1、 PEP Book8 Unit3 Where did you go? A Lets learn 孝义市府东街小学 田冀萍Learning aims: 1.学生能够借助图片自主认读，小组合作听说读写单词和短语：ride a bike/horse, went fishing/camping, hurt my foot。2.学生能够在情境中运用上述单词和短语谈论周末或假日活动。3.学生能够在情境中运用句型 Where didgo? What diddo?4.生在学习的过程中意识到安全的重要性。Teaching important and difficult points: 1.听说读写单词和短语：r
2、ide a bike/horse, went fishing/camping, hurt my foot。2.能够在较真实的情境中运用句型。Teaching aids: Recorder, tape, CAITeaching procedures:Step 1 Warm up a. greetingsb. ppt show the pictures of QQ,wechant,micro-blogT: Whats this? Ss :QQ.T: Whats this? Ss: 微信 T: a wechantT: Whats this? Ss: 微博 T: a micro-blogShow an
3、other picture T: what about this？Is it QQ?Ss: No.T: Is it a wechant? Ss: No.T: Is it a micro-blog? Ss:Yes.T: Whose micro-blog？Ss: Johns.T: When? Ss: Tuesday May 1st, Saturday May 12thT:Yes.Form this we can know Johns last Mays activities.【设计意图：利用学生熟悉的，现代化的一些交流工具QQ,wechant,micro-blog 导入话题自然过渡到 John 的
4、五一活动。 】Step 2 Presentation and practice1.Show the pictures of activities: ride a bike/horse, went fishing/camping, hurt my foot. Ss look at the pictures and words.【设计意图:依次出示每个活动图片，生初步感知每个单词及了解其意思。 】2read the five words or phrases by oneself for 2 minutes then discuss in groups【设计意图:生自主认读单词然后在小组内讨论交流
5、。 】3 .report in groupsG1: rode a horse 由 home推测 rode中 o的发音，short 推测horse中 or的发音。G2:rode a bikeG3:went拼音 w-en-t ,went ,f-i-sh-ing ,fishing.师点拨 camping中 a的发音（cat，apple）G4：hurt my foot,由 nurse读出 hurt【设计意图：学生根据拼音法或迁移旧单词读出新单词，老师点拨指导个别字母的发音来学习新词，从而培养生自主拼的单词的能力。】4.read after the tape【设计意图：通过跟录音读单词进一步纠正其发音并
6、熟练单词发音。】5.Ask and answerT: What did John do last May?S1: He rode a horse.S2: He rode a bike.(提醒生观察头盔，渗透安全教育)S3: He went camping.S4: He went fishing.【设计意图：通过问答操练的形式，让生会用短语进行造句。 】6. a Watch the cartoon and answer the question:Where did John ride a bike?b Watch the cartoon again and fill in the formWha
7、t did Amy do last holiday? name what whererode a bikeJohnhurt his footin the seaAmynear the sea【设计意图：通过观看动画引出重点句型 Where did.go?并在情境中再次巩固所学短语。 】Step 3 Consolidation and extension.1.Show the picture of where did star fathers go?T: Who are they? Ss: star fathers and the kidsT: Where did they go? GuessS
8、s：Shanghai ,HainanT: What did they do? Show many different picturesPlease look and write down the phrases【设计意图：创设学生感兴趣的、熟悉的情景爸爸去哪儿，让生在较真实的情景中运用所学语言，同时落实短语的书写。 】2.Pair work：Talk about your last holiday.A: Where did you go?B: I went to A: What did you do?B: I【设计意图：两人一组谈论自己的假日，在情境中运用所学句型和短语进行交流。 】3.Sum
9、mary4.read the wordsnurse hurt purple burn fur horse short fork morning orange【设计意图：出示一些与本课所学单词含有相同字母组合的单词让生试读，培养生自然拼读单词的能力。 】Step 4 HomeworkWrite down your last holiday写出 5个有关自己上个假期活动的句子。Blackboard design:Unit 3 A Lets learnWhere did you go? I went toride a bike /horseWhat did you do? hurt my footw
10、ent camping/fishing教学反思：本课时是六年级下册 Unit 3 Where did you go? Part A Lets learn。通过 John的微博呈现了他的五一活动进而学习新词 ride a bike/horse, went fishing/camping, hurt my foot。于是我利用学生熟悉的，现代化的一些交流工具 QQ,wechant,micro-blog导入话题自然过渡引出 John的五一活动。在处理生词这一环节，先让生依次看图理解词义，再自己试读单词向小组内求助，主要培养生自主认读识记单词的能力。学生可以借助一些拼音法或一些读音规则，或回忆以前的单
11、词来认读，遇到发音不准时借助录音或老师范读。在学到 ride a bike时渗透西方文化骑自行车要戴头盔，同时进行安全教育。学生都认读单词以后，我引导生把每个单词中的每个字母的发音都拼出来，学生很感兴趣，这样有助于识记单词，效果还是不错的。在扩展环节出示了一些与本课所学单词发音相似的单词让生试读，进一步培养生自主拼读单词的能力，做到见词会读。最后还创设了学生感兴趣的、熟悉的情景爸爸去哪儿 ，让生在较真实的情景中运用所学语言，同时落实短语的书写，做到了学以致用。当然在教学中仍存在一些问题，在单词的呈现环节有点乱，可以对文本做适当调整，把 ride a bike ,ride a horse;went fishing,went camping 放到一起，这样不管是从内容上还是板书上都比较整齐明了。另一方面鼓励学生有点单调，语言重复。最后由于时间关系，点拨学生的书写有点蜻蜓点水。这些都是以后应该注意并努力改正的。
