2019精选教育六年级下册英语教案Unit 3 Where did you go PA Let's learn人教(PEP)().doc

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英语人教版六年级下册《Unit 3 Where did you go》教学设计

Unit 3 Where did you go?Part B教案第一课时教学目标1.语言技能：（1）能够听懂、会说、认读词组或单词：buy gifts, winter holiday, Sanya, beach, took lots of pictures, went swimming, sometime.（2）完成听力任务，正确选择Wu Yifan与Amy正在讨论的事物，以及Sarah所买礼物是要送给谁。

（3）能够运用“一般过去时”句型“Where did you go? / How did you go? / What did you do?”来询问过去到过的地方、去某地的交通方式以及在某地做了什么事。

（4）能够熟练相应的句式回答以上问题。

2.语言知识：（1）能在具体的语境中进一步理解“一般过去时”的表意功能。

（2）学会有关“一般过去时”的句型, 并能在现实生活中运用。

3.情感态度、学习策略与文化意识：（1）能够积极参与课堂各项英语学习活动。

（2）能够主动对新学的知识进行总结与归纳。

（3）能够初步了解海南三亚的气候特点。

教学重点1.句型：Where did you go over the winter holiday? / My family and I went to Sanya. / How did you go there? / We went there by plane. / What did you do there? / I took lots of pictures, and I also went swimming.2.词汇：buy gifts, winter holiday, Sanya, beach, took lots of pictures, went swimming, sometime.3.“一般过去时”句型在现实生活中运用。

教学难点1.新词汇与句型较多2.一般过去时在日常生活中的具体应用教学用具1.教师准备与本课时相关的图片、课件、录音机与录音带。

2019六年级下册英语教案Unit 3 Where did you go PA Let's talk _人教(PEP)()精品教育.doc

Unit 3 Where did you go?PA Let’s talk教学目标1. 能完成Let’s tr y中的听力任务，根据听力内容进行有关题目的判断。

2. 能够在图片和教师的帮助下理解对话大意，并回答读后问题。

3. 能够按照正确的语音、语调及意群朗读对话，并能进行角色表演。

4. 能够在情景中运用句型Where did you go? I went to…来询问与回答去过的地点。

5. 能够在语境中理解生词happened, fell off, hurt, Labour Day holiday, mule, Turpan,couldn’t, won’t的意思，并能正确发音。

重点能够按照正确的语音、语调及意群朗读对话；能够在情景中运用句型Where did you go over your holiday? I went to.. What did you do？I…谈论去过的地方和所做的事情。

难点在语境中理解生词happened, fell off, hurt, Labour Day holiday, mule, Turpan, couldn’t, won’t的意思，并能正确发音。

在会话交流中正确使用一般过去时；动词过去式的不规则记忆。

教学过程Step 1. Warm-up and Review1. Let’s sing. 播放歌曲Tell me about your holiday，引入单元学习话题。

2. 复习环节：看动词原形说出过去式形式。

3. Ask and answer. Free talk. 两人一组会话交流，谈论上个周末的活动。

Step2. Presentation and practice1. Lead-in. 幻灯片呈现5月1日的日历，教师询问日期，自然引出短语Labour Day. 接着询问学生：Where did you go last Labour Day holiday? 引出本课谈论话题。

小学六年级英语下册Unit 3 Where did you go教学设计

Step 2. Presentation
1.教师出示一个日历给大家看，圈出今天的日子是Sunday(weekend)，然后问学生：What’s the date today? What day is it today?
2.师说：On Sunday (weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片，学生跟读词组。
2.Hang–man game.
( watch, wash, clean, play, visit)
3.做游戏，Guess, what’s my favourite animal?让学生描述他们喜欢的动物，引导他们这么说:It’s my favourite animal. It’s …cm tall. Its tail is …cm long. It likes to eat…..It can….Guess, what’s this?
2.能掌握句型Where did you go？What did you do？及其正确的用法。
3.能利用What did you do？Where did you go？询问别人过去做的事情，并能运用于日常生活之中。
掌握本课的新单词及利用过去式的变化进行描述。
三、学情分析
六年级学生对于过去式了解不好，要精讲多练。
2.能掌握句型Where did you go？What did you do？及其正确的用法。
3.能利用What did you do？Where did you go？询问别人过去做的事情，并能运用于日常生活之中。
二、教学重难点

