新版PEP小学六年级英语下册Unit 3 Where did you go教案(21页).doc

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1、-新版PEP小学六年级英语下册Unit 3 Where did you go教案-第 21 页Unit 3 Where did you go ?教学目标知识与能力目标能够听、说、读、写句型:Where did you go ? Did you ? Yes, we did . No, we didnt. How did you go there ?能够在情景中运用句型:Where did you go ? Did you ? Yes, we did. No, we didnt. How did you go there ? 询问并回答别人在过去的时间里去了哪里，乘坐什么交通工具。能够听、说、读、

2、写单词: rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.能够正确使用上述词组谈论和描述人物在过去做的事情了解新疆的风土人情。课时安排6课时第一课时教学内容 A. Lets try Lets talk课 型 对话教学教学目标 学生能够听、说、读、写句子：What happened ? Are you all right ? Im OK now. Where did you go ? It

3、looks like a mule ! Did you go to Turpan ? Yes, we did. 能够独立完成Lets try 中的听力练习。 教育学生懂得与他人分享旅行中的经历。教学重点难点在实际情景中灵活运用句型：Where did you go ? I went to? 来与他人进行交流。教学准备课件、图片教学步骤：Step 1. Warm-up 1.利用图片和学生一起唱歌谣，要求一边唱一边做动作。如： What can you do ? I can sing. What can you do ? I can dance. What can you do ? I can c

4、limb a mountain. What can you do ? I can take a pictures. What can you do ? I can speak Chinese.2.用多媒体课件展示自己外出旅游的照片，并做相关介绍。如： Last summer holiday, I went to hainan. It was so beautiful. I went swimming in the sea. And picked some seashells on the beach. Step 2. PresentationLets talk （从呈现完整对话到处理局部语言）

5、1. 整体感知对话并回答问题。(1)通过提问要求学生猜测：Did you go to Johns home ? What happened to John? What did they talk about later? 请学生带着问题观看动画或阅读文本，了 解John脚受伤的原因：He fell of his bike,利用图片帮助学生理解并教授fell. 同时，通过观看动画或阅读文本获得对话的主旨：They talked about Johns Labout Day holiday. (2)结合日历，让学生理解Labour Day holiday概念。提问：Look at the cale

6、ndar. What date is it ? Its May 1st . On May 1st ,we usually have three days off. We call it Labour Day holiday. (3)继续提问学生：Where did John go on his Labour Day holiday ? What did he do there ? 要求学生带着问题观看动画或阅读文本获取信息，并用思维导图板书对话关键信息。Johns Labour Day holiday Where did he go ? What did he do ? ? (4).结合思维导

7、图，描述Johns Labour Day holiday,然后让学生提问：What else do you want to know about Johns Labour Day hlokday ? 鼓励学生对John的假期提出问题：Who did John go with ? Was he happy ? What did people wear there ? Could they dance well ? 等等。结合学生的问题，利用图片或视频介绍新疆风土人情，并让学生对此进行适当的对话拓展。 (5).呈现Lets talk的插图，提问学生：Look at Johns pictures.

8、Where is it ? Mr. Tianshan or Turpan ? Can you guess ? 让学生把插图与思维导图中的地点进行匹配，并在此过程中向学生介绍Mt. Tianshan和Turpan的风土人情，教读mule, Turpan, could 和till. (6).根据文本内容引出句型并帮助学生理解句型。 教师提问：Lets have a look at Johns Labour Day hlokday gaain. Where did he go over his holiday ? What did he do ? 引导学生回答：He went to He 根据思维导

9、图中的句子解释Where did he go? What did he do ?的用法。 2.巩固与拓展 (1)两人小组活动。学生两人一组，每人长纸条上写两个过去时的句子，然后把句子在单词间的空隙处剪开。学生交换剪下来的单词，看谁能最先把同 (2)组织学生分角色朗读对话，请学生给对话配音。 (3)让学生复述John的五一假期。 (4)四人小组活动。Step 3. Practice Lets try 1.放录音，学生完成第一、二题。 2.追问学生Why was John at home ?引导学生进行猜测。再次放录音，学生根据录音完成第三题，验证之前的预测。Step 4. Consolidati

