課時內(nèi)容


B Let’s try Let’s talk


課時分析


本課時是人教版六年級下冊第三單元第四課時，與前幾課時時緊密相連。圍繞“Amy的三亞之行”這一話題展開，主要通過對話學習詞匯beach, far frm, g there及句型Where did yu g…? Hw did yu g there? What did yu d? 的表達。引導學生了解三亞的海島風光，激發(fā)學生學習英語的熱情，持續(xù)保持學習英語的興趣，增強學好英語的信心，發(fā)揮主觀能動性。第四課時是前幾課時的延續(xù)，是句型的綜合運用，學會了本課時的知識，那么一般過去時態(tài)的特殊疑問句學生已經(jīng)完全掌握，本課時的的重點是能夠在情景中恰當運用由where, what和hw引導的一般過去時特殊疑問句。


本課時包括Let’s try 和Let’s talk 兩個板塊。Let’s try通過吳一凡和Amy在學校遇見Sarah，三人討論寒假活動的語境呈現(xiàn)新句型：Where did yu g ver the winter hliday? Hw did yu g? What did yu d? 學生通過聽力練習獲得Let’s talk板塊的人物及場景信息。Let’s talk板塊呈現(xiàn)了五幅圖，第一幅圖呈現(xiàn)了第一天從北京乘坐飛機到三亞的場景。第二幅圖、第三附圖呈現(xiàn)了第二天天氣暖和、拍照的場景。第四幅圖呈現(xiàn)了在沙灘上踢足球的場景。第五幅圖呈現(xiàn)了騎車子的場景。通過這五個場景，幫助學生體會對話的意義。此版塊呈現(xiàn)的對話情境是吳一凡和Amy在學校遇見Sarah，三人討論寒假的活動，從而引出句型Where did yu g ver the winter hliday? Hw did yu g? What did yu d?


本課時涉及的句型比較多，但是Where did yu g? What did yu g? 句型已經(jīng)在前幾節(jié)課學過，學生很容易的掌握本課知識。所以在設(shè)計教學時，要重點放在句型的綜合運用上。給學生創(chuàng)設(shè)真實的情境，調(diào)動全體學生的積極參與，做到操練與情境相結(jié)合，達到語言運用的目的。


課時目標


1. 能夠在教師的幫助下，借助圖片，理解對話大意。


2. 能夠借助語境理解單詞和詞組：beach，far frm，并能正確發(fā)音。


3. 能夠用正確的語音、語調(diào)朗讀對話。


4. 能夠聽、說、讀、寫句型：Where did yu g …? Hw did yu g? What did yu d?


5. 能夠在情景中恰當運用上述句型談?wù)摷倨诨顒印?br/>

6. 能夠在情景中運用由where, what和hw引導的一般過去時特殊疑問句。


課時重難點


1. 重點


（1）能夠在教師的幫助下，借助圖片，理解對話大意。


（2）能夠聽、說、讀、寫句型：Where did yu g …? Hw did yu g? What did yu d?


（3）能夠在情景中恰當運用上述句型談?wù)摷倨诨顒印?br/>

(4) 能夠在情景中運用由where, what和hw引導的一般過去時特殊疑問句。


2. 難點


1. 句型Where did yu g …? Hw did yu g? What did yu d? 的靈活運用。


2. 能夠在情景中正確的運用由where, what和hw引導的一般過去時特殊疑問句。


教學準備：課件、詞卡、圖片、錄音機、磁帶、調(diào)查表、


Step 1 Warm up


1. Greeting


T: Gd mrning, bys and girls.


Ss: Gd mrning, teacher.


T: Hw d yu feel tday?


Ss: Happy.


T: Are yu ready?


Ss: Yes, we are ready.


T: Ok. Let’s sing a sng tgether.（播放歌曲Tell me abut yur hliday.）


Ss: Ok.


