六年级英语下册 Unit 3 Where did you go（第1课时）教案 人教PEP版

where did you go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 go?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 towhat did you do there? i的表达。引导学生可以通过博客、微信等，与朋友分享自己的活动和情感。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的博客分享这一情景，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 部分lets 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。在设计教学过程时，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、情境教学法、让学生在快乐的氛围中学会知识。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 foot。 （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，与朋友分享自己的活动和情感。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 foot。（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 there? 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 1 warm up 1. greetingt: good morning, everyone. ss：good morning, teacher.t: how are you today? ss：im fine, thank you. and you?t: im fine, too. what do you do on the weekend?s1: i oftent: what did you do last night?s2: i设计意图：教师与学生之间的谈话，可以加深教师对学生的了解，拉近教师与学生之间的交流。2. lets sing.t: now lets sing a song” last weekend”. ok? ss：ok.（课件播放歌曲，教师与学生一起唱歌。）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, lets play a game. guess. what did i do yesterday? （课件出示看电视、打扫房间、看书、洗衣服的照片，照片被遮住一部分，让学生们猜出昨天做过的事情。）s1：you watched tv.t: yes. what else?s2: you read books.t: right. go on.s3: you .t：you are clever. （教师要不断的鼓励学生大胆猜测，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，通过学生猜测教师的活动，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 presentation1. teaching 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 blog. when did he send pictures and write on the blog? s1: it was may 1st. 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. (教师引导学生说出。)（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?s1: beijing?s2: 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 fishing.（引导学生说出。）（板书went camping, went fishing。教读went，fishing拼读，指名读，领读,。教学camp，联系单词lamp,，以旧带新，让学生自己拼出它的读音，教师带读，指名读，然后齐读短语。）b. 齐读短语rode a bike，went camping, went fishing。c. 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? ss: he felt happy.t: 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?(引导学生猜测john上周六去的地方和做的事情，然后展示图片。)s1: 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。）ss: his friend.t: was it fun to ride a bike in the park?ss: yes.t: oh, what happened to john later? ss: 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，rode, rode a horse, rode a bike, hurt my foot伤到了我的脚。 （两人一组，记忆儿歌。）教学资源：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。) a: where did you go last weekend? b: 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 parkwent fishing on the farmrode a horse, hurt my armin the forestwent camping 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：与大家一起分享学生旅游的照片，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 practice 1. 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 fishing/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.教学资源：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 yesterday? how did you feel yesterday? is it the same 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。）what did you do?i rode a bike.i rode a bike.i went camping.i went fishing.i went swimming （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，然后把相关信息写在横线上。（5）小组复述，指名复述。教学资源：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部分所学的词汇和句型。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 to what did you do there? it: what else do you learn?（教师适当提醒。）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、将下列字母重新排列，组合成新的单词，并写出汉语。1. d, i, r, e 2. s, i, h, f 3. 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 horse 1. b. went cam