北京版六年级上册UNIT THREE HOW DID YOU GO TO HANGZHOU -Lesson 9-教案、教学设计--(配套课件编号：605a3).doc

1、Unit 3 Where did you go?Alet s learn. 教学设计 一、教材内容分析 本节课选自由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 Lets learn.本单元学习的主题是谈 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

2、 you going?;而本单元即是 针对过去的活动进行提问here 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 didnt . 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： 、 能够听、 说、 读、 写以下动词短语： rode a horse? Rode a b

3、ike? Went camping? Hurt my foot? Went fishing. 、 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。 、 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 tep1: Warm-up and greeting. 1. Lets 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

4、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, its 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:

5、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. Dont worried. Today , well 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

6、的知识储备， 为接下来的学习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。 tep2: Presentation 、 The teacher takes out a camera. The teacher is taking pictures.T: I took m any pictures last holiday. What about you? Did you take pictures, too? Ss: Yes. 教师板书短语：took pictures. 并学习这个短语。 、 : took many pictures. 课件出示图片，并学习短语 ate fr

7、esh food.并且板书这个短语。 、 教师出示小鸭子游泳的图片，然后学习 went swimming.短语。并 且板书这个短语。 、教师出示购物的图片，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。 ractice: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。 ets learn. 教师出示ets learn 图片，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。