教學資源：錄音機、磁帶


設(shè)計意圖：歌曲是學生喜歡的一種教學形式。它使學生在寬松和諧的氛圍中，復習和鞏固了知識。


2. Review sme phrases.


(1)T: Great! Everyne, nw I have sme cards. Let’s say and d. 教師展示詞卡g swimming, 學生說出它的過去式went, went, went swimming,去游泳，并做出游泳的動作。


(2)教師依次展示eat fresh fd, take pictures, buy gifts的詞卡，學生說出動詞的過去式和漢語，然后做出相應(yīng)的動作。


(3)學生齊說短語兒歌。


教學資源：詞卡


設(shè)計意圖：不同的操練形式，幫助學生復習和鞏固上節(jié)課所學的短語。


Step 2 Lead in


Ask and answer.


T: Nw I have sme questins t ask yu. Hw was yur summer hliday?


S1: It was gd/fine/great…


T: Where did yu g?


S1: I went t ….


T: What did yu d there?


S1: I…


（教師多找?guī)酌麑W生問答。）


設(shè)計意圖：問答操練，鍛煉了學生的思維能力和口語能力，使學生及時地復習和鞏固了前幾節(jié)課的知識，并為學習本課的知識打下良好的基礎(chǔ)。


Step 3 Presentatin


1．Let’s try


(1) Shw the pictures abut “Amy, Sarah, Wu yifan”.


T: Wh are they? D yu knw?


Ss: Amy, Sarah and Wu yifan


T: Wu yifan and Amy meet Sarah at schl. What are they talking abut? Can yu guess?


S1: Last Weekend.


S2: Summer hliday.


S3: …


(2) Listen t the tape and answer the first questin.


T: What did Sarah d in Hangzhu?


S1: He went t the West Lake.


T: Wnderful. What was the West Lake like?


S2: Big.


S3: Beautiful.


T: Gd. What else culd we d in the West Lake? (引導學生回答。)


Ss: We can rw a bat.


(3) Listen t the tape again and answer the secnd questin.


T: Sarah bught sme gifts. Wh did she buy gifts fr?


教學資源：錄音機、磁帶


設(shè)計意圖：學生先學會聽前預測，做到有重點的聽，提高自身的聽力技巧，并為進入正式的對話學習做好準備。


2. Let’s talk


(1)預測對話內(nèi)容。


T: Sarah went t Hangzhu last winter hliday. What abut Amy? 學生帶著下面提出的問題閱讀文本。


Questins: Where did she g?


Wh did she g with?


When did she g?


Hw did she g there?


What did she d?


(2)解決問題。


T: Where did Amy g?


S1: She went t Sanya.


T：When did she g?


S2: The winter hliday. （板書winter hliday, 利用日歷幫助學生理解，帶讀，指名讀，齊讀。）


T: Wh did she g with?（板書句型，講解句型，理解句型。）


S3: Her family.


T: Hw did she g there?( 板書句型，理解g there, 注意g后面沒有t。指名講解句型。)


S4: She went there by plane.


T: Why?（引導學生用書中的句子回答。）


Ss: Hainan is far frm Beijing. (板書far frm，用圖片理解詞組。)


(3) Talking abut “Sanya”


T: On the first day, Amy went t Sanya by plane. What did she d n the secnd day?


Ss: She tk pictures.


T: What was the weather like there?


Ss: It’s ht.


T: What did she d n the third day?


S1: She played ftball.


T: Where? （引導學生回答beach。詞卡呈現(xiàn)單詞，借助單詞peach或者sea的發(fā)音，自己試讀，指名讀，領(lǐng)讀，齊讀。）


We can say: On the third day, Amy played ftball n the beach.


（引導學生結(jié)合插圖，討論三亞，充分發(fā)揮想象。）


(4) Listen t the tape and fllw the tape.


(5) Read in rle.


兩人分角色朗讀。


男女生分角色朗讀。


3. 根據(jù)Amy’s winter hliday的思維導圖，描述Amy’s winter hliday。


兩人一組互相描述，指名描述，全班描述。


Amy went t _______ with her family ver the winter hliday. They went there________.


She ________ and _________ there.


4. 課件呈現(xiàn)教師旅游的信息，根據(jù)信息推斷疑問句。


(1) T: D yu want t hear abut my winter hliday? What d yu want t knw abut my winter hliday?（課件展示教師旅游信息的句子，兩人一組，討論疑問句。）


My Hliday Trip


I went t Beidaihe.