10、on and extension 1.学生背诵本课时的四会句子。2.做同步精练的相关练习。 Unit 3 Where did you go ? What happened ? Are you all right ? Im OK now. Where did you go ? It looks like a mule. Did you go to Turpan ? Yes, we did.教学反思 本课以说唱歌谣的形式来导入新课，一方面激发了学生的学习兴趣，另一方面让学生了解本课所要学习的内容，为后面新的知识的学习做了铺垫。新课教学阶段，教师以师生的会话的形式展开教学，学生在轻松的谈话氛围中学习

11、知识，同时还进行了相关知识的拓展，有利于学生融入到真实的语言环境中，将所学的重点单词和句型运用到以后的对话交流中去。在巩固新知阶段，教师以教学内容为中心，充分考虑到教学实际，特地设计了“采访”游戏这一环节，使学生在轻松、愉快的氛围中巩固新知识。第二课时教学内容A. Lets learn , Listen,answer and write课 型单词教学教学目标 能听、说、读、写以下动词短语: rode a horse, rode a bike, went camping, hurt my foot, went fishing. 能运用一般过去时来询问别人在假日里去了哪里、干了什么并作答。 培养学

12、生热爱大自然的美好情感。 教育学生要锻炼身体，多参加户外活动。教学重点运用五个动词短语来进行句型替换练习教学难点掌握三个动词短语过去式的读音和拼写教学准备图片、照片与课件教学过程 ：Step 1 : Warm-up 1.师生进行连锁问答练习，如： T: I went to Xinjiang on my holiday . Where did you go on your holiday？ S1: I went to. Where did you go on your holiday？S2: I went to. Where did you go on your holiday？ S3: I w

13、ent to. Where did you go on your holiday？ Step 2 : Presentation Lets learn 利用教材中的情景展开词汇教学 1.利用图片整体呈现本部分单词并教授。教师利用挂图呈现A.Lets learn板块的插图，提问： T: Look, this is Johns blog. When did he send pictures and write on the blog ? It was May 1st , the Labour Day holiday. What did he do on Labour Day holiday ? 然后

14、要求学生看图，说出John 五一假期所做的事情： S: He rode a horse. He went camping . He went fishing. 教师根据学生的回答继续追问： T: Where did he ride a horse ? What was the weather like there on Labour Day holiday ? Who did he ride a horse with ? How did he feel ? 引导学生根据自己对新疆的了解，结合图片，发挥想象，针对John在新疆旅游的细节进行对话。教师教授rode a horse, went ca

15、mping, went fishing的时候，注意rode 和a之间的连续。 2.教师提问学生 T: John had a good time in Xinjiang on Labour Day holiday. Last weekend, he also had two Days off. Where did he go last Saturday ? What did he do there ?引导学生猜测John上周末去的地方和做的事情，然后听课文录音，获取信息后，验证之前的猜测，再教授rode a bike. 3.围绕课文插图John五月十二日微博的内容，教师继续与学生一起讨论John

16、上周末的活动。教师提问：T: What else did he do last Saturday? Who rode a bike with him ? Was it fun to ride a bike in the forest park ? What happened to him later? If you were John, what would you do ? 引导学生谈论并回答，教师教授hurt my foot. 4.教师播放Lets learn中的录音，学生跟读，然后让学生两人一组进行对话。Step 3 : Practice 1.教授自编Lets chant What di

17、d you do on your holiday ? I rode a horse. I rode a horse. What did you do on your holiday ? I rode a bike. I rode a bike. What did you do on your holiday ? I went camping. I went camping. What did you do on your holiday ? I hurt my foot. I hurt my foot. What did you do on your holiday ? I went fish

