新PEP小学英语六年级下册第三单元教案设计.doc

英语学科教案设计
备课人

学科
英语
年级
六
时间

课题
Unit 3 Where did you go ?
课时
1
课型
New teaching
教学内容
A .Let’s learn Listen,answer and write
教
学
目
标
知识目标：
1、能听、说、读、写以下动词短语 rode a horse rode a bike went camping hurt my foot Went fishing.
2、能运用一般过去式来询问别人在假期里去了哪里，干了什么并回答。
能力目标：
培养学生听、说、读、写能力和动手能力。
情感目标：
1、培养学生热爱大自然的美好感情。
2、教育学生要锻炼身体，多参加户外活动
重
点
能够正确掌握单词和词组rode,hurt,went,camping,went fishing;能够正确运用句型：Where did you go last Saturday?What did you do there?
难
点
能够大胆创编和表演有关去过哪里和做过什么的小对话。
教法
游戏教学法；趣味教学法。
教学准备
电子课本，单词卡片。
教 学 过 程（双边活动）
环节
教 师 活 动
学 生 活 动
设计意图
Warm
Up
1.Show the pictures and go over the phrases of Unit 2.
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.Let’s listen and chant.
教师为学生播放自编的歌谣
S1:watched TV
S2: I wathched TV
S3: I wathced TV last weekend.

学生倾听模仿并了解其中内容。
Where did yo go and what did you do?I rode a horse.I rode a bike.I went camping.I went fishing.And I hurt my foot.
歌谣歌词中涉及了重点句式Where did you do and what did you do?并且包括了所有的重点词组，巩固了动词过去式。在歌谣明快的节奏调动下，学生学习英语的兴趣被唤起，使学生更乐于也更容易接受本课的重难点。

Present-ation
一、Let’s learn
1.教师呈现A Let’s learn板块的插图，提问：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?教师可根据学生的回答继续追问：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?
教师教授rode a horse,went camping和went fishing的时候，注意rode和a之间的连续。
2.教师提问学生：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?教师教授hurt my foot。
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：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?教师教授hurt my foot。
4.教师播放录音
5.Ask and answer
T:What did you do last weekend?
T: Where did you go last Saturday?
6.Work in paris
二、Listen,answer and write
1.交代背景，听前预测。
T:Carl,Meimei and Mr Guo did different things yesterday.What did they do?
2.教师放录音

学生看图，说出John五一假期所做的事情：He rode a horse.He went camping.He went fishing.

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。

学习词组：rode a horse,went camping和went fishing

引导学生猜测John上周末去的地方和做的事情，然后听课文录音或观看动画，获取信息后，验证之前的猜测

学生谈论并回答

学生跟读

Ss: I rode a horse/ went camping

I went to a forest park.。

学生两人一组进行问答练习

学生读题目并进行猜测

学生回答，然后把相关信息写在横线上

通过看视频和图片能充分调动学生的整体感官，提高参与度，并且游戏教学能够寓教于乐。激发了学生的学习兴趣，让他们对此记忆深刻，在学习知识的同时形成了积极的学习态度，又很好的巩固了知识。
Consol-idation
补充阅读材料：
John’s classmates,Mary and Sam,are reading a comic.Read and match.
Read and match.阅读材料附后。
巩固所学知识，
能更好的培养学生的综合能力，
以愉悦的心情结束本节课。
安全
提示

布置课后作业
批改情况记录
1.抄写并背诵四会短语
2.用本课时句型造句。

板书设计
Unit 3 Where did you go?
rode a horse, rode a bike, went camping, hurt my foot and went fishing.
ride – rode go – went hurt -- hurt
Zhang Peng: Where did you go last Saturday?
John: I went to a forest park.
Zhang Peng: What did you go there?
John: I rode a bike. http://w ww .xkb1. com
教学反思

