最新新PEP小学英语六年级下册U3Where did you go教学计划及教案

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最新PEP小学英语六年级下册《Unit3 Where did you go》教学设计

最新PEP小学英语六年级下册《Unit3 Where did you go》教学设计

P E P小学英语六年级下册《U n i t3W h e r e d i d y o u g o》教学设计教学设计新版PEP六下Unit3 Where did you go?B Let’s talk教学目标:1.知识目标:a.能听懂会说句型:Where did you go…?How did you go there?What did you do there? 及其回答b.能够听说、认读单词:beach, took pictures, went swimming.2.能力目标:a.能够在图片和教师的帮助下理解对话大意。

b.能够用正确的语音、语调朗读对话,并能够进行角色表演c.能够在情境中恰当运用句型:Where did you go…?How did you go there?What did you do there?询问并回答。

d.能够在语境中理解生词:beach, took pictures, wentswimming.的意思,并能够正确发音。

3.情感目标:a.能够了解海南三亚的海岛风光。

b.能够珍惜时间、珍惜友谊。

教具准备:PPT 、学生的假期or周末照片、展示模板Teaching Procedures:Step1: Preparation1.Sing a song.PPT: 播放歌曲“Tell me about your holiday”.【设计意图:这首song极富节奏感,这样一开始就将学生带入了一个“有声有色”的英语乐园,充分调动学生的情感因素,激发其学习兴趣,为学习英语创设了一种轻松愉快的课堂气氛,起到“课伊始,趣亦生”的效果。

且歌曲内容与所学内容和新知都有一定的联系,可以起到“引子”的作用,可谓“一石二鸟”,为后面的教学起到推波助澜的作用。

】2.交代任务及评价方式:PPT:呈现学校Golden memory-回忆“微”互动的征集海报。

T:Boys and girls, It will be say goodbye to your friends, your teachers and our school.From this class,you will write and design your happy time, The best “golden memory” will be show.【设计意图:基于学生临近毕业的生活实际,引入本节课的任务:Golden memory-回忆“微”互动的征集,让学生带着任务去学习,体现了任务型教学法的运用。

人教PEP版英语六年级下册Unit 3《Where did you go》教案

人教PEP版英语六年级下册Unit 3《Where did you go》教案

人教PEP版英语六年级下册Unit 3《Where did you go》教案一. 教材分析人教PEP版英语六年级下册Unit 3《Where did you go》主要讲述的是过去发生的事情。

本节课主要让学生掌握一般过去时态,能够用一般过去时态描述过去发生的事情。

通过本节课的学习,让学生能够听懂、会说、会读、会写一般过去时态的句子,培养学生运用英语进行交际的能力。

二. 学情分析六年级的学生已经掌握了基本的英语语法知识,对一般现在时态有一定的了解。

但是,对于一般过去时态的运用还比较陌生。

因此,在教学过程中,教师需要耐心引导学生,让学生充分理解和掌握一般过去时态的用法。

三. 教学目标1.知识目标:–学生能够掌握一般过去时态的构成和用法。

–学生能够听懂、会说、会读、会写一般过去时态的句子。

2.能力目标:–学生能够在适当的情境中运用一般过去时态进行交际。

3.情感目标:–学生能够对英语学习保持浓厚的兴趣,积极参与课堂活动。

四. 教学重难点1.教学重点:–一般过去时态的构成和用法。

–一般过去时态的句子表达。

2.教学难点:–一般过去时态的运用,尤其是在实际语境中的运用。

五. 教学方法1.任务型教学法:通过设置各种任务,让学生在完成任务的过程中运用所学知识。

2.情境教学法:创设各种真实的情境,让学生在情境中学习、运用英语。

3.交际法:鼓励学生积极参与课堂交际活动,提高学生的英语交际能力。

六. 教学准备1.教师准备:–教材、教案、课件。

–与本节课相关的故事书、图片、视频等教学资源。

2.学生准备:–预习本节课的内容。

–准备一本英语故事书,用于课堂上的阅读和分享。

七. 教学过程1.导入(5分钟)–教师与学生用英语进行自由对话,复习一下之前学过的一般现在时态。

–引导学生谈论一下他们平时喜欢做的事情,激发学生的兴趣。

2.呈现(10分钟)–教师展示一张图片,图片上有一个学生在画画。

–教师问学生:“Where did he go?”,学生回答:“He went to draw pictures.”–教师引导学生注意到句子中的“went”和“drew”,解释一般过去时态的构成和用法。

