第六册module travel unit教学设计教案
小学英语《I went there last year(4)》优质教案、教学设计
M6 U1 I went there last year 教学设计一、教材分析《英语（新标准）》第六册Module 6 的主题是Travel, 第一单元为I went there last year，语言功能是运用一般过去时谈论旅游见闻。
能用When did you go to…? Did you go with…? 自由地做出问答。
二、学情分析【学生学习优势分析】1. 学生生理等要素分析：这些学生中，大约25%属于视觉类型学习者，20%属于触觉、动觉类学习者,15%属于听觉类的学习者，其余为综合类学习者。
2. 学生经历要素优势：本节课以travel 为话题，孩子们都有出游经历，并且对于自己过去的经历都有很深刻的印象，对本节课的讨论能够提供足够的素材。
3. 学生心理要素优势：在前期的学习中学生已初步形成了一定的学习态度，部分学生随着自主、自律能力的增强，出现了意识较强的学习动机。
【语言知识储备分析】五年级的学生通过前两年的学习已经有了一定的语言知识储备，对于一般过去时有了学习的体验，在四年级下册学过了动词一般过去式的规则变化，如phoned, walked, talked 等。
这些学习经历已经让学生大脑中有了关于一般过去时的知识储备。
班里大约80%以上的学生能基本掌握动词过去式的变化，比如你问go 的一般过去式，孩子们都知道是went，但这种知识是没有意义的知识。
大约有20%的孩子能初步用一般过去时表达相对完整的、有意义的句子。
他们的问答仅仅局限于课本中刚学的几个句子，而不能把以前学过的知识整合运用。
比如，在描述过去发生的事情时，往往还会出现语法上的错误，比如, I play football last week.因此，在本课教学中，我的重要任务就是通过设计贴近现实情境的活动，给学生搭建实现语言运用的支架，让学生充分联系已学知识，实现从语言知识到语言运用的目的。
三、教学目标（一）知识目标1．100%的学生能听懂、会说并认读单词：photo, stay, week, parents2．90%的孩子能听懂、会说并认读下列句子：When did you go to…? We went there …. Did you go with …? Yes, I did. / No, I didn’t. 其余的孩子能听懂、会读以上句子。
Module6(教学设计)外研版(一起)英语五年级下册
小学英语课时备课设计学习重难点重点：1.四会单词：build ,place thousand, circle, answer，hope，so,get,hour,amazing,take,short；三会单词：helicopter2.句型：We’ll s ee lots of very big stones. Why did people build it?It was amazing.3.语法：1.理解一般过去时，能用过去式描述发生过的事情（介绍旅游经历）。
2.了解一般将来时，能用will描述将来发生的事情（介绍旅游计划）难点：1.单词书写时的字母顺序。
2. 一般将来时be going to 和will的区别及应用。
突破措施：1.通过领读、跟读、查读、再纠正再认读的方式完成对词的音形义的记忆；’ll see lots of very big stones.Why did people build it?等来解决名词性物主代词的认读使用，再通过小组合作、同桌对话、看图编对话（课后Practise练习）等练习巩固句型运用，创设生活情境，制定相应规则，小组讨论，选出优秀者展示，检测学生是否突破障碍课前准备PPT课件、CD-ROM学习过程环节与目标学习内容及学生活动评价活动指导与补救一、激趣导入，熟悉句型。
（回扣目标二）教师：,拉近师生距离。
2.listen to the chant of unit 2and sing ittogether1.表演歌曲，随机选出几名较弱的同学在前面领着表演唱学生活动：1.学生起立，齐唱歌曲，加入动作，增强趣味性。
二、复习词汇短语，巩固提升。
（回扣目标一通过分音节记单词、拼读练习、造句练习、词汇联想，能正确认读翻译拼写本模块词汇。
）1.向学生出示提前准备好的单词卡片，通过排火车或者抢答的方式来进行单词的复习。
cut the words小游戏，再次进行单词，短语的复习。
1. 学生齐读，说单词，并出示本模块单词，选两名较弱的学生读。
小学英语外研版三年级起点第六册Module6教案说课稿
小学英语外研版三年级起点第六册Module6教案说课稿小学英语外研版三年级起点第六册Module6教案说课稿【教学内容】小学英语外研版三年级起点第六册Module 6 Travel Unit1 I went there last year.【教学目标】1、语言知识技能目标：（1）能听、说、读写本课的主要单词photo ，stay ，week . 要求语音规范。