18、ing. I went fishing. 2.教Listen, answer and write 教师播放此部分录音，学生完成相关练习，然后以教师问学生答的形式核对答案。Step 4 : Condolidation and extension 1.学生背诵并抄写本课时的四会动词短语。 2.做同步精练相关的练习。板书设计： Unit 3 Where did you go ? Zhang: Where did you go last Saturday ? John: I went to a forest park. Zhang: What did you do there ?John: I rod

19、e a bike. rode a horse. went camping. went fishing. hurt my foot.教学反思 本节课继续学习动词过去式的变化形式，涉及语法知识。教师没有过多地去讲解语法知识，而是通过对比的形式来帮助学生掌握动词的过去式，让学生从板书上、朗读中直接接触新知识，使学生以最简捷的方式来完成学习任务。教师以图片、情景对话、动作模仿等方式进行短语教学，使学生快速高效地完成课堂学习任务。第三课时教学内容 B. Lets try Lets talk课 型对话教学教学目标 能听、说、读、写以下句子：How did you go there ? We went th

20、ere by plane. Sounds great ! 能独立完成Lets try中的听力练习。 培养学生团结互助的合作精神。教学重点掌握重点句型教学难点灵活运用对话中的句型进行口语交流。教学准备图片、课件。教学过程 ：Step 1: Warm-up 1.教师请几名学生描述自己上周做些什么，如： I was busy last week. On Monday I went to a restaurant. On Tuesday I went to a park. I roda a bike. On Wednesday I played ping-pong. On Thursday I wen

21、t camping. .2.日常进行日常会话交流，如： T: What did you do on your holiday ? S1: I rode a horse. T: What did you do on your holiday ? S2: I rode a bike. T: What did you do on your holiday ? S3: I went fishing. .3. 师生齐声说唱chant, 如： How do you go to school ? By bus, by bus. How do you go to the park? By bike, by b

22、ike. How do you go to the science museum ? By taxi, by taxi. Step 2: PresentationLets try1.听前预测。教师出示人物图片，介绍听力活动背景: Who are they ? Wu Yifan and Amy are at school. They meet Sarah. 老师引导学生阅读第一个问题，然后提问：What are they talking about ? Can you gurss ? 让学生进行听前猜测。2.教师放第一遍录音，要求学生回答第一个问题。3.教师问：What did Sarah do

23、 there ? 让学生根据自己对杭州的了解进行猜测。然后老师放第二遍录音，学生回答问题后，教师还可提问：What was the West Lake like ? What else could we do in the West Lake ? 引导学生谈论杭州西湖。4.教师提问：Sarah bought some gifts. Who did she buy gifts for ? 教师放第三次录音，并核对第二题答案。 Lets talk （从呈现完整对话到处理局部语言）1 预测对话内容。完成Lets try后，教师提问：Sarah went to Hangzhou last winter

24、 holiday.What about Amy ? Where did she go ? How did sheGo there ? What did she do ? 要求学生带着问题观看动画或阅读文本后回答问题。板书如下： When did she go ? Where did she go ? Amys Trip How did she go there? What did she do ? 2.教师与学生谈论Amy的三亚之行。老师呈现A.Lets talk 板块的插图，提出问题: What did Amy do on the first / second / day ? How did

25、 she feel ? What was the weather like there ? What did she eat there ? Did she ? 引导学生结合图片，发挥想象，对Amy在三亚旅游的细节进行对话，并教读单词beach. 3.教师引导学生根据Amys trip 的思维导图，发挥想象，描述Amys trip. 此活动可先在四人小组内进行，然后全班分享。 4.教师用PPT呈现或板书Amy旅游信息的句子，要求学生根据提供的信息推断出合适的疑问句。 Amys Holiday Trip_? I went to snaya._? I went there over the win