小学英语《Unit3 Where did you go》优质课教学设计、教案

小学英语《Unit3 Where did you go》优质课教学设计、教案

Unit 3 Where did you go? 第一课时【学习内容】PEP 小学英语六年级下册Unit 3 Part A Let’s try & let’s talk【课标描述】1.能借助图片、图像、手势听懂简单的话语或录音材料。

2.能就日常生活话题做简短叙述。

3.了解句子有重读。

了解英语语音包括连读、节奏、停顿、语调等现象。

能够按照正确的意群及语音、语调朗读对话。

4.积极参与课堂学习活动,在小组活动中能与其他同学积极配合。

【教材分析】本课是PEP 小学英语六年级下册Unit 3 Part A 的一节对话课,通过图文对照的形式呈现。

教材通过John 应答Amy 和张鹏的电话,说明自己没有上课的原因,Amy 去John 的家探望受伤的John,并通过照片分享John 在五一假期活动的情景,来呈现核心句型Where did you go…? What did you do?学生在第二单元已经学习了How was your weekend? What did you do? Did you…?等句型,并能在具体情境中进行较好的运用。

【学习目标】1.通过读图猜测,视频问答,听音模仿和flash 动画等活动,理解对话大意,了解新疆的风土人情,并能在语境中理解生词及词组:fell off, Labour Day, mule, Turpan, could 及till 的意思,并能正确发音。

2.通过听音模仿,角色扮演,借助板书设计和小组合作谈论holiday,能够听说读写核心句型: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.用正确的语音语调朗读对话,并能恰当运用核心句型谈论假期活动。

3.通过听前猜测和听后猜测,借助多媒体,能运用基本的听力技巧完成Let’s try,的听力任务。

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

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

新版P E P小学六年级英语下册U n i t-3-W h e r e-d i d-y o u-g o教案教学文稿-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit 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 doI can dance.What can you do I can climb a mountain.What can you do I can take a pictures.What can you doI 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 some seashells 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 homeWhat 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’s Labout 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 didhe 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。

Unit3Wheredidyougo?(教案)2023-2024学年英语六年级下册

Unit3Wheredidyougo?(教案)2023-2024学年英语六年级下册

教案:Unit3 Where did you go?教学目标:1. 学生能够理解并运用过去时态询问和描述过去发生的事情。

2. 学生能够运用所学词汇和句型描述自己的旅行经历。

3. 学生能够通过听力、口语、阅读和写作活动,提高英语综合运用能力。

教学内容:1. 词汇:go, visit, museum, park, beach, mountain, city, countryside, interesting, beautiful, fun2. 句型: Where did you go? I went to3. 过去时态的运用教学重点与难点:1. 重点:学生能够运用过去时态询问和描述旅行经历。

2. 难点:学生能够准确运用过去时态的动词变化形式。

教具与学具准备:1. 教师准备PPT、图片、卡片等教学辅助材料。

2. 学生准备笔记本、文具等学习用品。

教学过程:1. 导入:通过展示旅行图片,引导学生谈论自己的旅行经历,激发学生的兴趣。

2. 新课内容:通过PPT展示新词汇和句型,引导学生学习并运用。

3. 练习:通过听力、口语、阅读和写作活动,让学生巩固所学内容。

4. 课堂活动:组织学生进行小组讨论,分享自己的旅行经历,并运用所学句型进行问答。

板书设计:1. Unit3 Where did you go?2. 词汇列表:go, visit, museum, park, beach, mountain, city, countryside, interesting, beautiful, fun3. 句型: Where did you go? I went to作业设计:1. 听力练习:听录音,回答问题。

2. 口语练习:与同学进行对话,询问对方的旅行经历。

3. 阅读练习:阅读相关文章,回答问题。

4. 写作练习:写一篇关于自己旅行经历的文章。

课后反思:重点关注的细节:教学过程详细补充和说明:1. 导入部分:通过展示旅行图片,引导学生谈论自己的旅行经历。

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

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

Unit 3 Where did you go第一课时教学内容 A. Let’s try Let’s talk课型<对话教学教学目标●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 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-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 so beautiful. I went swimming in the sea. And picked some seashells 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.]第二课时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-up1.师生进行连锁问答练习,如:T: I went to Xinjiang on my holiday .Where did you go on your holidayS1: I went to.... Where did you go on your holidayS2: I went to.... Where did you go on your holidayS3: I went to.... Where did you go on your holiday!……Step 2 : PresentationLet’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。