（2）能在实际情景中运用句型“Wh e n did you go to …？”和“I went there …” /Did you go with…/Yes, I did or No, I did not. 进行简单交际。
（3）能就“旅游”这一话题进行交流。
（4）进一步理解过去式的使用.2、情感态度目标：（1）通过有关“旅游”的教学活动激发学生学习英语的兴趣。
（2）通过小组竞赛活动培养学生的合作意识和合作技巧。
（3）通过对“旅游”这一课题的交流，开拓学生们的视野，渗透情感教育。
3、文化意识目标：让学生对我国各个旅游胜地有更进一步的了解与认识。
4、策略目标：（1）培养学生仔细观察，认真倾听以及和他人沟通、交流的交际策略。
（2）通过小组合作活动引导学生形成自主学习的策略。
【教学重点】1、听、说、认读本课相关单词，并能灵活运用。
2、能运用简单英语句型相互间交流询问同伴间去过的旅游景点。
【教学难点】能根据教师所出示的景点图片进行介绍。
【教材准备】1、表示不同旅游景点的图片（新疆、海南、海口、青岛、大连）。
2、写有新单词photo ，stay ，week 的卡片。
3、一张中国地图以及南宁地图。
4、录音机。
【教学过程】Step 1 Warming – upGreetingsT : Hello, boys and girls .How are you today ?Ss: Fine .Thank you .T : I’m glad to hear that . Now, let's sing a song together,ok ?Ss:Ok .……(设计意图：上课伊始，与学生亲切自然的相互问候并一起唱英文歌曲，可以较好的营造一个英语学习的氛围，使学生快速的进入学习状态。
小学英语《Module 6 Unit 1 I went there last year》优质课教学设计、教案
外研版Book 6 Module6 Unit 1 I went there last year教学设计一、教材分析《英语（新标准）》第六册Module 6 的主题是Travel, 第一单元为I went there last year，语言功能是运用一般过去时谈论旅游见闻。
能用When did you go to…? Did you go with…?自由地做出问答。
二、学情分析【学生学习优势分析】1.学生生理等要素分析：五年级1 班共有学生41 人，男生21 人，女生20 人。
这些学生中，大约25%属于视觉类型学习者，20%属于触觉动觉类学习者,15%属于听觉类的学习者，其余为综合类学习者。
2.学生经历要素优势：本节课以travel 为话题，孩子们都有出游经历，并且对于自己过去的经历都有很深刻的印象，对本节课的讨论能够提供足够的素材。
3.学生心理要素优势：在前期的学习中学生已初步形成了一定的学习态度，部分学生随着自主、自律能力的增强，出现了意识较强的学习动机。
【语言知识储备分析】五年级的学生通过前两年的学习已经有了一定的语言知识储备，对于一般过去时有了学习的体验，在四年级下册学过了动词一般过去式的规则变化，如phoned, walked, talked 等。
这些学习经历已经让学生大脑中有了关于一般过去时的知识储备。
班里大约80%以上的学生能基本掌握动词过去式的变化，比如你问go 的一般过去式，孩子们都知道是went，但这种知识是没有意义的知识。
大约有20%的孩子能初步用一般过去时表达相对完整的、有意义的句子。
他们的问答仅仅局限于课本中刚学的几个句子，而不能把以前学过的知识整合运用。
比如，在描述过去发生的事情时，往往还会出现语法上的错误，比如, I play football last week. 因此，在本课教学中，我的重要任务就是通过设计贴近现实情境的活动，给学生搭建实现语言运用的支架，让学生充分联系已学知识，实现从语言知识到语言运用的目的。
小学英语教案设计
North, north, north,It’s in the north.
South, south, south.It’s in the south.
West,west,west. It’s in the west.
East,east,east. It’s in the east.
Step 3mp;
由海南导出句子It’s in the south of China.由北京导出句子It’s in the north of China.反复练习句子。
课件出示自己旅游的照片，导出单词photo
教学重点：能够口头运用一般过去时描述过去发生的事情，和自己的旅游经历。
教学难点：
能够运用所学内容与别人进行交流，描述自己的一次旅行经历
三、教学方法
任务型教学法合作教学法情景教学法
四、教学过程
Step1 Greeting
T:Class begins. S:Stand up.
T:Hello,boys and girls. Ss:Hello,Ms Guo.
Module7 unit1教案设计
一、教案背景
1，面向学生：小学
2，学科：英语
3，课时：1
4，学生课前准备：
预习课文，搜集新疆的图片
二、教学课题
外研版三起点第六册Module 6 Travel
Unit 1 I went there last year.