人教版六年级下《Unit 3 Where did you go》教学设计

人教版六年级下《Unit 3 Where did you go》教学设计【摘要】本教学设计旨在引导六年级学生学习人教版六年级下《Unit 3 Where did you go》，帮助他们掌握相关单词和句型。

教学目标包括听、说、读、写四方面，要求学生能够流利地描述自己的周末活动。

教学内容安排分为启发性导入、词汇学习和句型练习等环节。

教学方法主要包括情境教学、游戏教学等多种形式。

设计了多样化的教学活动，如小组讨论、角色扮演等，以增强学生的学习兴趣和参与度。

对学生的表现进行即时评价和反馈，激励学生持续学习。

总结教学设计的重点在于培养学生的语言综合运用能力，展望未来教学的发展方向则是更加注重学生的创新思维和实际运用能力的培养。

【关键词】人教版六年级下《Unit 3 Where did you go》，教学设计，教学目标与要求，教学内容安排，教学方法与手段，教学活动设计，课堂评价与反馈，总结，展望未来教学的发展方向。

1. 引言1.1 介绍人教版六年级下《Unit 3 Where did you go》教学设计本教学设计是针对人教版六年级下《Unit 3 Where did you go》进行的设计，旨在帮助学生掌握问路和指路的相关词汇及句型，并能在实际情境中运用所学知识。

通过本单元的学习，学生将能够描述自己去过的地方以及如何到达目的地，提高他们的英语口语表达能力和交流能力。

本单元的教学设计主要围绕以下几个方面展开：教学目标与要求、教学内容安排、教学方法与手段、教学活动设计、课堂评价与反馈。

通过有计划、有组织地展开教学活动，帮助学生逐步提高自己的语言运用能力，培养他们的英语学习兴趣与能力。

在本教学设计中，将结合学生的实际情况和语言水平，采用多种教学方法，如游戏、角色扮演、小组讨论等，提高学生的学习积极性和参与度。

通过丰富多彩的教学活动，激发学生学习英语的兴趣，培养他们的合作意识和团队精神。

通过对本单元的教学设计，希望能够使学生在轻松愉快的氛围中学习英语，掌握相关知识和技能，为他们将来的英语学习打下坚实的基础。

六年级下册英语教案-Unit 3 Where did you go-人教PEP版 (6)

Unit3 Where did you go? B Read and write教学设计丰阳中心小学教学内容：Read and write P28-29教学目标:1.学生能够通过看图讨论预测故事的开端和进一步发展，来激活相关的背景知识；2. 能通过完成读后活动训练在语篇中捕捉不同类型信息和思考的能力；3.能够从阅读中获取有用的句型口头描述自己一天的活动，并能最终写出一个小语段；4.能够明白凡事都有好和坏两个方面，在我们的努力下坏事也能转化为坏事。

