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1、Unit 3 第二课时课时内容A Lets try Lets talk课时分析本课时是人教版六年级下册第三单元的第二课时，与第一课时紧密相连，围绕“John在新疆旅游”展开话题。本节课主要是通过谈话的情景理解单词或词组：fell off, look like, Turpan, mule, could, till, 以及巩固第一课时所学的句型Where did you go? I went to What did you do? I引导学生了解新疆的风土人情，激发学习英语的热情，培养学生学习英语的兴趣。在第一课时中句型Where did you go? I went to What did yo
2、u do? I的学习，为本课时奠定了基础。但是学生对于去过哪里的问答句型掌握的不是非常熟练。本课时的重点是能在情景中恰当的运用由Where和What引导的一般过去时特殊疑问句及能够借助图片和教师的帮助下理解对话大意。本课时包括Lets try 和 Lets talk 两个板块。Lets try是听力训练，通过John应答Amy和张鹏的电话、说明自己没有上课的原因这一情景, 呈现新句型。听力的练习，提高学生的听力技巧，为进入对话学习做好准备。Lets talk呈现了新疆吐鲁番葡萄沟、骡子的两张图片，帮助学生理解理解Turpan, mule。对话呈现的是Amy 去John的家探望受伤的John，引
3、出句型What happened? Are you all right? 引导学生同学之间要团结友爱。然后通过John的照片分享在五一假期活动的情景，呈现重点句型Where did you go? What did you do? 新疆是个美丽的地方，也是很多人想要了解的地方，因此学生们对于本课的对话会感兴趣，很能激发学生的求知欲望和想要用英语表达的愿望。本课时出现的词汇中，有很多的生词和词组，fell off, mule, could, till, 这些单词和词组的读音，语义对于学生都有一定的困难，我要借助于图片、一定的语境，肢体语言等方法帮助学生学习和理解。本课时出现的话题很多。我先采用游
4、戏、句型问答等方式复习，帮助学生回忆和巩固上节课的知识。接着与学生一起分享教师旅游的照片，学习新授词汇和句子。再结合教材插图、语境理解整篇对话。最后运用调查、设计黄金路线等方法，帮助学生更好的使用语言。教学设计要遵循以学生为主的原则，培养学生独立思考的能力、自主学习的能力。课时目标1. 能够听、说、认读单词：fell off, look like, Turpan, mule, could, till2. 能够很好的完成Lets try。3. 能够听、说、认读句型：What happened? Are you all right? It looks like a mule.4. 能够在情景中恰当
5、的运用由Where和What引导的一般过去时特殊疑问句。5. 能够通过对话学习了解新疆的风土人情。6. 能够用正确的语音、语调朗读对话，并能角色表演。7. 能够在图片和教师的帮助下理解对话大意。8. 激发学习英语的热情，培养学生学习英语的兴趣。课时重难点1.重点（1）能够听、说、认读单词：fell off, look like, Turpan, mule, could, till（2）能够在情景中恰当的运用由Where和What引导的一般过去时特殊疑问句。（3）能能够用正确的语音、语调朗读对话。（4）能够在图片和教师的帮助下理解对话大意。2.难点（1）单词fell off, look like
6、, Turpan, mule, could, till的认读和理解。（2）句型What happened? Are you all right? 的理解和Where did you go? What did you do? 的灵活运用。教学准备 多媒体课件、歌曲、词卡、图片、照片、日历、录音机、磁带、调查表教学过程Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, teacher.T: How are you today?Ss: Very well, thanks. And you?T: Im f
7、ine, too. Before our class, lets sing a song together.Ss: Ok. (师生共唱歌曲Last Weekend。)教学资源：歌曲设计意图：歌曲的运用，激发学生的学习兴趣，把握已学的知识。2. T: T: You are great. Are you ready for English?Ss: Yes.T: First lets review some words and phrases. a. 教师依次展示词卡，ride, go, hurt, 让学生说出及拼出它们的过去式。例如：教师展示单词ride，学生说出rode, R-O-D-E, ro
8、de。） b. 教师依次展示图片rode a bike, went fishing, rode a bike, went camping, hurt my foot，学生说出短语，并做相应的动作。 c. 齐说短语儿歌。Rode, rode a bike骑车子，went, went fishing去钓鱼教学资源：词卡、图片设计意图：通过听、说、认读、儿歌等不同的方式，复习和巩固上节课所学的短语。Step 2 Lead in 1.问题导入T: Where did you go last Saturday?S1: I went to T: What did you do there?S1: I Wh
