1、PEP新版六年级下册英语Unit3Wheredidyougo教案2015PEP新版六年级下册英语Unit3Where-did-you-go教案Unit 3 Where did you go?第一课时教学目标：1. 能够听、说、读、写以下动词短语：rode a horse rode a bike went camping hurt my foot went fishing 2. 能够运用一般过去时询问别人在过去的某个时间点去哪里及所做的事情并做答。教学重难点：1. 本课时的教学重点是掌握5个动词短语的过去式形式。2. 本课时的教学难点是以下两个句子的运用：Where did you go las
2、t Saturday? What did you do there?教师要多示范，通过有针对性的反复操练知道学生熟练掌握。教学准备：Teacher：本课时的动词短语卡片教学过程：.Warm-up1. 教师播放课件有关本课时的5个动词词组的原型形式。.Preview教师展示本部分的挂图问：Do you like weekend? What do you usually do on your weekend? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。.Presentation and Prac
3、ticeLets learn1. 教师问一名学生：Whats your hobby? 引导学生回答。教师指着自己说：I like riding a horse. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书rode a horse和ride a horse，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。2. I like riding a horse ,I also like riding a bike ,I often ride
4、 a bike on the weekend ,I have mangy pictures of riding a bike. 然后拿出一张骑自行车照说：Look at this picture. I rode a bike last week. 教师板书rode a bike e和ride a bike，认真观察并说出两个短语的不同之处，然后指导学生拼写。3. 教师拿出一张自己爬山的照片，说：I went to Xinjiang/last year. Guess. What did I do there? 请学生猜。如果有学生猜到go camping，教师就向学生展示照片：Yes, that
5、s right. I went camping. 教师板书went camping，带读，引导学生对动词原形和过去式形式进行比较。教师继续问：Have you ever been went camping? Where have you been? 引导学生说：I went camping in the mountain.教师可继续提问：When did you went camping? I went camping in spring/April 8th.4. 教师再次展示爬山的照片，说：I went camping in spring. Then I was hungry. I went
6、 to a river. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张鱼的照片说：Yes, fishing. I went fishing. 板书went fishing和go fishing，带领学生比较不同之处。教师带读，注意强调went的发音。5. 教师依次出示野营和钓鱼的照片说：I went camping. I went fishing, too. What else did I do there? Guess.6.I like riding a bike,but I often hurt my foot,出示骑自行车摔跤的图片，并解释h
7、urt 的原型及过去式。7. 教师放 Lets learn部分的录音，学生跟读。8. 运用句型Where did you go last Saturday? What did you do there?把本节课学习的动词词组运用在对话中。.Consolidation and Extension同桌、小组内相互问答巩固本课知识。教学反思：第二课时教学目标：1. 能够听、说、读、写句型：Where did you go ? Did you go to Turpan? Yes,we did.教学重难点：1. 本课时的教学重点是句型：Where did you go? Did you go to Tu
8、rpan? Yes,we did.2.本课时的教学难点是在实际情景中正确运用所学对话。教学准备：Teacher：录音机及磁带；Lets learn部分的单词卡片；几张地名卡片；几张照片。教学过程：.Warm-up 1.教师与学生的日常会话。 2.复习上一课时新课。.Preview1. “打擂台”游戏 请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I went camping in spring. 不能正确造句的学生即被淘汰出局。然后教师出示另一张卡片，留在台上的学生继续比赛。能最后留在台上的学生成为擂主。.Presentation and Practise
9、Lets try 学生听Lets try部分的录音，完成练习。Lets talk1.教师出示一张新疆的风景照说：Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教师再拿出一张公园的照片，说：This is a park. I went to the park last weekend. 教师板书：I went to指导学生拼写单词went。2. 教师出示一张中国地图说：This is a map of China. I went to a city last year.