教学重难点:教学重点：1.能听懂读懂并内化Read and write的内容并掌握基本的阅读策略。

2.大胆尝试，仿写一篇日记，培养基础英语写作能力。

教学难点：提高阅读技巧，掌握基本阅读策略，并进行大胆思考和尝试英文写作。

教学设计：Step 1.preparation (准备活动)1. Free talk:T: I’m very happy today. I want to share my last weekend with you?课件呈现：Miss Zhang’s weekend:Last Saturday, I went to the countryside. I watches beautiful flowers and I took pictures of the beautiful of the countryside. It was good.Last Sunday, it was rainy. I stayed at home all day. It was boring. It was so bad. T: How was my last weekend? 引导学生回答：It was a good but also a bad weekend.并且告诉学生：Life is full of good and bad things.2. T: Tell me about your weekend:（1）T: How was your last weekend? Ss: It was fine.T: Where did you go? Ss: I went to ...T: What did you do there? Ss: I rode a bike./ ...Step 2. Pre-reading过渡语：Today we’ll talk about Wu Yifan’s last Friday.T: Wu Yifan met something. Something is good and something is bad. The bad thing is Wu Yifan couldn’t find his cap. The good thing :A dog helped him find the cap. Then, What will happened next? Wu Yifan’s family and Max become good friends. One day, they went out for play with Max. Here is a diary(日记).Let’s go to the diary. In this part, we are going to have 4 challenges. Look! The pig was caught by the fox. Let’s help him, OK? Are you ready? Go!Challenge1: Read and complete:1.Read and circle：自读短文，圈出下列单词或词组：• a bike for three people 三人脚踏车•basket 篮子hotel 宾馆旅馆• dressed up 打扮• made a funny play 编排一个有趣的戏剧 • played the part of …… 扮演……角色 • lick 舔 • laugh 笑教师用图片和声音链接学习讲解单词及短语的意义和发音。

六年级下册英语Unit3 Where did you go ？教案

Unit 3 Where did you go?Par t B Read and write本课的教学目标是：1.知识目标：朗读理解“Read and write”部分短文，并完成相关练习。

2.能力目标：培养学生的阅读能力和听说能力。

3.情感态度、文化意识、学习策略：教育学生要养成良好的学习习惯。

任何事都有两面性，要放平心态，乐观看待。

教学重点：能朗读、理解“Read and write”部分的短文，并完成相关练习。

突破方法：让学生在阅读中找出关键词句来进行理解。

根据时间顺序以制表的方法，写下短文中的关键词句，从而突破重点。

教学难点：理解短文中出现的新单词、短语及句子。

突破方法：以教师讲解和学生跟读录音的方式来突破难点。

学生的知识储备：学生在本册即新人教版小学六年级下第三单元Part A Let’s talk 和Let’s learn 中学过动词词组的过去式rode a bike,stayed, played, made, was等。

在本单元Part B Let’s talk和Let’s learn 中学过took pictures,ate some delicious food,bought some gifts,等动词的过去式。

因此对学生来说，只有sat,basket,wanted,dressed up,made a funny play,licked,laughed 是生词。

三年级上册第六单元学过数字的歌谣中，学过的单词jump，其过去式是jumped。

这样将所学知识串联起来，能够帮助学生更好地复习巩固已学单词，又能更好地理解运用新单词。

教学准备：教师准备词组rode a bike,took pictures,bought some gifts and ate some delicious food,dressed up and made a funny play,ate some bad fruit and didn’t feel well 图片，四线三格磁片，奖励贴画，课堂表现和当堂达标检测评价表格，磁片数个教学过程：I.热身（Warming up)播放本单元歌曲《Tell me about your holiday》(Lyric:Where did you go on your holiday,holiday,holiday?Did you swim? Did you shop?What did you do?I went swimming in the sea,in the sea, in the sea.I went shopping near the sea.I bought a gift for you.Where did you go on your holiday,holiday,holiday?Did you run?Did you jump?What did you do?I rode a bike in the park,in the park,in the park.I didn’t see a big round stone.And ouch,I hurt my foot!)（此环节设计意图：通过延长歌谣等与学生们互动技能拉近与学生们的距离，又能够达到鼓励学生大胆学习的目的。

新版PEP小学六年级英语下册Unit-3-Where-did-you-go教案

新版PEP小学六年级英语下册Unit-3-Where-did-you-go教案Unit 3 Where did you go ?第一课时教学步骤：Step 1. Warm-up1.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 sobeautiful. I went swimming in the sea. And picked someseashells on the beach.Step 2. PresentationLet’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 yougo to John’s home ? What happened toJohn? 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 hisbike,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对话的主旨：They talked about John’sLabout Day holiday.(2)结合日历，让学生理解Labour Day holiday概念。

