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Where-did-you-go教学(jiāo xué)设计

Where-did-you-go教学(jiāo

xué)设计

Unit 3 Where did you go?A let’s learn. 教学(jiāo xué)设计

一、教材内容分析(fēnxī)

本节课选自由(zìyóu)人民教育出版社教育部审定的义务教育教科书六年级下册Unit 3 Where did you go? A Let’s learn.本单元(dānyuán)学习的主题是谈论和描述人物在过去做的事情。

二、 学生情况(qíngkuàng)分析

六年级的学生从三年级就开始真正意义上学习英语，在本单元学习对别人假期活动进行口语交际之前，学生在六年级上册也学习过相关的话题，所不同的是上学期是对将要进行的活动进行提问Where are you going? What are you going to do?How are you going?;而本单元即是针对过去的活动进行提问Ｗhere did you go? What did

you go with… 也就是一般过去的运用。

三、 教学重难点

教学重点：能听、说、读、写句子；Where did you go…? How

did you go there? What did you do? Did you…? Yes, we did. No,we

didn‘t . Soundd great. 关在实际情景中运用。

教学难点：能实际情景中，正确运用特殊疑问句。

四、 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 fishing.

２、 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。

３、 培养学生团结友爱、关心他人的良好品质？增强集体荣誉感。

五、 教学过程

Ｓtep1: Warm-up and greeting.

1.Let’s sing: Tell me about your holiday.

2.Review the old words.

3.Free talk

T: Hello, everyone! The winter holiday is over. Would you like to tell

me about your holiday ? Was it great?

Ss: Yes! It was goo/ great/ fun/ nice…

T: Where did you go over the winter holiday?

S1: I went to Shen Zhen.

S2: I went to Hu Nan.

S3: I went to Hainan.

…

T: Oh, it’s far from here, How did you go there ?

S: I went there by…

T: What did you do there?

S: I swam in the sea.

T: Sounds great.

T: Hey, guys ! I want tell you a good news I think you must be

interested in. There is an activity in Sina .com. They need the

reporters . But you need to speak English well. Don’t worried. Today ,

we’ll have a training before it .Now , Here we go!

[设计意图]通过跟学生们看似随意的交谈，其实是有意让学生在复习旧知识，激活学生的知识储备，为接下来的学习(xuéxí)做好铺垫与埋下伏笔。活动的铺设使学生带着目标，在学习的过程中更投入。

Ｓtep2: Presentation

１、 The teacher takes out a camera. The teacher is taking pictures.T:

I

took many pictures last holiday. What about you? Did you take

pictures, too? Ss: Yes. 教师板书短语(duǎnyǔ)：took pictures. 并学习这个短语。

２、 Ｔ: Ｉ took many pictures. 课件出示图片，并学习短语ate

fresh food.并且板书(bǎnshū)这个短语。

３、 教师出示小鸭子游泳的图片，然后学习went swimming.短语。并且板书(bǎnshū)这个短语。

４、 教师(jiàoshī)出示购物的图片，然后学习bought gifts.短语，并且板书这个短语。

[设计意图]通过图片能更生活形象的逼真，使学生对本课的四个短语掌握更好，同时图片的新颖也能激发学生学习英语的积极性。

Ｐractice:Guess

教师出示四幅图片，让学生猜是哪一个短语。[设计意图]通过这个游戏，即能激发学生学习兴趣同时也复习了刚学习过的新短语的，达到了巩固的目的。

Ｌet’s learn.

教师(jiàoshī)出示Ｌet’s learn图片(túpiàn)，首先播放录音，然后老师范读，找学生领读，学生分角色朗读。

[设计(shèjì)意图]通过两遍的录音播放，帮助同学们完成对应的练习。而扩展的问题是让学生(xué sheng)掌握更多的信息，在培养学生们的听力技巧的同时，自然过渡到本课时对话的学习及相关信息。

Ｌet’s talk.

T: Ｈow was your holiday? Ss: It was good. T: What did you do? Ss: I

went swimming every weekend and took lots of pictures.

