人教PEP版六年级下册英语Unit 3 Where did you go 单元整体教学设计（教案）.docx

1、人教PEP版六年级下册英语Unit 3 Where did you go ?单元整体教学设计主备人辅备人上课时间课时共6课时审核人单元主题本单元教学内容为人教版英语六年级下册第三单元，属于“人与社会”和“人与自我”范畴中的“历史、社会与文化”及“生活与学习”主题。单元子主题及课时安排 Where did you go？ 有趣的假期体验谈论旅游活动学会分享健康而有意义的旅行树立乐观的心态、努力学习Part B Read and writePart C Lets check & Lets wrap it upPart A Lets try & Lets talkPart A Lets learn

2、&Listen, answer and writePart B Lets try & Lets talkPart B Lets learn & Look and say学情分析能力基础:经过将近四年的英语学习，学生具了一定的听、说、读、写能力，能读懂语言简单、主题相关的简短语篇，获取具体信息，理解主要内容，能运用所学语言与他人进行简单的交流。单元教材分析本单元学习的主题是谈论和描述人物在过去做的事情。教学内容主要是围绕张鹏给John打电话，了解John 没有上学的原因，并去John的家里探望，分享John在刚刚过去的五一假期旅游的照片等情景来展开的。教学重点是能听、说、读、写核心句型“Wher

3、e did you go?” “Did you? Yes, we did./No, we didnt.” “How did you go there?”；能听、说、读、写短语“rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts”。单元总目标1.听、说、读、写句型“Where did you go?” “Did you? Yes, we did./No, we didnt.” “How did

4、you go there?”2.在情景中恰当运用句型“Where did you go?” “Did you? Yes, we did./No, we didnt.” “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3.在图片和文字的帮助下，完成填写表格和完成句子等活动4.在图片的帮助下正确理解并朗读关于描述过去发生的事情的语篇，并恰当运用本单元所学的核心句型口头描述过去发生的事情5.听、说、读、写短语“rode a horse, rode a bike, went camping, went fishing, hurt my foot, t

5、ook pictures, went swimming, ate fresh food, bought gifts”，并正确使用上述短语谈论和描述人物在过去做的事情。 Unit 3 Where did you go？ 第1课时课时内容Part A Lets try & Lets talk上课时间审核人教材分析本课时是人教版六年级下册第三单元第一课时。围绕Where did you go?这一话题展开，主要通过对话学习词组rode a horse, rode a bike, went camping, went fishing, hurt my foot及句型Where did you go.?

6、 I went toWhat did you do there? I的表达。引导学生可以通过博客、微信等，与朋友分享自己的活动和情感。教学目标1.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。2.在语境中理解生词或短语“fell off, mule, Turpan, could, till”的意思，并正确发音。3.通过对话了解新疆的风土人情。4.用正确的语音、语调及意群朗读对话，并进行角色表演。5.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。教学重难点重点 ：能够在情景中运用句型“Where did you go over your holiday? I we

7、nt to” “What did you do? I”谈论去过的地方和所做过的事情。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。教具准备PPT课件、课文录音、视频教 学 过 程个性修改Step 1: Warm-up & Revision & Lead-in1. Greetings.2. Sing a songTell 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 p

8、ast or original forms as soon as possible. The fastest one can get a reward.4. Lead-in. The teacher shows a calendar on the screen. （出示课件）T: Whats the date?Ss: Its May 1st. Its the Labour Day holiday.T: Where did you go last Labour Day holiday?Ss: I went toStep 2：Presentation1. Listen and tick or cr

9、oss.(1)T: What day is it today?Ss: ItsT: We should go to school and have classes on But John didnt go to school today. Amy called him.T: John answered a phone call from Amy. Please read “Lets try” first and guess what happened.(2)Students listen to the recording and try to finish the exercises below

10、.(3)Listen again and check the answers together. (出示课件)Show the listening material to help students understand further. (4)Show the key sentence “What happened?” and the key phrases “fell off my bike, hurt my foot”. (出示课件)(5)Practice: Lets chant together! (课件出示：John骑自行车摔倒的相关内容)2. Watch and answer.(1

