小学英语人教版 (PEP)六年级下册Unit 3 Where did you go? Part A第一课时教案及反思

这是一份小学英语人教版 (PEP)六年级下册Unit 3 Where did you go? Part A第一课时教案及反思，共12页。教案主要包含了按要求完成句子，看图，回答问题等内容，欢迎下载使用。
Unit 3  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 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 Gao 三人昨天的活动。
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 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。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 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。）
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。）齐读短语 rode a bike，went camping, went fishing。  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。 （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。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。


    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 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。 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。 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。）        （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      B. went camping
     C. rode a bike      D. hurt my foot      三、按要求完成句子。 Sarah rode a bike there.（就画线部分提问。）            Sarah            ? Mike went to a forest park yesterday.（就画线部分提问。）            Mike      yesterday? I hurt my leg last Saturday.（用 Amy 改写。）                  leg last Saturday. 四、看图，回答问题。 What did you do last weekend?                                   .    Did he ride a bike yesterday?
                                 .       板书设计 Unit 3 Where did you go? A Let’s learn  rode a horse ridewent campingrode a bike    hurt my footA: Where did you go last Saturday? B: I went to   .A: What did you do there?gohurtB: I             . went fishing go 后面动词+ing,