I went there ver the winter hliday.








I went there by car.











I went swimming.








(2)指名說疑問句，課件補充。教師講解疑問詞where, what, when, hw的用法。


(3)學生說問句，教師說答句。


教學資源：課件、錄音機、磁帶、


設(shè)計意圖：先呈現(xiàn)整篇課文對話，讓學生整體感知語言，然后再學習重點語言，練習語言。最后模仿整體對話，并創(chuàng)設(shè)真實的情境表演，達到理解語言、運用新的語言的目的。


Step 4 Practice


1. D practice in pairs.


學生根據(jù)提供的信息，任選一組，做對話練習。


Shanghai


By train


Tk pictures, bught gifts


Xinjiang


By bus


ate fresh fd, rde a hrse














句型：A: Where did yu g n yur hliday/ ver the winter hliday?


B: I went t ___________.


A: Hw did yu g there?


B: I went there_________.


A: What did yu d there?


B: I__________________.


2. D a survey and reprt.


學生兩人一組調(diào)查對方的一次旅行并作記錄。請幾名學生匯報。











匯報句型：xxx went t _______ last mnth/ last weekend/n his/ her hliday.


He/She went there_______. He/She________________ there.


調(diào)查句型：When was yur trip? Where did yu g? Hw did yu g there?


What did yu d there?


Step 5 Summary


T: What did yu learn abut this lessn?


學生自由發(fā)言，教師總結(jié)。


1. 單詞和詞組：far frm, the winter hliday, g there, beach


2. 去某地g t+地點，去那g there，t要省掉。


3. 詢問某人曾經(jīng)去過哪，句型：Where did +主語+g + 過去時間？


主語+ went t+地點。


4. 詢問某人過去怎樣去某地，句型：Hw did +主語+ g t+地方？


主語+ went there + 出行方式。


設(shè)計意圖：學生回憶知識點，教師幫助學生歸納和整理，便于學生的理解和記憶。


課堂作業(yè)


給下列句子選擇合適的疑問詞。


Where





Wh





When





Hw





Where














1.—_______ did yu g ver the winter hliday?


—I went t Hainan.


2.—_______ did he g t Beijing?


—He went there by bus.


3.—_______ did yu g t the park with?


—My mther.


4.—_______ did she g t Canada?


—Last summer hliday.


5.—_______ did yu d last Sunday?


—I went camping.


二、單項選擇。


( )1. We went ________ there by plane.


A. t B. / C. at


( )2. My brther and I ________ yesterday.


A. g swimming B. went swimming C. went swim


( )3. Hainan is ________ here.


A. far t frm B. far frm C. far


( )4. —Hw _________ the beach?


—It was beautiful.


A. was B. is C. were


三、我是閱讀小能手。閱讀短文，判斷句子正“T”誤“F”。


Last summer hliday, I went t Xinjiang with my family. We went there by train. On the first day, we visited my father’s friend. On the secnd day, we went t Turpan. I saw lts f grapes and ate lts f muttn kebabs. They were delicius. We tk pictures there. We were happy..


( )1. Last summer hliday, I went t Zhejiang with my family.


( )2. I ate lts f grapes in Xinjiang.


( )3. We visited my uncle n the first.


( )4. We went t Xinjiang by subway.


( )5. We tk pictures in Xinjiang.


四、小練筆。


請用英語介紹一下你的上個寒假去了哪？怎么去的？做了什么事情？不少于5句話。


____________________________________________________________________________


____________________________________________________________________________


___Answers:


一、1. Where 2. Hw 3. Wh 4. When


5. What


二、1.B 2.B 3.B 4.A


三、1.F 2. F 3.F 4.F 5.T


四、Last winter hliday, I went t Shanghai with my mm. We went there by train. I was very happy. We went shpping. We bught lts f gifts fr ur friends.


_________________________________________________________________________



































板書設(shè)計


B Let’s talk











When did she g?





What did yu she d?


Hw did she g there?


Where did she g?


Wh did yu g with?


Amy’s


winter hliday


far frm


Sanya























Name
Where
Hw
When
What

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