牛津小学英语6A Unit 3 It was there教案
教学内容
Fun with English 6A Unit3 It was there Part A
教材分析：
    本单元设置了a running race这一场景，通过SuYang和SuHai想要拍照，却找不到相机与胶卷，而后四处寻找的过程，展示了Where’s the camera? It’s in your bag. It isn’t there now. It was there a moment ago. Where are the films? They’re in your bag. They aren’t there now. They were there just now.这样一组句型，引出了小学阶段的第三个时态：一般过去时。本单元将重点学习过去时的两个时间状语：a moment ago 和just now，以及be动词的过去式was和were。
教学目标
【知识目标】
1、能正确听、说、读、写单词excited；能正确听、说、读单词和词组exciting,sports day,running race,ground。
2、能正确听、说、读、写句型Where was/were…a moment ago/just now?It was/They were….
3、能正确运用交际用语It is Sports Day.Can I have them,please?Can you pick them up for me,please?
【能力目标】
1、能在具体情境中以口头或书面的形式运用所学知识。
2、培养学生的语感、观察能力和自学能力。
【情感目标】
1、保持学生学习英语的兴趣及运用英语参与语言活动的积极性。
2、培养学生与人交往的能力以及团结协作的意识。
教学重、难点
1、        理解动词be的过去式was/were。
2、让学生在真实的情境中学习、理解和运用语言。
3、能正确使用excited和exciting。
教学过程
Step 1. Warm up
1.T:What date is it today?
    What’s the weather like today?
2.T:Where’s/Where are the …?
3.T:You know I like taking photos very much.I often go to take photos on a sunny day.Guess.What do I usually take when I take photos?(a camera,a roll of film/films,a pair of glasses,a mobil phone,a CD Walkman/MP4,earphones,some water,a bag)
【设计意图：联系生活实际，从教师的真实爱好入手，请学生猜猜平时拍照携带的东西，很自然地学习了所学的单词、词组。】
4.T:All of you know me very well.Today I take these things to our classroom.Look,they are in my bag.(The teacher shows the bag)Now let’s play the game “Hide and seek”.
【设计意图：通过游戏创设寻找物品的情境，既是教学内容的需要，也利于学生轻松、愉快的进入英语学习状态。】
（1）Make a model:Look for the camera
S1:I can’t find the camera.Where is it?
T:The camera was in the bag just now/a moment ago.But it isn’t there now.Let me see.Look,it’s in the desk now.
（课件显示句子的基本结构，横线处空白)【设计意图：借助游戏的形式让学生操练语言，充分调动了学生参与的欲望和表达的意识。教师提供句子的结构，降低了学生表达时的难度，有利于学困生的学习。】
教学exciting，方法：请学生自己分析读音。
【设计意图：学生进入六年级，有了一定的自学能力。在学习单词时提供已经学过的单词，让学生自己读一读、辨一辨，有利于学生的语音辨别能力，也让学生品尝到自主学习的快乐。】
（2）Look for the films:The teacher asks and the student answers
T:I can’t find the films.Where are they?
S1:The films were in the bag just now/a moment ago.But they aren’t there now.Let me see.Look,they’re on the ground now.
T: Can you pick them up for me,please?
S2:Yes./Sure.?Of cause.
（课件显示句子的基本结构，横线处空白)
对话的过程中教学ground，方法：联系playground掌握单词读音；根据情境理解意思。
对话的过程中教学Can you pick them up for me,please?方法：板书句子；通过动作理解意思；读；引导学生在适当的情境中运用。
【设计意图：游戏为新授知识的引出提供了真实的语言环境，让学生在语境中理解语言、运用语言，有利于学生在生活中运用语言。】
(3)Play with a partner
the earphones——under the chair
the glasses——behind the box
the mobil phone——in the book
the CD Walkman——near the desk
Step2 Presentation
T:I like taking photos.Do you want to see some photos?(Show the photos)
1.Show the first photo
