Unit 3 Where did you go 第一课时 教案

Unit 3 Where did you go 第一课时 教案

第一课时 课时内容 ‎ A Let’s 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 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Let’s learn 和Listen, answer and write 两个板块。Let’s 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Let’s 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 7‎ ‎ 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. Greeting T: Good morning, everyone. ‎ Ss：Good morning, teacher.‎ T: How are you today? ‎ Ss：I’m fine, thank you. And you?‎ T: I’m fine, too. What do you do on the weekend?‎ S1: I often…‎ T: 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. Let’s sing.‎ T: Now let’s 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 in T: Boys and girls, let’s 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 Presentation ‎1. Teaching the new phrase “rode a horse, went camping, went fishing, rode a bike, hurt my foot”.‎ 7‎ ‎(1) Learn” rode a bike, went camping, went fishing”（课件呈现插图。）‎ ‎ a. T: Look, this is John’s 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。 ‎ 7‎ ‎（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 xxx’s. (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Let’s 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 park went fishing ‎ on the farm rode a horse, hurt my arm in the forest went 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. Let’s 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.‎ 7‎ ‎ (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 Summary T: 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?‎ ‎ I…‎ T: 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 camping ‎ ‎ 2. ‎ 7‎ ‎ ‎ C. rode a bike ‎ ‎ 3. ‎ D. hurt my foot ‎ ‎ 4. ‎ ‎ ‎ ‎ ‎ 三、按要求完成句子。‎ ‎ 1. Sarah rode a bike there.（就画线部分提问。）‎ ‎ ______ ______ Sarah _______ ______?‎ ‎ 2. Mike went to a forest park yesterday.（就画线部分提问。）‎ ‎ ______ ______ Mike ______ yesterday?‎ ‎ 3. I hurt my leg last Saturday.（用Amy改写。）‎ ‎ ______ ______ ______ leg last Saturday.‎ 四、看图，回答问题。‎ ‎ 1. What did you do last weekend?‎ ‎____________________________________.‎ ‎ 2. Did he ride a bike yesterday?‎ ‎____________________________________.‎ Answers:‎ 一、1.ride骑2. fish钓鱼3. camp野营 二、1.B 2.A 3.D 4.C 三、1. What did, do there 2. Where did, go ‎ ‎3. Amy hurt his 四、1. He went fishing with his father.‎ ‎ 2. No, he didn’t.‎ 板书设计 ‎ Unit 3 Where did you go?‎ ‎ A Let’s learn ‎ rode a horse rode a bike A: Where did you go last Saturday?‎ ‎ ride B: I went to________.‎ ‎ went camping hurt my foot A: What did you do there?‎ ‎ go hurt B: I________________.‎ 7‎ ‎ went fishing ‎ go后面动词+ing,‎ 7‎