第二課時課時內容A Lets try Lets talk課時分析本課時是人教版六年級下冊第三單元的第二課時，與第一課時緊密相連，圍繞“John在新疆旅游”展開話題。本節課主要是通過談話的情景理解單詞或詞組：fell off, look like, Turpan, mule, could, till, 以及鞏固第一課時所學的句型Where did you go? I went to What did you do? I引導學生了解新疆的風土人情，激發學習英語的熱情，培養學生學習英語的興趣。在第一課時中句型Where did you go? I went to What did you do? I的學習，為本課時奠定了基礎。但是學生對于去過哪里的問答句型掌握的不是非常熟練。本課時的重點是能在情景中恰當的運用由Where和What引導的一般過去時特殊疑問句及能夠借助圖片和教師的幫助下理解對話大意。本課時包括Lets try 和 Lets talk 兩個板塊。Lets try是聽力訓練，通過John應答Amy和張鵬的電話、說明自己沒有上課的原因這一情景, 呈現新句型。聽力的練習，提高學生的聽力技巧，為進入對話學習做好準備。Lets talk呈現了新疆吐魯番葡萄溝、騾子的兩張圖片，幫助學生理解理解Turpan, mule。對話呈現的是Amy 去John的家探望受傷的John，引出句型What happened? Are you all right? 引導學生同學之間要團結友愛。然后通過John的照片分享在五一假期活動的情景，呈現重點句型Where did you go? What did you do? 新疆是個美麗的地方，也是很多人想要了解的地方，因此學生們對于本課的對話會感興趣，很能激發學生的求知欲望和想要用英語表達的愿望。本課時出現的詞匯中，有很多的生詞和詞組，fell off, mule, could, till, 這些單詞和詞組的讀音，語義對于學生都有一定的困難，我要借助于圖片、一定的語境，肢體語言等方法幫助學生學習和理解。本課時出現的話題很多。我先采用游戲、句型問答等方式復習，幫助學生回憶和鞏固上節課的知識。接著與學生一起分享教師旅游的照片，學習新授詞匯和句子。再結合教材插圖、語境理解整篇對話。最后運用調查、設計黃金路線等方法，幫助學生更好的使用語言。教學設計要遵循以學生為主的原則，培養學生獨立思考的能力、自主學習的能力。課時目標1. 能夠聽、說、認讀單詞：fell off, look like, Turpan, mule, could, till2. 能夠很好的完成Lets try。3. 能夠聽、說、認讀句型：What happened? Are you all right? It looks like a mule.4. 能夠在情景中恰當的運用由Where和What引導的一般過去時特殊疑問句。5. 能夠通過對話學習了解新疆的風土人情。6. 能夠用正確的語音、語調朗讀對話，并能角色表演。7. 能夠在圖片和教師的幫助下理解對話大意。8. 激發學習英語的熱情，培養學生學習英語的興趣。課時重難點1.重點（1）能夠聽、說、認讀單詞：fell off, look like, Turpan, mule, could, till（2）能夠在情景中恰當的運用由Where和What引導的一般過去時特殊疑問句。（3）能能夠用正確的語音、語調朗讀對話。（4）能夠在圖片和教師的幫助下理解對話大意。2.難點（1）單詞fell off, look like, Turpan, mule, could, till的認讀和理解。（2）句型What happened? Are you all right? 的理解和Where did you go? What did you do? 的靈活運用。教學準備多媒體課件、歌曲、詞卡、圖片、照片、日歷、錄音機、磁帶、調查表教學過程Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, teacher.T: How are you today?Ss: Very well, thanks. And you?T: Im fine, too. Before our class, lets sing a song together.Ss: Ok. (師生共唱歌曲Last Weekend。)教學資源：歌曲設計意圖：歌曲的運用，激發學生的學習興趣，把握已學的知識。2. T: T: You are great. Are you ready for English?Ss: Yes.T: First lets review some words and phrases. a. 教師依次展示詞卡，ride, go, hurt, 讓學生說出及拼出它們的過去式。例如：教師展示單詞ride，學生說出rode, R-O-D-E, rode。）b. 教師依次展示圖片rode a bike, went fishing, rode a bike, went camping, hurt my foot，學生說出短語，并做相應的動作。c. 齊說短語兒歌。Rode, rode a bike騎車子，went, went fishing去釣魚教學資源：詞卡、圖片設計意圖：通過聽、說、認讀、兒歌等不同的方式，復習和鞏固上節課所學的短語。Step 2 Lead in 1.問題導入T: Where did you go last Saturday?S1: I went to T: What did you do there?S1: I Where did you go last Saturday?T: I went to a parkS1: What did you do there?T: I went fishing.2. 