提问：Look at thecalendar. 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 hedo 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。

六年级下册Unit-3-Where-did-you-go教案

Unit 3 Where did you go ?PA Let’s talk教学目标：1.能听懂Let’s try并完成Tick and cross.2.能理解Let’s talk并能听说认读下列句子： What happend? Are youall right? I’m OK now. Where did you go? It looks like a mule.Did you go to Turpan? Yes, we did.3.能听说认读单词 fell off, mule,could, till, Labour Day, Turpan教学重难点：1. 听说认读句子：What happend? 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.2. 理解句子：I fell off my bike last Saturday and hurt my foot.3. 能在情景中正确运用所学句型。

教学过程：Step 1.学习重点句子1.复习Let’s learn.Eg: rode a horse. I rode a horse last weekend.2.Free talk. --Where did you go last Sunday/ Saturday? -- I went to a forest park.-- What did you do there? -- I rode a bike. / ...Step 2. 新课内容展示（用时15分钟）1.教读并理解重点单词和句型fell off, mule,could, till, Labour Day, TurpanWhat happend? 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.I fell off my bike last Saturday and hurt my foot.2.学生听录音，老师教读对话3.学生小组阅读对话并回答问题。

2019年(春)六年级英语下册 Unit 3《Where did you go》(第6课时)教案 (

2019年(春)六年级英语下册Unit 3《Where did
you go》（第6课时）教案（新版）人教PEP版
教学目标要求
1．能够从图片信息中推测考查点，做到有目的地听录音，并完成判断任务。
2．能够在教师的帮助下归纳所学过的不规则动词的过去式，并完成练习。
3．能够通过阅读趣味故事，复习巩固本单元所学语言，增加学生语言的输入。
4．能够理解故事内容并进行角色表演。(根据学生具体情况而定)
教学重点
能够在教师的帮助下归纳所学过的不规则动词的过去式，并完成练习。
教学难点
能够理解故事内容并进行角色表演
教学过程
活动
步骤
教与学活动目的及其操作
教学资源运用
资源使用说明
Review
时间
12m
1
演唱歌曲，复习热身
Let’s sing.
Look, boys and girls! Let’s sing the songTell me about your holiday.
学生选择正确的词用正确的时态填入空白处。
Have you finished? I think it’s not hard for you!
Let’s check the answers together.
播放课件。
Story
time
时间
9m
8
赏析趣味小故事
Watch and answer.
Everyone did a good job. In order to encourage you, I prepare a story for you. Please watch it carefully. I have two questions to ask you after watching it.

2019精选教育六年级下册英语教案Unit 3 Where did you go PB Let's learn 人教(PEP).doc

Unit 3 Where did you go?PB Let's learn（P27）教案教学目标1．语言技能：（1）能够在具体的情境中，运用以下词汇：went swimming, took pictures, ate fresh food, bought gifts （2）能够使用句型，询问与回复假期过得怎么样：How was your summer holiday?It was good.（3）能够使用句型，介绍自己过去经历的活动：I went swimming every weekend and took lots of pictures.（4）能够在具体的情境中，理解句子“Robin is not for sale!”的含义；（5）能够看图，使用“一般过去时”描述他人过去发生的活动；（6）能够完成本课的其他学习活动。

2．语言知识：（1）能够进一步了解“一般过去时”。

3．情感态度：与文化意识：（1）在学习的过程中，能够做到乐于感知并积极尝试使用英语。

4．学习策略：（1）在课堂交流中，遇到问题主动向老师或同学请教。

5．学习策略：（1）在学习和日常交际中，能初步注意到中外文化异同。

教学重点1．句型：How was your summer holiday?It was good.I went swimming every weekend and took lots of pictures.Robin is not for sale!2．词汇：went swimming, took pictures, ate fresh food, bought gifts教学难点1．词汇与句型在情境中的具体运用。