26、ter holiday._? I went there by plane._? I took lots of pictures._? Step 3 : Practice1.学生两人互相询问对方曾经去过的地方和所乘坐的交通工具，然后制成表格。可请几名学生上台表演报调查结果，如： S1: I went to Zheejiang last year. S2: How did you go there ? S1: I went there by train. .Where ZhejiangHowBy train 2.学生之间讨论自己是怎样度过寒假。Step 4 : Condolidation and

27、extension 1.学生朗读本课时的四会句子。 2.做同步精练的相关练习。板书设计： Unit 3 Where did you go ? A：How did you go there ? B: We went there by plane. A: Sounds great!教学反思 本课主要培养学生的听力能力和口语表达能力。在教学中，老师先以听力训练为基础，让学生在听清楚正确发音的基础上进行模仿发音，再让学生通过分角色对话来练习口语，互补不足。这样进行教学，一方面给他们提供了自由表达的空间，另一方面极大地提高了学生的口语表达能力。教学过程中，教师以学生说为主，老师引导为辅，能锻炼学生开口说

28、英语的能力，学生说也是以自身实际为主，能让英语深入到学生的实际生活中。第四课时教学内容 B. Lets learn Look and say 课 型 词汇教学教学目标 能够听、说、读、写以下动词短语: ate fresh food, went swimming, took pictures, bought gifts. 在实际情景中灵活运用动词短语来进行替换练习。 学会唱英文歌曲Tell me about your holiday. 培养学生合理安排闲暇时间的能力。教学重点 掌握四会短语以及灵活运用句型来进行问答练习。教学难点 掌握四会单词bought, ate, took 和 went 的读

29、音和拼写。教学准备图片，课件教学过程 ：Step 1 : Warm-up 播放歌曲Tell me about your holiday,要求学生第一遍仔细听，熟悉旋律，然后教师讲解歌词内容与新单词的读音。播放第二遍录音，学生一边听录音一边跟唱。播放第三遍录音，学生一边打拍子，一边唱歌。Step 2: PresentationLets learn 1.利用挂图呈现并教授单词。教师呈现BLets learn板块的插图，提问：T: Who is he ? S: He is Wu Yifan. T: These were the pictures. Wu Yifan took over his sum

30、mer holiday. What did he do last summer holiday? Lets havea look. 引出ate fresh food并进行教读。并注意food的发音。 2.教师以同样的方式教went swimming, took pictures, bought gifts,教学过程中可用旧词引出新词，或用同类单词归类或语音的拼读方法帮助学生更快掌握新单词。 3.教师教完四个新词后，再次提问： T: How was Wu Yifans summer holiday ? 要求学生听录音，核对答案。 Look and say 1.本活动可穿插在Lets learn板

31、块教学中，作为词汇教学的一个综合运用活动。 2.教师呈现Andy的图片，提问学生： T: Who is he ? Andys summer holiday was fun. Do you want to know something about it ? What did he do over his summer holiday ? Can you guess ? 3.教师引导学生发挥想象，围绕Andy 暑假活动的细节进行两人小组问答。A: What did Andy do last summer holiday ?B: He ate fresh food.A: What did he ea

32、t ?B: He ate.A: Why did he eat fresh food ?B: Because he wanted to be healthy. Fresh food was good for his body.Step 3 : Practice教师指导学生把本课的动词短语和句型结合起来编成chant形式练习。如：T: What did you do ?S1: I ate fresh food.T: What did you do ?S2: I went swimming.T: What did you do ?S3:I took pictures.T: What did you

33、do ?S4: I bought gifts.Step 4 : Condolidation and extension1.学生朗读本课时的四会单词短语。2.做同步精练的相关练习。板书设计： Unit 3 Where did you go ? Amy: How was your summer holiday , Yifan ? Wu Yifan: It was good. I went swimming every weekend and took lots of pictures. ( ate fresh food ) (bought gifts.) 教学反思 1.以歌曲学习引入新课，预热课堂