10、 Its in Guangdong province. Its a new city. Guess. Where did I go? 引导学生用句型Did you go to ,? 猜一猜，然后教师说：Yes, I did3.教师邀请一名学生到讲台前面来描述自己曾经去过的一个地方，教师问：Where did you go on your holiday? 引导这名学生回答。再请几名学生轮流上台，台下的学生其问：Where did you go on your holiday? 教师指导讲台上的学生回答。4.听录音，跟读Lets talk部分的内容。5.教师出示能拼成重点句型的单词卡片，要求学生
11、在最快的时间内组合成句。.Consolidation and Extension学生课后用一般过去时询问同学或老师曾经去过的地方，完成调查表。教学反思第三课时教学目标：1. 能够听、说、读、写以下句子：How did you go there? We went there by plane. Sounds great!2.能够完成Lets try部分的练习。教学重难点：1.本课时的教学重点是能灵活运用句型：How did you go there? We went there by plane. Sounds great!2.本课时的教学难点是：灵活运用对话中的句型进行口语交流。教学准备：Te
12、acher：录音机和录音带；B Lets learn部分的动词短语卡片。 教学过程：Warm-up教师请几名学生描述自己上周做了些什么。如：I was busy last week. On Monday I went to a restaurant .On Tuesday I went to a park .I rode a bike. On Wednesday I played ping-pong. On Thursday I went campingPreview1.日常口语练习。T：What day is it today?S：Its T：What are you going to do
13、 this weekend?S：I am going to T：Have a good time!S：Thank you.T：I will this weekend.2.教师让学生用句型I am going to this weekend. 或者I will this weekend.造句。Presentation Lets talk1. 教师让学生尝试将句子How do you go to school?改成过去形式，同时进行适当引导，使学生得出句子：How did you go to school?教师用更多地点进行替换操练：How did you go to HainanHunanTur
14、pan？教师板书并教读句型。注意对比两个句子。2. 教师出示Lets talk部分的教学挂图，鼓励学生用所学动词词组说出四幅图的行程安排，教师适当辅导。如： Day1,went to Sanya by plane;Day 2,went swimming and took pictures;Day3,payed football on the sand;Day4,rode a bike. 教师播放Lets talk部分的录音，第一遍录音，学生静听，了解对话大致内容。第二遍录音，学生带着问题听录音，问题如下：Where die Amy go last winter holiday?How did
15、she go there?What didi she do?听第三遍录音，学生核对答案，并标记出不懂得地方，如：Sounds great.教师答疑。最后学生一边跟读一边用手指出所读句子，并分角色朗读课文。Practice学生两人相互询问对方曾经去过的地方和所乘坐的交通工具，然后制成表格。可请几名学生上台汇报调查情况，如：S1：I went to Zhejiang last year.S2:How did you go there?S1:I went there by train.Consolidation and Extension背诵Lets talk教学反思：第四课时教学目标：1.能够听、
16、说、读、写动词词组：ate fresh food went swimming took pictures bought gifts2. 在实际情境中灵活运用动词短语来进行替换练习。教学重难点：1.本课时的教学重点是四会掌握四个动词词组的一般过去式形式。2.本课时的教学难点是掌握四会单词bought,ate,took和went的读音和拼写。教学准备：Teacher：录音机和录音带；文具卡片；照片。教学过程：Warm-up1.教师放歌曲“A trip to China”的录音，师生齐唱。Presentation and PractiseLets learn1. 教师拿出相机做拍照动作，说：I to
17、ok many pictures last holiday .What about you? Did you took pictures too?学生回答:Yes.教师板书短语took pictures，请学生写出动词原形take,然后教师教读，注意picture的发音，可采取拆音发教读。可采用如下方式教读和拼读：T-O-O-K，took，took，took Took pictures T-A-K-E,take,take,take Take pictures (配合音调、节拍)2. 教师出示自己旅行时拍的照片说I took many pictures.出示ate fresh food的照片。问
