Where did you go第一課時課時內(nèi)容 A Lets learn Listen, answer and write 課時分析本課時是人教版六年級下冊第三單元第一課時。圍繞Where did you go?這一話題展開，主要通過對話學習詞組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的表達。引導學生可以通過博客、微信等，與朋友分享自己的活動和情感。持續(xù)培養(yǎng)學生學習英語的興趣，激發(fā)學生學習英語的熱情，樹立學習英語的自信。第一課時是本單元的基礎，學會了本課時所要掌握的知識，再學習其他課時會起到事半功倍的效果，本課時的重點是四會詞組的掌握以及能夠運用四會詞組、核心句型談論周末活動或假日活動。 本課時包括Lets learn 和Listen, answer and write 兩個板塊。Lets learn呈現(xiàn)了John五月一日騎馬、去野營、去釣魚和五月十二日騎車子、腳受傷的五幅照片，通過John的博客分享這一情景，呈現(xiàn)單詞和詞組,使學生直觀的了解詞組的形式和意義。此板塊呈現(xiàn)的對話情境是張鵬看見John發(fā)表的博客，與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。博客是現(xiàn)在在孩子之間很流行，可以把自己的文章，自己的圖片放上去，大家一起看，也可以設為隱私。博客是學生們感興趣的話題，很貼近學生的生活，也更能激發(fā)學生學習的興趣和熱情。Listen, answer and write 板塊是一個綜合性的語用活動，可以通過本活動操練和鞏固A 部分Lets learn板塊中有關假期和周末活動的單詞和詞組。 本課時雖然是新授課，但是四會詞組中的單詞horse, bike, fishing, foot，went的原形go,在以前已經(jīng)學過，所以新授知識很容易被學生們接受。在設計教學過程時，我以學生的學習興趣為主，利用自己活動的圖片復習詞組，用John在博客上發(fā)表的圖片學習詞組，用學生旅游的照片引出句型，采用聽、說、讀、 寫、玩、兒歌等多種教學手段全面調(diào)動學生的積極參與。通過直觀教學法、情境教學法、讓學生在快樂的氛圍中學會知識。課時目標 （1）能夠聽、說、讀、寫單詞和詞組：rode a horse, rode a bike, went camping, went fishing, hurt my foot。 （2）能夠運用上述單詞和詞組討論周末或假日活動。（3）能夠完成聽力、書寫活動。（4）能夠聽、說、讀、寫句型：Where did you go.? I went to . What did you do there? I.（5）能夠使用上述句型談論周末或假日活動。 (6) 能夠聽錄音后獲取信息，并能用完整的句子進行書面描述Carl, Meimei和Mr Gao三人昨天的活動。（7）引導學生可以通過博客、微信等，與朋友分享自己的活動和情感。持續(xù)培養(yǎng)學生學習英語的熱情，樹立學好英語的信心。課時重難點1.重點（1）能夠聽、說、讀、寫單詞和詞組：rode a horse, rode a bike, went camping, went fishing, hurt my foot。（2）能夠運用上述單詞和詞組討論周末或假日活動。（3）能夠聽、說、讀、寫句型：Where did you go.? I went to . What did you do there? I.（4）能夠使用上述句型討論周末或假日活動。（5）能夠聽錄音后獲取信息，并能用完整的句子進行書面描述Carl, Meimei和Mr Gao三人昨天的活動。2.難點（1）能夠正確使用四會單詞和詞組討論周末或假日活動。（2）能夠靈活運用句型Where did you go.? I went to . What did you do there? I.談論周末或假日活動。（3）單詞hurt, the Labour Day的認讀。教學準備 多媒體課件、卡片、錄音機、磁帶、照片教學過程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設計意圖：教師與學生之間的談話，可以加深教師對學生的了解，拉近教師與學生之間的交流。2. Lets sing.T: Now lets sing a song” Last Weekend”. OK? Ss：OK.（課件播放歌曲，教師與學生一起唱歌。）教學資源：課件設計意圖：歌曲Last Weekend，復習了與本課相關的句型，同時通過師生的共同歌唱，活躍了課堂氣氛，激發(fā)了學生學習的興趣，為進入下個環(huán)節(jié)做好準備。Step 2 Lead inT: Boys and girls, lets play a game. Guess. What did I do yesterday? （課件出示看電視、打掃房間、看書、洗衣服的照片，照片被遮住一部分，讓學生們猜出昨天做過的事情。）S1：You watched TV.T: Yes. What else?S2: You read books.T: Right. Go on.S3: You .T：You are clever. （教師要不斷的鼓勵學生大膽猜測，并給與口頭獎勵。）教學資源：照片設計意圖：教師是學生們非常想要了解的，通過學生猜測教師的活動，很能引起全體學生的興趣，同時又為學習新課做好準備。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”（課件呈現(xiàn)插圖。） 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.(板書the Labour Day，領讀，齊讀，幫助學生理解。注意Labour的發(fā)音。)