新PEP小学英语六年级下册U3Where-did-you-go教学计划及教案

P E P小学英语六年级下册《U n i t3W h e r e d i d y o u g o》教学设计教学设计新版PEP六下Unit3 Where did you go?B Let’s talk教学目标：1.知识目标：a.能听懂会说句型：Where did you go…?How did you go there?What did you do there? 及其回答b.能够听说、认读单词：beach, took pictures, went swimming.2.能力目标：a.能够在图片和教师的帮助下理解对话大意。

b.能够用正确的语音、语调朗读对话，并能够进行角色表演c.能够在情境中恰当运用句型：Where did you go…?How did you go there?What did you do there?询问并回答。

d.能够在语境中理解生词：beach, took pictures, wentswimming.的意思，并能够正确发音。

3.情感目标：a.能够了解海南三亚的海岛风光。

b.能够珍惜时间、珍惜友谊。

教具准备：PPT 、学生的假期or周末照片、展示模板Teaching Procedures:Step1: Preparation1.Sing a song.PPT: 播放歌曲“Tell me about your holiday”.【设计意图：这首song极富节奏感，这样一开始就将学生带入了一个“有声有色”的英语乐园，充分调动学生的情感因素，激发其学习兴趣，为学习英语创设了一种轻松愉快的课堂气氛，起到“课伊始，趣亦生”的效果。

且歌曲内容与所学内容和新知都有一定的联系，可以起到“引子”的作用，可谓“一石二鸟”，为后面的教学起到推波助澜的作用。

】2.交代任务及评价方式：PPT：呈现学校Golden memory-回忆“微”互动的征集海报。

T:Boys and girls, It will be say goodbye to your friends, your teachers and our school.From this class,you will write and design your happy time, The best “golden memory” will be show.【设计意图：基于学生临近毕业的生活实际，引入本节课的任务：Golden memory-回忆“微”互动的征集，让学生带着任务去学习，体现了任务型教学法的运用。

人教PEP版英语六年级下册Unit 3《Where did you go》教案一. 教材分析人教PEP版英语六年级下册Unit 3《Where did you go》主要讲述的是过去发生的事情。

本节课主要让学生掌握一般过去时态，能够用一般过去时态描述过去发生的事情。

通过本节课的学习，让学生能够听懂、会说、会读、会写一般过去时态的句子，培养学生运用英语进行交际的能力。

二. 学情分析六年级的学生已经掌握了基本的英语语法知识，对一般现在时态有一定的了解。

但是，对于一般过去时态的运用还比较陌生。

因此，在教学过程中，教师需要耐心引导学生，让学生充分理解和掌握一般过去时态的用法。

三. 教学目标1.知识目标：–学生能够掌握一般过去时态的构成和用法。

–学生能够听懂、会说、会读、会写一般过去时态的句子。

2.能力目标：–学生能够在适当的情境中运用一般过去时态进行交际。

3.情感目标：–学生能够对英语学习保持浓厚的兴趣，积极参与课堂活动。

四. 教学重难点1.教学重点：–一般过去时态的构成和用法。

–一般过去时态的句子表达。

2.教学难点：–一般过去时态的运用，尤其是在实际语境中的运用。

五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中运用所学知识。

2.情境教学法：创设各种真实的情境，让学生在情境中学习、运用英语。

3.交际法：鼓励学生积极参与课堂交际活动，提高学生的英语交际能力。

六. 教学准备1.教师准备：–教材、教案、课件。

–与本节课相关的故事书、图片、视频等教学资源。

2.学生准备：–预习本节课的内容。

–准备一本英语故事书，用于课堂上的阅读和分享。

七. 教学过程1.导入（5分钟）–教师与学生用英语进行自由对话，复习一下之前学过的一般现在时态。

–引导学生谈论一下他们平时喜欢做的事情，激发学生的兴趣。

2.呈现（10分钟）–教师展示一张图片，图片上有一个学生在画画。

–教师问学生：“Where did he go?”，学生回答：“He went to draw pictures.”–教师引导学生注意到句子中的“went”和“drew”，解释一般过去时态的构成和用法。