Pair word:

１、 （出示(chū shì)课件）T: Make the sentences with where, how

and what.

２、 （出示课件）Please do the sentences

６.I went to China last year.一般疑问句

you to China last year? I ___ 12 years old this year.

２、我去年11岁.

I ____ 11 years old last year.

He ____ in Beijing now.

４、他昨天在上海。

He ____ in Shanghai yesterday. ３、他现在在北京。 １、我今年12岁.

５、I get up at 6:30 every morning.

I ___ up at 9:00 last Sunday.

７.I went to Harbin on my holiday.(划线(huá xiàn)部分提问)

you on your holiday?

８.I went there by plane . (划线部分(bù fen)提问)

you go there?

９.I went skiing . (划线(huá xiàn)部分提问)

you ?

３、 （出示(chū shì)课件）用所给词的适当(shìdàng)形式填空。

[设计意图]让学生写下问题后再进行提问，是让学生积极去动脑思考问题，养成先想后说，做事严谨的学习习惯。用思维导图的形式把学生提出的问题进行板书，激发学生的发散性思维，激活学生的知识储备，同时，让后进生也能参与其中，辐射学生的参与面。也使学生带着问题去学习，培养独立解决问题的能力，激发求知欲。

Ｓtep3: Summary

T: What did you learn?

Step4: Homework １、 熟记(shú jì)短语。 1、I ______(ride) a horse yesterday.

2、They ______(eat) fresh food last Saturday.

3、—What did you do yeaterday?

—I ________(buy) a gift.

4、Jim went to the park and ______(take) pictures.

5、—How did you go to Beijing?

—We _____ (go) there by plane.

２、 做对话(duìhuà)游戏。

板书设计

Went swimming bought gifts

Ate fresh food took pictures

How was your holiday.

It was good.

Ｕnit 3 Where did you go? 教学(jiāo xué)设计

大杨树第二(dì èr)小学

田焕金

内容总结

（1）Where-did-you-go教学设计

合集下载

Unit3-Where-did-you-go？-第2课时教学设计

Unit3-Where-did-you-go？-第2课时教学设计

Unit3 第2课时教学设计

【内容来源】人教版PEP（2013年版）六下Unit3

【主 题】Where did you go?

【课 时】第2课时：A Let’s learn. Listen, answer and write.

一、 目标依据

依据新课标，要求小学六年级学生能听懂课堂活动中简单的提问；能听懂常用指令和要求并做出适当的反应；能就所熟悉的个人情况进行简短对话；能认读所学词语，能根据拼读的规律，读出简单的单词；能按要求用简单的英语做游戏，能体会到英语学习的乐趣；在学习中集中注意力；敢于开口，表达中不怕出错误；积极参与各种课堂学习活动，积极与他人合作，共同完成学习任务。

二、教材分析

这是本单元的第二课时。“Let’s learn” 为词汇学习课，通过学习五个一般过去时的动词短语，进一步学习如何谈论周末（假期）活动。“Listen, answer and

write” 为以上知识的应用。

三、学情分析

在六年级下册Unit2中，学生已初步学习了一般过去时的陈述句与一般疑问句形式，并在本单元第一课时初步学习了如何询问并回答有关假期去过的地方及做过的事情，本节课将在此基础上学习五个一般过去时的动词短语，并进一步学习如何谈论周末（假期）活动。

（本班学生兴趣度、课堂习惯、自制力、对基础单词和知识点的掌握程度、课堂氛围和学生的思想状况教师可根据实际情况分析。教师可参考优教同步学习网上学生的导学反馈）

四、教学目标

1. 能够听、说、读、写五个有关周末活动的词组：rode a horse, rode a bike, went

camping, hurt my foot, went fishing, 并知道一般过去时动词词尾的不规则变化。

2. 能够正确运用上述五个词组谈论周末活动。

五、教学重难点

1. 重点：听、说、读、写五个有关周末活动的词组rode a horse, rode a bike, went

外研版五年级上册M3U1-Where-did-you-go教学设计

外研版五年级上册M3U1-Where-did-you-go教学设计

1 / 5 Module 3 Unit 1 Where did you go?教学设计

一、教学目标：

1、知识与能力目标：

〔1〕能听、说、认读本课的重点单词：the British Museum, the LondonEye,weekend,

place,how,best,took,trip,along,river,hour,twenty,minute;

〔2〕能正确使用动词过去式；

〔3〕能利用What did you do? Where did you go? 询问别人过去做的事情.

