人教版PEP版小学英语六年级下册-Unit-3-第三课时-优秀教师教学教案

1、第三课时课时内容B Lets learn Look and say课时分析本课时是人教版六年级卜册第三单元第三课时。围绕“暑假生活”这一话题展开，主要 通过对话学习单词和词组 ate fresh food, went swimming, took pictures, bought gifts.及句型 How was your summer holiday? It was的表达。引导学生关注他人，激发学生学习英语的热 情，培养学生学习英语的兴趣，树立学好英语的信心。第二单元学习了句型How was your？ It was的表达，为本课时做了很好的铺垫，学 生能够轻松的掌握句型。本课时的的重点是

2、四会词组的掌握以及能够运用四会词组描述自己 的假期活动。本课时包括Lets learn和Look and say两个板块。Lets learn呈现了吴斌斌暑假吃新鲜 的食物、去游泳、拍照和买礼物四幅场景，表达了假期活动单词的词性和意义。对话板块通 过吴斌斌和Amy聊自己暑假生活的情景，引出了句型How was your summer holiday? It was。此情境围绕的是关于学生最喜欢的、最感兴趣的暑假生活这一话题展开，符合学生 的心理，贴近学生的实际生活，更能激发学生学习的兴趣。Look and say板块是一个综合性 的语用活动。学生可以通过这个活动操练B局部Lefs learn板

3、块中所学的有关假期生活的词 汇，描述Andy的假期生活，以到达在真实的生活中生活。本课时虽然是新授课，但是四会单词ate, went, took, bought的原形以及fresh, food, swimming, piclure这些单词曾经学会，所以学生接受新知会比拟快。在设计教学过程时，遵 循以学生为主体，教师为主导的原那么，采用听、说、读、写、唱、儿歌等多种教学手段全 面调动学生的积极性，通过直观教学法、任务型教学法、合作探究教学法等引导学生自主学 习，提高自主学习的意识。课时目标(1 )能够听、说、读、写单词和词组:ate fresh food, went swimming, took

4、 pictures, bought gifts. (2)能够正确使用上述单词和词组描述自己的假期生活。(3)能够看图描述Andy的假期生活。(4)能够运用句型How was your summer holiday?询问别人的假期情况。(5)引导学生关注自己身边的人，激发学生学习英语的热情，培养学生学习英语的兴趣， 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：ate fresh food, went swimming, took pictures, bought gifts. (2)能够正确使用上述单词和词组描述自己的假期生活。(3)能够看图描述Andy的假期生活。(

5、4)能够运用句型How was your summer holiday?询问别人的假期情况。.难点(1)能够正确使用上述单词和词组描述自己的假期生活。(2)能够灵活运用句型How was your summer holiday?询问别人的假期情况。(3)能够看图口头描述Andy的假期生活。教学准备多媒体课件、卡片、图片、录音机、磁带、歌曲教学过程Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you?Ss: Im fine, thanks. How are you?T

6、: Very well, thanks. Whats the weather like?S1: Its sunny/windy.T: What did you do on your holiday?Si: I.S2:I.T: A re you ready for English class?Ss: Yes, Tin ready.T: Ok. First lets play a game. Ok?Ss: Ok.设计意图：师生之间的互相交流，加强了师生之间的情感，融合了师生之间的关系。2. Play a game.师生玩“我来比划，你来猜”的游戏。手攵师把rode a horse , rode a

7、 bike, went camping, went fishing, hurt my fool这些短语的图片扣到讲桌上，找几名学生到讲台前抽图片，然后根据抽 到的图片做出相应的动作，其他学生快速猜出短语。教学资源：短语图片设计意图:游戏的设计让学生们尽快的融入到英语的课堂之中，又复习和巩固了所学的短语, 为学习新知做准备。Step 2 Lead inAsk and answerT: How was your weekend?It was fine/ good/Ok, thanks.T: What did you do?I went fishing/ cleaned my room. How w

8、as your weekend?It was. What did you do?.设计意图：句型操练鼓励学生大胆发言，积极参与，帮助学生回忆旧知，为引出新知、学习 新知做好铺垫。Lets chantT: Boys and girls, I have a chant for you. Now lets chant together.（教师播放自编歌谣，师生 共同吟唱。）How was your holiday?Good, good, it was good.Where did you go on your holiday?I went to Xinjiang.What did you do th

9、ere?I rode a horse, rode a bike, and went camping, too.教学资源：课件 设计意图：歌谣帮助学生复习和巩固上学过的短语和本课有关的句型，激发了学生学习英语 的兴趣，活跃了课堂气氛。Step 3 PresentationLets learn1. Teaching ate fresh food, went swimming, took pictures, bought gifts（1） Show the picture of Wu Binbin.T: Who is he?Ss: Hes Wu Binbin.T: These were pictur

10、es Wu Binbin look over summer holiday. What did he do last summer holiday Lets have a look. Learn “ate fresh foodT: Look at the picture. What did he do?（引导学生回答。）Ss: He ate fresh food.（板书ate fresh food.比拟ate和它的原形eat词形的变化。自己找规 律，指出a的发音，读出ate。净攵学food,注意与foot音、形的区别。指名读，领读，分组 的，齐读。）T： What fresh food did