PEP小学英语六下Unit 3 Where did you go?第3课时教学设计一、教学内容：英语六年级下册第三单元《where did you go？》第3课时二、教学目标：1.能力目标：（1）在情境中恰当运用句型：Where did you go...? How did you go there? What did you do? 谈论假期活动.（2）能够在情景中恰当运用由where，what和how引导的一般过去时特殊疑问句。

2.知识目标：（1）能够用正确的意群及语音、语调朗读对话，并进行角色扮演。

（2）能够借助图片理解对话大意。

（3）能听、说、读、写句型Where did you go...? How did you go there? What did you do?（4）能在语境中理解生词beach的意思，并能正确发音。

（5）通过听力活动完成Let’s try 听力任务，培养听力技巧。

3. 情感、策略、文化目标：（1）培养学生热爱祖国山水，陶冶爱国情操。

（2）乐于并能够与他人就自己的假期出行及其见闻进行分享和对话。

（3）引导学生养成做事之前先计划以及保持环境卫生的良好习惯。

三、教学重、难点：重点：能听、说、读、写，并在情境中恰当运用句型：Where did you go...? How did you go there? What did you do? 谈论假期活动；能够在情景中恰当运用由where，what和how引导的一般过去时特殊疑问句。

难点:能够在情景中恰当运用由where，what和how引导的一般过去时特殊疑问句。

四、教学方法：情境教学法；任务型教学法；小组合作学习法五、教学过程：Step1.Warming up1.Greetings:T: Hello, boys and girls. Are you ready? OK,class begins.2. Enjoy a song and answer:T: First, Let’s enjoy a song , listen carefully: What did Wu Yifan do?T:Who can answer?3.Free talkT:Wu Yifan did many things over the holiday,what about you?What did you do?师问生，生生讨论，展示。

Unit 3 Where did you go?第一课时教学目标：1.能够听、说、读、写以下动词短语：rode a horse rode a bike went camping hurt my foot went fishing2. 能够运用一般过去时询问别人在过去的某个时间点去哪里及所做的事情并做答。

教学重难点：1. 本课时的教学重点是掌握5个动词短语的过去式形式。

2.本课时的教学难点是以下两个句子的运用：Where did you go last Saturday? What did you do there?教师要多示范，通过有针对性的反复操练知道学生熟练掌握。

教学准备：Teacher：本课时的动词短语卡片教学过程：Ⅰ.Warm-up1. 教师播放课件有关本课时的5个动词词组的原型形式。

Ⅱ.Preview教师展示本部分的挂图问：Do you like weekend? What do you usually do on your weekend? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。

Ⅲ.Presentation and Practi ceLet’s learn1.教师问一名学生：What’s your hobby? 引导学生回答。

教师指着自己说：I like ridinga horse. I have many beautiful pictures. 然后拿出一张风景照说：Look at thispicture. I took the picture last week. 教师板书rode a horse和ride a horse，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。

2.I like riding a horse ,I also like riding a bike ,I often ride a bike on theweekend ,I have mangy pictures of riding a bike. 然后拿出一张骑自行车照说：Look at this picture. I rode a bike last week. 教师板书rode a bike e和ridea bike，认真观察并说出两个短语的不同之处，然后指导学生拼写。

新版P E P小学六年级英语下册U n i t-3-W h e r e-d i d-y o u-g o教案教学文稿-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit 3 Where did you go第一课时教学步骤：Step 1. Warm-up1.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 doI can dance.What can you do I can climb a mountain.What can you do I can take a pictures.What can you doI 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 sobeautiful. I went swimming in the sea. And picked some seashells on the beach.Step 2. PresentationLet’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 yougo to John’s homeWhat happened toJohn 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 hisbike,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 John’s Labout Day holiday.(2)结合日历，让学生理解Labour Day holiday概念。

提问：Look at thecalendar. 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 didhe 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。

Unit 3 Where did you go第一课时教学内容 A. Let’s try Let’s 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 I’m OK now.Where did you go It looks like a mule ! Did you go to Turpan 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-up1.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. PresentationLet’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 yougo to John’s home What happened toJohn 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 hisbike,利用图片帮助学生理解并教授fell.]第二课时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-up1.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 holidayS1: I went to.... Where did you go on your holidayS2: I went to.... Where did you go on your holidayS3: I went to.... Where did you go on your holiday！……Step 2 : PresentationLet’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。

