人教PEP六年级英语下册Unit3WheredidyougoPARTA教案

人教PEP六年级英语下册Unit3WheredidyougoPARTA教案

教学目标 ●能够听、说、读、写句型:Where did you go ? Did you… ? Yes, we did . No, we didn’t. 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 didn’t. 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、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。 知识与能力目标 课时安排 3课时

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第一课时

教学内容 A. Let’s try Let’s talk 课 型 对话教学 ● 学生能够听、说、读、写句子：What happened ? Are you all right ? I’m OK now. Where did you go ? It looks like a mule ! Did you go to Turpan ? 教学目标 Yes, we did. ● 能够独立完成Let’s 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 climb 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. Presentation Let’s talk （从呈现完整对话到处理局部语言） 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 John’s 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. 2 / 11

同时,通过观看动画或阅读文本获得 对话的主旨：They talked about John’s Labout Day holiday. (2)结合日历,让学生理解Labour Day holiday概念。提问：Look at the calendar. What date is it ? It’s 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。 John’s Labour Day holiday Where did he go ? What did he do ? ? (4).结合思维导图,描述John’s Labour Day holiday,然后让学生提问：What else do you want to know about John’s 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Let’s talk的插图,提问学生：Look at John’s pictures. 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：Let’s have a look at John’s 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 Let’s 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. Consolidation and extension 3 / 11

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 ? I’m OK now. Where did you go ? It looks like a mule. Did you go to Turpan ? Yes, we did. 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教学反思 中学习知识,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. Let’s learn , Listen,answer and write 课 型 单词教学 ● 能听、说、读、写以下动词短语: rode a horse, rode a bike, went camping, hurt my foot, went fishing. 教学目标 ● 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

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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 went to.... Where did you go on your holiday？ …… Step 2 : Presentation Let’s 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.Let’s learn板块的插图,提问： T: Look, this is John’s 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 camping, 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.

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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Let’s 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Let’s chant What did 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 fishing. 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 ? 6 / 11

John: I rode a bike. rode a horse. went camping. went fishing. hurt my foot. 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教学反思 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. Let’s try Let’s talk 课 型 对话教学 ● 能听、说、读、写以下句子：How did you go there ? We went there by 教学目标 plane. Sounds great ! ● 能独立完成Let’s 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：

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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 went 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 bike. How do you go to the science museum ? By taxi, by taxi. …… Step 2: Presentation Let’s try 1.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 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

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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。 Let’s talk （从呈现完整对话到处理局部语言） 1．预测对话内容。完成Let’s try后,教师 提问：Sarah went to Hangzhou last winter holiday. What about Amy ? Where did she go ? How did she Go 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 ? Amy’s 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.Let’s talk 板块的插图,提出问题: What did Amy do on the first / second / …day ? How did 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Amy’s trip 的思维导图,发挥想象,描述Amy’s 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。 9 / 11

Amy’s Holiday Trip ___________________________? I went to snaya. ___________________________? I went there over the winter holiday. ___________________________? I went there by plane. ___________________________? I took lots of pictures. ___________________________? …… Step 3 : Practice 1.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 How Zhejiang By train 2.学生之间讨论自己是怎样度过寒假。 Step 4 : Condolidation and 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 ? 10 / 11

B: We went there by plane. A: Sounds great! 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,教学反思 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。

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