(完整版)新版PEP小学六年级英语下册Unit3Wheredidyougo教案

(完整版)新版PEP小学六年级英语下册Unit3Wheredidyougo教案

Unit 3 Where did you go ?第一课时教学内容 A. Let’s try Let’s talk课型对话教学教学目标●学生能够听、说、读、写句子:What happened ? Are you all right ? I’mOK now. Where did you go ? It looks like a mule ! Did you go to Turpan ?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-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 so beautiful. I went swimming in the sea. And picked some seashells 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第二课时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 : PresentationLet’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。

Unit3Wheredidyougo?(教学设计)人教PEP版英语六年级下册

Unit3Wheredidyougo?(教学设计)人教PEP版英语六年级下册

Unit3 Where did you go教学设计Unit3 Where did you go ?Teaching materials:The topic of this unit is about the past tense. By using the Past Tense, students will talk about the past . The topic is about their places they have visited on their vacations. So it helps bring back their memories and learning motivations.Teaching aims:1.Understand the new words in context: happened,fell off, hurt,till, and pronounce correctly.2. Finish the listening exercise according to the listening content.3.Where did you go...? I went to.... Ask and answer the places you've been to.4.Read the dialogue in the correct pronunciation.Teaching important points:1.What happened ? Where did you go over yourholiday ? I went to... What did you do? / I….2.Master the new words and understand the sentences.e the past tense in real life.Teaching difficult points:The tourism culture behind the article is strong and should be properly guided in the classroom.Teaching process:S tep1:Warmup and review1.Let’s chant together.The students will be interested in English.2.Free talkA: Where did you do last weekend? B: I … Review the learnt words and sentences in Unit2.“read a book, saw a film, What did you do last weekend? I…In order to make sure the students can use th e past tensefluently.Step 2: Presentation1.Let’s try.(1)Magical eyes: The teacher draws a square. Let’s the students guess! “What is this? ” It’s a sad face. “Why was John sad ? ” Now listen to the part about“Let's try” and answer.(2)Listen to the tape and finish the listening exercise.2.Let’s talk.According to “Let’s try”,the teacher asks “What happened about John? Let the students listen to the tape and answer the question. In order to Listen and understand the text at first time. The students answers :“He fell of his bike and hurt his foot ”.3.The teacher continues to ask questions. Where did you go ? When did you go there? Listen to the tape at the second time.The teacher shows some pictures form the Labor Day holiday.Lead the student to describe other festivals.Let the students share the pictures form the different festivals.4. Let the student listen to the tape and answer the question at last time.What did he do there ? He rode a horse and saw the grapes. The teacher shows the pictures about a horse and a mule. Let the students understand the difference. In order to master the difficult sentences “It looks like a mule. They won’t be ready till August,then understand the text content. Let the students read the dialogue together. Have a petition!5.Play games! The teacher has four boxes about “who, what, where, when”. Let the student chooses a card from the different boxes, then make a sentence.6.The teacher describes own Labor Day holiday. The Student plays a guide to introduce the travel route of May Day. The purpose is to improve the student’s ability.7.ExtensionDraw a mind map. Let’s retell the dialogue according to the text content.Then lead the students to answer the question according to the mind map.“How did he go there?”so that the students can use the knowledge freely.Step3:Homework:1. Retell John’s last weekend.2.Write a diary of my last weekend.I think the homework is so important that thestudents can speak more English in class or after class.In order to practice studen ts’ skills oflistening, speaking and writing.Step4:Blackboard design:。

人教PEP版英语六年级下册Unit3《Wheredidyougo》(Letschant)说课稿

人教PEP版英语六年级下册Unit3《Wheredidyougo》(Letschant)说课稿

人教PEP版英语六年级下册Unit 3《Where did you go》(Lets chant)说课稿一. 教材分析《Where did you go》是人教PEP版英语六年级下册Unit 3的内容,主要让学生掌握一般过去时态的疑问句和回答。