兩人一組操練句型。A: Where did you go last Saturday?B: I went to A: What did you do there?B: I3.指組練習。設計意圖：問題的導入喚起了學生的注意力，激發了學生學習的興趣。聽力的練習，為學習對話做好準備。Step 3 Presentation1. Lets trya. T: Great, everyone. Listen, there is a phone call. Who is phoning? Oh, John had a phone call with Amy. Where is John now? Where is Amy now? Why did Amy give a phone call to John? When was it? 學生預測聽力內容。b. 播放錄音，學生完成第一、二題。c. 教師追問學生Why was John at home? 引導學生猜測。再次播放錄音，完成第三題，驗證預測。教學資源：錄音機、磁帶設計意圖：指導學生學會聽前預測，掌握聽力技巧，提高聽力水平。并且通過聽力活動獲得Lets talk 板塊的相關信息，為進入對話學習做準備。2.教學單詞”holiday, mule, look like, Turpan(1).教師結合日歷，讓學生理解單詞holiday。T: I went to the park last weekend. On my holiday, I went to many places. Look at the calendar. It has red-coloured dates. Why does it have red-coloured dates? It has festivals. People dont go to work. We usually have holidays, such as New Years Day and Childrens Day. As students, we also have winter holiday, summer holiday, and so on.(2)教師展示不同假期的圖片提問：Do you like holidays? What do you usually do on your holiday?Do you go on trips?What do you usually do over your trips?（引導學生根據自己的實際情況回答。）（3）教師展示自己假期的照片，與學生分享。T：I like holidays, too. Sometimes I say at home and do the things I like to do, sometimes I go on trips. On the Labour Day holiday, I went to a place. I did many things there. Now look at my holiday pictures, you can ask me some questions.（板書on the Labour Day holiday, 領讀，齊讀，鼓勵學生大膽提問, 積極表揚善于發問的學生。）S1：Where did you go on the Labour Day holiday? T: I went to Beijing.S2: What did you do there?T；I visited Wangfujing Street.S3：Who did you go with?(如果學生不能正確的提問，教師要適時引導。)T：My son.（板書學生提出的問題。）教學資源：假期圖片、教師照片、日歷、設計意圖：借助一定的語境、圖片，幫助學生理解生詞，使學生更加易懂。將問題的話語權交給學生，指導學生提出自己想要的問題，快速掌握句型。3. Lets talk(1) T：You are wonderful. On the Labour Day holiday, John went on a trip, too. Where did he go? There are two of the pictures he took over his holiday. Can you guess where he went? (課件展示插圖，讓學生猜出John 五一假期去的地方。)Ss: Xinjiang.T: Yes. Did he go to Turpan?（板書單詞Turpan，領讀，教讀，結合圖片理解。）Ss: Yes. (2) 小組互相交流對新疆的印象，教師播放視頻介紹新疆風土人情，并利用視頻學習單詞mule, Turpan。（板書單詞mule, 教讀單詞，領讀單詞。教師在教mule的時候，用圖片對比horse，引出句子It looks like a horse. 領讀句子，理解look like，齊讀句子，讓學生知道騾子和馬外形相似。）（3）T: There were so many interesting things we can do in Xinjiang. What did John do when he was in Xinjiang? Lets have a look together.a. 快速瀏覽課文，回答問題。What did John do in Xinjiang?Who did he go with?Did he eat grapes in Turpan?Why didnt he eat grapes?（引導學生回答，教讀could, till, 領讀，指名讀，齊讀答句。）b. 再次自讀課文，理解句子。