34、，既能营造生动活泼的课堂氛围，又能使学生在歌谣中接触新知识，为新课的展开打下知识基础。 2.本课继续学习动词的过去式，教学中涉及到一些动词过去式的不规则变化。在教学中，教师将动词原形和动词过去式结合起来教学，让学生在对比中反复识记，在变换节奏拼读、拼读比赛、动作模仿等多种形式中操练，加深对新知识的印象，提升课堂趣味性，增强学生的学习积极性。第五课时教学内容B. Read and write Lets check Lets wrap it up课 型阅读教学教学目标 能朗读、理解Read and write 的短文并完成相关练习. 能独立完成Lets check 和Lets wrap it up

35、 中的练习。 培养学生的阅读能力和听说能力。 教育学生要养成一个良好的学习习惯。教学重点 能朗读、理解Read and write 的短文并完成相关练习.教学难点 理解短文中出现的新单词、短语及句子。教学准备课件、图片教学过程 ：Step 1: Warm-up 1.师生采用问答的方式来复习动词原形和动词过去式。如： T: bought gifts S1: buy gifts T: rode a horse S2: ride a horse T: ate fresh food S3: eat fresh food T: went swimming S4: go swimming T: went

36、camping S5: go camping 2.教师利用前面课时所学的重点短语和句型与学生展开以下对话。 T: What did you do on your summer holiday ? S1: I bought gifts. T: How did you go to Sanya? S2: I went to Sanya by plant. Step 2: PresentationRead and write 1.阅读前（1）看一看，说一说。教师要求学生按教材要求与同桌讨论：How did Wu Yifan meet Max ? What will happen next ? 完成后可

37、在全班交流，教师把学生们的想法用简单的句子写在黑板上。（2）教师让学生分类，哪些是好的事情？哪些是不好的事情？从而引出主题: Life is full of good news and bad news.2.阅读中（1）第一次阅读：教师要求学生尝试快速阅读文本，捕捉关键信息，给图片排序。 （2）第二次阅读：要求学生再次阅读文本，概括并写出这一天发生在Wu Yifan家的三件好事和两件坏事。 教师示范如何找读信息：Which sentences show Wu Yifans familys good new ? Lets read and underline. What should we wr

38、ite here ? We can write like this What about the other two pieces of good news ? Please read and write .学生完成后，师生核对答案。 （3）第三次阅读：理解更多细节。教师可设计问题，检查学生对文章细节的理解，如：What was the date ? Where did Max sit ?How was the weather ? Why did they stay in the hotel in the afternoon ?How was that day? Who did Max lik

39、e ?What did they do in the morning ? What did Max do to Robin? 教师展示Read and write 板块的文字内容，教师放课文的录音，要求学生跟读，模仿正确的停顿、语音和语调。（4）教师自制的课件，呈现几名学生讲述自己同时经历好事情和坏事情的不寻常的经历。（5）教师引导学生结合自己的实际情况，写出发生在自己身上的一件好事、一件坏事情和自己的对策，并在四人小组或班上交流，在此过程中渗透以下观念：事情都有两面，好事坏事没有绝对，可以相互转换，因此要保持乐观的心态，通过努力把干事变好事。3.阅读后（1）教师补充中国传统故事“塞翁失马，焉

40、知非福 ”，要求学生阅读并完成相应的读后活动。教师可自制worksheet, 示例如下：Read, fill in the form, then tell the story.A Good Thing or a Bad ThingIn the old times, there was an old man. His name was Saiwent. He always thought differently from the other people. One day, his horse came out and didnt come back. His neightbours felt

41、sorry for him. However, he said, “Losing a horse is a bad thing, but maybe it will become a good thing,” Several months later, his horse came back with another fine horse. His neighbours felt happy for him, but he said, “Maybe it will become a bad thing.”Just as he worried, one day, his son rode the fine horse. He fell off and hurt his leg. His son become a disabled man. His neighbours were sorry for him again, but he didnt think so: “Maybe it will become a good thing again.”One year later, there was a war. Many young men became soldiers and died. His son did not have to serve in the army