新版PEP小学六年级英语下册Unit3Wheredidyougo教案

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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

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。

课时安排 6课时

2 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-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.

同时，通过观看动画或阅读文本获得

3 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

1.学生背诵本课时的四会句子。

2.做同步精练的相关练习。

4 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.

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

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： 5 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 ?

PEP六年级英语下册第三单元Wheredidyougo教案

Unit 3 Where did you go?

第一课时

Learning aims(学习目标):

1、能听说读写单词及词组: rode, rode a horse, rode a bike, went ,went camping, hurt, 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.

3、会唱歌曲《Tell me about your holiday》

Important &difficult points(重难点):

1、学习五个短语，注意ride, go, hurt的过去式。

2、学生能用句型进行简单的对话。

[教学过程]

Step 1.预习温故

1.Show the pictures and Go over the phrases of Unit 2.

S1:watched TV S2: I watched TV S3: I watched TV last weekend. 同样的方法复习cleaned my room, washed my clothes, stayed at home, read a book, saw a

film, had a cold and slept.

2.Free talk. --- What did you do last weekend?

--- I watched TV./ ...

Step 2. 新课内容展示

1. 教学短语

(1)Show the picture of ride a horse. 教读短语T: ride a horse I often ride a horse. (学生跟读)

Go camping, hurt my foot，go fishing.(用同样的方法复习这些词组)

人教PEP版六年级英语下册Unit3Wheredidyougo单元概述与课时安排教案

1 Unit 3 Where did you go?

单元整体分析

本单元是人教版英语六年级下册的第三单元，单元的话题是“Where did you go?”

本单元通过不同的场景，提供了表达过去的时间去了哪里，乘坐什么交通工具的句型结构。共三个版块A 部分， B部分和C 部分。A部分包括重点词组和情景对话，共两个课时。第一课时呈现了John五月十一和五月十二日的博客分享，引出四会词组和句型Where did

you go...? I...What did you do there? I...第二课时Amy去John的家探望受伤的John,

通过照片分享John在五一假期活动的场景，巩固句型Where did you go...? I...What did

you do there? I...A 部分重点掌握词组和句型Where did you go...? I...What did you

do there? I...B部分包括重点词组、情景对话和读和写，共三个课时。第一课时通过Amy和吴一凡聊自己暑假活动的场景，很自然的引出了句型How was your summer holiday?第二课时吴一凡和Amy在学校遇见Sarah, 三人讨论寒假的场景，呈现了询问对方寒假去哪里，怎么去那，在那做了什么事情? 的句型。第三课时通过呈现吴一凡的日记，拓展和运用本单元所学的知识。B部分重点是掌握词组和句型How was your summer holiday? Where did you

go over the winter holiday? How did you go there? What did you do there? C 部分包括B部分的听力测试、归纳不规则动词的变化形式和C部分的故事，共一课时。重点是复习巩固本单元所学重点词汇和句型。

在课堂教学中，首先要整体把握本单元的教学内容，理清与第二单元之间的联系，了解学生的基本学情，确立教学重点和教学难点，然后围绕本单元主题Where did you go?”，展开教学设计。本单元的教学内容和学生的生活实际相关，在组织语言教学时要设计生活化，充分利用教材设定的情境开展活动，运用情境教学法、合作探究法等多种教学方法，帮助学生正确的表达所学语言。鼓励学生大胆说英语、编对话巩固所学知识。同时还要帮助学生自己巩固和归纳不规则动词的变化形式，培养学生的思维能力和记忆能力。

六年级英语下册Unit3Wheredidyougo(第4课时)教案人教PEP版

Where did you go

第四课时

课时内容

B Let’s try Let’s talk

课时分析

本课时是人教版六年级下册第三单元第四课时，与前几课时时紧密相连。围绕“Amy的三亚之行”这一话题展开，主要通过对话学习词汇beach, far from, go there及句型Where

did you go…? How did you go there? What did you do? 的表达。引导学生了解三亚的海岛风光，激发学生学习英语的热情，持续保持学习英语的兴趣，增强学好英语的信心，发挥主观能动性。第四课时是前几课时的延续，是句型的综合运用，学会了本课时的知识，那么一般过去时态的特殊疑问句学生已经完全掌握，本课时的的重点是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。

本课时包括Let’s try 和Let’s talk 两个板块。Let’s try通过吴一凡和Amy在学校遇见Sarah，三人讨论寒假活动的语境呈现新句型：Where did you go over the winter

holiday? How did you go? What did you do? 学生通过听力练习获得Let’s talk板块的人物及场景信息。Let’s talk板块呈现了五幅图，第一幅图呈现了第一天从北京乘坐飞机到三亚的场景。第二幅图、第三附图呈现了第二天天气暖和、拍照的场景。第四幅图呈现了在沙滩上踢足球的场景。第五幅图呈现了骑车子的场景。通过这五个场景，帮助学生体会对话的意义。此版块呈现的对话情境是吴一凡和Amy在学校遇见Sarah，三人讨论寒假的活动，从而引出句型Where did you go over the winter holiday? How did you go? What did you

do?

本课时涉及的句型比较多，但是Where did you go? What did you go? 句型已经在前几节课学过，学生很容易的掌握本课知识。所以在设计教学时，要重点放在句型的综合运用上。给学生创设真实的情境，调动全体学生的积极参与，做到操练与情境相结合，达到语言运用的目的。

人教PEP版2020年六年级英语下册Unit3Wheredidyougo(第4课时)教案

1 Where did you go