六年级下册英语优质教案-Unit 3 Where did you go-人教PEP版 (7)

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Unit3 Where did you go? B Let’s talk教学设计

济南市天桥区实验小学

教学内容：

一、本课时教学目标分析：维度目标

语言技能能够听说、说、读、写句型：How did you go there? We went there by plane. Sounds

great!

能够听、说、读、写词组：took pictures went swimming。能够正确使用上述词组谈论和描述人物在过去做的事情。

能够在情景中运用句型Where did you go ? How did you go there ? What did you do?

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？都做了些什么？

能运用核心句型进行假期经历的交流，并能转换成简单语篇进行介绍。

语言知识词汇：took pictures went swimming beach

句型：How did you go there? I went there…

语音：了解英语长句朗读中重读的情况。

语法：一般过去时的相关知识及运用

情感态度 1.通过教材中与现实生活中旅游经历的分享，让学生感受祖国的大好河山，激发学生美的享受和美的追求。

2.通过大家旅游经历的分享，让学生们感悟分享的力量，学会分享，学会运用现代信息技术分享并学习。

学习策略 1.听前学会抓住关键词，帮助学生理解记忆。

2.读前学会从图片中提取有用信息，预测文本内容。

3.长句朗读时，句子中被强调的部分需要重读。

4.利用思维导图的方式，提取文本主干，帮助学生理解、记忆。

文化意识 1.通过介绍不同城市的旅游经历，让学生感受祖国的大好河山，激发学生美的享受和美的追求。

2.通过微视频拓展学生视野，增加学生有关旅游方面的尝试。

二、教学设计的重、难点分析：

教学重点：

1. 能听、说、读、写句型：How did you go there? We went there by plane. Sounds great!

2. 能够在情景中运用句型Where did you go ? How did you go there ? What did you do? 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？都做了些什么？

教学难点：

能运用核心句型在进行假期经历的交流，并能转换成简单语篇进行介绍。

三、教学手段：

多媒体课件、作为奖励的点赞卡、板书卡片、教学卡片

四、教学流程图

五、教学过程

教学环节教师课堂教学活动学生课堂学习活动课件

Warm up 1. Free talk

Hi. Good afternoon boys and girls.

What’s the weather like today?

Let’s talk about our weekends.

Where did you go last weekend?

What did you do there?

2.A card game

Let’s play a card game. Try to

remember what you see. Then I’ll

challenge your memory. What is

missing?

Do well you’ll get a sticker. Ready?

Go!

Talk about the weather

and last weekend.

Play a card

Say the words and

phrases on the screen.

设

计

意

图开课之初，通过与学生进行口语交流和翻卡游戏，激发学生兴趣的同时也激活学生大脑储备中与本课相关的知识。而且最后翻卡游戏中消失的人物Amy and Wu Yifan。正好与新授环节做好有效衔接。在开课之处介绍本节课的评价，做得较好的同学可以得到心形卡片，为后面任务的完成做好铺垫。

Prese-

ntation 1. Let’s try

Look at the screen. Who are

missing? Where are they? They meet

Sarah. Now they are talking. Let’s

listen and circle the answers ：

1. What are they talking about?

2. Who did Sarah buy gifts for?

学习策略指导：

Pay attention to tip 1: When you are

listening, try to catch the key words.

Then let’s check the answers.

This is Sarah’s holiday.

Sarah wants to know Amy’s holiday.

Do you want to know Amy’s

holiday? What do you want to

know about Amy’s holiday? Maybe

we can ask her.

This is Amy’s blog. Let’s look at the

pictures and try to guess.

学习策略指导：Tip2:Look at the

pictures carefully. Try to guess.

（教师将学生对三个问题的猜测依次写在相应的问题下面。）

Amy and Wu Yifan.

Look，they are at

school.

Listen and circle.

Check the answers.

Ss: Where did you go

Amy? How did you

go there? What did you

do there?

Ss look at the pictures

and guess the answers

of the three questions.

设计

意图将教材中的Let’s try 与Let’s talk 自然巧妙的进行衔接，并且以博客的形式形象的呈现出Sarah’s holiday and Amy’s holiday。由此引入Let’s talk课文的学习。在呈现文本之前，训练学生通过观察图片信息，猜测文本大意的学习策略。旨在通过加强学生学习策略的指导，培养学生自主学习的能力。

Prese-

ntation What is the answer? Let’s watch the

video and answer 2 questions:

1.Where did Amy go?

2.How did she go?

Let’s check.

Question1:Where did she go?

T: Did you go to Sanya before?

It doesn’t matter. Amy made a video Students watch the

video and answer the

questions.

请一名学生到黑板上从刚才大家的猜测中圈出正确答案。

S:She went to Sanya.

No.

Watch a video of of Sanya. Let’s share(播放三亚视频)

T: Do you like it?

How was Sanya?

（将句子It was…贴于黑板上）

Question2: How did she go there?

She went there by plane. Why ?

Let’s see the map of China. Amy

lives in Beijing. Sanya is in Hainan.

Look, Hainan is far from Beijing.

Sarah: How did you go there ?

Amy: We went there by plane.

Look at the picture. We can get

useful information from it.

Ask and answer with the picture.

Sarah:Where did you go?