9、ere did you go last Saturday?T: I went to a parkS1: What did you do there?T: I went fishing.2. 两人一组操练句型。 A: Where did you go last Saturday? B: I went to A: What did you do there? B: I3.指组练习。设计意图：问题的导入唤起了学生的注意力，激发了学生学习的兴趣。听力的，为学习对话做好准备。Step 3 Presentation1. Lets try a. T: Great, everyone. Listen, the
10、re is a phone call. Who is phoning? Oh, John had a phone call with Amy. Where is John now? Where is Amy now? Why did Amy give a phone call to John? When was it? 学生预测听力内容。b. 播放录音，学生完成第一、二题。c. 教师追问学生Why was John at home? 引导学生猜测。再次播放录音，完成第三题，验证预测。教学资源：录音机、磁带设计意图：指导学生学会听前预测，掌握听力技巧，提高听力水平。并且通过听力活动获得Lets
11、talk 板块的相关信息，为进入对话学习做准备。2.教学单词”holiday, mule, look like, Turpan(1).教师结合日历，让学生理解单词holiday。 T: I went to the park last weekend. On my holiday, I went to many places. Look at the calendar. It has red-coloured dates. Why does it have red-coloured dates? It has festivals. People dont go to work. We usual
12、ly have holidays, such as New Years Day and Childrens Day. As students, we also have winter holiday, summer holiday, and so on.(2)教师展示不同假期的图片提问： Do you like holidays? What do you usually do on your holiday? Do you go on trips? What do you usually do over your trips?（引导学生根据自己的实际情况回答。）（3）教师展示自己假期的照片，与
13、学生分享。 T：I like holidays, too. Sometimes I say at home and do the things I like to do, sometimes I go on trips. On the Labour Day holiday, I went to a place. I did many things there. Now look at my holiday pictures, you can ask me some questions.（板书on the Labour Day holiday, 领读，齐读，鼓励学生大胆提问, 积极表扬善于发问的
14、学生。） S1：Where did you go on the Labour Day holiday? T: I went to Beijing. S2: What did you do there? T；I visited Wangfujing Street. S3：Who did you go with?(如果学生不能正确的提问，教师要适时引导。) T：My son.（板书学生提出的问题。） 教学资源：假期图片、教师照片、日历、 设计意图：借助一定的语境、图片，帮助学生理解生词，使学生更加易懂。将问题的话语权交给学生，指导学生提出自己想要的问题，快速掌握句型。3. Lets talk(1)
15、 T：You are wonderful. On the Labour Day holiday, John went on a trip, too. Where did he go? There are two of the pictures he took over his holiday. Can you guess where he went? (课件展示插图，让学生猜出John 五一假期去的地方。) Ss: Xinjiang. T: Yes. Did he go to Turpan?（板书单词Turpan，领读，教读，结合图片理解。） Ss: Yes. (2) 小组互相交流对新疆的印象，教师播放视频介绍新疆风土人情，并利用视频学习单词mule, Turpan。（板书单词mule, 教读单词，领读单词。教师在教mule的时候，用图片对比horse，引出句子It looks like a horse. 领读句子，理解look like，齐读句子，让学生知道骡子和马外形相似。）（3）T: There were so many interesting things we can do in Xinjiang. What did John do when he was in