Unit 3 Where did you go ?第一课时教学内容 A. Let’s try Let’s 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 ? I’mOK now. Where did you go ? It looks like a mule ! Did you go to Turpan ?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-up1.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. PresentationLet’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 yougo to John’s home ? What happened toJohn? 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 hisbike,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第二课时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 : PresentationLet’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。

Unit 3 Where did you go?A Let’s learn教学设计一、教学内容分析《Unit 3 Where did you go》A Let’s learn是人教版小学英语PEP教材六年级下册第三单元第二课时内容，是一节词汇课。

本部分教材通过John五月一日和五月十二日的博客分享这一情景，来呈现单词和词组rode a horse, rode a bike, went camping,hurt my foot, went fishing,使学生能够直观地了解这些词组的形式和意义。

本部分的教学目标是：学生能够听、说、读、写上述单词和词组，能够使用上述单词和词组谈论周末或假日活动；能恰当使用本部分核心句型Where did you go? What did you do there?谈论周末或假日活动；能完成听力、书写活动。

二、教学目标1、知识目标：（1）能听、说、读、写单词及词组: rode, rode a horse, rode a bike, went ,went camping, hurt my foot and went fishing.（2）能听、说、认读句子：Where did you go last Saturday? I went to a forest park. What did you do there? I rode a bike.2、能力目标：（1）能够使用上述单词和词组谈论周末或假日活动；（2）能够使用核心句型：Where did you go ...? What did you do? 谈论周末或假日活动。

（3）能完成听力、书写活动。

3、情感目标：培养学生合理安排学习和生活的能力，激发学生热爱大自然的美好情感。

4、学习策略：通过小组合作的学习方式培养和提高学生的合作意识，提高学生的学习能力。

5、文化意识：激发学生热爱大自然的美好情感并进行外出游玩的安全教育。

Unit3 Where did you go?A Let’s talk一、教学目标：1.能够听、说、读、写句型Where did you go ? What happened? 并能在实际情景中运用。

2. 能够用过去式的一半疑问句形式进行简单的提问,如: Did you go? Yes,we did./ No, we didn’t.3、能听、说、认、读单词fell off, mule, could, Labour Day, till, Turpan.4.能够听懂并完成A Let’s try部分。

二、教学重难点：1.重点：能够掌四会句型Where did you go ? What happened? Areyou all right?... I’m ok now.并能够在实际情景中运用。

2.难点：对该句型Where did you go ? What happened? Are you allright?... I’m ok now. 在实际情景中的正确运用。

三、课前准备：教师准备教学音频、PPT、卡片、图片。

四、教学过程Step 1:warm-up1.Let’s sing a song<<Tell me about your holiday>>.Please answer my question: What’s the song about?[学生回答] [设计意图：通过歌曲，激发学生的兴趣，让学生轻轻松松进入英语学习课堂，同时自然导入新课。

]3.There are many holidays in a year. The Labour Day holiday,The Mid Autumn Day holiday, The National Day holiday,The Children’s Day holiday…and so st Labour Day holiday,I went to a beautiful place.Please guess: Where did I go? Youcan ask like this? “Did you go to…?”[设计意图：出示课件，让学生用句子“Did you go to…?”来猜测，为新对话中的句子“Did you go to Turpan?”做好铺垫。

Unit 3 Where did you go?Par t B Read and write本课的教学目标是：1.知识目标：朗读理解“Read and write”部分短文，并完成相关练习。

2.能力目标：培养学生的阅读能力和听说能力。

3.情感态度、文化意识、学习策略：教育学生要养成良好的学习习惯。

任何事都有两面性，要放平心态，乐观看待。

教学重点：能朗读、理解“Read and write”部分的短文，并完成相关练习。

突破方法：让学生在阅读中找出关键词句来进行理解。

根据时间顺序以制表的方法，写下短文中的关键词句，从而突破重点。

教学难点：理解短文中出现的新单词、短语及句子。

突破方法：以教师讲解和学生跟读录音的方式来突破难点。

学生的知识储备：学生在本册即新人教版小学六年级下第三单元Part A Let’s talk 和Let’s learn 中学过动词词组的过去式rode a bike,stayed, played, made, was等。

