六年级上册Lesson 9优质课教案

UNIT THREE I FLEW TO HANGZHOU

一、教材背景和学情分析

（一）本单元教学内容：本单元是有关交通方式的话题。

主要句式：由when how who 引导的特殊疑问句,如:

询问对方在过去的某个时间是何时回来的用语When did you come back?

对方在过去的某个时间如何到达某个地点How did you get to the museum last Saturday?

询问谁发明了什么Who invented all of these?

涉及的语法知识为一般过去式。交通方式也是本单元的复习知识点。

(二)知识点的上位分析：

学生在四年级下半学期和本册书前两个单元已经学过、接触了过去式，如Where did he go? He went to my …. What’s happened to…? I’m sorry I broke…. 而且前两单元的语法知识点也是一般过去式。另外，学生在二年级就接触了相关简单的交通方式。

基于以上分析,我把本单元重难点定位在:

教学重点：when how who what 引导的特殊疑问句以及一般过去式的用法。          

教学难点： fly过去式flew, take过去式took,  come过去式came, ride过去式rode等不规则动词的一般过去式的形式。表示过去时间状语的表达如：early this morning,  late yesterday afternoon, early last Sunday morning等.

（三）各单元、各课知识点之间的联系、整合、铺垫与延伸

      本单元涉及的语法点和一二单元一样，都是一般过去式。 本单元在Lesson9，Lesson10和Lesson11所涉及的都是一般过去时的用法。三个课也都涉及了交通方式的用法。

（四）本单元知识点、考点梳理

1）句式：功能句：询问对方在过去何时做了某事When did you do（动词原型） sth? 对方在过去的某个时间如何到达某个地点How did you get(动词原型)to …?的固定应用，以及询问谁发明了某物Who invented…?的正确运用。[来源:学+科+网Z+X+X+K]

       重点句：一般疑问句Was it crowded on the bus? 及其肯定和否定答语Yes, it was./No, it wasn’t.

一般疑问句Did you enjoy your visit?及其肯定和否定答语Yes, I did./No, I didn’t.

2)语法：

动词一般过去式的正确使用；

由when how who 引导的特殊疑问句的正确运用；

由was, did引导的一般疑问句的问与答的正确运用：

以及表达过去时的时间状语的正确表述，如：last weekend, early this morning, late yesterday afternoon, early last Sunday morning, last summer vacation.

3）词汇：名词：trip, lake, foot, silk, festival, airport, airplane, invention, telephone, light，[来源:学。科。网Z。X。X。K]

形容词：large, crowded, smart, easy,

副词：early, along, around,

动词：invent,   词组: walk along, walk around, fly to, come back, line up等。

4)语音：强化字母组合ar, oo, air, or 在单词中的发音。

二、本单元具体教学目标

 1．能流利地朗读课文，表演对话。能够看图说话在语境中表达。

2．学生能在实际语境下使用恰当语言灵活表达：

    1）学生能在恰当情景中询问对方在过去什么时间做了什么When did you…?及其答语的应用。

    2）学生能在恰当情景中询问对方在过去的某个时间点如何到达了某地 How did …get to…?及其答语的应用。

3）学生能够在相应的情境中问答谁发明了什么Who invented…?及其答语。

3．能听、说、读、写本单元的19个单词：early, trip, along, lake, large, around, foot, silk, crowded, line up, airport, festival, airplane, invent, smart, invention, easy, telephone, light

4．能借助录音读懂书上story time中的故事，完成课后问题。

课时安排

UNIT THREE I FLEW TO HANGZHOU

Lesson 9 第一课时

一、教学内容：

主题课文：   Hi, Mike. What did you do last weekend?

I flew to Hangzhou with my parents.

Really? When did you come back?

We came back early this morning.

How was the trip?

Great! We walked along the West Lake. It’s such a large lake. We couldn’t walk around it on foot. My mom bought a lot of silk dresses.

功能句型：When did you come back?

We came back early this morning.

词汇：early, trip, along, lake, large, around, foot, silk

二、教学目标

（一）知识与技能目标

  1.能够正确地理解、朗读课文

  2.能听懂会说由疑问代词when引导的特殊疑问句的过去时 When did you come back?及其过去时的答语We came back early this morning.

  3.能听、说、读、写early, trip, along, lake, large, around, foot, silk等四会单词

（二）过程与方法

  1.通过听录音,跟读录音,模仿对话表演等来使学生掌握课文的正确读音.

  2.创设贴切的真实情景,帮助学生理解所学功能句,然后通过反复练习、实践来使学生掌握功能句.

