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1、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。
2、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
3、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，
4、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
5、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
6、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, te
7、acher.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 Weeke
8、nd，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
9、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
10、 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
11、，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 ca
12、mping, 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
13、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 rid
14、e 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,
15、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 h