在本单元Part B Let’s talk和Let’s learn 中学过took pictures,ate some delicious food,bought some gifts,等动词的过去式。

因此对学生来说，只有sat,basket,wanted,dressed up,made a funny play,licked,laughed 是生词。

三年级上册第六单元学过数字的歌谣中，学过的单词jump，其过去式是jumped。

这样将所学知识串联起来，能够帮助学生更好地复习巩固已学单词，又能更好地理解运用新单词。

教学准备：教师准备词组rode a bike,took pictures,bought some gifts and ate some delicious food,dressed up and made a funny play,ate some bad fruit and didn’t feel well 图片，四线三格磁片，奖励贴画，课堂表现和当堂达标检测评价表格，磁片数个教学过程：I.热身（Warming up)播放本单元歌曲《Tell me about your holiday》(Lyric:Where did you go on your holiday,holiday,holiday?Did you swim? Did you shop?What did you do?I went swimming in the sea,in the sea, in the sea.I went shopping near the sea.I bought a gift for you.Where did you go on your holiday,holiday,holiday?Did you run?Did you jump?What did you do?I rode a bike in the park,in the park,in the park.I didn’t see a big round stone.And ouch,I hurt my foot!)（此环节设计意图：通过延长歌谣等与学生们互动技能拉近与学生们的距离，又能够达到鼓励学生大胆学习的目的。

新版PEP小学六年级英语下册Unit-3-Where-did-you-go教案Unit 3 Where did you go ?第一课时教学步骤：Step 1. Warm-up1.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 sobeautiful. I went swimming in the sea. And picked someseashells on the beach.Step 2. PresentationLet’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 yougo to John’s home ? What happened toJohn? 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 hisbike,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 John’sLabout Day holiday.(2)结合日历，让学生理解Labour Day holiday概念。

提问：Look at thecalendar. 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 hedo 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。

Unit 3 Where did you go?【教材版本】人教PEP小学英语（三年级起点）【适用年级】小学六年级学生一、单元内容分析(一)整体分析本单元学习的主题是谈论和描述人物在过去做的事情。

涉及4个语篇，包括两组对话、一篇日记和一个配图故事。

语篇一通过Amy去John的家探望受伤的John,并通过照片分享John在五一假期活动的情景，来呈现核心句型Where did you go...? What didi you do?语篇二通过吴彬彬和Amy在学习遇见Sarah,三人谈论Amy的寒假活动的情景，帮助学生感知核心句型Where did you go...?How did you go there? What did you do?的语义及语用情景。

语篇三是一篇吴彬彬的日记，描述了这一天发生在吴彬彬一家的三件好事和两件坏事。

然后要求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，一件坏事和相应的对策，这是一个有意义的语用书写活动。

语篇四是故事板块讲述了Zoom的一个梦：Zoom去了太空旅游，回来后和Zip一起谈论他的太空旅游，最后发觉原来是自己做了一个梦。

(二)核心语言知识和技能与策略。

(三)单元主题内容框架二、单元教学目标（一）单元教学内容语篇一：John’s Labour Day holiday语篇二：Amy’s trip语篇三：Wu Binbin’s Diary语篇四：Zoom’s dream trip（二）单元教学目标（语篇一）John’s Labour Day holiday教学设计一、语篇研读What: 本语篇主要谈论了Amy去John家探望受伤的John,并通过照片分享John 在五一假期活动的情景，了解新疆的风土人情。

Why:通过描述John度过的劳动节假期，他去的地方以及经历的一些有趣的活动，用一般过去时表达，结合第二单元学过的一般过去时，更深层次的学习过去时。

How:该对话涉及计划活动的短语，部分词汇在之前已学习过,但在本课是以过去时出现，所以要复习原形和过去时，如：ride a horse-rode a horse等。

人教PEP版英语六年级下册Unit 3《Where did you go》（歌曲）教学设计一. 教材分析《Where did you go》是人教PEP版英语六年级下册Unit 3的内容，这首歌谣以轻松愉快的旋律和简单易懂的歌词，让学生在唱歌的过程中学习一般过去时态和描述过去发生的事情。