11、 he eat?He ate fish.He ate vegetables.T: Wc should cat more vegetables and fruit, keep our body healthy.（引导学生健康饮食。）（3） Learn“ went swimming”T: Now lets look at picture 2. What did he do?（提醒学生联系 went fishing, went campingo ）SI ： He went swimming.（板书 went swimming,注意 swimming 的书写。指名读，带读， 齐读，拼读。）T: Why

12、 did he go swimming?He was hot.He liked swimming.T: Who did he go with?Ss: His dog.T: Was he tired?Ss: Yes.（围绕went swimming拓展话题，丰富学生的想象力,培养学生口头输出语篇的能力。）（4）Lcarn “took pictures, bought giftsT: What did he do after swimming? Look at picture 3.（展示短语 took pictures,联系 look,让 学生根据look的读音，读出took,注意took的原形和

13、pictures中的“s。）What did he do?Ss: He took pictures.（板书 took pictures,带读，指名读，齐读。）T: What else did he do?（展示图片，引导学生回答。）He bought gifts.T: Look, this is a gift.（浮攵师拿出一个礼物，教读单词gift,指名拼读，齐读。）Wu Binbin bought some gifts.（板书 bought giftSo 领读 bought,孽攵读，指名读，分组读, 拼读，注意bought的书写。）Look at （he blackboard Jisten

14、to （he tape and follow the tape.Read the five phrases.升降调领读一遍，学生两人一组练读，四人小组齐读。(7)说儿歌，记忆儿歌。Ate, ate fresh food,吃新鲜的食物 Went, went swimming,去游泳Took, look pictures,照相 Bought, bought gifts,买礼物教学资源：课件插图，设计意图：六年级的学生具有知识迁移的能力，学习四会单词的读音，要让学生联系学过的 单词，引出新授单词的读音，李攵给学生拼读单词的方法，培养学生的自主学习 能力。2. Learn the dialogue.(

15、1)T: Wu Binbins summer holiday was good. How was your summer holiday?(板书句型。指名 说汉语，带读，齐读。)It was good.(板书句型。)T: What did you do?I ate fresh good.Do practice in pairs.How was your summer holiday?It was good.A: What did you do?I.(两人一组用新授词组练习。)(3)Listen to tape and learn the dialogue.Listen to the tape

16、and answer some questions.How was Wu Billbins summer holiday?Follow the tape.Read in role.3.复述吴斌斌的暑假活动。利用教学插图，两人一组互相复述，教师巡视。指几名学生到讲台前复述。学攵学资源：录音机、磁带设计意图：引导学生自己学习对话，互相练习对话，增强学生之间的团结合作，提高学生自 主学习的能力。Step 4 Practice1.描述Andy的假期生活。1) Show a picture of Andy.T: This is Andy. Andys summer holiday was fun. Do

17、 you want to know something about it? Why did he do over his summer holiday?(展示假期活动照片，学生依次说出短语，第四幅图要 引导学生思考为什么Andy见了吴斌斌会说：How much is it?)(2)两人一组，互相描述Andy的假期生活。参考句型：Last summer holiday, Andy ate. He took pictures of.He went. He bought. He saw Robin. He wanted to .But Robin is not for sale.(3)指名描述。在教

18、师的指引下一起描述。教学资源：假期活动图片设计意图：复述他人的活动，帮助学生巩固本节课所学的短语，培养学生的口语输出能力, 使学生能在真实的语境中交流。.游戏“我不相信。”学生两人一组，事先准备好本单元的九张动词短语卡片。一名学生从自己的卡片中拿一 张，面朝下扣在桌子上，然后说一个过去时态的句子，$11： I went swimming.如果对方相信 他说的句子与卡片内容相符，也从自己的卡片里抽出一张，说一个句子，如：I rode a horse. 反之，如果对方觉得他说的内容与卡片内容不相符，就说：I don,t believe it.然后翻开他的 卡片，如果他说的与卡片内容不相符，他就收回

19、这张卡片。如果相符，那么对方收起卡片，继 续该游戏。最后谁手中的卡片少，谁就获胜。教学资源：自制短语卡片设计意图：游戏让学生们在玩中思考，在玩中获得更多的知识。.学唱歌曲HTell me about your holiday”。(I)熟悉歌词和旋律。(2)听录音，跟唱歌曲。(3)小组内练习演唱。(4)师生共同歌唱。教学资源：歌曲设计意图：歌曲的学习，缓解了学生学习的疲劳，巩固了本节课的知识。Step 5 SummaryT: Which English phrases did you learn?Ss： ate fresh food, went swimming, took pictures,

20、bought giftsT： Good! Which new sentences did you learn?How was your summer holiday?设计意图：鼓励学生积极发言，帮助学生整理、归纳知识点，便于学生的理解和记忆。课堂作业一、用动词过去式补全短语，并选择相符的图片。）1.fresh food（）2.pictures）3.swimming（） 4.gifts二、根据汉语意思补全对话。一What did you do last weekend?I （去游泳）with my mom.What did you do on summer holidayI （照相）every wee