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1、Where did you go第三课时课时内容 B Lets learn Look and say课时分析本课时是人教版六年级下册第三单元第三课时。围绕“暑假生活”这一话题展开，主要通过对话学习单词和词组ate fresh food, went swimming, took pictures, bought gifts.及句型How was your summer holiday? It was 的表达。引导学生关注他人，激发学生学习英语的热情，培养学生学习英语的兴趣，树立学好英语的信心。第二单元学习了句型How was your? It was的表达，为本课时做了很好的铺垫，学生能够轻松的
2、掌握句型。本课时的的重点是四会词组的掌握以及能够运用四会词组描述自己的假期活动。 本课时包括Lets learn 和Look and say两个板块。Lets learn呈现了吴一凡暑假吃新鲜的食物、去游泳、拍照和买礼物四幅场景，体现了假期活动单词的词性和意义。对话板块通过吴一凡和Amy聊自己暑假生活的情景，引出了句型How was your summer holiday? It was 。此情境围绕的是关于学生最喜欢的、最感兴趣的暑假生活这一话题展开，符合学生的心理，贴近学生的实际生活，更能激发学生学习的兴趣。Look and say 板块是一个综合性的语用活动。学生可以通过这个活动操练B部
3、分Lets learn板块中所学的有关假期生活的词汇，描述Andy的假期生活，以达到在真实的生活中生活。 本课时虽然是新授课，但是四会单词ate, went, took, bought的原形以及fresh, food, swimming, picture这些单词曾经学会，所以学生接受新知会比较快。在设计教学过程时，遵循以学生为主体，教师为主导的原则，采用听、说、读、 写、唱、儿歌等多种教学手段全面调动学生的积极性，通过直观教学法、任务型教学法、合作探究教学法等引导学生自主学习，提高自主学习的意识。课时目标 （1）能够听、说、读、写单词和词组：ate fresh food, went swimm
4、ing, took pictures, bought gifts. （2）能够正确使用上述单词和词组描述自己的假期生活。（3）能够看图描述Andy的假期生活。（4）能够运用句型How was your summer holiday?询问别人的假期情况。（5）引导学生关注自己身边的人，激发学生学习英语的热情，培养学生学习英语的兴趣，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：ate fresh food, went swimming, took pictures, bought gifts.（2）能够正确使用上述单词和词组描述自己的假期生活。（3）能够看图描述An
5、dy的假期生活。（4）能够运用句型How was your summer holiday?询问别人的假期情况。2.难点（1）能够正确使用上述单词和词组描述自己的假期生活。（2）能够灵活运用句型How was your summer holiday?询问别人的假期情况。（3）能够看图口头描述Andy的假期生活。教学准备 多媒体课件、卡片、图片、录音机、磁带、歌曲教学过程Step 1 Warm up 1. Greeting T: Good morning, everyone. Ss: Good morning, teacher. T: How are you? Ss: Im fine, thank
6、s. How are you?T: Very well, thanks. Whats the weather like?S1: Its sunny/windyT: What did you do on your holiday?S1: IS2: IT: A re you ready for English class?Ss: Yes, Im ready. T: Ok. First lets play a game. Ok？Ss: Ok.设计意图：师生之间的互相交流，加强了师生之间的情感，融合了师生之间的关系。2. Play a game.师生玩“我来比划，你来猜”的游戏。教师把rode a h
7、orse , rode a bike, went camping, went fishing, hurt my foot这些短语的图片扣到讲桌上，找几名学生到讲台前抽图片，然后根据抽到的图片做出相应的动作，其他学生快速猜出短语。教学资源：短语图片设计意图：游戏的设计让学生们尽快的融入到英语的课堂之中，又复习和巩固了所学的短语，为学习新知做准备。Step 2 Lead in1. Ask and answer T: How was your weekend? S1: It was fine/ good/ Ok, thanks. T: What did you do? S1: I went fish
8、ing/ cleaned my room How was your weekend?S2: It was What did you do? S3: 设计意图：句型操练鼓励学生大胆发言，积极参与，帮助学生回忆旧知，为引出新知、学习新知做好铺垫。2. Lets chant T: Boys and girls, I have a chant for you. Now lets chant together.（教师播放自编歌谣，师生共同吟唱。）How was your holiday? Good, good, it was good. Where did you go on your holiday?
9、 I went to Xinjiang.What did you do there?I rode a horse, rode a bike, and went camping, too. 教学资源：课件设计意图：歌谣帮助学生复习和巩固上学过的短语和本课有关的句型，激发了学生学习英语的兴趣，活跃了课堂气氛。Step 3 PresentationLets learn1. Teaching “ate fresh food, went swimming, took pictures, bought gifts” (1) Show the picture of Wu yifan.T: Who is he
10、?Ss: Hes Wu yifan.T: These were pictures Wu yifan took over summer holiday. What did he do last summer holiday” Lets have a look.(2) Learn “ate fresh food” T: Look at the picture. What did he do? （引导学生回答。） Ss: He ate fresh food.（板书ate fresh food, 比较ate 和它的原形eat词形的变化。自己找规律，指出a的发音，读出ate。教学food, 注意与foo
11、t音、形的区别。指名读，领读，分组的，齐读。） T：What fresh food did he eat? S1: He ate fish. S2: He ate vegetables. T: We should eat more vegetables and fruit, keep our body healthy. （引导学生健康饮食。） (3) Learn“ went swimming” T: Now lets look at picture 2. What did he do?( 提醒学生联系went fishing, went camping。) S1：He went swimmin
12、g. (板书went swimming，注意swimming的书写。指名读，带读，齐读，拼读。) T: Why did he go swimming? S1: He was hot. S2: He liked swimming.T: Who did he go with? Ss: His dog. T: Was he tired? Ss: Yes.（围绕went swimming拓展话题，丰富学生的想象力，培养学生口头输出语篇的能力。） (4)Learn “took pictures, bought gifts” T: What did he do after swimming? Look a
13、t picture 3. (展示短语took pictures，联系look， 让学生根据look的读音，读出took，注意took的原形和pictures中的“s”。) What did he do? Ss: He took pictures.（板书took pictures, 带读，指名读，齐读。） T: What else did he do?(展示图片，引导学生回答。) Ss: He bought gifts. T: Look, this is a gift.(教师拿出一个礼物，教读单词gift，指名拼读，齐读。) Wu yifan bought some gifts. (板书boug
14、ht gifts。领读bought， 教读，指名读，分组读，拼读，注意bought的书写。)(5) Look at the blackboard ,listen to the tape and follow the tape.(6) Read the five phrases. 升降调领读一遍，学生两人一组练读，四人小组齐读。(7)说儿歌，记忆儿歌。 Ate, ate fresh food, 吃新鲜的食物 Went, went swimming, 去游泳 Took, took pictures, 照相 Bought, bought gifts, 买礼物教学资源：课件插图，设计意图：六年级的学生
15、具有知识迁移的能力，学习四会单词的读音，要让学生联系学过的单词，引出新授单词的读音，教给学生拼读单词的方法，培养学生的自主学习能力。2. Learn the dialogue. (1)T: Wu yifans summer holiday was good. How was your summer holiday?(板书句型。指名说汉语，带读， 齐读。) S1: It was good. (板书句型。) T: What did you do? S2: I ate fresh good. (2) Do practice in pairs. A: How was your summer holiday?B: It was good.A: What did you do?B: I（两人一组用新授词组练习。） (3)Listen to tape and learn the dialogue. a. Listen t
