Unit 3 Where did you go ?
教学目标 ●能够听、说、读、写句型:Where did you go ? Did you… ? Yes, we did . No, we didn’t. How did you go there ? ●能够在情景中运用句型:Where did you go ? Did you … ? Yes, we did. No, we didn’t. 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。 ●能够听、说、读、写单词: rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.能够正确使用上述词组谈论和描述人物在过去做的事情 ●了解新疆的风土人情。 知识与能力目标 课时安排 6课时
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第一课时
教学内容 A. Let’s try Let’s talk 课 型 对话教学 ● 学生能够听、说、读、写句子：What happened ? Are you all right ? I’m OK now. Where did you go ? It looks like a mule ! Did you go to Turpan ? 教学目标 Yes, we did. ● 能够独立完成Let’s try 中的听力练习。 ● 教育学生懂得与他人分享旅行中的经历。 教学重点难点 ●在实际情景中灵活运用句型：Where did you go ? I went to…? 来与他人进行交流。 教学准备 课件、图片 教学步骤： Step 1. Warm-up 1.利用图片和学生一起唱歌谣，要求一边唱一边做动作。如： What can you do ? I can sing. What can you do ? I can dance. What can you do ? I can climb a mountain. What can you do ? I can take a pictures. What can you do ? I can speak Chinese. 2.用多媒体课件展示自己外出旅游的照片，并做相关介绍。如： Last summer holiday, I went to hainan. It was so beautiful. I went swimming in the sea. And picked some seashells on the beach. Step 2. Presentation Let’s talk （从呈现完整对话到处理局部语言） 1. 整体感知对话并回答问题。 (1)通过提问要求学生猜测：Did you go to John’s home ? What happened to John? What did they talk about later? 请学生带着问题观看动画或阅读文本，了 解John脚受伤的原因：He fell of his bike,利用图片帮助学生理解并教授fell. 同时，通过观看动画或阅读文本获得 2
对话的主旨：They talked about John’s Labout Day holiday. (2)结合日历，让学生理解Labour Day holiday概念。提问：Look at the calendar. What date is it ? It’s May 1st . On May 1st ,we usually have three days off. We call it Labour Day holiday. (3)继续提问学生：Where did John go on his Labour Day holiday ? What did he do there ? 要求学生带着问题观看动画或阅读文本获取信息，并用思维导图板书对话关键信息。 John’s Labour Day holiday Where did he go ? What did he do ? ? (4).结合思维导图，描述John’s Labour Day holiday,然后让学生提问：What else do you want to know about John’s Labour Day hlokday ? 鼓励学生对John的假期提出问题：Who did John go with ? Was he happy ? What did people wear there ? Could they dance well ? 等等。结合学生的问题，利用图片或视频介绍新疆风土人情，并让学生对此进行适当的对话拓展。 (5).呈现Let’s talk的插图，提问学生：Look at John’s pictures. Where is it ? Mr. Tianshan or Turpan ? Can you guess ? 让学生把插图与思维导图中的地点进行匹配，并在此过程中向学生介绍Mt. Tianshan和Turpan的风土人情，教读mule, Turpan, could 和till. (6).根据文本内容引出句型并帮助学生理解句型。 教师提问：Let’s have a look at John’s Labour Day hlokday gaain. Where did he go over his holiday ? What did he do ? 引导学生回答：He went to … He… 根据思维导图中的句子解释Where did he go…? What did he do ?的用法。 2.巩固与拓展 (1)两人小组活动。学生两人一组，每人长纸条上写两个过去时的句子，然后把句子在单词间的空隙处剪开。学生交换剪下来的单词，看谁能最先把同 (2)组织学生分角色朗读对话，请学生给对话配音。 (3)让学生复述John的五一假期。 (4)四人小组活动。 Step 3. Practice Let’s try 1.放录音，学生完成第一、二题。 2.追问学生Why was John at home ?引导学生进行猜测。再次放录音，学生根据录音完成第三题，验证之前的预测。 Step 4. Consolidation and extension 1.学生背诵本课时的四会句子。 2.做同步精练的相关练习。 3
Unit 3 Where did you go ? What happened ? Are you all right ? I’m OK now. Where did you go ? It looks like a mule. Did you go to Turpan ? Yes, we did. 本课以说唱歌谣的形式来导入新课，一方面激发了学生的学习兴趣，另一方面让学生了解本课所要学习的内容，为后面新的知识的学习做了铺垫。 新课教学阶段，教师以师生的会话的形式展开教学，学生在轻松的谈话氛教学反思 围中学习知识，同时还进行了相关知识的拓展，有利于学生融入到真实的语言环境中，将所学的重点单词和句型运用到以后的对话交流中去。 在巩固新知阶段，教师以教学内容为中心，充分考虑到教学实际，特地设计了“采访”游戏这一环节，使学生在轻松、愉快的氛围中巩固新知识。
第二课时
教学内容 A. Let’s learn , Listen,answer and write 课 型 单词教学 ● 能听、说、读、写以下动词短语: rode a horse, rode a bike, went camping, hurt my foot, went fishing. 教学目标 ● 能运用一般过去时来询问别人在假日里去了哪里、干了什么并作答。 ● 培养学生热爱大自然的美好情感。 ● 教育学生要锻炼身体，多参加户外活动。 教学重点 运用五个动词短语来进行句型替换练习 教学难点 掌握三个动词短语过去式的读音和拼写 教学准备 图片、照片与课件 教学过程 ： Step 1 : Warm-up 1.师生进行连锁问答练习，如： 4
T: I went to Xinjiang on my holiday . Where did you go on your holiday？ S1: I went to.... Where did you go on your holiday？ S2: I went to.... Where did you go on your holiday？ S3: I went to.... Where did you go on your holiday？ …… Step 2 : Presentation Let’s learn 利用教材中的情景展开词汇教学 1.利用图片整体呈现本部分单词并教授。教师利用挂图呈现A.Let’s learn板块的插图，提问： T: 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 ? 然后要求学生看图，说出John 五一假期所做的事情： S: He rode a horse. He went camping . He went fishing. 教师根据学生的回答继续追问： T: 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 ? 引导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。教师教授rode a horse, went camping, went fishing的时候，注意rode 和a之间的连续。 2.教师提问学生 T: 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 ?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，获取信息后，验证之前的猜测，再教授rode a bike. 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： T: 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 ? 引导学生谈论并回答，教师教授hurt my foot. 4.教师播放Let’s learn中的录音，学生跟读，然后让学生两人一组进行对话。 5
新版PEP小学六年级英语下册Unit3Wheredidyougo教案
