英语人教版六年级下册Unit 3 Where did you go？ Part .docx

Unit 3 Where did you go? B lets learn & look and say课堂教学设计一、教学目标：Learning aims:1. 能够听、说、读、写四个描述假期活动的词组及句子：ate fresh food, went swimming, took pictures, bought gifts.How was your summer holiday? It was good. I went fishing every weekend and took lots of pictures.2. 能够正确运用上述四个词组和句子描述自己的暑假生活。3. 能够看图描述Andy 的暑假生活。Ability aims：1. 能够按照正确的语音、语调及意群朗读单词、对话，并能进行角色表演。2. 能够运用所学句型谈论自己的假期生活。Emotion aims：能合理安排假期，懂得热爱生活、关心他人！Important points：1、在语境中理解生词ate fresh food、bought gifts、took pictures、went swimming的意思，并能正确发音。2、在实际情境中恰当书写和运用所学句型描述自己的假期生活。Difficult points：1. 掌握不规则动词的过去式。 2. 能够看图描述Andy 的暑假生活。教学准备：1、学生准备假期生活的照片，课前搜集关于自己去过的旅游景点的资料。2、教师准备教学课件、照片及单词卡片。二、学情分析 进入六年级的学生已经有一定的英语学习基础。大部分学生养成了良好的英语学习习惯，但是也有一部分学生不是很喜欢上英语课，学习兴趣不是很高，同时，有些学生还是为学习而学习，谈不上兴趣问题；另一方面，学生有一定的分化。本课的教学内容拼读性比较强，内容比较枯燥，针对六年级学生羞于表达的特点，我设计了多个任务来增强趣味性，力求使每一位学生都积极主动参与到教学活动中来，并能在完成任务的过程中体会到学习英语的乐趣。三、教学过程（一）warming- up （5分钟）1. Greetings.2. Free talk :T: How was your last weekend? Where did you go? How did you go there? What did you do there?S1: T：Sounds great.（按此方法交流几个同学）设计意图：通过师生交谈，让学生在轻松、欢快的氛围中开始新的课程,通过询问与假期相关的话题，让学生回忆、感知所学过的相关过去式词汇和句型，并让学生初步了解旅游可以谈论的话题。（二）Presentation：(15分钟)1. T：Where did I go on my last summer holiday? What did I do there? Do you know?Ss:（学生好奇或提问）T: I went to Shenzhen. Look ,I took lots of pictures (课件出示所拍照片，板书新词组:took pictures,并用自然拼读法教授。) If you can answer my questions clearly, Ill give you one present. Try your best, OK?设计意图：教师呈现自己的暑假之旅，学习新知的同时，让课堂评价与教学内容紧密结合，又能激励学生的学习兴趣。 2. T: Look , the beach. (课件出示另一张照片，板书新词)How was the beach?S1: That was beautiful.3. T: I went swimming, too.(课件出示另一张照片，板书新词组)4.T：How was my holiday there? Can you guess? (课件出示第四张幻灯片)Ss： T:Who can ask me loudly and clearly, I will tell you. Ss: How was your summer holiday? (板书新句型，同时教师回答:It was good.)设计意图：在学习新知的基础上，老师在黑板上梳理出重点句型，为下一步的调查采访提供思路。5. T: So much for my summer holiday. Now Lets share about your holiday. Such as your winter holiday, Labour Day holiday, summer holiday I am the reporter, now.(教师当记者采访同学们的假期旅行。)T: Where did you go on your holiday? When? What did you do there? Who want to try? (找一名同学，带着照片到展台旁)come here with your picture.S1：T: Tell me quietly.(请这同学小声告诉我)引导学生集体采访Where did you go? What did you do?T: Sounds great.同样方法询问How did you go there?S1: T: Ok, I know some students holiday. They were fun. Now , lets go and look how about Wu Yifans summer holiday? What did he do?(教师出示吴一凡假期的照片，并板书新词组：ate fresh food)Who can spell it?S1: T: Good job. I will give you a present.(教师用自然拼读法带读新词组，全班读-小组读-个人拼读，以类似的方法继续教授新词组：bought gifts)(三)Practice任务操练（10分钟）1. Ask the students to spell and recite the phrases. Then have a match, which group is the winner? Then give some presents to them.2. Play games.(继续巩固新词组)3. (通过拼读和背诵比赛及玩游戏，颁发小礼物给获胜的同学，以此激发学生的学习兴趣，让学生在短时间内快速有效的记住新词组，为下一步学习新句型做好铺垫。）4. Lets watch the video and answers questions.No.1.How was Wu Yifans summer holiday?No. 2.What did he do?5. After watch the video , lets check the answers one by one.(教师同时板书新句型：How was your summer holiday? What did you do? I )6. Learn the new sentences. And read after the video. (注意语音语调)7. Recite the sentences and role play.A: How was your.?B: It was . A: Where did you go?B：I went to.A: How did you go there?B: I went there by.A: What did you do?B: I.(通过角色扮演对话活动，让学生在学中玩，在玩中学，增加课堂趣味性。)8. T: Andy is coming. Lets see his trip.(出示幻灯片)Look at the pictures, can you write the sentences to describe Andys Holiday? (鼓励学生看图写句子。)9. 展示Present the answers of the students . And then check the answers.10. let s read the sentences together.（四）、Add-activities巩固扩展（6分钟）1. Do some exercises.2. Talk about your holiday with your partner and then finish the form. 3. 展示Make a report .（五）、Summary(4分钟) Read the phrases and the sentences together.总结本节课，表扬优秀小组，并进行情感教育。（六）、HomeworkNo.1.Write and recite the new phrases and the sentences.No.2. Write an article about your holiday in the past tense. （七）、Blackboard-writingUnit 3Where did you go