T: John didnt go to school. Amy went to visit him. What happened to John?（課件呈現句子What happened，教讀happen, 領讀，指名讀，幫助學生理解句子,齊讀句子。）Ss: He fell off his bike last Saturday and hurt his foot.（引導學生回答。課件呈現句子，板書fell off，教讀，指名讀，利用肢體語言幫助學生理解fell off，齊讀句子。） T：Is he all right now?（課件呈現句子，板書all right, 指名讀，領讀，齊讀句子， 理解句子。）Ss: Yes, hes Ok now.What happened？發生了什么事情？（詢問過去發生了什么事？）I fell off my bike last Saturday and hurt my foot.星期六我從自行車上掉下來傷到了我的腳。Are you all right? 你還好吧？（詢問對方目前的身體狀況？）Im Ok now. 我現在很好。（教師告訴學習同學之間要團結友愛。要保持樂觀的心態去面對。）c. 聽錄音，跟讀錄音。d. 分角色朗讀對話，分角色表演對話。教學資源： 錄音機、磁帶、課件設計意圖：分角色表演對話，激發了學生學習的熱情，發展學生的語言能力，豐富了表演，提供給了學生自我展示的空間。Step 4 Practice1. 排句子。兩人一組活動。學生兩人一組，每人在長紙條上寫兩個過去時的句子，然后把句子中的單詞用手撕開，互相交換。比賽誰先把同伴的兩個句子排列好。設計意圖：學生們在撕一撕，排一排，輕松愉快的掌握了句式。2. Do a survey.四人一組，完成下列調查表格。Name WhereWhat參考句型：A: Where did you go_______?B: I went to_______.A: What did you do there?B: I_______.教學資源：調查表設計意圖：小調查，鍛煉了學生的思維能力，提高了學生的口語交際能力和句子的應用能力，3.“最受歡迎的黃金線”活動學生搜集“五一”黃金周的旅行路線，了解各條線路的行程安排，然后扮演一名“小記者”向全班學生匯報。例如：The most popular place is Beijing in China. People went to Beijing by train. On May 1st, they went to the Great Wall. On May 2nd, they ate good food in Wangfujing Street. On May 3 nd, they visited the Palace Museum. 設計意圖：“小記者”活動擴大了學生的知識面，增加了詞匯量，拓展了學生的思維。Step 5 SummaryT: What did you learn about this class?學生們自由說，教師總結。1. 我們學習了新的單詞和詞組：fell off, mule, Turpan, all right, look like, could, till 2. 詢問過去發生了什么事情，要說：What happened?3. 詢問對方目前的身體狀況，要說：Are you all right?4. 想要表達“某物看起來像”，要說：It looks like5. 詢問對方過去去了哪兒，要說：Where did+主語+go+其他？回答：主語+went to+地點。設計意圖：師生共同歸納和整理知識點，有助于學生的理解和記憶。課堂作業一、寫出下列單詞的過去式。ridego1. 2.3. 4. hurthappen二、英漢互譯。1. fell off ____________ 2. the Labour Day holiday ____________3. 騎馬 ___________ 4. mule ___________三、單項選擇。( )1. Did you go to Turpan, Mike?_________A. Yes, we do. B. Yes, he did. C. No, we didnt.( )2. _________ did you go on your holiday?I went to Shanghai.A. What B. Where C. Who( )3. It _________ like a horse.A. look B. looks C. looking四、情景交際。( )1. 你想要知道對方的身體狀況，可以說：_________A. Are you all right? B. Dont worry.( )2. 你想知道對方發生了什么事情，可以說：_________A. What happened? B. What did you do?Answers:一、1. rode 2. went 3. hurt 4. happened二、1. 從摔下來2. 勞動節假期3. ride/rode a horse 4. 騾子三、1.C 2.B 3.B四、1.A 2.A板書設計A Lets talkTurpan 吐魯番mule 騾子look like 看起來像fell off從摔下來all right 好的fell offA: Where did you go on the Labour Day holiday?B: I went to______.A: What did you do there? B: I______________.A: Who did he go with?B: ______________.詢問對方過去去了哪兒：問句：Where did you +go+其他？回答：I/We +went to+地點。6