通过这首歌谣，学生可以巩固和运用已学过的词汇和句型，提高听说能力和语言运用能力。

二. 学情分析六年级的学生已经掌握了基本的英语语法和词汇，对于一般过去时态有一定的了解。

他们在学习过程中乐于参与歌唱活动，通过音乐来提高学习兴趣和积极性。

然而，部分学生可能在发音和听力方面存在困难，需要教师的耐心指导和反复练习。

三. 教学目标1.让学生通过唱歌活动，掌握一般过去时态的运用。

2.学生能够听懂并唱出《Where did you go》这首歌曲，理解歌词的含义。

3.学生能够在日常生活中运用所学的词汇和句型，描述过去发生的事情。

4.提高学生的听说能力和团队协作能力。

四. 教学重难点1.教学重点：让学生掌握一般过去时态的运用，能够听懂并唱出《Where did you go》这首歌曲。

2.教学难点：一般过去时态的运用，以及部分生僻词汇的准确发音。

五. 教学方法1.情境教学法：通过设置情境，让学生在实际环境中运用所学知识。

2.任务型教学法：通过完成唱歌任务，激发学生的学习兴趣和积极性。

3.互动式教学法：引导学生相互交流、合作，提高听说能力和团队协作能力。

六. 教学准备1.准备多媒体教学设备，如投影仪、音响等。

2.准备《Where did you go》的课件和教学素材。

3.准备歌词卡片和动作指导卡片。

4.准备录音机或音响设备，以便播放歌曲。

七. 教学过程1.导入（5分钟）利用课件展示一幅旅行图片，引导学生谈论过去的旅行经历。

教师提问：“Where did you go?”，学生回答：“I went to…”。

通过这种方式激发学生的学习兴趣，引入本节课的主题。

Unit 3 Where did you go?The first period（第一课时）Part A Let’s try & Let’s talk▶ Teaching Contents & Teaching AimsLet’s try•Learn to predict the main content before listening.•Finish the exercises by using basic listening skills.•Get information and prepare for the next part.Let’s talk•Understand the dialogue and answer the following questions.•Learn the new words and phrases: fell off, Labour Day, mule, Turpan, could, till.•Know the local customs about Xinjiang through the dialogue.•Role play: Read out the dialogue correctly.•Learn the key sentences “Where did you go…?” “What did you do?” and try to make a d ialogue with them. ▶ Teaching Priorities•Use the key sentence patterns to talk about places you’ve been to and things you’ve done.▶ Teaching Difficulties•Use the simple past tense correctly in conversation; pay attention to the irregular changes in the past tense of verbs.The second period（第二课时）Part A Let’s learn & Listen, answer and write▶ Teaching Contents & Teaching AimsLet’s learn•Be able to listen, speak, read and write the phrases “rode a horse, rode a bike, went camping, hurt my foot, went fishing”.•Be able to talk about the activities in the past by using the key sentences “—Where did you go last…? —I went to…” “—What did you do there? —I…”Listen, answer and write•Be able to use the phrases and the sentences in this part.•Be able to get the right information from listening.▶ Teaching Priorities•Be able to listen, speak, read and write the verb phrases.•Be able to use the key sentences to ask people what they did during their weekends or holidays and answer accordingly.▶ Teaching Difficulties•Notice the past tense of irregular verbs.•Be able to practice the key sentences in real situations.The third period（第三课时）Part B Let’s try & Let’s talk▶ Teaching Contents & Teaching AimsLet’s try•Be able to understand the listening exercises. Learn to predict before listening.•Be able to use listening skills to do the exercises.•Get information for “Let’s talk” by listening practice.Let’s talk•With the help of the teacher and the pictures, understand the dialogue and answer the questions below. •Be abl e to listen, speak and read the word “beach”.•Use the key words, phrases and sentences to talk about holiday activities.▶ Teaching Priorities•Be able to listen, speak, read and write the key sentences in this part.•Be able to use the key sentences to talk about holiday activities in the real situation.▶ Teaching Difficulties•Be able to use the core sentence structures to talk about the holiday experience, and be able to translate them into a simple text for introduction.The fourth period（第四课时）Part B Let’s learn & Look and say▶ Teaching Contents & Teaching AimsLet’s learn•Be able to listen, speak, read and write the phrases about holiday activities, such as ate fresh food, went swimming, took pictures, bought gifts.•Be able to use the phrases above correctly to describe holiday life.•Be able to use the sentence pattern “How was your summer holiday?” to ask about someone’s holiday.Look and say•Be able to use the phrases and the sentence patterns learned in Part B to describe Andy’s holiday life accord ing to the pictures and language supports provided. Develop students’ oral output ability to communicate in real context.▶ Teaching Priorities•Be able to listen, speak, read and write the verb phrases about holiday activities.▶ Teaching Difficulties•Be able to use the simple past tense to talk about the things done during the holidays and the feelings.The fifth period（第五课时）Part B Read and write▶ Teaching Contents & Teaching AimsRead and write•Be able to predict the beginning and further development of the diary by reading the pictures. Activate relevant background knowledge or vocabulary.•Train the ability to think and capture different types of information in the text by completing the exercises after reading.•Be able to listen, speak and read the words “basket, part, licked, laughed”.•Be able to get useful sentence patterns to describe daily activities orally and finally write a short paragraph. •Understand that every coin has two sides, and the bad things can be turned into good things through our efforts.▶ Teaching Priorities•Be able to understand the diary and complete the following exercises.▶ Teaching Difficulties•Develop students’ reading skills and interest in reading.•Learn to describe past events in the simple past tense.The sixth period（第六课时）Part B Let’s check & Let’s wrap it up▶ Teaching Contents & Teaching AimsLet’s check•Test students’ understanding of the core vocabulary and sentence patterns in this unit by completing the exercises in the first section of “Let’s check”.•Let students listen to the recording and answer the questions in the second section of “Let’s check” to check if they can answer the questions with the core vocabulary and sentence patterns.•Develop students’ habits of pre-listening prediction and help students improve their listening level gradually. Let’s wrap it up•Fill in the blanks by observing the pictures. Help students to consolidate and summarize the past tense of irregular verbs.•Inspire students to think more. Lead them to observe more and make their own generalization and summary.▶ Teaching Priorities•Test students’ mastery of what they have learned in this unit.•Master the changing rules of the past tense of verbs and the application of the simple past tense in real situations.▶ Teaching Difficulties•Apply the vocabulary and sentence patterns of this unit to the specific context.。