教材分析
本单元主要分享了Lingling的照片和她的旅游行程以及她的叔叔一家住在南方城市——海南。文中以对话的形式引出了重点句型：“Did you go with…? Yes,I did./No,I didn’t.” “When did you go to…?”和“I went there…”。在教学中，可利用图片、地图、照片等直观生动的教学手段创设情景，营造良好的学习氛围。
外研版英语五下《Module 6 Travel》(unit1)word教案
Module 6 TravelUnit 1 I went there last yearTeaching objectives1.Words and phrases: photo .stay week2.Sentences: where/when/ did you go ? what/ did you do?Teaching procedures:A: songs: mangoes and riceB: free talk: Where did you go?C: Step 1: leading(Introduce the English Where is Beijing? /London /New York /Tokyo /Moscow) Say the names of famous places in China and EnglandStep 2: Take out many photosIntroduce: This is a photo( 举一张).These are photos (举全部，多张照片)Then have the students try to describe the photos. The teacher can say: I stay there for one /two weeks.Explain: ‘stayed’ is the past tense of stayWeek: from Sunday and Saturday is one week.Step 3: Playing the tapeSo that the students can listen to the conversations and follow in the booksTell each pupil to get a piece of paper and draw a question on it.Ask the students to close their booksPlay the dialogue part by part and have to listen. If they have a question, they have to hold up their pieces of paper and say questions .Now tell the students to open their books and underline all the questions in the dialogueHave the students answer the questionsDo Activity book Exercise 1Step 4: Show the pictures and have the student try to say and write.Use the drills. At last give them answersWho has got some photos?Where is Lingling?When did Lingling go there?Who did she go with?Where does her uncle live?Steps 5: Activity book Exercise 3Homework: Talking about where you went? And write down。
I-went-there-last-year教学设计
I-went-there-last-year教学设计外研版三年级起点第六册Module 6 TravelUnit 1 I went there last year潍坊市临朐县辛寨初级中学附小陈静【教材分析】本模块主要是谈论关于旅游的话题。
本单元以Lingling收藏的照片为主线，让我们知道了Lingling曾经和父母，奶奶在西部新疆愉快的旅行了一周，同时，还告诉了我们，Lingling的叔叔一家住在中国的南方—美丽的海南。
文中以对话的形式引出重点句型“When did you go? I went there…”和“Did you go with…? Yes, I did./ No, I didn’t.”。
旨在通过情景创设、滚动复现、操练运用来帮助学生逐步形成运用语言的能力。
【学情分析】本课的教学对象是五年级学生，他们已经有了一定的语言基础，大部分学生能交换有关个人，家庭和朋友的简单信息，对英语学习有持续的兴趣和爱好。
随着现代生活水平的提高，外出游玩、旅游的机会越来越多，也深受学生们的喜爱。
本模块以“旅游”的话题而展开，由于它贴近学生的生活，趣味性强，所以学生对此表现出浓厚的学习兴趣，有着强烈的表达欲望，这就为本模块的学习打下了很好的基础。
因此，教师应该在处理好语言点的同时，更应该关注到学生身心的愉悦、语言交际能力的发展、心智的发展。
这就要求教师要根据学生的特点，设计生动活泼的活动来调动学生的学习热情，在面向全体的同时关注个体差异，通过不同层次的活动使不同层次的学生获得不同的收获，帮助学生养成良好的学习习惯，能够做到学以致用。
同时，由于深处农村地区，学生学习英语的氛围要差一些，课堂几乎是他们交流英语的唯一途径，这就使得其英语表达能力相比城区而言要有明显的差距，因此，课上要尽量为学生创设贴近其生活的语境，在生活化语境中进行交际训练是十分必要的。
【教学目标】（一）知识目标1、能认读并正确书写单词photo, stay, week。
高教版(2021)基础模块2-Part6-Unit1-Travel-教案精选全文完整版
学生对旅行相关的词汇、句型进行了学习，有一定的知识储备可以进行房间预定、目的地景点问询、旅游产品进行推介，能读懂介绍人物生平的传记类文章，了解其文体特征及语言特点。但还未综合使用本单元所学语言知识，真实解决职业场景中旅行相关的具体问题。小组活动中学生运用本单元所学完成真实任务，让学生进一步巩固本单元有关旅游的语言知识，制定一份北京五日游旅行计划，让外国友人体验北京的美。巩固友谊增强文化自信。
2.Classify the purposes of their travel according to the following pictures information.Teach the famous scenic spots and food in Beijing.
3.Discuss in groups and choose one foreign student to design a travel plan for him/her.
可编辑修改精选全文完整版
课题
Unit 1 Travel
(Culture Understanding& Group Work)
课型
Culture Understanding and Group Work
课时
1
授课班级
授课时间
45mins
授课教师
教材分析
本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语2基础模块》中第一单元的Culture Understanding and Group Work板块，要求学生拓展阅读，了解游客与旅行者的区别。小组活动中运用本单元已掌握的语言信息，结合三位外国学生的个人信息完成仿真任务，锻炼思维差异感知能力。
ModuleTravelUnitWetouredthecitybybusandbytaxi教案+-p
Lingling: Welcome back, everyone! Betty: Hi, Lingling! How was your holiday? Lingling: Not bad! I went to see my grandparents in Henan
Province. The train was full of people, and I had to stand for over three hours! Betty: Bad luck. Why is travel so difficult in winter? Lingling: Well, it’s the busiest season in China because of the Spring Festival. Where’s Tony? Daming: He went to stay with his family in the UK. He’s flying back today. But the flight is late.
