六年级下册英语教案-Unit 3 Where did you go_ 第4课时_人教（PEP）（2014秋）.docx

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1、 第四课时教学目标1.能够听、说、读、写四个动词短语ate fresh food, went swimming, took pictures, bought gifts。2.能够利用重点句型How was your summer holiday? Where did you go? What did you do?等对假期活动进行问答练习。3.能够熟练运用所学的过去式短语和句子根据所给图片描述假期活动。教学重点1.能够听、说、读、写ate fresh food等过去式动词短语。2.能够用重点句型How was your summer holiday? Where did you go? 等对假

2、期活动进行问答练习。教学难点1.能够熟练运用所学的过去式短语和句子描述假期活动。2.能根据所给图片信息和同伴创编对话,描述假期活动。教学准备教师准备:1.A、B部分Lets learn的单词卡片。2.与本课时相关的教学挂图和课件。3.本课时的活动表格。学生准备:1.前三课时的单词卡片。2.白纸。教学方法1.反复操练教学法教师和同学一起归纳本课时出现的动词短语:ate fresh food, went swimming, took pictures, bought gifts,教师创设情景,学生利用这些短语进行对话练习,反复操练本课时所出现的句型How was your summer holid

3、ay? It was I 进一步巩固一般过去时态。2.看图描述教学法学生根据教师提供的图片,用陈述句的形式描述图片,练习一般过去时态。教学过程Step 1: Warm-up1.教师播放本单元歌曲Tell me about your holiday,学生跟录音有节奏地吟唱,并根据内容做相应的动作。2.Lets chant 教师自编chant,师生一起拍手吟唱。Holiday, holiday, where did you go over your holiday?I went to Hainan, I went to the sea.Sounds great. How did you go th

4、ere?Plane, plane, I went by plane.Sounds great. What did you do there?I went swimming. I took many pictures, too.Step 2: PresentationLets learn1.教师问学生:How many long holidays do you have every year? What are they?学生回答后,教师板书 summer holiday, winter holiday。然后教师采访学生:What do you usually do over your summ

5、er holiday?学生根据实际情况回答后,教师继续问:What did you do last summer holiday?板书句子,并领读。2.学生回忆自己的上一个暑假,说说自己去了哪里,做了些什么活动。如果学生说:I went swimming.教师可板书此句并转述他的话:He went swimming. 如果学生没有说,教师可以提示学生:Did you go swimming?来复习短语went swimming。3.Guessing game教师问学生:Wu Yifans summer holiday was good. Can you guess what he did?教师

6、做动作,学生猜测并说出动词短语,以此来复习went swimming, took pictures这两个短语。教师引导学生观察学生用书第27页Lets learn 四幅图画,说说吴一凡在暑假里还做了些什么,学习短语ate fresh food, bought gifts,并用单词卡片进行练习。4.教师播放Lets learn 部分的录音,学生跟读短语与对话。学生两人一组,进行角色表演。5.Pair work学生根据教材本部分的活动图片,做替换练习。Step 3: Practice1.“Bingo”游戏教师让学生把A、B部分Lets learn呈现的九个动词短语分别填入一个九宫格内,每个空格填写

7、一个短语。教师按任意顺序读短语,学生在教师念到的短语上画叉,如果画叉的短语连成了一条直线,学生就大声喊“Bingo!”即获胜。2.Look and say教师引导学生仔细观察学生用书本部分四幅图画,然后根据图画旁边的句子提示,说说每幅图画表达的内容。3.Pair work师生就Andy上个暑假的活动进行问答练习,如:T: What did Andy eat last summer holiday?S1: He ate someT: What did he do over his holiday?S2: Step 4: Extension1.Johns Labour Day holiday教师引

8、导学生观察主题图部分John劳动节假期的图片,阅读Zhang Peng和John的对话后,师生进行问答练习。如:T: What did John do in Xinjiang? What did he eat in Turpan? Who did he go with? 学生观察图片后回答问题。然后教师引导学生为四幅图片配上简单的英文介绍。2.为开阔学生的眼界,教师可介绍我国部分省市的标志性商品。BeijingBeijing Duck; Tianjinbaozi;Kunmingflowers;Hangzhousilk, tea;Ningbosweet dumplings;Wenzhoushoe

9、sStep 5: Sum-up师生一起回顾本课时所学的四会短语。Step 6: Homework1.学生根据自己上个暑假的活动情况,画成连环画,并配上简单的英文介绍。板书设计Unit 3Where did you go?How was your summer holiday, Wu Yifan?It was good. I went swimming every weekend and took lots of pictures.ate fresh foodbought gifts与本课相关的语法点及可选用的习题1.gift和present 都可以表示“礼物”的意思,但present相比起来是

10、比较正式的,相当于大礼、厚礼,所以在你送礼物给别人的时候很少告诉别人“Ive got a present for you.”这样会让别人觉得好笑,一般都是“Ive got a gift for you.”就像中文的“区区薄礼、不成敬意”。gift比较随意,不过要注意,美国人说“What a present!”的意思是“瞧瞧这么贵重的礼物!”而“What a gift!”就不是很礼貌,暗中带有礼物很寒酸的意思。教学反思本课虽为词汇课,但是根据英语新课标的要求,融词汇于句子中,在一定的情景中习得、练习和巩固。本课在复习旧知识的同时,结合教材提供的吴一凡的旅游情景学习新短语ate fresh food, bought gifts,然后以游戏练习巩固。最后看图片描述Andy和John的假期旅游活动,达到了活学活用的目的。高年级的孩子对一般疑问句和特殊疑问句并不陌生,所以在操练句型和对话时效果较好。这和平时老师注重训练学生的听说能力是分不开的。学习需要过程,只要孩子们努力就一定有收获。本课中,学生在听、说、读、写各个方面都得到了锻炼,反复操练教学方法让同学们在紧张的情景中掌握并巩固了动词短语,效果很明显。“教师自编chant”激发了学生的学习兴趣,而且也训练了学生的口语表达能力。总的来说,这是一节成功的课。_