C课堂实录【3】

Unit 3 Where did you go?

A learn 一、教材分析

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。

二、学习目标

（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... 三、学习重点

（1）能够听、说、读、写本课的单词和词组。

（2）能够使用上述句型讨论周末或假日活动。

四、学习难点

（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。

五、学情分析

在第二单元学生已经学习动词的过去时态以及规则动词的变化规则。但是对于不规则动词的变化以及使用存在很大的问题。并且缺少归纳的过程。所以这节课要介绍类似不规则动词的变化，帮助学生记忆使用。

六、教学过程

Step 1 Warm up (1) Greetings. T: Good morning! Boys and girls! Ss: Good morning! Miss Wang! T: How are you? Ss: I’m fine, thank you! And you?

T: I’m fine, too. Thanks! What’s the weather like today?

Ss: It’s sunny and windy.

T: Let’s begin our class. Ss: Read the subject together. “Unit3 Where did you go?”

设计意图：通过师生对话，拉近师生距离，同时快速进入课堂状态。

(2) Play a game T: First, let’s play a game. (If you see the present form words,

please read loudly. If you see the past form words or phrases, please clap and say.) Ss: Read and clap.

设计意图：通过拍手大声读的学习方式，学生可以对已有知识进行巩固。另外，通过拍手的方式可以检测学生能否很好掌握关于时态的时间状语和动词的变化形式。

(3) sing a song Ss: tell me about your holiday.

通过唱歌激发学生学习兴趣，并且引出本课的主题。

Step 2: Presentation

1.T: What did Amy do from the song? S1: She went fishing and went shopping. T: How was John’s holiday? This is John’s blog, we can see his daily life from it? We know May 1st is Labour Day. Where did John go on the holiday? There is a call from Zhang Peng and John? John was at home. Zhang Peng called him on the phone. What did they talk about? Ss: Read the dialogue together. 2.To learn new words. T: Look and say. Where did John go? / What did he do there? S2: He went to Xinjiang. He went camping./ went fishing/ rode

a horse. T: To write them on the blackboard. Ss: listen and follow to say. 设计意图：通过张鹏和约翰的对话引出新知。

3.Listen and answer. Q: Where did he go last Saturday?/ What did he do there? S3: He went to a forest park. He rode a bike./ hurt his foot. T: To write them on the blackboard. Ss: listen and follow to say. 设计意图：通过听力设置，引出新知学习。

Step 3: Practice 1. Look and say. T: Look at John’s blog.

Let’s look and say.

Ss: Look and say./ Try to say. 2. Talk about John’s blog.

Ss: Fill in the blanks in a minute , then read it in their groups. Read together at last. 设计意图：通过看图读单词，试着背单词，并且以短篇的形式呈现检测学生学习效果。

3. Pair work. Ss: Work in pairs, ask and answer. 4. Listen and write.

T: Now open your books and turn to P25. Listen and write. Ss: Listen and fill in the blanks. 设计意图：通过两人对话，练习What did she/ he/ they do?句型以及本课的新词组。

5. Talk about their own holidays. Ss: Talk in pairs and make a new dialogue. Then write a short passage. 设计意图：通过给出表格信息，两人创编对话。最后以思维导图的形式写写自己的假期，对新知进行综合输出。

Step 4: Extension Ss: 1.Read the story and answer the questions. Q1.How was the envelope ? Why? Q2. Who wrote a letter and put it inside of the envelope? Q3.Where did the envelope go? Q4.How did the envelope go to Grandmother’s home?

Ss: 2. Read the story. The little envelope’s big trip

Step5: Summary T: What did you learn this class? Ss: go-went went fishing/ camping…

do- did

did the dishes …

have-had had a cold…

ride- rode a horse …

hurt-hurt hurt the foot…

设计意图：

学生通过头脑风暴的形式复习并巩固相关动词词组的过去式形式。

Step 6 Homework

Write a short passage about your friend’s holiday.

七、板书设计

Unit 3 Where did you go?

A

Let’s learn A: Where did you go last Saturday? B: I went to________.

A: What did you do there? B:I rode a horse /rode a bike

went camping/went fishing

go后面动词+ing, hurt my foot

八、教后记

1.学生对went there写成went to there 2. 注意

went camping的发音。

3.时间把控要加强。