的口头和书面作业，巩固本节课知识，激发学生完成作业的热情， 培养良好的英语