教学用具1．与本课时相关的课件。

教学过程Step 1：Warming up1．Greeting. 师生使用英语打招呼，教师点名，确定参与上课的人数。

2．Let’s enjoy. 学生了解了学习目标之后，教师继续播放课件，播放Unit 3 的歌曲Tell me about your holiday，学生看视频，欣赏歌曲，学唱歌曲，在美妙的歌曲中，愉快地开始本节课。

六年级英语下册教案-Unit 3 Where did you go(11)-人教PEP版

Unit 3 Where did you go?（一般过去时态）一、教学目标1. 能够听、说、读、写rode a horse，rode a bike，went camping，hurt my foot，went fishing 等词组。

2. 能够运用核心句型Where did you go …? What did you do …? 及词组谈论假期的活动。

3. 能够掌握一般过去时的动词变化规则。

二、教学重点及难点重点：1. 词汇：rode a horse，rode a bike，went camping，hurt my foot，went fishing。

2. 句型：Where did you go …? What did you do …?难点：1.能够运用本课的核心句型Where did you go …? What did you do …? 进行简单的交流。

2.掌握一般过去时的动词变化规则。

三、教学过程Step 1 Warm-up1.Let’s sing ;唱【one little finger】设计意图：通过英语律动，活跃课堂气氛。

2.Review; 复习一些动词的过去式。

3.Step 2 Presentation1.出示一般过去时的含义2.由约翰一家人去自然公园玩，进行导入本课的过去式短语。

T: Now let’s start to learn some new words of the past tense of verbs.并根据周一张鹏和约翰去上学时的对话引出句型：where did you go?what did you do?（1）教师出示词组go camping，并提问What did you do? 然后出现go camping的过去式went camping，学生听音跟读，并用I went camping. 进行回答。

（2）教师出示词组ride a bike及其意思，并提问What did you do? 然后出现ride a bike的过去式rode a bike，学生听音跟读，并用I rode a bike. 进行回答。

六年级下册英语教案Unit3 Where did you goPA Let's learn∣人教PE

Then work in pairs.
学习rode a horse, went fishing, wentcamping，掌握不规那么的过去式ride-rode, go-went
对话练习以上三个词组
学习词组hurt my foot, rode a bike,掌握不规那么过去式hurt-hurt.
跟读对话
2.Sing a song: The months
3.引出Labour Day holiday
T：Where did John go on Labour Day holiday?
S: He went to Xingjiang.
1.复习词组说句子。
2.一起唱歌，复习月份。
3.回忆上课时对话内容。
复习上个单元的动词词组，并回忆一般过去时。
go-went campinggo-went fishing
hurt-hurt my foot
板书
Unit3 Where did you go?
PA Let's learn
ride- rode a horse ride-rode a bike
go-went camping go-went fishing
PA Let’s learn
单元
Unit 3
学科
英语
年级
六年级
学习
目的
情感态度和价值观目的
学生可以与别人交流假期的生活。
才能目的
1.能用重点词组rode a horse, rode a bike, went camping, hurt my foot and went fishing进展简单交流.
2.能在实际情景中运用重点词组和句型。
B: I _____ to a forest park.

