人教pep版六年级下册英语Unit 3 Where did you go -Part A-教案、教学设计-市级优课-(配套课件编号：90102).doc

1、Unit 3 Where did you go ?教学设计教学设计 一、教学内容 PartALets Learn & Listen, answer and write 二、设计理念 本单元的话题是围绕“去过了哪里”这个这个主题而展开，本节课 为词汇课，讲述了主人公 John 微博中的故事，引出一系列动词词组 过去式的学习， 使学生掌握特殊疑问句Where did you/he/she go ? What did you/he/she do ? 的使用及回答方法，即：I/She/He.+动词词组过 去式。 为了使六年级的学生以一种贴近生活实际且有趣的方式习得语 言知识，我设计了以“Miss Yi

2、n 假期去了哪里”及“John 假期去了哪 里”为主线，通过一系列的风景图片、chant、猜一猜、演一演等方 式组织教学，锻炼学生的口语表达、小组合作的能力。并在本课的最 后对学生进行情感教育，教育学生要珍惜时间、合理安排并充实假期 生活。 三、教学目标 1.语言知识及语言能力目标： （1）能够正确掌握单词和词组：rode, hurt, went camping, went fishing. （2）能够正确运用句型 Where did you go last Saturday? What did you do there? （3）能听懂、会说 Lets learn 的内容，并根据实际情况运用本

3、课 重点句型询问并回答别人在过去的时间去过哪里和做过什么。 2.能力目标： 培养学生听、 说和运用语言的语言综合应用能力及小组合作学习的 能力及策略。 能够在图片和文字的提示下完成句子等语篇。 3.情感态度目标： 教育学生要珍惜时间、合理安排并充实假期生活。 四、教学重难点： 重难点：Where did you/he/she go ? What did you/he/she do ? 的使用 及回答方法. 突破方法： 通过各种方式让学生在说与练得过程中感受该句型的使 用方式及运用特点。 五、教具准备： PPT 课件、单词及句型卡片、相关头饰。 六、教学过程： Step 1 : warming

4、up 1. Greeting 2. Teacher and students read a chant together: Go. Go, where did you go ? Went, went, I went to school. See, see, what did you see? Saw, saw, I saw a film. Do, do, what did you do? Did, did, I did my homework. Play, play, what did you play? Played, played, I played football. Clean, cl

5、ean, what did you cleaned? Cleaned, cleaned, I cleaned my room. 设计意图设计意图： 通过歌谣体的形式巩固第二单元学过的一些动词的原形 及其过去式，形成鲜明的对比，chant 的形式朗朗上口，从而为本单 元学习新知做好准备及预热工作。 3. Lets enjoy: “Tell me about your holiday”. Try to sing with it. Step 2 : lead in 1. Review the topic word “holiday” and brainstorm different holiday

6、that Ss have learnt before. Eg: summer holiday, winter holiday, the Mid-autumn Day, the Labor Day etc. 2.Guess: Where did I go ? A. ShanghaiB. Nanjing 设计意图设计意图：联系生活实际，通过展示一组教师假期旅行的图片让学生 来猜测老师假期去过了哪里，提起学生学习的兴趣，也为接下来的主 题“假期去了哪里、做了什么”做铺垫，自然过渡。 Step 3 : presentation 1. Show the micro-blog and lead in th

7、e topic Q1；When did John send pictures and write on his micro-blog? Q2：What did he do on the Labor Day holiday? 2. Learn the new words and phrases one by one: rode a horse,went camping, went fishing, rode a bike, hurt my foot. 3.Present those key phrases and sentence structure and provide learning t

8、ips. Read individually first, then in chorus. Step 4 : consolidation 1. Play a game : catch the plane. 设计意图设计意图：通过“抓飞机”的游戏（音形对应练习）来巩固学生对出 现过的新词组的识别度及反应速度。 2. Lets practice: Provide students with some incomplete conversations and picture clues,to practice the application of the target language:“Where

9、 did you/he/she go ? What did you/he/she do ?” and “stayed at home /watched TV, went to the cinema/saw a film, went to Xinjiang/rode a horse,went to Hangzhou,/rode a bike” etc. 3. Pair-work: make a new dialogue. A:Where did you go last Saturday/ lat Sunday/ last weekend/yesterday? B: I went to _. A:

10、 What did you do there? B: I. Step 5 : conclusion Make conclusions about what we have learned in this lesson. Step 6 : homework 1.Read and copy the phrases. 2.Write a short dairy about your last weekend in past tense . 七、板书设计： Unit 3Where did you go ? he Where didyougo ? she he Whatdidyoudo ? She He I.rode a horse, rode a bike Shewent camping, went fishing hurt my foot