11、)T: After school, Amy went to Johns home. They talked about the Labour Day holiday. Try to answer the two questions after you watch the cartoon. （课件出示：Lets talk板块的视频）Where did John go over his holiday?What did he do?(2) Check the answers. T: Where did John go over his holiday?Ss: He went to Mt. Tian

12、shan and Turpan in Xinjiang.T: What did he do?Ss: He rode a horse and saw lots of grapes.3. Learn the new words and sentences.(1)Show some pictures to help students understand the word and the phrase. （课件出示：Turpan和rode a horse的相关内容）(2)Show some pictures to help students learn the words. (课件出示：horse,

13、 mule, till, could的相关内容)Lead students to read the words “mule, could, till”.(3)Write down the key sentences on the blackboard. Lead students to practice “Where did you go over your holiday? I went to” “What did you do? I”4. Read and act.(1)Listen and imitate. Let students read the text sentence by s

14、entence after the recording and pay attention to the pronunciation and the intonation. (2) Let students read freely for one minute. After that, two students work in a group and read the dialogue.(3) Let students fill in the blanks on the screen, then try to role play without books. (出示课件)Step 3：Prac

15、tice1. Read and underline.Ask students to read the dialogue and underline all the past forms of verbs.2. A game: What is missing?Show the key words “mule, Turpan, could, till”, the phrase “fell off” and the sentences “Are you all right? Im OK now.” “Did you go to Turpan? Yes, we did.” on the PPT. As

16、k students to read them quickly, then say the missing part. (课件出示：游戏规则及相关内容)Step 4.：Extension1. The teacher shares his/her own PPT about the Labour Day holiday with students. (出示课件)One student asks the key questions, and the teacher answers.S: Where did you go over your holiday?T: I went to Sanya.S:

17、 What did you do?T: I went swimming in the sea. I also ate lots of fresh fruit.2. Ask and answer.Two students work in a group and talk about their last Labour Day holiday. Make a model:A: Where did you go over your holiday?B: I went toA: What did you do?B: I3. Show time.Students stand up and show th

18、eir dialogues.作业板书设计教学反思Unit 3 Where did you go? 第 2课时课时内容Part A Lets learn & Listen, answer and write上课时间审核人教材分析本课时是人教版六年级下册第三单元第二课时。围绕Where did you go?这一话题展开，主要通过约翰5月1日和5月12日的博客分享这一场景，来呈现单词和短语“rode a horse, rode a bike, went camping, hurt my foot, went fishing”。本课时的重点是单词和短语的掌握以及能够运用“Where did you

19、go last? I went to”“What did you do there? I”谈论周末或假日活动。包括Lets learn& Listen，answer and write两个版块。在设计教学过程时，遵循以学生为主体的原则、采用多种教学手段调动全体学生的积极参与。通过活动教学法、合作探究教学法等引导学生自主学习。教学目标1.听、说、读、写短语“rode a horse, rode a bike, went camping, hurt my foot, went fishing”。2.恰当运用本部分核心句型“Where did you go last? I went to” “Wha

20、t did you do there? I”谈论周末或假日活动。3.能够提高口语表达能力和语言组织能力，并且进行积极地思考和大胆的创新，提高自主学习能力。教学重难点重点：1. 能够听、说、读、写动词短语“rode a horse, rode a bike, went camping, hurt my foot, went fishing”。2. 能够运用句型“Where did you go last? I went to” “What did you do there? I”询问他人在周末、假期里做的事情并作出相应回答。难点：1. 注意不规则动词过去式的变化形式。2. 能够在创编的真实情景中

21、练习重点句型。教具准备PPT课件课文录音视频、教学卡片等。教 学 过 程个性修改Step 1: Warm up1. 师生问候2. 游戏: Whack-a-mole.3. Play a chain game.图片呈现 “watch TV”. T: Watch.S1: Watched.S2: Watched TV.S3: I watched TV.S4: I watched TV last Saturday.Step 2：Presentation1.呈现约翰劳动节时发博客的图片。T: 看博客时，注意日期：It was Tuesday, May 1st. 是劳动节那一天。 劳动节那天约翰干了什么？