(1)、请学生描述照片的内容：Wu Kai is jumping. The teachers and the students are watching the high jump.
(2)、教师补充：The high jump is very exciting.The students are excited.（板书句子）
教学excited，方法：联系excuse，掌握e的发音；学生自己分析i的发音；观察照片及教师的动作表情，理解意思。
2. Show the second photo
(1)、教师描述，课件显示以下内容：Wang Ziyan is/The girls are running.Many students are watching the running race.They are evry ____.The running race is very ______. （板书：The running race is very exciting.）
(2)、教学running race，方法：课件显示单词
(3)课件显示篮球赛胜利的照片，请学生用cake,face,cage,date，请学生自己朗读；通过照片画面理解意思。
(4)、请学生用excited、exciting填空，然后描述照片内容。excited,exciting描述。
【设计意图：理解excited和exciting的用法是本课的难点。通过照片再现篮球比赛的激动人心以及获胜后学生激动无比的场面，从学生的真情实感出发，为突破难点找到关键点。】
4.Learn the phrase ‘Sports Day’
(1)课件显示运动会照片
T:We are having a sports meeting.It is Sports Day.（板书）
(2)教学Sports Day，方法：课件显示单词horse,fork,airport，学生自己比较朗读。
【设计意图：教师出示的照片都是学生的校园生活照，让学生感到亲切，让知识显得自然，真正体现了语言源于生活，服务生活的本质。】
Step3 Look,read and say
T:Do you like sports day?(Yes)Su Hai and Su Yang like it,too.It’s Sports Day in their school. Let’s go and have a look.
1.Part1
(1)Look at the picture and fill in the blanks.
It is ___________.All the students are very _______.Su Hai and Su yang are ______________.
(2)Listen and answer the questions
Q1:What does Su Hai want to do?
Q2:What are Su Hai and Su Yang doing?
(3)Read and retell
【设计意图：通过看一看、写一写、听一听、说一说四种途径，综合锻炼了学生的学习能力。学生不仅了解了对话发生的背景，也进一步操练了知识点。】
2.Part2
(1).Listen and answer the questions
Q1:Who are talking?
Q2:What are they looking for?
【设计意图：让学生感受语音语调，整体感知对话。】
(2).Read,write and say
A.Read and write by the student
B.Talk about the camera and the films
C.Read the dialogue
D.Judge and talk(The exercise on Page23)
【设计意图：课文的对话部分比较长，也很口语化，让学生通过自己的阅读完成表格，突出了重点知识，有利于培养学生的学习能力。】
E.Say and write
Su Hai is looking for her camera.The camera ____ in Su Hai’s bag _________.But it’s __________now.Su Hai wants to ______ the films.But they _____ in Su Yang’s bag now.Theyfind the films ______ _________.And Su Yang can ________ them up for Su Hai.Now they can take photos.
【设计意图：通过短文的形式再现对话内容，让学习回到整体，也让学生在多种形式中理解、运用知识。】
Step4 Consolidation
T:Taking photos is interesting and exciting.Do you like taking photos?(Yes.)Now let’s go and take photos.Oh,no.I can’t find my camera…Now can you make a dialogue about my lost camera.
课件显示文字：
Miss Peng likes taking photos.It’s fine today.We want to go taking photos with her.
Students:Hurry up,Miss Peng.Let’s go to take photos.
Miss Peng:I see.But I can’t find my camera.It was in the desk just now.
……
【设计意图：在生活中丢三落四的事对学生来说是丰富的切身体会的，让学生以此为话题编写对话，不仅是巩固知识的需要，也是为了让语言回归生活。对话由拍照引出，也与本课的开头呼应，使一堂课浑然一体。】
Step5 Assignment

非常感谢，正要用呢。

非常不错，谢谢啦

不要钱的，先顶一下！！！

谢谢楼主，免费下载

非常感谢，正要用呢。

谢谢楼主的慷慨，第一次教六年级，不知该注重什么，谢谢指点