（教学提纲）ModuleTravelUnitWetou redthe cityby busand bytaxi 教案+- ppt下 载【优 质公开 课推荐 】
（教学提纲）ModuleTravelUnitWetou redthe cityby busand bytaxi 教案+- ppt下 载【优 质公开 课推荐 】
exciting and interesting.
（教学提纲）ModuleTravelUnitWetou redthe cityby busand bytaxi 教案+- ppt下 载【优 质公开 课推荐 】
（教学提纲）ModuleTravelUnitWetou redthe cityby busand bytaxi 教案+- ppt下 载【优 质公开 课推荐 】
外研版五年级英语下册第六册教案备课(三年级起点)
新标准英语三年级起点第六册教案Module 1 ChangingUnit 1 We lived in a small house.Teaching objectives:1.Words and phrases: life, different, ago, any, television, us,grandchildren, lady.2. Sentences: There weren’t any buses. We lived in a small house.There are lots of buses and cars. We live in a big house.3. Grammar: Compare the life.Teaching properties: cards, pictures, Tape-recorder.Teaching procedures:一．Warming up1.Greeting2.Talking about: holiday and changing of you.二．Lead inT: In the winter holiday, you had a lot of changes. Now you are older and cleverer .I am very glad to see your changes. And write ‘changing’on the blackboard. Tell students ‘Everything is changing. No change, no progresses. 三．New teaching1.Show some old photos and say: Look, life was very different many yearsago .But how was it different? Today, we will learn how to compare past and present life.2.Listen to the tape and underline the new words.3.Teach the new words.a.Show some new word cards.b.Correct pronunciation.c.Practise new words in different kinds of method.d.Explain important phrases.4.Listen to the tape-recorder and read follow it .5.Act out text.四．Practise1.Pay attention to SB unit1 part2 and copy them to makesentences.2.Show some pictures. Make some students find differentin them and describe in English.五．Summary and homework.1.SummaryT: Today we have learnt “How to describe past and present life, review simple past tense and present tense.”2.Today’s homeworka.Listen and read Unit1 three times, try to recite and act.pare two photos and write differences.Designs:Module 1 ChangingUnit 1 We lived in a small house.weren’t lived smallare live big新标准英语三年级起点第六册教案Module 1 ChangingUnit 2 She didn’t have a television.Teaching objectives:1.Word and phrases: fire, radio, telephone, field, hope.2.Sentences: She worked in the fields. She didn’t have a television.3.Grammar: Talk about the life of past and now.Teaching procedures:一．Warming up.1.Greetings.2.Act out last text.3.Free talk: Compare ‘Old China and New China.’二．Lead inYesterday, Lingling saw the programme about China, she missed her grandmother very much. So she writes a letter forDaming, tells about that programme and her feeling.三．New teaching.1.Show some questions.a.What programme did Lingling watch last night?b.What was the old lady’s life like many years ago?c.Who does Lingling miss?2.Listen to the tape-recorder and find answers.3.Learn new words.a.Show some object and cards.b.Correct pronunciation.c.Practise new words in different kinds of method.4.Listen to the tape-recorder and act out it.四．Practise1.Play a game.Put nine cards on the desk. Two students use cards to make dialogue.For example:A: Where was he/she seven days ago?B: He/She was …A: What did he/she do there?B: He/She …2.Do A B Unit 2 exercise1.a.Listen to the tape.b.Understand generalization.c.Choose right answer.五．HomeworkIntroduce the great changes of our hometown/school/home.新标准英语三年级起点第六册教案Module 2 GrandparentsUnit 1 She learnt English.一、Teaching objectives:1.Words and phrases: learnt these dancer2.Sentences: She learnt English. Did she learn any foreignlanguages. He is learning English now.3.Grammar: Talking about the past and present.4.Teaching properties: word cards photos tape.二、Teaching procedures.一、Warming—upGreeting:T: Hello, Good morning, class. S: Good morning, teacher.T: How are you today? S: We are well.T: What day is today? S: Thursday.T: Are you ready for your English class? S: Yes. We are ready.Game: Review the past tense of some verbs.二、New teachinge some pictures to learn important sentences.Did you/he /she …..? Yes, I/she/he did. No, didn’t.He is doing …….2.Learn new words and phrases.Teacher plays the tape and have Ss underline the new words and phrases. Teacher guides to learn by all kinds of methods.3.Listen and repeat4.Act out the test. (Give Ss some minutes to practise.)三、Practice and consolidate.1.Show two pictures and have Ss describe (use the importantsentences)2.Do activity3.Have Ss look it , give some minutes to practise in pairs ,then act it out.四、Task—fulfillingGame : teacher have Ss take out their photos and describe it. The others guess it.五、Sum the lesson六、Homework:Try to describe the other persons to your parents.新标准英语三年级起点第六册教案Module 2 GrandparentsUnit 2 Mr Li was a teacher.一．Teaching objectives:1.Words and phrases: study hard retired2.Sentences: Mr Li was a teacher. He taught Chinese.Chen Hai is an English teacher. He’s teaching Mr Li.3. Grammar: Talk about the past and the present.二．