英语学科教案设计
备课人

学科
英语
年级
六
时间

课题
Unit 3 where did you go ?
课时
2
课型
新授
教学内容
Part A Let’s try Let’s learn
教
学
目
标
知识目标：
1、能够正确听、说、朗读What happned?Where did you go?等询问发生了什么和去过哪里的交际用语。
2、能够独立完成let’s try 中的相关练习。
能力目标：
能够听懂、会说、会表演Let’s talk的内容，并在真实场景中运用所学语言进行交流。
情感目标：
在对话交流中能养成用英语交流的习惯，培养良好的语音、语调和语感。
重
点
能够表演Let’s talk的交际内容，能够根据实际情况用英语表达去过哪里和做了什么。
难
点
用英语准确询问并回答去过哪里和做过什么，如：Where did you go?Mt.Tianshan.I rode a horse.Did you go to Turpan?Yes,I did等。
教法
情境教学法、任务型教学法。
教学准备
电子书。
教 学 过 程（双边活动）
环节
教 师 活 动
学 生 活 动
设计意图

Warm
Up
1、Sing a song

2、复习 Let’s learn.

3、Let’s listen and chant
教师幻灯展示自编歌谣
Sing a song “Tell me about your holiday.”
复习短语：rode a horse. I rode a horse last weekend.

学生有节奏的吟唱：
Where did you go?Where did you go?
I went to Mt.Tianshan and I went to Turpan!
What did you do?What did you do?
I rode a horse!I rode a horse!
But but but...
I didn’t eat any grapes!
歌谣内容渗透了本课的重点句式和重点词汇。学生在听歌谣的过程中，不仅预习了将要学习的句型和词汇，而且歌谣以其明快的节奏调动了学生学习的积极性，激发了学生学习英语的兴趣，使其能较快地投入到英语学习之中。

Pres-entati-on
一、完成let’s try
1、交代背景，听前预测。教师在听前介绍Let’s try的对话背景：Listen,there is a phone call.Who is phoning?Yes,John had a phone call with Amy.Where is John now?Where is Amy now?Why did Amy give a phone call to John?When was it?
2、教师放录音
3、教师追问学生Why was John at home?并继续播放录音
二、学习Let’s talk
1、教师呈现Let’s talk部分图片，提问学生：On Labour Day holiday,John went on a trip,too.Where did he go?These are two of the pictures he took over his holiday.Can you guess where did he go?
2、教读mule和Turpan。教师在教mule的时候，提供mule和horse的图片，让学生知道骡子和马外形很相似。
3、教师提问：There are so many interesting things we can do in Xinjiang.What did John do when he was in Xinjiang?Can you guess?教师放动画。
4、播放Let’s talk 部分的录音。
5、组织学生分角色朗读对话。

学生了解对话背景，尝试预测听力内容。

学生完成第一、二题。

学生完成听力第三题

学生观察图片，并回答John五一假期去的地方——新疆。

学习单词mule和Turpan，并知道骡子和马的区别

学生观测John在新疆做的事情。

学生看动画并回答：He rode a horse.
听录音，模仿朗读，理解意思。

学生尝试分角色朗读课文。

学生听录音并完成听力题。这个环节的创设使孩子们能充分投入到课堂学习，紧抓他们的注意力，并且寓教于乐，激发学生们的学习兴趣。

学生通过进一步理解课文，并将其展现出来，能力得到极大的提高，而且这是一个非常好的内化的过程，将英语学习落到实处。

环节
教师活动
学生活动
设计意图

Consolidation
Make a survy
将学生分组，在小组内根据自己所在的城市或乡镇的地图进行问答练习。
S1：Where did you go ?
S2：Did you go to …?
S3：What did you do ?

小组合作完成调查，使所学知识贴近日常生活，并且使他们体会到合作学习的乐趣和效率，培养了团队合作意识。并且在这个过程中，学生要不断的开动大脑，积极组织语言，将英语说出来。
安全
提示

布置课后作业
批改情况记录
1、Listen and recite the dialogue.
2、Finish the relevant workbook exercises.