2、过程与方法：

通过活动体验,在交流中学会谈论上周末从事的活动,谈论不久前发生的事情,发展综合语言运用能力.

提高学生跨文化交际意识.

3、情感与态度目标：培养学生学习的兴趣,鼓励学生积极合作,引导学生了解西方的名胜古迹.

二、教学重点：

1、使学生能听说,认读单词the British Museum, the

LondonEye,weekend,place,how,best,took,trip,along,river,hour,twenty,minute;

2、能准确理解并熟练运用What did you do at the weekend? Where did you go?

Where/How/When/What did…?

三、教学难点： 2 / 5 掌握本课的新单词与利用动词过去式的变化进行描述.

四、教学方法:任务型教学法

学法:合作交流法

五、教学过程:

Step 1. 课前展示,热身激趣

1. Greetings T: Good morning, boys and girls.

Ss: Good morning, Ms Li.

T: How are you?

Ss: Fine, thanks.

2. Sing a song: 《Where did you go?》

3. 复习动词的过去式：教师以连线的方式考察学生对动词过去式的掌握情况. go send like

人教PEP版六年下英语Unit3《Where-did-you-go》第1课教案

人教PEP版六年下英语Unit3《Where-did-you-go》第1课教案

人教PEP版六年下英语Unit3《Where did you go》第1课教案

Part A Let’s try & Let’s talk

教学内容与目标

课时教学内容 课时教学目标

Let’s try  能够读懂题目要求，学会听前预测听力的重点内容。

 能够运用基本听力技巧完成本部分的听力任务。

 能够通过听力活动获得Let’s talk板块的相关信息，为下面的对话学习做准备。

Let’s talk  能够在图片和教师的帮助下理解对话大意，并回答对话下面的问题。

 能够在语境中理解生词或短语“fell off, Labour Day, mule,

Turpan, could, till”的意思，并能正确发音。

 能够通过对话了解新疆的风土人情。

 能够用正确的语音、语调及意群朗读对话，并能进行角色表演。

 能够在情景中恰当运用由where和what引导的一般过去时的特殊疑问句。

教学重点

能够在情景中运用句型“—Where did you go over your holiday? —I went to…” “—What

did you do? —I…”谈论去过的地方和所做过的事情。

教学难点

在对话交流中正确使用一般过去时；了解动词过去式的不规则变化。

教学准备

PPT课件、课文音频、视频等。

教学过程

Step 1: Warm-up & Revision & Lead-in①

1. Greetings.

2. Sing a song—Tell me about your holiday. (出示课件)

3. Review: A quick respond game. The teacher shows some verbs on the PPT. Students try to say their past or original forms as soon as possible. The fastest one can get a reward.

Unit-1-Where-did-you-go-on-vacation教案

Unit-1-Where-did-you-go-on-vacation教案

Unit-1-Where-did-you-go-on-vacation教案

2 Unit 1 Where did you go on vacation?

Period

1 Section A 1 (1a-2a)

一、Teaching aims

1. Knowledge objectives

1) Students can master the following words

anyone, anywhere, wonderful, quite a few, most

2) Students can master the target language

①—Where did you go on vacation? —I went to the mountains.

②—Where did Tina to on vacation? —She went to the beach.

③—Did you go with anyone? —Yes, I did./No, I didn’t.

3）The special interrogative sentence

,general

question and the short answers in the

simple

past tense.

2.Emotional objectives

Students can use the simple past tense to

communicate with others.

Foster the awareness of environmental

3 protection, encouge the Ss to love the nature.

二、Key and difficult points

1) Students can talk about their vacations by