第三課時課時內(nèi)容B Lets learn Look and say課時分析本課時是人教版六年級下冊第三單元第三課時。圍繞“暑假生活”這一話題展開，主要通過對話學習單詞和詞組ate fresh food, went swimming, took pictures, bought gifts.及句型How was your summer holiday? It was 的表達。引導學生關注他人，激發(fā)學生學習英語的熱情，培養(yǎng)學生學習英語的興趣，樹立學好英語的信心。第二單元學習了句型How was your? It was的表達，為本課時做了很好的鋪墊，學生能夠輕松的掌握句型。本課時的的重點是四會詞組的掌握以及能夠運用四會詞組描述自己的假期活動。本課時包括Lets learn 和Look and say兩個板塊。Lets learn呈現(xiàn)了吳一凡暑假吃新鮮的食物、去游泳、拍照和買禮物四幅場景，體現(xiàn)了假期活動單詞的詞性和意義。對話板塊通過吳一凡和Amy聊自己暑假生活的情景，引出了句型How was your summer holiday? It was 。此情境圍繞的是關于學生最喜歡的、最感興趣的暑假生活這一話題展開，符合學生的心理，貼近學生的實際生活，更能激發(fā)學生學習的興趣。Look and say 板塊是一個綜合性的語用活動。學生可以通過這個活動操練B部分Lets learn板塊中所學的有關假期生活的詞匯，描述Andy的假期生活，以達到在真實的生活中生活。本課時雖然是新授課，但是四會單詞ate, went, took, bought的原形以及fresh, food, swimming, picture這些單詞曾經(jīng)學會，所以學生接受新知會比較快。在設計教學過程時，遵循以學生為主體，教師為主導的原則，采用聽、說、讀、 寫、唱、兒歌等多種教學手段全面調(diào)動學生的積極性，通過直觀教學法、任務型教學法、合作探究教學法等引導學生自主學習，提高自主學習的意識。課時目標（1）能夠聽、說、讀、寫單詞和詞組：ate fresh food, went swimming, took pictures, bought gifts.（2）能夠正確使用上述單詞和詞組描述自己的假期生活。（3）能夠看圖描述Andy的假期生活。（4）能夠運用句型How was your summer holiday?詢問別人的假期情況。（5）引導學生關注自己身邊的人，激發(fā)學生學習英語的熱情，培養(yǎng)學生學習英語的興趣，樹立學好英語的信心。課時重難點1.重點（1） 能夠聽、說、讀、寫單詞和詞組：ate fresh food, went swimming, took pictures, bought gifts.（2）能夠正確使用上述單詞和詞組描述自己的假期生活。（3）能夠看圖描述Andy的假期生活。（4）能夠運用句型How was your summer holiday?詢問別人的假期情況。2.難點（1）能夠正確使用上述單詞和詞組描述自己的假期生活。（2）能夠靈活運用句型How was your summer holiday?詢問別人的假期情況。（3）能夠看圖口頭描述Andy的假期生活。教學準備多媒體課件、卡片、圖片、錄音機、磁帶、歌曲教學過程Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you? Ss: Im fine, thanks. How are you?T: Very well, thanks. Whats the weather like?S1: Its sunny/windyT: What did you do on your holiday?S1: IS2: IT: A re you ready for English class?Ss: Yes, Im ready. T: Ok. First lets play a game. Ok？Ss: Ok.設計意圖：師生之間的互相交流，加強了師生之間的情感，融合了師生之間的關系。2. Play a game.師生玩“我來比劃，你來猜”的游戲。教師把rode a horse , rode a bike, went camping, went fishing, hurt my foot這些短語的圖片扣到講桌上，找?guī)酌麑W生到講臺前抽圖片，然后根據(jù)抽到的圖片做出相應的動作，其他學生快速猜出短語。教學資源：短語圖片設計意圖：游戲的設計讓學生們盡快的融入到英語的課堂之中，又復習和鞏固了所學的短語，為學習新知做準備。Step 2 Lead in1. Ask and answerT: How was your weekend?S1: It was fine/ good/ Ok, thanks. T: What did you do?S1: I went fishing/ cleaned my room How was your weekend?S2: It was What did you do?S3: 設計意圖：句型操練鼓勵學生大膽發(fā)言，積極參與，幫助學生回憶舊知，為引出新知、學習新知做好鋪墊。2. Lets chantT: Boys and girls, I have a chant for you. Now lets chant together.（教師播放自編歌謠，師生共同吟唱。）How was your holiday? Good, good, it was good. Where did you go on your holiday? I went to Xinjiang.What did you do there?I rode a horse, rode a bike, and went camping, too.教學資源：課件設計意圖：歌謠幫助學生復習和鞏固上學過的短語和本課有關的句型，激發(fā)了學生學習英語的興趣，活躍了課堂氣氛。Step 3 PresentationLets learn1. Teaching “ate fresh food, went swimming, took pictures, bought gifts”(1) Show the picture of Wu yifan.T: Who is he?Ss: Hes Wu yifan.T: These were pictures Wu yifan took over summer holiday. What did he do last summer holiday” Lets have a look.(2) Learn “ate fresh food”T: Look at the picture. What did he do? （引導學生回答。）Ss: He ate fresh food.（板書ate fresh food, 比較ate 和它的原形eat詞形的變化。自己找規(guī)律，指出a的發(fā)音，讀出ate。教學food, 注意與foot音、形的區(qū)別。指名讀，領讀，分組的，齊讀。）T：What fresh food did he eat?S1: He ate fish.S2: He ate vegetables.T: We should eat more vegetables and fruit, keep our body healthy. （引導學生健康飲食。）(3) Learn“ went swimming”T: Now lets look at picture 2. What did he do?( 提醒學生聯(lián)系went fishing, went camping。)S1：He went swimming. (板書went swimming，注意swimming的書寫。指名讀，帶讀，齊讀，拼讀。)T: Why did he go swimming? S1: He was hot. S2: He liked swimming.T: Who did he go with?Ss: His dog.T: Was he tired?Ss: Yes.