18、：What did I do?帮助学生回答：You ate fresh food.板书短语ate fresh food的照片。请学生尝试写出ate 的动词原形eat，并着重强调二者的发音，尤其是ate。将两个动词结合起来教读，并进行拼读比赛。3. 教师借助于图片学生张开对话。如：T：What did you do ? S: I went swimming.(教师帮助学生回答，板书并教读短语，分组比赛)T：What did you do ? （出示bought gifts 的卡片 ）S: I bought gifts.教师帮助学生回答，板书并教读短语bought gifts。教师出示日常的生日礼
19、物，学生一边模仿一边说单词gift。请几名学生比赛拼读单词gift，教师板书bought的动词原形。4. 教师放lets learn部分的录音，学生跟读。熟读后，同桌之间进行对话练习。Practice:教师指导学生把本课的动词短语和句型结合编成chant形式练习。如：T：What did you do ? S: I went swimming.T：What did you do ? S: I bought gifts.T：What did you do ? S: I ate fresh food.T：What did you do ? S: I took pictures.Look and s
20、ay 教师出示Look and say部分的图片，请学生看图片，并让他们根据自己的理解说一说图片中所描绘的事。Consolidation and Extension听写四会单词第五课时教学目标：1.能朗读、理解Read and write 部分的短语并完成相关练习。2.能独立完成Lets check 和Lets wrap it up 中的练习。教学重难点：1.能朗读、理解Read and write 部分的短语并完成相关练习。2.理解短文中出现的新单词、短语及句子。 教学准备：Teacher：录音机和录音带；本单元的动词短语卡片和教学挂图；若干纸片；教学过程：Warm-up教师利用前面课时所学
21、的重点短语和句型与学生展开以下对话：T：What did you do on your summer holiday? S: I went swimming.T：How did you go to Sanya? S: I went to Sanya by plane.PresentationRead and write1.教师让学生观看课本p25上方的图片，学生分组讨论图片中所描绘的故事，并回答下列问题：How did Wu Yifan meet max？What will happen next？ 小组汇报讨论结果，教师进行评价，鼓励学生发挥想象力，用自己的话将故事补充完整。2.播放Read
22、 and write部分的录音，学生先静听一遍，了解短文大致内容。然后教师将学生分成四大小组，两个大组负责阅读短文第一段，另外两个大组负责阅读短文第二段。3.学生完成Number the pictures部分的练习。并将每个图片所对应的句子在文中找出来进行朗读。4.Read and write部分的录音，学生一边跟读录音，一边用手指出相应的句子。5.教师朗读短文最后一段，提问：What happened to Wu Yifans family?What was bad for them?What was good for them?Find out the answers and write
23、them down on the book.学生独立完成练习，教师引导学生将所填信息进行朗读。6.T:Now write about your bad but good day.学生独立完成此部分练习，教师适当辅导。Practise Lets check 教师引导学生观看图片并写出相应的动词短语播放Lets check部分的录音，学生根据录音判断图片是否正确，完成练习。Lets wrap it up教师引导学生观看图片,学生独立完成此部分练习，然后听录音回答问题。Consolidation and Extension将Read and write部分读给家长第六课时教学目标：1.能理解Stor
24、y time 中的故事2.能表演Story time 中的故事教学重难点：能理解Story time 中的故事能表演Story time 中的故事教学准备：Teacher：录音机和录音带；本课时的单词卡片和教学挂图。教学过程：Warm-up教师放嫦娥奔月的影视片段，为学习能理解Story time 中的故事做铺垫。PresentationStory time1.教师出示Story time部分的教学挂图，说：Look,Zoom is on the moon.The girl must be Change.What happened?Please read the story.给学生几分钟时间自
25、主阅读故事，同时让学生找出不理解的单词或句子。2. 教室展开分层教学，分阅读曾粗进行提问： How was zooms holiday?Where did he go?How did he go there? What did he see? How did he come back?Did zoom really go to the moon?Why? Which pictures is real?Which is Zooms dream?学生根据教师提问，自主阅读，寻找答案，最后师生按照问题顺序一起梳理故事。3. 教师反复播放Story time部分的录音，学生一边跟读一边用手指出所读的句子，注意模仿语音语调。Practise教师从故事中挑出本单元重点句型和短语，师生一起大声朗读。Consolidation and Extension将Story time 熟读教学反思：
