C课堂实录【2】

Unit3 Where did you go? 第4课时教学设计

【内容来源】人教版PEP（2013年版）六下Unit3

【主 题】Where did you go?

【课 时】第4课时：B Let’s learn. Look and say.

一、

目标依据

依据新课标，要求小学六年级学生能听懂课堂活动中简单的提问；能听懂常用指令和要求并做出适当的反应；能认读所学词语，能根据拼读的规律，读出简单的单词；能按要求用简单的英语做游戏，能体会到英语学习的乐趣；在学习中集中注意力；敢于开口，表达中不怕出错误；积极参与各种课堂学习活动，积极与他人合作，共同完成学习任务。

二、教材分析

这是本单元的第四课时。“Let’s learn” 为词汇学习课，通过学习四个描述假期活动的词组来学习如何描述自己的暑假生活及询问别人的假期情况。“Look and say” 为以上知识的应用。

三、学情分析

在六年级下册Unit2中，学生已初步学习了一般过去时的陈述句与一般疑问句形式，并在本单元前三课时中，初步学习了如何询问并回答有关周末（假期）去过的地方及做过的事情，本节课将在学习四个描述假期活动的词组的基础上进一步学习如何谈论假期活动。

四、教学目标

1. 能够听、说、读、写四个描述假期活动的词组：ate fresh food,

went swimming, took pictures, bought gifts。

2. 能够运用句型How was your summer holiday? 询问别人的假期情况；能够正确运用上述四个词组描述自己的暑假生活。

五、教学重难点

1. 重点：听、说、读、写四个描述假期活动的词组：ate fresh food, went swimming, took pictures, bought gifts。

2. 难点：

了解常见的一般过去式动词的不规则形式。

六、教学评价

1. 通过游戏

“Magic fingers”, “Which is missing?” 和“最佳拍档”来让学生听、说、读、写单词。

2. 通过创设情境及“Look and say”来运用重点句型提问并回答周末做过的事情。

七、教学过程

Step 1: Warm-up 1. 师生相互问候。

2. 教师展示学生的照片，学生观看一遍后，学生分角色表演课文。

A: Where did you go over the winter holiday? B: I went to... A: How did you go there? B: I went there by... A: Who did you go with?

B；I went with... A: What was the weather like there? B: It was…

A: What did you do there? B: I saw... I bought...

I ate...

I had... A: How was your holiday? B: It was... ……

Let me tell you something about my summer holiday. On the first day, I ...It was a long holiday. I enjoyed it very much. Step 2：Presentation 1. 呈现新单词。

(1) 教师呈现B Let’s learn部分图片，提问：Who is he? 学生回答后，教师介绍：These were the pictures Wu Yifan took over his summer holiday. What did he do last summer holiday? Let’s have a look.引出 ate fresh food并进行教读，注意food的发音。

教师可围绕此活动，进行拓展，培养学生的口头表达能力。教师可提问：What fresh food did he ate? Did he eat vegetables? Did he eat fish? What fresh food did you ate yesterday? (2) 教师用同样的同样方式教went swimming, took pictures和bought gifts。教师在教授新词的过程中，可用同类单词归类或语音的拼读方法帮助学生更快掌握新单词。

(3) 教师在课件上呈现本部分单词的图片，播放录音，学生跟读。

教师需提醒学生注意一般过去式动词的不规则变化形式。

2. Let’s learn.

(1) 教师教完四个新词后，再次提问：How was Wu Yifan’s summer holiday? 要求学生听录音，核对答案。

(2) 教师在课件上播放B Let’s learn动画，学生跟读；同桌分角色对话。

(3) 学生同桌合作，模仿B

Let’s learn中对话，根据实际情况对话。

Step 3：Practice 1. 游戏2: Which is missing? 规则：教师在课件上出示本课单词图片（可以重复出现），教师让学生先认真观察，然后让其中一张图片快速消失，问学生哪一个单词不见了。最先回答出来的学生所在的小组获胜。

3. Look and say.

(1) 教师在课件中呈现Andy的图片，让学生猜测Andy暑期活动，然后再呈现Andy的暑假活动图片。在呈现第四幅图时，引导学生思考为什么Andy见了吴一凡会说：How much is it? (2) 教师引导学生发挥想象，围绕Andy暑假活动的细节进行两人小组问答。示例如下：

A: What did Andy do last summer holiday?

B: He ate fresh food.

A: What did he eat? B: He ate ... A: Why did he eat fresh food? B: Because he wanted to be healthy. Fresh food was good for his body. (3) 教师呈现Andy暑假活动的四幅图，同桌两人一组进行描述。教师在课件上提供一些连词或短语作为语言支架，如：On the first day, after several days, a week later等。

Step 4: Summary 教师引导学生总结本课所学的词汇和句型，鼓励学生提出问题。

Step 5: Homework 在四线三格中正确抄写ate fresh food, went swimming, took pictures, bought gifts 5遍。

【板书设计】

Unit3 ate fresh food went swimming took pictures bought gifts

Unit3 Where did you go? 第4课时教学设计

尼四小

徐丽娟