Where-did-you-go教学设计.doc

Unit 3 Where did you go?A lets 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 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 bike? 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 talkT: Hello, everyone! The winter holiday is over. Would you like to tell me about your holiday ? Was it great?Ss: Yes! It was goo/ great/ fun/ niceT: 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 byT: What did you do there?S: I swam in the sea.T: 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 many 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 fresh 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。ets talk.T: ow was your holiday? Ss: It was good. T: What did you do? Ss: I went swimming every weekend and took lots of pictures.Pair word:、 （出示课件）T: Make the sentences with where, how and what. 、 （出示课件）Please do the sentences I _ 12 years old this year. 、我去年11岁.I _ 11 years old last year.He _ in Beijing now.、他昨天在上海。He _ in Shanghai yesterday.、他现在在北京。、我今年12岁.、I get up at 6:30 every morning.I _ up at 9:00 last Sunday.I went to China last year.一般疑问句 you to China last year?.I went to Harbin on my holiday.(划线部分提问) you on your holiday?.I went there by plane . (划线部分提问) you go there?.I went skiing . (划线部分提问) you ?、 （出示课件）用所给词的适当形式填空。1、I _(ride) a horse yesterday.2、They _(eat) fresh food last Saturday.3、What did you do yeaterday? I _(buy) a gift.4、Jim went to the park and _(take) pictures.5、How did you go to Beijing?We _ (go) there by plane.设计意图让学生写下问题后再进行提问，是让学生积极去动脑思考问题，养成先想后说，做事严谨的学习习惯。用思维导图的形式把学生提出的问题进行板书，激发学生的发散性思维，激活学生的知识储备，同时，让后进生也能参与其中，辐射学生的参与面。也使学生带着问题去学习，培养独立解决问题的能力，激发求知欲。tep3: SummaryT: What did you l