六年级英语下册教案-Unit 3 Where did you go？人教PEP版

Unit 3 Where did you go?The first period（第一课时）Part A Let’s try & Let’s talk▶ Teaching Contents & Teaching AimsLet’s try•Learn to predict the main content before listening.•Finish the exercises by using basic listening skills.•Get information and prepare for the next part.Let’s talk•Understand the dialogue and answer the following questions.•Learn the new words and phrases: fell off, Labour Day, mule, Turpan, could, till.•Know the local customs about Xinjiang through the dialogue.•Role play: Read out the dialogue correctly.•Learn the key sentences “Where did you go…?” “What did you do?” and try to make a dialogue with them.▶ Teaching Priorities•Use the key sentence patterns to talk about places you’ve been to and things you’ve done.▶ Teaching Difficulties•Use the simple past tense correctly in conversation; pay attention to the irregular changes in the past tense of verbs.The second period（第二课时）Part A Let’s learn & Listen, answer and write▶ Teaching Contents & Teaching AimsLet’s learn•Be able to listen, speak, read and write the phrases “rode a horse, rode a bike, went camping, hurt my foot, went fishing”.•Be able to talk about the activities in the past by using the key sentences “—Where di d you go last…? —I went to…” “—What did you do there? —I…”Listen, answer and write•Be able to use the phrases and the sentences in this part.•Be able to get the right information from listening.▶ Teaching Priorities•Be able to listen, speak, read and write the verb phrases.•Be able to use the key sentences to ask people what they did during their weekends or holidays and answer accordingly.▶ Teaching Difficulties•Notice the past tense of irregular verbs.•Be able to practice the key sentences in real situations.The third period（第三课时）Part B Let’s try & Let’s talk▶ Teaching Contents & Teaching AimsLet’s try•Be able to understand the listening exercises. Learn to predict before listening.•Be able to use listening skills to do the exercises.•Get information for “Let’s talk” by listening practice.Let’s talk•With the help of the teacher and the pictures, understand the dialogue and answer the questions below. •Be able to listen, speak and read the word “beach”.•Use the key words, phrases and sentences to talk about holiday activities.▶ Teaching Priorities•Be able to listen, speak, read and write the key sentences in this part.•Be able to use the key sentences to talk about holiday activities in the real situation.▶ Teaching Difficulties•Be able to use the core sentence structures to talk about the holiday experience, and be able to translate them into a simple text for introduction.The fourth period（第四课时）Part B Let’s learn & Look and say▶ Teaching Contents & Teaching AimsLet’s learn•Be able to listen, speak, read and write the phrases about holiday activities, such as ate fresh food, went swimming, took pictures, bought gifts.•Be able to use the phrases above correctly to describe holiday life.•Be able to use the sentence pattern “How was your summer holiday?” to ask about someone’s holiday.Look and say•Be able to use the phrases and the sentence pattern s learned in Part B to describe Andy’s holiday life according to the pictures and language supports provided. Develop students’ oral output ability to communicate in real context.▶ Teaching Priorities•Be able to listen, speak, read and write the verb phrases about holiday activities.▶ Teaching Difficulties•Be able to use the simple past tense to talk about the things done during the holidays and the feelings.The fifth period（第五课时）Part B Read and write▶ Teaching Contents & Teaching AimsRead and write•Be able to predict the beginning and further development of the diary by reading the pictures. Activate relevant background knowledge or vocabulary.•Train the ability to think and capture different types of information in the text by completing the exercises after reading.•Be able to listen, speak and read the words “basket, part, licked, laughed”.•Be able to get useful sentence patterns to describe daily activities orally and finally write a short paragraph. •Understand that every coin has two sides, and the bad things can be turned into good things through our efforts.▶ Teaching Priorities•Be able to understand the diary and complete the following exercises.▶ Teaching Difficulties•Develop students’ reading skills and interest in reading.•Learn to describe past events in the simple past tense.The sixth period（第六课时）Part B Let’s check & Let’s wrap it up▶ Teaching Contents & Teaching AimsLet’s check•Test students’ understanding of the core vocabulary and sentence patterns in this unit by completing the exercises in the first section of “Let’s check”.•Let students listen to the recording and answer the questions in the second section of “Let’s check” to check if they can answer the questions with the core vocabulary and sentence patterns.•Develop students’ habits of pre-listening prediction and help students improve their listening level gradually. Let’s wrap it up•Fill in the blanks by observing the pictures. Help students to consolidate and summarize the past tense of irregular verbs.•Inspire students to think more. Lead them to observe more and make their own generalization and summary.▶ Teaching Priorities•Test students’ mastery of what they have learned in this unit.•Master the changing rules of the past tense of verbs and the application of the simple past tense in real situations.▶ Teaching Difficulties•Apply the vocabulary and sentence patterns of this unit to the specific context.。