板书设计
Unit 3 Where did you go?
fell off, mule,could, till, Labour Day, Turpan
---What happened?
---I hurt my foot.
---Are you all right?
---I’m OK now.
---Did you go to Turpan?
---Yes, we did. / No, we didn’t.
教学反思

英语学科教案设计
备课人

学科
英语
年级
六
时间

课题
Unit 3 where did you go ?
课时
3
课型
新授
教学内容
Part B Let’s learn Look and say
教
学
目
标
知识目标：
1、能够正确掌握单词及短语，如：ate,took pictures,bought,gift等，并注意动词的过去式的变化规律。
2、能够灵活运用句型：How was your sumer holiday,Yifan??It was good.I went swimming every weekend and took lots of pictures.
3、能够听懂、会说、会表演Let’s learna的内容，并根据实际情况运用本课重点句型。
能力目标：
能够提高口语表达能力和语言组织能力，并且积极思考、大胆猜测、乐于和他人分享信息，提高小组合作意识。
情感目标：
培养学生团结互助的合作精神。
重
点
能够正确掌握单词及短语，如ate,took pictures,bought,gift等，并注意动词的过去式的变化规律。能够在问答中准确运用动词的过去式。掌握以下句型：How was your sumer holiday,Yifan??It was good.I went swimming every weekend and took lots of pictures.
难
点
能够大胆创编并表演对话，询问对方假期怎么样并回答。
教法
全身动作反应法
教学准备
课件，相关图片，卡片。
教 学 过 程（双边活动）
环节
教 师 活 动
学 生 活 动
设计意图

Warm
Up
1.Sing a song

2.Free talk
T:Where did you go over the winter holiday?
How did you go there?
What did you do there?
Sing a song“Tell me about your holiday”

My faily and I went to Sanya.

We went there by plane.
I took lots of pictures and I also went swimming.
通过复习，让孩子们巩固了表示去过哪里、怎么去的、和做了句型，与本课的重点很好地衔接。并进一步让孩子们注意到了一般过去时的用法，为本课的学习做好铺垫。

Present-ation
一、学习Let’s learn
1.教师展示第一幅图，让孩子说出图片内容。教学ate fresh food。
T:What did Wu Yifan do?

2.教师展示第二幅图，让孩子说出图片内容。教学went swimming。
T:What did Wu Yifan do?
3. 教师展示第三幅图和第四幅图，让孩子说出图片内容。同样的方式学习took pictures和bought gifts,并强调动词的过去式的变化规律。

4.教师教完四个新词后，再次提问：How was Wu Yifan’s summer holiday?并播放录音
5.再次播放录音
6.教师组织学生看图，要求学生根据图片写出吴一凡的暑假活动。
7.总结本课的动词过去式：教师将四个词组呈现出来

二、Look and say

教师呈现Andy的暑假活动图片

学习ate fresh food

He eat/eat food/eat fresh food/ate fresh food.以开火车的形式将词组朗读数遍，待熟悉后，再将词组放到完整的句子里。ate fresh food——He ate fresh food.
学习went swimming。

He went swimming.
以开火车的形式将词组朗读数遍。后学生两人一组，进行对话：
S1:What did Wu Yifan do?
S2:He went swimming/took pictures/bought gifts.

学生听录音并回答问题

学生跟读
看图，口头表达吴一凡的暑假活动写。

学生找出是过去式形式的动词，进行背诵。

学生发挥想象，围绕Andy暑假活动的细节进行两人小组问答。
A:What did Andy do last summer holiday?
B:He ate fresh food.
A:What did he eat?
B:He ate...
A:Why did he eat fresh food?
B:Because he wanted to be healthy.Fresh food was food for his body.
...
通过给学生展示图片并进行师生问答，让孩子们自己去观察动脑思考，一步步说出正确答案，并给出相应的奖励措施，调动孩子们的学习积极性，培养他们独立自主完成任务的能力，并且通过问答锻炼口语，小组又合作锻炼了他们的团队意识。
让学生自己归纳总结，使所学知识更加深刻地记在脑中，并通过大量练习来充分夯实所学，讲练结合。深刻体会理解一般过去时的用法。

学生自己观察图片，并积极开动大脑，将刚才的所学进行输出，完成对图片内容的讲解，使学生能充分学以致用。
环节
教师活动
学生活动
设计意图

Consol-idation
教师再次呈现Andy暑假活动的四幅图，让学生根据图片将Andy的暑假活动连成一篇短文。
教师提供一些短语作为支架：
On the first day,after several days,a week later