Teaching properties: word cards\ Pictures\tape三．Teaching procedures:一、Warming—up1．Greeting : Free talk2．Game: “What did he do?”二、New teaching1.Lead---inTeacher has a student stand in the front of the class.T: Ten years ago ,I was a student .Now, I am a teachet. Ok, let’s come to the text.2.Important words and sentences①Listen and underline the new words. Teacher uses all kinds of methodsto guide.②Show some pictures and let Ss describe them.③Listen and repeat3.Practice in pairsShow a picture of sports player .Have Ss say out the differences between the pictures.(use the important sentences)Show three pictures and have Ss compare.4. PronunciationHave Ss listen and repeat. Put these words on the Bb. Let them find the similar pronunciation. Follow the tape two times.5.Say a poemLook. Listen and follow the tape. Then say together with actions.三、SummaryHave Ss sum this lesson. Teacher gives complement.四、HomeworkWrite the mutation in your life.新标准英语三年级起点第六册教案Module 3 English FoodUnit 1 She had eggs and sausages一、Teaching objectives1、Words and phrases: email sandwiches traditional delicious2、Sentences: What did she have for breakfast/lunch/dinner?She had…3、Function: Describing eating habits二、Teaching tools: card Tape-recorder pictures三、Teaching procedures:1、Warm up:T: Hello, boys and girls.S: Hello, teacher.T: What’s your favourite food?S: My favourite food is…2、Presentation:T: I had bread this morning, what did you have?Ss: I had rice/milk/noodles…T: We always have rice, noodles, and dumplings for meals. They are Chinese food.Do you know English food?Ss: Talk about English food which they know.T: Tell the student Daming get an email from Lingling. It’s talk about English food.Now let’s see what Lingling introduces. Then write the title.四、Teach new lesson:Step1 Show them some new word cards and teach them the pronunciation.Step2 Open their books; listen to the tape for the first time, ask the students to find out the new words and the name of the food.And explain some English eating habits.Step3 Give the student some questions:1、What did Daming have got?2、What did Lingling have for breakfast/lunch/dinner?Listen to the tape for the second time, ask the students to answer thequestion, and then check the answer together.Step4 Ask the students to see the pictures and play the tape, the students read after it. At last the students read the text in pairs.五、PracticeAsk the student to see the third part of the text. Use the sentences to make dialogues in pairs.六、HomeworkGo over the text. Pay attention to the important sentences and the name of the food.新标准英语三年级起点第六册教案Module 3 English FoodUnit2 Sam ate six hamburgers一、Teaching objectives:1、Words and phrases: ate hamburger gave tonight2、Sentences: What did you eat/drink last night?I ate/drank…3、Function: Talk about eating habits and favourite food二、Teaching tools:三、Teaching procedures:1、Warmer:T: Hello.Ss: Hello teacher.T: What did you have for breakfast this morning?Ss: I had…T: What’s your favourite food?Ss: My favourite food is…3、Presentation:Take out a picture of hamburger and ask the students “Do you likehamburger?” “How many hamburgers can you eat? Students answer thequestions. T: Let’s see how many hamburgers Sam can eat. Then writethe title on the board.4、Teach new lesson:Step1 T: Take out some new word cards. Ask students to try to read out them, and then teach them these words.Step2 Put on a letter of this unit. Ask students to see the letter and at the same time to listen to the tape. For the first time the students should draw a line under the new words. Then ask them to try to answer these questions:1、Who ate hamburgers?2、Who had a sandwich?3、What is mum going to cook tonight?Step2 Play the tape, the students should read after it. Then check the answers. Step3 Ask the students to see the second part. Use the food to make some dialogues. Students do it in pairs. To see which group is the best.Step4 Game将全班分成几组，教师出示有关食物的卡片，要求学生看到食物后马上造句，哪组有一名学生先站起来，就算哪组先抢达到。
外研社新标准小学英语三起第六册各模块教学目标
外研社新标准小学英语第六册各模块教学目标Module 1 Changing单元 Unit 1 Unit 2语言知识1.词汇：life, different, ago, any, television, grandchildren, us, grandmother。
2．语法：词尾以e结尾的动词,直接+d表示过去形式，如live-lived等及词尾中d的发音。
3．句型：We lived …many years ago. We live…now.There were /weren’t…There are…4．功能：比较过去和现在的生活。
１．语音：字母组合ai /ay, al/au, ar在单词中的读音。
2．词汇：lady, fire, radio, field, telephone, hope。
3．语法： watched, talked, cooked, worked中ed的读法。
4.句型：She didn’t have…many years ago. She did …many years ago.5．功能：谈论人们过去和现在的生活。
语言技能1. 能听、说、读、写单词：life, different, ago, any, us.2．能听、说、认读单词：television, grandchildren, grandmother.3．了解动词live直接加d的过去形式lived及其发音/livd/。
4．能用句型We lived …many years ago. We live…now. There were /weren’t…There are…比较过去和现在的生活。
5．初步了解表示过去时间,如two days ago, four weeks ago, six months ago, many years ago. 1．了解字母组合ai /ay, al/au, ar在单词中的读音。
2. 能听、说、读、写单词：lady, fire, radio。
Module_6__Travel_Unit1_I_went_there_last_year.