2019六年级下册英语教案Unit3 Where did you go PB Let’s learn∣人教版(PEP)()精品教育.doc

Unit 3 Where did you go?Part B Let’s learn（Page27）教案教学目标1．语言技能：（1）能够听懂、会说、认读与默写词组：ate fresh food, went swimming, took pictures, bought gifts.（2）能够运用日常交际用语“How was your summer holiday?/ It was good. / I went swimming every weekend and took lots of pictures.”来询问与回复已经发生的事件。

（3）能够完成课本P27下方“看与说”的活动，用一般过去时态描述Andy发生过得事。

2．语言知识：（1）能在具体的语境中进一步理解“一般过去时”的表意功能。

（2）学会联系过去的时间与过去的事件，能在现实生活中运用“一般过去时相关句型”。

3．情感态度、学习策略与文化意识：（1）能够积极参与课堂讨论活动，遇到困难时能大胆求助。

（2）能够主动对“动词过去式的特殊形式”进行总结与归纳。

（3）能够针对事物作出适当的反应，发表自己的看法。

教学重点1．句型：How was your summer holiday?/ It was good. / I went swimming every weekend and took lots of pictures. How much is this? You can’t buy him. Robin is not for sale.2．词汇：ate fresh food, went swimming, took pictures, bought gifts.3．“一般过去时”在现实生活中的具体应用。

教学难点1．动词的原形与过去式的转换2．“一般过去时”在现实生活中的具体应用。

教学用具1．教师准备与本课时相关的图片、课件、录音机与录音带。

六年级英语下册教案-Unit 3 Where did you go -人教(PEP)_8480

人教（PEP）六年级英语下册课题：Unit Three Where did you go？内容：Part B Let's talk课型：新授课课时：第2课时教材分析：本课是PEP小学英语六年级下册Unit Three Where did you go? Part B Let’s talk。

从语法和词汇方面来说，本单元在Unit Two 的基础上继续学习一般过去时，Unit Two重点学习动词过去式的规则变化形式，Unit Three重点学习动词过去式的不规则变化形式。

从话题方面来说，Unit Two着重谈论上周末和小长假的经历，本单元则谈论过去的寒暑假的旅行经历，教材用两个单元的课量让学生从各个话题方向谈论个人经历，从而学习、拓展对一般过去时的使用。

学情分析:六年级学生经过小学将近六年的英语学习，已经掌握了大量的词汇和短语，对一般现在时、现在进行时、一般将来时能熟练应用。

经过上一个单元的学习，学生已对一般过去时有了初步认识和了解，能和之前学过的三个时态区分正确使用，尤其对动词过去式的变化规则有了明确概念。

经过Part A Let’s talk和Let’s learn的学习，学生对不规则动词已经掌握。

教学目标：1.学生能够在老师的帮助下，借助图片，理解对话大意，并能回答老师提出的问题。

2.能够在语境中理解生词beach的意思，并能正确发音。

3.能通过对话理解海南三亚的海岛风光。

4.能够用正确的语音、语调朗读对话，并进行角色表演。

5.能听、说、读、写，并能在情景中恰当运用以下句型：Where did you go...? How did you go there? What did you do?谈论假期活动。

6.能够在情景中恰当运用由where,what,和how 引导的一般过去时特殊疑问句。

教学重点：1、词汇：beach2、句子：Where did you go?How did you go there?What did you do?教学难点：How was the beach?It was beautiful.情感态度目标：1、勇于参与小组活动，合作完成作文并和全班同学做分享。