学生根据图片将Andy的暑假活动写成一篇短文。

通过小练笔将所学进行展示，培养了他们的创造性思维，并且极大地锻炼了他们的写作能力，提高学习积极性。
安全
提示

布置课后作业
批改情况记录
1、背诵本节课重点单词和词组。
2、完成课堂检测的相关练习，同步第四课时。
3、预习下一课。

板书设计
Unit 3 Where did you go? w W w .X k b 1. c O m
ate fresh food, went swimming, took pictures, bought gifts.
eat—ate take—took buy -- bought
-- How was your summer holiday?
-- It was good. I went swimming every weekend and took lots of pictures.
教学反思

英语学科教案设计
备课人

学科
英语
年级
六
时间

课题
Unit 3 where did you go ?
课时
4
课型
新授
教学内容
Part B Let’s try Let’s talk
教
学
目
标
知识目标：
1、能够正确听、说、朗读重点句型：Where did you go over the winter holiday?My family and I went to Sanya.How did you go there?We went there by plane.What did you do there?I took lots of pictures,and I also went swimming.Sounds great!
2、能够正确听、说、认读单词和词组，如：be far from,by plane,took pictures,went swimming等。
3、能够提问并回答交通方式How did you go there?We went there by plane.继续注意一般过去时的用法。
4、能够听懂、会说、会表演Let’s talk的内容，并在真实场景中运用。
能力目标：
能够提高课文的理解能力、语言组织和表达能力。
情感目标：
能将所学知识应用于实践，可以用英语流利询问其他人的假期情况，鼓励他们关心别人。
重
点
能够灵活运用：How did you go there?We went there by plane.继续注意一般过去时的用法；能够表演并人化Let’s talk的交际内容。
难
点
能够在真实的语境中灵活运用本课重点句型，并根据课文大胆创编对话。
教法
点拨法，引导发，情境交际法
教学准备
电子书
教 学 过 程（双边活动）
环节
教 师 活 动
学 生 活 动
设计意图
Warm
Up
1、Let’s sing a song

2、Free talk
T:Did you go to sanya ?
T:Do you like it ?
T: How did you go there ?
T: Do you want to go there too?
Sing the song“Tell me about your holiday”

S1:Yes ，I did
S1: Yes I do
S2: I went there …
S2: Yes I do .

Free talk 起到温故而知新的同时又锻炼了听力和口语能力，给下面的环节做了很好的铺垫。
Prese-ntation
一、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.教师引导学生阅读题目，然后提问：What are they talking about?Can you guess?
2.教师放第一遍录音
3.教师追问：What did Sarah do there?放第二遍录音
4.教师提问：Sarah bought some gifts.Who did she buy gifts for?教师放第三次录音
二、Let’s talk
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?播放Let’s talk部分的动画
2、教师呈现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...?
3、教师用PPT呈现Amy旅游信息的句子：
Amy’s Holiday Trip
I went to Sanya.
I went there over the winter holiday.
I went there by plane.
I took lots of pictures.
4、教师播放Let’s talk部分的录音
5、教师组织学生分角色朗读课文

学生看Let’s try部分的图，然后阅读题目，进行听前预测。

学生听录音完成第一个问题
学生根据自己对杭州的了解进行猜测，听录音后回答问题。

学生听录音完成第二个问题

学生带着问题看动画。Q:What did she do?Where did she go?What did she do?How did she go there?

学生阅读对话，结合图片，发挥想象，对Amy在三亚旅游的细节进行对话，并学习单词beach。

学生根据提供的信息推断出合适的疑问句。

学生跟读

学生三人一组分角色朗读对话

这个环节极大的调动了学生们的学习积极性，学生们对Amy经历过的事情肯定特别想了解且乐于向别人介绍，因此也会更加努力的学习本课内容。

经过这个环节的学习，学生能更好的理解课文，也能将课文重现出来。
环节
教师活动
学生活动
设计意图

Consol-idation
教师将全班学生分成四组，各组分别写地点、时间、交通工具、动词短语的过去式形式。写好后，请一名学生分别从四个组的纸条里抽取一张，组成一个完整的句子，并用动作表演纸条上的内容，其他学生根据其表演猜测四张纸条上的句子。
表演的学生一边做动作一边问：Where did you go on your holiday?其他学生猜：I went to...如果有人回答正确，表演的学生就依次提问：How did you go there?What did you do there?其他学生继续猜。
通过游戏，既能让他们巩固所学知识，又能极大的提高他们的参与度，将所学知识应用于实践，活学活用，并且鼓励他们上台展示，增加自信，培养学生学习英语的乐趣。
安全
提示