Unit 3 Where did you go?Part B 第一课时 (1)Part B 第二课时 (5)Part B 第三课时 (8)Part B 第四课时 (11)Part B 第一课时Let’s try & Let’s talk教学目标1.能够在语境中理解生词beach的意思，并能正确发音。

2.能够理解对话大意，并回答问题。

能按照正确的语音、语调朗读对话，并能进行角色表演。

3.能够在情景中运用句型“Where did you go…?How did you go there?What did you do there?”谈论假期活动。

教学重点1.理解Let’s talk的内容并能听、说、认读学习目标中的句子。

2.用所学句型简单介绍自己假期所做的事。

教学难点熟练运用所学句型描述自己的假期活动。

教学准备1.单词卡片2.录音机及录音带或教学光盘3.多媒体课件教学过程Step 1:Warm-up1.师生相互问候。

2.通过做游戏复习上节课所学词组。

(1) Bomb game.规则：教师在课件中反复呈现本课词组的图片，其中穿插炸弹图片。

如果学生看到词组图片时，立即大声读出；如果学生看到炸弹图片时要用手捂住耳朵并迅速趴在桌子上“躲避”。

（进行游戏时，出示图片要由慢到快；教师可以先带读，等到学生对单词比较熟悉时，再让学生看图片，说单词。

）(2)快速抢答。

规则：教师把全班学生分成四组，请一名学生上台，悄悄告诉他一个本课学的词组，让他做相应的动作，四个组的学生根据表演者的动作猜出对应英语。

哪个小组首先猜出正确答案就得一分，最后总分最高的小组获胜。

3.师生随机进行自由对话。

T: How was your holiday?S: It was good.T: What did you do?S:I went swimming./…Step 2:Presentation1.Let’s try.(1)教师介绍听力活动背景：Wu Binbin and Amy meet Sarah at school.教师引导学生阅读问题，然后提问：What are they talking about?Can you guess?让学生进行听前猜测。