（圍繞went swimming拓展話題，豐富學生的想象力，培養(yǎng)學生口頭輸出語篇的能力。）(4)Learn “took pictures, bought gifts”T: What did he do after swimming? Look at picture 3. (展示短語took pictures，聯(lián)系look， 讓學生根據(jù)look的讀音，讀出took，注意took的原形和pictures中的“s”。)What did he do?Ss: He took pictures.（板書took pictures, 帶讀，指名讀，齊讀。）T: What else did he do?(展示圖片，引導學生回答。)Ss: He bought gifts.T: Look, this is a gift.(教師拿出一個禮物，教讀單詞gift，指名拼讀，齊讀。) Wu yifan bought some gifts. (板書bought gifts。領讀bought， 教讀，指名讀，分組讀，拼讀，注意bought的書寫。)(5) Look at the blackboard ,listen to the tape and follow the tape.(6) Read the five phrases.升降調(diào)領讀一遍，學生兩人一組練讀，四人小組齊讀。(7)說兒歌，記憶兒歌。Ate, ate fresh food, 吃新鮮的食物 Went, went swimming, 去游泳Took, took pictures, 照相 Bought, bought gifts, 買禮物教學資源：課件插圖，設計意圖：六年級的學生具有知識遷移的能力，學習四會單詞的讀音，要讓學生聯(lián)系學過的單詞，引出新授單詞的讀音，教給學生拼讀單詞的方法，培養(yǎng)學生的自主學習能力。2. Learn the dialogue.(1)T: Wu yifans summer holiday was good. How was your summer holiday?(板書句型。指名說漢語，帶讀， 齊讀。)S1: It was good. (板書句型。)T: What did you do?S2: I ate fresh good.(2) Do practice in pairs.A: How was your summer holiday?B: It was good.A: What did you do?B: I（兩人一組用新授詞組練習。）(3)Listen to tape and learn the dialogue.a. Listen to the tape and answer some questions.How was Wu yifans summer holiday?b. Follow the tape.c. Read in role.3. 復述吳一凡的暑假活動。利用教學插圖，兩人一組互相復述，教師巡視。指幾名學生到講臺前復述。教學資源：錄音機、磁帶設計意圖：引導學生自己學習對話，互相練習對話，增強學生之間的團結合作，提高學生自主學習的能力。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 you want to know something about it? Why did he do over his summer holiday?(展示假期活動照片，學生依次說出短語，第四幅圖要引導學生思考為什么Andy見了吳一凡會說：How much is it?)(2)兩人一組，互相描述Andy的假期生活。參考句型：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。在教師的指引下一起描述。教學資源：假期活動圖片設計意圖：復述他人的活動，幫助學生鞏固本節(jié)課所學的短語，培養(yǎng)學生的口語輸出能力，使學生能在真實的語境中交流。2. 游戲“我不相信。”學生兩人一組，事先準備好本單元的九張動詞短語卡片。一名學生從自己的卡片中拿一張，面朝下扣在桌子上，然后說一個過去時態(tài)的句子，如：I went swimming. 如果對方相信他說的句子與卡片內(nèi)容相符，也從自己的卡片里抽出一張，說一個句子，如：I rode a horse.反之，如果對方覺得他說的內(nèi)容與卡片內(nèi)容不相符，就說：I dont believe it. 然后翻開他的卡片，如果他說的與卡片內(nèi)容不相符，他就收回這張卡片。如果相符，則對方收起卡片，繼續(xù)該游戲。最后誰手中的卡片少，誰就獲勝。 教學資源：自制短語卡片設計意圖：游戲讓學生們在玩中思考，在玩中獲得更多的知識。3. 學唱歌曲”Tell me about your holiday”。（1）熟悉歌詞和旋律。（2）聽錄音，跟唱歌曲。（3）小組內(nèi)練習演唱。（4）師生共同歌唱。教學資源：歌曲設計意圖：歌曲的學習，緩解了學生學習的疲勞，鞏固了本節(jié)課的知識。Step 5 SummaryT: Which English phrases did you learn?Ss：ate fresh food, went swimming, took pictures, bought giftsT：Good! Which new sentences did you learn?Ss: How was your summer holiday?設計意圖：鼓勵學生積極發(fā)言，幫助學生整理、歸納知識點，便于學生的理解和記憶。課堂作業(yè)一、用動詞過去式補全短語，并選擇相符的圖片。( )1. _____ fresh food ( )2. _____ pictures ( )3. _____ swimming ( ) 4. _____ giftsA. B. C. D.二、根據(jù)漢語意思補全對話。1. What did you do last weekend?I________________ （去游泳）with my mom.2. What did you do on summer holidayI________________ （照相）every weekend in the nature park.3. Did you see a film yesterday?No, I________________ （買禮物）for my dad.4. How was your summer holiday?It was good. I________________（吃新鮮的食物）.三、給下列句子寶寶排序。A. Hi, Amy. Fine, thanks.B. How was your summer holiday?C. Hi, Lily. How are you?D. It was great.E. What did you do?F. I went fishing, rode a horse and took lots of pictures.正確排序：_________________________________Answers:一、1. ate, D 2. took, A 3. went, B 4. bought, C二、1. went swimming 2. took pictures3. bought gifts 4. ate fresh food三、C、A、B、D、E、F板書設計B Lets learnate fresh food A: How was your summer holiday?eat /u:/ B: It was good.went swimming A: What did you do?took pictures B: I.takebought giftsbuy 6