22、2. 呈现相关新疆的图片，播放录音并回答问题。Q1：John went to Xinjiang. What did he do there? Q2：What did John do in Xinjiang?3.呈现“rode a horse” 图并采用TPR教授。4.听录音回答问题T: John rode a horse, and what else did he do? Lets go on watching his blog.T: What else did John do in Xinjiang?Ss: 野营/Went camping!呈现“went camping” 图并教授。5.练习

23、 go, went.（1）呈现更多有关went构成的短语图片。Ss: Went swimming, went camping, went hiking, went running, went shoppingT: What did John do in Xinjiang?Ss: He went camping.（2）齐读 “Went, went, I went camping.”（3）听录音，引导学生继续看博客，并回答问题。T: What else did John do in Xinjiang?Ss: 钓鱼/Went fishing!呈现“went fishing.” 图并采用TPR教授。T

24、: What did John do in Xinjiang?Ss: He went fishing.齐读“Went, went, I went fishing.”6.再一次呈现约翰的劳动节那天的博客，并回答以下问题：T: What did John do in Xinjiang?Ss: He rode a horse, went camping and went fishing.7.呈现约翰的另一个博客的图片，注意日期：It was Saturday, May 12th. So it was last Saturday.(1)听录音，并回答问题T：Where did John go last

25、 Saturday?T: John went toSs: A forest park.图片呈现a forest park(2)上周六约翰去森林公园，听录音，并回答问题。T：What did he do there?Ss: Rode a bike.rode a bike呈现“rode a bike.” 图并采用TPR教授。(3)T: I rode a bike with my friends. Did you ride a bike with your friends or your father? Lets say “I rode a bike with my father/my mother

26、” T: 骑车时要带头盔，约翰戴头盔了， 发生了一件什么事？8.听录音，并回答问题T: What happened?Ss: He fell off the bike. He hurt his foot.图片呈现hurt my foot及更多有关hurt构成的短语图片。9.呈现上周六约翰的博客，并回答问题。T: What did John do?Ss: He rode a bike. He hurt his footStep 3: Practice1. Act and guess. 2. Read and conclude.教师呈现短语，让学生快速读出来，并总结3. Listen and rep

27、eat.Step 4: Consolidation & Extension1. Listen, answer and write.T: John has some friends. Who are they?Ss: They are Carl, Meimei and Mr Guo. T: Lets listen: What did they do yesterday?(1)听录音并完成练习(2)呈现本板块的听力材料及答案）(3)Read the answers together. 2. Group work.四人一组，进行调查并分享。如：Nini went to the park, and s

28、he rode a bikeNameWhere did you go?What did you do ?Niniparkrode a bike作业板书设计教学反思Unit 3 Where did you go? 第3课时课时内容Part B Lets try& Lets talk上课时间审核人教材分析本课时是人教版六年级下册第三单元第三课时。围绕Where did you go?这一话题展开，主要通过吴斌斌和艾米在学习遇见萨拉，三人谈论艾米的寒假活动的情景来呈现新句型“Where did you do?” “How did you go there?” “What did you do?”，本

29、课时的重点是能够运用重点句型谈论假期活动。包括 Lets try& Lets talk两个版块。在设计教学过程时，遵循以学生为主体的原则引导学生将所学知识应用于实践，可以通过多种教学法训练学生的口语表达能力。教学目标1.读懂题目要求，学会听前预测。运用基本听力技巧完成主旨题和细节题。2.通过听力练习获得Lets talk板块的人物及场景信息，为进入正式的对话学习做好准备。3.在语境中理解生词beach的意思，并正确发音。用正确的语音、语调及意群朗读对话，并进行角色表演。4.通过对话了解海南三亚的海岛风光。5.听、说、读、写并在情景中恰当运用句型“Where did you do?” “How