  3.在恰当的语境中,让学生体验、感知、运用后掌握所学词汇.[来源:ZXXK]

(三)情感态度价值观

  1.学生喜爱乘坐不同的交通工具外出和旅游

三、教学重难点

(一)重点

1.在恰当情景下理解和运用When did you come back?

We came back early this morning..

   2.能朗读课文

(二)难点

  1. 掌握功能句并在实际情景中作适当的运用。

2．正确运用重点句

四、教具准备

幻灯片、课文对话录音、与课文情景有关的图片、单词卡片

五、教学过程

(一) Warming-up

活动一Free talk

活动目标：复习，巩固特殊疑问代词what, when, how, where.

实施方法及师生预设语言：T: Did you enjoy your National Day?

　　Can you tell us something about your holiday?

Arranged the assignment to students before the lesson, give them enough time to prepare.

Let them write according to the order of what, where, when, how.

1. Where did you go?

2. What did you do this National Day?

3. when did you come back?

4. How was your trip?

5. Something of your trip.

（二）Presentation and practice

活动一 听一听，答一答

活动目标：帮助学生感知，理解课文内容

实施方法及师生预设语言：1. Listen to the dialogue

　T: Let’s listen to something about Mike’s trip.

2. Listen and answer

  Listen again and answer the questions about the dialogue. The content of the questions is the same as students’ homework.

(1) What did Mike do last weekend?

(2) Where did Mike go last weekend?

(3) When did Mike come back?

(4) How was Mike’s trip?

(5) Something about his trip.

3. Stress the “something of his trip”.

  T: This part is too long. It’s hard for us to understand it.

　　Who can help me?

  Show the sentences of the part, let students rearrange them.

(1) We visited West Lake.

(2) We wanted to walk along the West Lake and saw the sights of the West Lake.

(3) But it’s such a large lake.

(4) So we couldn’t walk around it on foot. We had to ride bikes.

(5) And my mom bought a lot of silk dresses.

4. Read the introduction of the part

5. Read the part together.

设计意图：帮助学生理解、记忆课文。

活动二 practice

活动目标： 在实践运用中掌握课文的朗读。

实施方法及师生预设语言：1. Drill the dialogue

  (1) Play the tape and imitate

  (2) Have the students read the dialogue

  (3) Practice in groups

  (4) Have them read or act

  (5) Have them make a new dialogue

  (6) Have some groups act the new dialogues

活动三： 强化课文内容

活动目标：把课文作为听力材料，提高学生的听、写能力。并帮助学生进一步理解所学课文。

实施方法及师生预设语言：

听课文一遍，注意所缺单词的发音

听课文第二遍，补齐课文对话

逐句播放课文对话录音，学生逐句跟读课文录音，模仿录音中的语音语调。

Role play 分角色表演课文对话，对表演对话好的学生给予一颗星或两颗星的奖励，鼓励学生积极表演。

（三）Production

活动一 根据所给内容创编新对话

活动目标： 学生能够将所学知识在生活中运用

实施方法及师生预设语言：

What did you do … weekend?

I … with my … .

When did you… ?

We….

How was….

….

设计意图：帮助学生能够灵活运用所学知识，达到学以致用。

（四）学习效果评价（检测题）

检测目标和意图：检测学生对本课教学目标的达成度

检测题：

选择。

(    ) 1. -- What        you do last weekend?

　　　　-- I        to GuiLing with my friends.

       A. did, flew    B. do, fly    C. did, fly

(    ) 2. --        did you come back?

        -- We came back this morning.

　　      A. What    B. Where    C. When

(    ) 3. -- How        your trip？

        -- Great! I enjoyed it. How about yours?

　　      A. was    B. is    C. are

选词填空。

around    along    foot    large    trip

1. --Excuse me! How can I get to the post office?

  --Walk        the street, you won’t miss it.

2. He is looking        and trying to find his brother.

3. It’s not so far. You can get there on       .

4. It’s such a        lake.

5. --Do you want to have a        with me?

  --Yes, I’d like to.

（五）Homework

 1. Write and recite the new words.

 2. Listen and read the text 3 times.

六、板书设计：

                         Lesson9

Where …

What …

When …

How …
七、课后反思

Lesson 9    第二课时

一、             教学内容

Let’s practice: When did….?及其答语。

词汇: early, trip, along, lake, large, around, foot, silk

Listen and choose: Tick or cross

Read and write

Story time

二、       教学目标：

（一）     知识与技能目标：

1.    能朗读课文、表演对话。
2.    能在各种语境中就由疑问代词when引导的特殊疑问句的过去时 When did ….及其答语进行替换练习。
3.    能借助录音读懂书上story time中的故事，完成课后问题。