Where
is London? is in the south of England.
It
Look and say
In July, she went
to ________ and
_________________.
Look and say
Last year, she went to ________
south Hainan
Where is New York? It is in the east of America. Where is Washtion D C? It is in the west of America.
Where is Beijing ? It is in the north of China.
Beijing
The Great Wall
Shanghai
Guilin
凤凰古城 -hunan
Jiuzhaigou-Sichuan
Module 6 Travel
Unit 1
I went there last year.
travel
旅游、长途旅行、 Do you like travelling?
cousins visit Beijing __________. every year
Answer the questions.
1.Who has got some photos?
lingling
2.When did she go to Xinjiang last year?
She went there in July. 3.Where is Xinjiang? It′s in the west of China. 4.Did she go with her grandma? No, she didn’t. 5.Where is Hainan? It is in the south of China. 6.Who lives in Hainan?
I-went-there-last-year.教案
Module 6 Unit1 I went there last year.一、教材分析《新标准英语》第六册Module 6的主题是Travel, Unit1 I went there last year.的语言功能是运用动词的过去式谈论旅游见闻。
学习任务是When did you go to…? Did you go with…?二、学情分析本课的教学对象是五年级学生。
他们对过去时态的学习已有了一定的基础，能够正确地运用“Where did you go?” “Did you go to …?”等句型来进行问答交流。
因此，在本课教学中，教师应在此基础上引出话题travel，通过创设情景，进一步引导学生巩固和拓展对过去式的表达及运用。
三、教学目标（一）知识目标1．能听懂、会说并认读单词：photo, stay, week2．能听懂、会说并认读下列句子：When did you go to…? We went there …. Did you go with …? Yes, I did. / No, I didn’t.3.初步理解课文大意。
（二）能力目标在情景中运用When did you go to…? We went there …. Did you go with …? Yes, I did. / No, I didn’t.来谈论旅游经历。
（三）情感目标开拓学生视野，增长学生的人文地理知识，激发学生热爱祖国大好河山的情感。
四、教学重、难点（一）教学重点1、认读单词photo, stay, week2、认读和运用句子: When did you go to …? We went t here last year. Did you go with your mother and father? Yes, I did. / No, I didn’t.（二）教学难点在情景中熟练运用所学重点句型来谈论自己和他人的旅游经历。
英语备课
外语教学与研究出版社英语第六册Module 6 Travel I went to there last year.语篇教学（但不知具体步骤，望赐教）课文：1. Look, listen and learn.Amy:Mum,look!Lingling has got some photos.Ms Smart:Can I see them, Lingling?Lingling:Of course.Lingling:They are photos of China.This is Xinjiang.It’s in the west of China.I went there last year.Amy:Did you go with your mother and father?Lingling:Yes,I did. We stayed with my grandmother for a week in July.Ms Smart:The mountains are realy beautiful.Lingling:T his is Hainan. It’s in the south of China.Amy:Who is this?Lingling:It’s my uncle.He lives there with his three children.My cousins visit Beijing every year.Ms Smart:Oh yes,I remember!I met them in June! They’re Li people.2.Listen and say.Amy:When did you go to Xinjiang?Lingling:We went there in July.Amy:Did you go with your mother and father?Lingling:Yes,I did.3.Look and say.Last year,she went to Qingdao and visited her friend.