30、did you go there?” “What did you do?”谈论假期活动。6.在情景中恰当运用由where, what和how引导的一般过去时的特殊疑问句。教学重难点重点：1. 能够听、说、读、写句型“How did you go there? We went there by plane.”。2. 能够在情景中运用句型“Where did you go?” “How did you go there?” “What did you do?”谈论假期活动。难点：能够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。教具准备PPT课件课文录音视频等。教 学 过 程个性修改

31、Step 1: Warm-up & Revision & Lead-in1. Free talk.2. Play a game.出示短语，快速说出来，如果看到bomb, 直接说“boom”. 3. Lead-in.Competition: What is missing?Step 2: PresentationLets try1. Listen and circle.(1)T: 出示图片“吴斌斌和艾米”并询问问题：Who is missing? Where are they? (2)播放录音并核对答案。(3)再次播放录音并呈现听力材料，帮助学生理解。Lets talk1.呈现Sarah杭州旅游

32、的博客，并尝试用思维导图画出Sarahs winter holiday.2.呈现Amys 三亚旅游的博客。(1)播放视频，并回答问题Q 1: Where did Amy go? （呈现三亚的相关图片)Q 2： Did you go to Sanya before? （播放一段三亚美丽风景的视频）Q 3: Who did Amy go to Sanya with? Q 4: How did she go there? (呈现中国地图图片)Q5: How was the beach? (呈现海滩图片)Q6:What did she do?(呈现Amy拍照和游泳的图片)3.学生跟读 “Took pi

33、cturestook lots of picturestook lots of pictures of the beach. And she also went swimming.”4.尝试思维导图来画出Amys winter holiday. Step 3: Practice1. Look, listen and imitate. 跟读课文并注意语音语调2.Read the dialogue.学生自由读，两人一组根据思维导图来说出文章内容。3.Talk about Amys holiday.呈现更多图片，来谈论Amys holiday.Step 4: Consolidation & Exte

34、nsion1. Share a video.（呈现一段假期外出旅行的视频）2. Work in pairs.三人一组进行角色扮演分享自己的寒假并展示。模板： Let me tell you about my winter holiday. I went towithover my winter holiday. is far from here. So I went there by Thewas beautiful. I, and also I had a good time over the winter holiday. I liked it very much. My friendwe

35、nt towith He went there by Thewas beautiful. He, , and also He had a good time over the winter holiday.作业板书设计教学反思Unit3 Where did you go？第4课时课时内容Part B Lets learn Look and say 上课时间审核人教材分析本课时是人教版六年级下册第三单元第四课时。围绕“暑假生活”这一话题展开，引导学生关注他人。本课时包括Lets learn和 Look and say 两个板块。Lets learn呈现了吴斌斌暑假吃新鲜的食物、去游泳、拍照和买礼

36、物四幅场景，对话板块通过吴斌斌和 Amy聊自己暑假生活的情景，引出句型How was your summer holiday? It was 。此情境围绕的是关于学生最喜欢的、最感兴趣的暑假生活这一话题展开，符合学生的心理，贴近学生的实际生活， 更能激发学生学习的兴趣。Look and say板块是一个综合性的语用活动。学生可以通过这个活动操练B部分Lets learn板块中所学的有关假期生活的词汇，描述Andy的假期生活，以达到在真实的生活中生活。教学目标1.能够听、说、读、写单词和词组：ate fresh food, went swimming, took pictures,bought

37、gifts.2.能够正确使用上述单词和词组描述自己的假期生活。3.能够看图描述Andy的假期生活。4.能够运用句型How was your summer holiday?询问别人的假期情况。5.引导学生关注自己身边的人，激发学生学习英语的热情，培养学生学习英语的兴趣，树立学好英语的信心。教学重难点教学重点1.能够听、说、读、写单词和词组：ate fresh food, went swimming, took pictures, bought gifts.2.能够运用句型 How was your summer holiday? 询问别人的假期情况。教学难点1.能够正确使用上述单词和词组描述自己