（二）    过程与方法：

1.    通过跟读录音、合作学习等途径帮助学生掌握课文内容。
2.    通过合作学习、小组操练等途径来使学生掌握功能句的替换练习。
3.    通过观察图片、根据重点词预测句子含义来完成故事下的问题。

（三）情感态度价值观：

   1. 通过本课语言知识的学习，学生能熟悉身边的人所做的事情，并能经常做到关心他人。

三、教学重难点：

（一）重点：

1. 能在恰当地情景就本课功能句进行替换练习。

2. 能读懂故事并完成相应的练习。

（二）难点：

    1. 掌握动词drive, walk, take, ride等动词的过去式。

四、教具准备：

   幻灯片、录音、短语卡片，相关场所图片

五、教学过程：

（一）Warming up

活动一：听一听，演一演

活动目标：通过复习，帮助学生进一步强化、巩固上一课时所学内容。

实施方法及师生预设语言：

教师播放课文录音，T: Listen carefully.

学生听录音。

然后请学生开展Role play 分角色表演课文对话

设计意图：对不同层次的学生进行反馈，了解学生对上一课时教学内容的掌握情况。

（二）Presentation and practice

活动一：Learn the new knowledge.

活动目标：掌握动词drive, walk, take, ride等动词的过去式，并运用到功能句当中。

实施方法及师生预设语言：

Show the pictures in order, let students use them to make short dialogues.

  1) Show drive and drove to students first and lead to read them

     Students make dialogue

　　-- When did you drive to Xiangshan?

      -- We drove to Xiangshan late yesterday afternoon.

  2) Show walk and walked to students first and lead to read them

     Students make dialogue

      -- When did you walk to Beihai.

      -- We walked to Beihai early last Sunday morning.

  3) Show take and took to students first and lead to read them

     Students make dialogue

      -- When did you take the train to Tianjin?

      -- We took the train to Tianjin last weekend.

  4) Show ride and rode to students first and lead to read them

     Students make dialogue

      -- When did you ride a horse on the farm?

      -- We rode a horse on the farm last summer vacation.

活动二：Listen and choose: Tick or cross

活动目标：提高学生的听的能力

实施方法及师生预设语言：

(1) Let students read the sentences.

  (2) Circle the key points they should take care.

  (3) Have the students read the sentences

  (4) Listen and choose.

  (5) Check the answers

活动三： Read and write

活动目标：帮助学生再次巩固所学四会词以及其在恰当情景中的运用

实施方法及师生预设语言：

1.先请学生读对话，预测空缺处学要填写的单词

2. 与自己的伙伴讨论空缺的地方填写哪个单词最合适

3. 请学生说出自己填写的单词，并翻译整句话。

设计意图：帮助学生进一步强化early, trip, silk, along, large, foot四会单词的总合运用。

活动四：读一读，做一做

活动目标：把故事做为阅读材料，利用故事的趣味性，激发学生读的兴趣，提高学生的阅读能力

实施方法及师生预设语言：

教师先请学生观察故事图片，揣摩故事所表达的意思。

请学生读故事，画出生单词和词组。

小组讨论生单词和词组。

教师订正生词和词组的意思。

请学生完成故事下问题。

教师订正答案。

播放录音，请学生模仿录音中的语音，语调跟读故事。

（三）Production

活动一：Show more phrases to practice the sentences

活动目标： 将所学知识达到学以致用的目的。

实施方法及师生预设语言：

1. go to school

  -- When did you go to school?

  -- I went to school at … .

2. have dinner

  -- When did you have dinner?

  -- I had dinner at … .

3. see the film

  -- When did you see the film?

  -- I saw the film … .

4. walk the dog

  -- When did you walk the dog?[来源:ZXXK]

  -- I walked the dog … .

5. buy these books

  -- When did you buy these books?

  -- I bought these books … .

（四）学习效果评价（检测题）

检测目标和意图：

检测题：

选择。

(    ) 1. -- Did you        the train to Beijing?

        -- No, I went to there by air.

          A. take    B. took    B. takes

(    ) 2. Every day, my father        to work. It’s very convenient.

        A. drive    B. drove   C. drives

(    ) 3. I like        horses.

        A. riding    B. rode    C. rides

(    ) 4. My house is close to school. So I        to school from Monday to Friday.

        A. walked    B. walk    B. walks

(    ) 5. -- You should have a good rest. So you must go to bed       .

        -- I see, mom.

　　      A. early   B. late   C. lately[来源:学,科,网]

 (五) Homework

1. Write and recite the new words

2. Write and recite the important sentences.

六、板书设计

             Lesson 9

When did you … ?

I walked the dog/ had dinner/ saw the film at … .

drive-        walk-      take-        ride-       go-      

have-       see-      buy- 

七、课后反思