风景图片风景图片风景图片Qingdao Haikou Dalian教案：一、Warming-upT：Class begins.Hello everyone.T:Are you happy today? Yes,let’s sing the song <London Bridge is falling down> 二、导入T:Did you go to London?Who went to London?No?Ok,I didn’t go to London, also.But I went to other beautiful places.Look at these beautiful photos I took in these places.This is Xinjiang.This is Hainan.This is Beijng.Let’s learn the new word photo.photo—photos(复) 老师板书学习新单词，让学生一个个读单词photo—photos In Xingjiang I stayed only 2 days. In Hainan I stayed for 4 days. In Beijing I stayed for a week.stay— stayed Do you know what’s the meaning?Can you guess?Yes, you please.……三、T: We know st year Lingling visitde some places.Do you know where did Lingling go to visit last year?Let’s listen to the tape.First let’s look at the questions:1.Where did Lingling visit last year?2.Where’s Xinjiang?3.Where’s Hainan?4.Did Lingling go to Xinjiang with her parents?5.Who lives in Hainan?（老师用课件展示问题，和学生一起看问题，让学生带着问题去听短文）T：Read the text by yourself and discuss the questions in group.(让学生自读课文后小组讨论问题)T:Ok,let’s answer the questions.Who can try?Ok,you please.No1…No2…No3…四、T:Next,let’s listen and follow the tape.。
第六册ModuleTravelUnit教学设计教案(20210625123328)
《英》（新准）（三年起点）第六册教课Module 6 TravelUnit 2 It’ s in the north of China.海口市英才小学一菁一、教材剖析：本是《新准英》三年起点第六册第六模的第二元，本模的主是travel. 主要言功能是要修业生通学有关旅行的，感觉旅行的趣，认识各地不一样的生活方式，并通描绘片中人物的作及风景及向朋友介自己去的地方或朋友去的地方来稳固已学的言知，在真的言境中学和提升运用英交的能力。
二、学情剖析：依据本教课内容和五年学生已有必定英基的特色，在充足考学生学能力的前提下，我教课内容有所整，有所展，使教课内容相开放。
力争在游、歌曲、言沟通和的写作等活中间操和稳固新和句型，学生真的言境，充足学生学的极性，展学生的思，培育学生勇敢研究和极思虑的。
三、教课目 :1.知目：（1）要修业生掌握：parent rode horse climb holiday（2）句型： Where is ⋯?It ’s in the north/south/east/west of China.2.技术目：（1）能听懂、理解文粗心并回答出有关；（2）能正确运用去式地描绘自己的一次旅行。
3.感情目标：激发学生学习英语的踊跃性，培育学生学习的自主性，养成他们乐于沟通、乐于合作的质量。
4.学习策略：1）能踊跃与别人合作，共同达成学习任务；2）能踊跃运用所学的知识进行表达和沟通。
5.文化意识：感觉各地不一样的风景和生活方式。
四、教课要点和难点：要点： 1、正确理解课文。
2、用动词过去式来讨论自己的一次旅行。
难点：动词过去式的正确运用五、主要教课方法及教课策略剖析 :依据对教材的剖析，使用多媒体协助教课，并采纳情形教课法、直观演示法、游戏教课法、TPR教课法等教课方法。
以任务型活动来安排本单元教课。
由游戏及图片展现开始，创建语言气氛，经过情形对话，游戏、故事、写作等教课环节，激发学生的学习兴趣，充足发挥学生的主体作用，打破难点，使学生在参加活动的过程中，掌握知识，发展学生的综合语言运用能力。
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《英语》（新标准）（三年级起点）第六册教学设计Module 6 TravelUnit 2 It’s in the north of China.海口市英才小学钟一菁一、教材分析：本课是《新标准英语》三年级起点第六册第六模块的第二单元，本模块的主题是travel. 主要语言功能是要求学生通过学习谈论有关旅游的话题，感受旅游的乐趣，了解各地不同的生活方式，并通过描述图片中人物的动作及景色及向朋友介绍自己去过的地方或朋友去过的地方来巩固已学的语言知识，在真实的语言环境中学习和提高运用英语交际的能力。
二、学情分析：根据本节课教学内容和五年级学生已有一定英语基础的特点，在充分考虑学生学习能力的前提下，我对教学内容有所调整，有所扩展，使教学内容相对开放。
力求在游戏、歌曲、语言交流和简单的写作等活动当中操练和巩固新词和句型，给学生创设真实的语言环境，充分调动学生学习的积极性，扩展学生的思维，培养学生大胆探究和积极思考的习惯。
三、教学目标:1. 知识目标：（1）要求学生掌握词汇： parent rode horse climb holiday（2）句型：Where is…?It’s in the north/south/east/west of China.2. 技能目标：（1）能听懂、理解课文大意并回答出相关问题；（2）能正确运用动词过去式简单地描述自己的一次旅游经历。
3. 情感目标：激发学生学习英语的积极性，培养学生学习的自主性，养成他们乐于交流、乐于合作的品质。
4. 学习策略：1）能积极与他人合作，共同完成学习任务；2）能积极运用所学的知识进行表达和交流。
5. 文化意识：感受各地不同的风景和生活方式。
四、教学重点和难点：重点：1、正确理解课文。
2、用动词过去式来谈论自己的一次旅行。
难点：动词过去式的正确运用五、主要教学方法及教学策略分析:根据对教材的分析，使用多媒体辅助教学，并采用情景教学法、直观演示法、游戏教学法、TPR 教学法等教学方法。
以任务型活动来安排本单元教学。
由游戏及图片展示开始，创设语言氛围，通过情景对话，游戏、故事、写作等教学环节，激发学生的学习兴趣，充分发挥学生的主体作用，突破难点，使学生在参与活动的过程中，掌握知识，发展学生的综合语言运用能力。