What did he do on the Labour Day holiday? Look at picture 1.Ss: He rode a bike. (教師引導學生說出。)（板書rode a bike，展示ride，讓學生讀并說出i的發(fā)音，然后根據(jù)發(fā)音規(guī)律，讓學生自己試讀rode，體會o的發(fā)音, 再領讀rode，指名讀，拼讀，齊讀短語,注意rode 和a之間的連讀。)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.（引導學生說出。）（板書went camping, went fishing。教讀went，fishing拼讀，指名讀，領讀,。教學camp，聯(lián)系單詞lamp,，以舊帶新，讓學生自己拼出它的讀音，教師帶讀，指名讀，然后齊讀短語。）b. 齊讀短語rode a bike，went camping, went fishing。c. 觀察短語went camping, went fishing，找找動詞變化的規(guī)律。 go后面的動詞要加+ing，變成動名詞。（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?(引導學生猜測John上周六去的地方和做的事情，然后展示圖片。)S1: He rode a bike.（板書rode a bike，指名讀，領讀，齊讀。）（3）Learn ”hurt my foot”.T: Who rode a bike with him? （繼續(xù)觀看博客的圖片。）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.(引導學生說出。)( 板書hurt my foot, 聯(lián)系單詞nurse, Thursday中字母組合ur的發(fā)音，讓學生自己拼出單詞hurt的讀音，指名讀，帶讀，齊讀短語，理解短語，注意hurt的過去式不變。) （4）播放錄音，跟讀五個短語，注意語音、語調(diào)。 （5）兒歌記憶短語。 Went ,went, went fishing去釣魚, went camping, 去野營。 Rode，rode, rode a horse, rode a bike, hurt my foot傷到了我的腳。 （兩人一組，記憶兒歌。）教學資源：課件、錄音機、磁帶設計意圖：在教學四會單詞和詞組時，我采用單詞遷移的方式，讓學生根據(jù)已學的類似的單詞，推出單詞的發(fā)音。教給學生拼讀單詞的方法，提高學生的自主學生的能力。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. (展示學生旅游的照片，引導學生觀看板書上的句子，理解句子，并用板書上的句子向該生提出問題。) A: Where did you go last weekend? B: I went to _. A: What did you do there?B: I_. （2）播放Lets learn 對話，學生聽錄音回答問題。 Where did John go last Saturday? What did he do there?（3）看書跟讀錄音，模仿語音語調(diào)。（4）分角色朗讀對話。（5）仿編對話,兩人一組，任選下面的一組演練對話。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）指組表演對話。教學資源：照片、課件 設計意圖：與大家一起分享學生旅游的照片，并根據(jù)照片提出問題，激起學生想要表達的欲望，提高學習的興趣。 Step 4 Practice 1. Lets play a game.快速搶答全班分成男生，女生兩大組，請一名男生或一名女生抽取兩張卡片依次做出相應的動作，兩個組的學生根據(jù)表演者的動作猜：He rode a horse/ and went fishing/哪個組先猜出答案就得一分。教學資源：圖片設計意圖：快速搶答的游戲，激起學生們的斗志，學生們都很積極的參與，既活躍了課堂氣氛，又鞏固了新授短語。2. 兩人一組，輪流抽取學生卡片編對話。A：What did you do last Saturday?B：I rode a bike. What about you?A: I went camping.教學資源：學生自制卡片設計意圖：抽卡片編對話，鍛煉學生的口語表達能力，扎實了短語的認知能力。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?（引導學生用不同的動詞或動詞短語進行回答，描述昨天的事情和感受。）（2）四人一組把學過的過去式的動詞短語進行歸類。（課件展示。）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，聽前預測。 T: Carl, Meimei and Mr Guo did different things yesterday. What did they do? Please guess. (4) 播放錄音，學生回答，然后把相關信息寫在橫線上。（5）小組復述，指名復述。教學資源：課件設計意圖：設置情境，激活已有的知識。鼓勵學生拓寬思路，幫助學生鞏固和運用A部分所學的詞匯和句型。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?（教師適當提醒。）Ss: Go后面的動詞必須+ing，變成動名詞。設計意圖：學生們自己總結、歸納本節(jié)課所學的知識，加深對知識的理解，便于對知識的記憶。課堂作業(yè)一、將下列字母重新排列，組合成新的單詞，并寫出漢語。1. d, i, r, e 2. s, i, h, f 3. c, a, p, m, _ _ _ （ ） （ ） （ ）二、同學們在假期里都做了什么，快來看一看，連一連。A. rode a horse 1. B. went ca