38、的假期生活。2.能够灵活运用句型 How was your summer holiday? 询问别人的假期情况。教具准备 PPT课件、课文录音、视频教 学 过 程个性修改Step 1 Warm up 1.Greeting 2.Play a game. 师生玩“我来比划，你来猜”的游戏。教师把rode a horse , rode a bike, went camping, went fishing, hurt my foot这些短语的图片扣到讲桌上，找几名学生到讲台前抽图片，然后根据抽到的图片做出相应的动作，其他学生快速猜出短语。Step 2 Lead in 1. Ask and answer

39、 T: How was your weekend? S1: It was fine/ good/ Ok, thanks. T: What did you do? S1: I went fishing/ cleaned my room2.Lets chant How was your holiday? Good, good, it was good. Where did you go on your holiday? I went to Xinjiang. What did you do there? I rode a horse, rode a bike, and went camping,

40、too.Step 3 Presentation Lets learn 1.Teaching “ate fresh food, went swimming, took pictures, bought gifts” (1) Show the picture of Wu Binbin. T: Who is he? Ss: Hes Wu Binbin. T: These were pictures Wu Binbin took over summer holiday. What did he do last summer holiday”Lets have a look.(2) Learn “ate

41、 fresh food”T: Look at the picture. What did he do? Ss: He ate fresh food.（板书ate fresh food,比较ate和它的原形eat 词形的变化。自己找规律，指出a的发音，读出ate。） T：What fresh food did he eat? S1: He ate fish. S2: He ate vegetables. T: We should eat more vegetables and fruit, keep our body healthy. （引导学生健康饮食）(3) Learn“went swimm

42、ing” (4) Learn“took pictures, bought gifts” T: What did he do after swimming?(展示短语took picture，联系 look，让学生根据look的读音，读出took ) What did he do? Ss: He took pictures. T: What else did he do? Ss: He bought gifts. T: Look, this is a gift.(5) Look at the blackboard ,listen to the tape and follow the tape.

43、(6) Read the five phrases.升降调领读一遍，学生两人一组练读，四人小组齐读。2.Learn the dialogue. (1) T: Wu Binbins summer holiday was good. How was your summer holidayS1: It was good.T: What did you do? S2: I ate fresh good.(2) Do practice in pairs. A: How was your summer holiday?B: It was good. A: What did you do? B: I （两人

44、一组用新授词组练习。） (3) Listen to tape and learn the dialogue. (4) a. Listen to the tape and answer some questions. How was Wu Binbins summer holiday? b. Follow the tape. c. Read in role. 3.复述吴斌斌的暑假活动Step 4 Practice1.描述Andy的假期生活。 T: This is Andy. Andys summer holiday was fun. Do you want to know something a

45、bout it? Why did he do over his summer holiday?2.两人一组，互相描述Andy的假期生活。3.学唱歌曲“Tell me about your holiday”。 作业板书设计教学反思Unit3 Where did you go？第5课时课时内容Part B Read and write上课时间审核人教材分析本课时是人教版六年级下册第三单元第五课时。围绕“生活充满好消息和坏消息”这一话题展开，主要通过阅读文本学习词汇 basket, part, licked, laughed, dress up以及能够从阅读中获取有用的句型口头描述自己的一天。引导学生建立事物都有两面的概念， 好事坏事没有绝对，可以互相转换，要保持乐观的心态。 本课时Read and write的板块，分为两个部分。第一部分是读前活动，呈现了吴斌斌外出捡了一只叫Max的小狗，并带回家的场景。 通过看图， 阅读人物对话，讨论故事的开端和预测故事的进一步发展。接下来呈现的是吴斌斌写的日记，日记上讲述了这一天发生在吴斌斌一家的三件好事和两件坏事。第二部分是书写活动，写出发生在自己身上的一件好事、一件坏事和相应的对策。本课时内容的设计贴近我们的生活，非常吸引人，大大的提高了学生的阅读兴趣。教学目标1.能够听、 说、认读单词和短语：baske