六、教学辅助：单词卡、实物、多媒体课件七、教学过程:一、听唱歌曲，激发兴趣1.Greetings2.Listen to a song幻灯片播放歌曲Coconut让学生认真倾听,并找出相关信息(coconut)。
出示椰子画面（或实物）。
（设计意图：用这首歌来让学生找相关的信息，激起他们的好奇心，激发他们学习英语的积极性。
）二、互动操练，回忆旧知1.T: Where can you see so many coconuts？Ss: Hainan.引出Where is Hainan ? ，It’s in the south of China. 等句子。
2.幻灯上出示中国地图，操练这四个方位词,让学生在地图上判断方向。
向学生解释在平面图上（例如地图）判断方向，上北下南，左西右东。
师生互动做一些简单的复习方向的指令动作，如Point to the west./ Point to the east. 等，让学生感知方向。
3.地图上的东南西北各呈现四个地名，让学生跟同伴合作，用这四个地名来操练Where is… ? ，It’s in the…of China.这两个句子和四个方位词。
（设计意图：通过操练活动让学生回忆四年级时学过的方位单词,并让他们合作交流，共同完成学习任务，为课文的学习做好铺垫。
）三、多彩幻灯，呈现新知1.播放关于新疆民族风情的幻灯片T：Where is it?Ss: Xinjiang.T: Have you been to Xinjiang? Where is Xinjiang?Ss: It’s in the west of China.（设计意图：让学生了解祖国大好河山，增强学生民族团结意识，培养学生爱国情感。
）四、阅读讨论，探究新知3. T: I didn’t go to Xinjiang for my holiday. But Lingling went to Xinjiang for her holiday. She was very happy .Do you want to know her story？出示问题,让小组合作阅读与讨论，寻找答案。
教师在解决阅读答案的过程中讲解生词、重点词，并板书。
a)When did she go?b)Who did she go with?c)Where is Xinjiang?d)What did she ride?e)What mountain did she climb?f)What lake did she visit?g)Did she have a lovely time?（设计意图：设计跟课文有关的问题，让学生有目的地阅读，使他们正确理解课文大意。
）五、释疑解惑，理解复述1.师打开课文的音频文件：“Now listen carefully and read silently.”。
要求学生认真听音，学生压低声音，在互相不影响的状态下，用耳朵听并快速小声模仿。
教师播放第二遍，让学生大声跟读。
（设计意图：让学生听和小声跟读有利于培养学生的良好语音语调，避免齐读时的拖音现象。
）2. 用单词卡片教授parent rode horse climb holiday等词。
让生合作读生词，师巡视并帮助生解决问题。
（让生合作读单词和词组有助于加深他们对所学单词的记忆，培养他们合作学习的习惯。
）3.学生齐读课文。
4. 幻灯出示key words 让学生复述课文，同伴互相复述课文。
抽查两个学生，检查他们对课文的熟练程度。
（设计意图：复述课文有助于加深孩子们对课文的理解和记忆，也有助于培养他们的语感。
）六、互动操练，巩固新知T: Last summer, I went to Yunnan for my holiday. Where did you go for your holiday? 幻灯出出示标有部分主要城市的中国地图。
出示对话：A: Where did you go for your holiday? B: I went to Yinchuan.A: Where is Yinchuan?B: It’s in the north of China.2.让学生小组合作，组织对话活动，部分学生进行展示。
（设计意图：新知识与旧知识结合在一起操练，既增加学生们互相学习和交流的机会，也能够加深学生们对新知识的理解和记忆。
）七、拓展训练，提高写作1.We know Lingling’s traveling story. Do you want to know mine?（老师讲述自己的一次旅游经历，并伴有图片讲解，有助于学生理解老师说的故事，并能激发出他们写作的兴趣。
）In July, I went to Yunnan with my mother. It’s in the west of China. I visited Lijiang city. I rode a horse. I climbed the Jade Dragon Snow Mountain（玉龙雪山）. It was very beautiful. I had a lovely time there. 老师口述了作文后，问学生Can you write? 鼓励学生写作。
2. WorksheetMy traveling storyIn _____, I went to _____with my _____. It’s in the _____ of _____. I _________.I _________. I_________. It was very beautiful. I had a lovely/good/nice time there.You may use…学生写完作文后，鼓励学生进行朗读展示。
（设计意图：让学生写自己的旅游经历，并朗读展示，鼓励他们运用所学的知识进行表达和交流。
）3.告诉学生旅游是一种非常美好的生活方式，我们应多外出旅游，亲近大自然，体验不同的生活方式，感受不同的风土人情，增长自己的见识。
八、趣味作业，课堂延伸1. Recite the text（背诵课文)2. Share your traveling stories with your friends.（和你的朋友们分享你的旅游故事。
）板书设计：Module 6 TravelUnit 2 It ’s in the north of China. 反思：本单元以任务型活动来安排教学。
由游戏及图片展示开始，创设语言氛围，通过情景对话，游戏、故事、写作等教学环节，激发学生的学习兴趣，充分发挥学生的主体作用，突破难点，使学生在参与活动的过程中，掌握知识，发展了学生的综合语言运用能力。
parenthorseclimb holidayrode visited went climbedwas had。