布置课后作业
批改情况记录
1、听录音并背诵对话
2、完成同步练习册第三课时
3、预习下一课，查查生词，翻译句子。

板书设计
Unit 3 Where did you go?
......
What did she do?
How did she go there?
When did she go?
Where did she go?
Amy’s Trip

教学反思

英语学科教案设计
备课人

学科
英语
年级
六
时间

课题
Unit 3 where did you go ?
课时
5
课型
新授
教学内容
B Read and write
教
学
目
标
知识目标：
1、能够听懂、读懂并内化read and write 的内容，并能仿写一篇日记。
2、能够正确听、说、认读单词，如：basket,part,licked,laugh。
能力目标：
能够掌握良好的阅读策略，积极大胆尝试写作，并能够提高自主学习能力。
情感目标：
能够多关心同学，询问他们的假期情况。
重
点
能够听懂、读懂并内化Read and write的内容，并掌握基本的阅读策略；能够大胆尝试、仿写一篇日记，培养基础英文写作能力。
难
点
能够提高阅读技巧，掌握基本阅读策略，并进行大胆思考和尝试英文写作。
教法
点拨法，引导法，讨论法。
教学准备
电子课本
教 学 过 程（双边活动）
环节
教 师 活 动
学 生 活 动
设计意图

Warm
Up
1. Let’s play a game :
Catch the helicopter

2. Free talk:

3.播放动物搞笑视频：If you are happy,you can laugh.(哈哈哈)Laugh,Do you know?
学生读出单词或短语：rode a horse, rode a bike, went camping, hurt my foot, went fishing, ate fresh food, went swimming, took pictures, bought gifts

A: How was your last Sunday? B: It was fine.
A: Where did you go?
B: I went to ...
A: What did you do there?
B: I rode a bike./ ...

学生观看视频，并学习单词laugh.

复习旧知的同时也为新课做了铺垫。

练习重点句型，培养孩子说英语的习惯。

通过小视频，激发学生的学习兴趣，并为下一环节做铺垫。

Prese-ntation&Pract-ice
Read and write.
T:This video is about the pet.Do you like the pets?Yes,they are very cute.Wu Yifan has a pet,too.
1.幻灯片出吴一凡和他的宠物：What’s its name?But how did Wu Yifan meet Max?呈现28页图片.What will happen next?Wu Yifan wrote it down.
2.Big scene shows:Guess:What did they do together?
3. This is a diary.What day is it?What’s the date?What’s the weather like?
Read the diary and choose:How was Wu Yifan’s Friday?
A.It was a good day.
B.It was a bad day.
C.It was a bad day but also a good day.
4.What did they do?Please read the diary again,then number the pictures.教师分别讲解每幅图，教学单词part,lick,basket.
5.Check the answer:How did you get the answer?
6.Read it again and circle:
What did Wu’s family do?
7.Read and tick or cross
1)Read the first paragraph then tick or cross.

2)Read the second paragraph,then answer the questions.

T:So it was a bad day but also a good day.Bad luck often brings good luck.(塞翁失马，焉知非福)
8.Big scene shows Wu Yifan and his grandpa.They are calling.Please guess what they did say.

学生看图产试着描述图片：One day,Wu Yifan lost his cap.Then Max helped him find the cap.So Wu Yifan took Max back home.

Maybe they...together.

Friday,April 23rd.Sunny

Read the diary and choose:How was Wu Yifan’s Friday?(C)

Read the diary again and number the pictures,then underline those sentences.

学生再读日记，然后圈出吴一凡家人所做的事情.

Read the first paragraph then tick or cross.
①Max sat in the basket.
②Wu’s family took pictures of the city.
③They bought some gifts and ate yummy food.
Read the second paragraph,then answer the questions.
①Why did they stay in the hotel in the afternoon?
②What did they do to make Mum happy?
③Who did Max like?

Ss look at the pictures and retell the diary.

教师引入新课，把学生轻松自如的带到新课中。

板书讲解生词目的是让学生更加