Amy: I went to Sanya.

Sarah: How did you go there ?

Amy: We went there by plane.

Question3:What did she do ?

Let’s listen again and answer.

Ss: Took pictures and went

swimming

Let’s read. took pictures--took lots

of pictures.--took lots of pictures of

the beach.(课件中呈现许多沙滩的图片，帮助学生理解并学习beach。)

And she also went swimming.

朗读练习：

I took lots of pictures，and I also

went swimming.

It is a long sentence. We read the

sentence like this.

Summarize : (看着板书进行文本核心句型的交流。)

Look at the blackboard. This is

Amy’s holiday. Now you are Amy. I

ask and you answer Ok?

Sarah: Where did you go?

Sarah : How did you go there? Sanya.

引导学生说出：It was

warm/….That sounds

great.

Read the sentence:

Hainan is far from

Beijing.

Pair work:

Sarah: How did you

go there ?

Amy: We went there

by plane.

Pair work

Ss listen again and

answer.

Look at the pictures

and say the phrases:

took pictures--took

lots of pictures.--took

lots of pictures of the

beach.

(根据指导练习长句中的重音朗读，然后同位两人，进行对话练习。)

(看着板书进行文本核心句型的交流。)

Amy: I went to Sanya.

Amy: I went there by

plane.

人教版pep小学英语六年级下册《Unit3 Where did you go B Read and write》教学设计

PEP 六下 Unit3 B Read and write

教学目标：

知识与能力目标

1、全部学生能在图片和文字的帮助下，完成给图片排序和填写表格的活动。

2、绝大部分学生能够按照意群和正确的语音语调朗读短文。

3、绝大部分学生能够通过看图讨论预测故事的开端和进一步发展来激活相关知识背景或储备词汇；通过阅读问题提高在语篇中捕捉不同类型信息的能力。

4、大部分能够通过完成读后活动训练在语篇中捕捉不同类型信息和思考的能力。

5、能够从阅读中获取有用的句型口头描述自己一天的活动，并最终写出一个小语段。

过程与方法目标

1、学生通过读一读、圈一圈、划一划找关键词和关键句等方法理解文本，完成任务，培养阅读理解的能力。

2、学生通过朗读技巧的指导，模仿正确的语音、语调，养成良好的朗读习惯。

3、学会运用听读、默读、细读、自主读、合作读等阅读技巧；

4、引导学生通过朗读、观察，培养学生按意群阅读的意识，提高学生的阅读能力。通过回答问题，培养学生归纳整理能力，锻炼学生的英语思维。

学习策略和情感态度目标

1、通过一系列阅读和书写的教学活动，增强学生的阅读意识，培养良好的书写能力，培养学生的观察、归纳整理能力和英语思维能力。

2、能从不同视角认识世界，明白事物都有两面性，好事坏事没有绝对，可以互相转换，因此要保持乐观的心态去面对。

教学重难点

1.难点：绝大部分学生能够用正确的语音、语调朗读短文，能综合运用本单元的核心句型。

2 重点：大部分学生能综合运用本单元的核心词句，根据阅读所获取的信息完成有意义的仿写活动。

教学准备：PPT，词卡

教学过程：

Step1 Preparation

PPT播放My holiday album

1.Free talk:

T: Just now you saw my photos from many holidays. Do you like

holidays? I had wonderful holidays. How was your holiday?

人教PEP版-英语-六年级下册-教案-Unit3 Where did you go第6课时人教(PEP)

人教PEP版-英语-打印版课题 Unit3 Where did you go? 课型复习课

内容 Part B Let’s check & Let’s wrap it up

Part C Story time 主备人复备教师

一、课程标准

1. 能听懂简单的配图小故事；

2. 能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯；

3. 能在老师的帮助和图片的提示下描述或讲述简单的小故事；

4. 能根据图片、词语或例句的提示，写出简短的语句。

二、教材解析

Let’s check分为两部分：第一部分为听力判断活动，用于检测学生对本单元的核心词汇和句型的理解；第二部分为听录音回答问题，用于考查学生能否用单元核心词汇和句型回答问题。Let’s wrap it

up板块是本单元主要句型的句法归纳，通过看图选词填空，帮助学生巩固归纳不规则动词的变化形式。

story故事板块讲述了Zoom的一个梦。除了复习巩固以前学过的谈论假期活动的句型How was

your holiday? Where did you go? How did you go there? What did you do? Did you …? 还巩固了本单元表示假期活动的词汇。同时，还深化了unusual trip的概念。

三、目标预设

1. 能听懂、理解Story time小故事；

2. 能按正确的意群及语音、语调朗读小故事，并能表演故事；

3. 巩固复习本单元所学内容。

四、重难点预设

1. 重点：检测学生对本单元所学内容的掌握情况，复习动词过去式的不规则变化形式和一般过去时在实际情境中的应用。

2. 难点：理解“Story time”故事情节并表演。

五、评价设计

1. 通过听录音、点名提问、核对答案检测目标1的达成情况；

2. 通过小组合作读故事、表演对话检测目标2的达成情况；人教PEP版-英语-打印版 3. 完成Let’s check板块的听力练习及Let’s wrap it up板块的句法归纳，检测目标3的达成情况。

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.