本节课的主要内容是通过询问和回答过去发生的事情,培养学生的语言交流能力和思维能力。

二. 学情分析经过之前的学习,学生们已经掌握了一般现在时态的疑问句和回答,对英语的一般过去时态有了初步的了解。

但是,学生们对一般过去时态的运用还不够熟练,需要通过大量的练习来提高。

此外,学生们在语言表达能力方面还有待提高,需要教师在教学中进行引导和培养。

三. 说教学目标1.知识目标:让学生掌握一般过去时态的疑问句和回答,能够用英语询问和回答过去发生的事情。

2.能力目标:通过小组合作和角色扮演等活动,提高学生的语言交流能力和思维能力。

3.情感目标:培养学生对英语学习的兴趣和自信心,激发学生积极参与课堂活动的热情。

四. 说教学重难点1.重难点:一般过去时态的疑问句和回答的运用。

2.原因:虽然学生们已经初步了解一般过去时态,但在实际运用中还存在困难,需要通过大量的练习来巩固。

五. 说教学方法与手段1.教学方法:采用任务型教学法,通过小组合作、角色扮演等活动,让学生在实际语境中运用英语。

2.教学手段:利用多媒体课件、图片等辅助教学,激发学生的学习兴趣和积极性。

六. 说教学过程1.热身(5分钟):通过播放英语歌曲,让学生放松心情,激发学习兴趣。

2.导入(10分钟):教师展示一组图片,引导学生用英语描述过去发生的事情,引出本节课的主题。

3.新课呈现(15分钟):教师通过多媒体课件展示一般过去时态的疑问句和回答,让学生进行观察和模仿。

4.课堂练习(15分钟):学生分组进行角色扮演,运用一般过去时态进行问答,教师进行指导和点评。

5.巩固练习(10分钟):学生完成课本上的练习题,教师进行讲解和辅导。

(完整word版)新PEP小学英语六年级下册U3Wheredidyougo教学计划及教案

(完整word版)新PEP小学英语六年级下册U3Wheredidyougo教学计划及教案
重点:能够听、说、读、写五个有关周末活动的词组:rode a horse, rode a bike, went camping, hurt my foot, went fishing。并能够正确运用上述五个词组谈论周末活动。
难点:学生能用句型进行简单的对话。
教学过程
修改意见
教学准备:课件、单词卡片
Step 1.预习温故
2.Free talk.
--- What did you do last weekend?
--- I watched TV./ ...
Step 2.新课内容展示
1.教学短语
(1)Show the picture of ride a horse.教读短语T: ride a horse I often ride a horse. (学生跟读)
总课时
6
第1课时
教学要求
1. 能够听、说、读、写五个有关周末活动的词组:rode a horse, rode a bike, went camping, hurt my foot, went fishing。
2. 能够正确运用上述五个词组谈论周末活动。
3. 能够完成听录音填写所缺信息的活动。
教学重点难点
单元教学目标
1.知识目标
(1)能够掌握本单元出现的:went, camp, rode, bought, gifts等单词和词组,并熟练朗读和运用。
(2)通过对话学习能够掌握主要句型:Where did you go? Did you go to Turpan? How did you get there? We went there by plane. What happened?等,并能熟练运用于实际交流中。

小学英语六年级下册Unit3Wheredidyougo教学设计

小学英语六年级下册Unit3Wheredidyougo教学设计

教学设计新版PEP六下Unit3 Where did you go?B Let’s talk教学目标:1.知识目标:a.能听懂会说句型:Where did you go…?How did you go there?What did you do there? 及其回答b.能够听说、认读单词:beach, took pictures, went swimming.2.能力目标:a.能够在图片和教师的帮助下理解对话大意。

b.能够用正确的语音、语调朗读对话,并能够进行角色表演c.能够在情境中恰当运用句型:Where did you go…?How did you go there?What did you do there?询问并回答。

d.能够在语境中理解生词:beach, took pictures, went swimming. 的意思,并能够正确发音。

3.情感目标:a.能够了解海南三亚的海岛风光。

b.能够珍惜时间、珍惜友谊。

教具准备:PPT 、学生的假期or周末照片、展示模板Teaching Procedures:Step1: Preparation1.Sing a song.PPT: 播放歌曲“Tell me about your holiday”.【设计意图:这首song极富节奏感,这样一开始就将学生带入了一个“有声有色”的英语乐园,充分调动学生的情感因素,激发其学习兴趣,为学习英语创设了一种轻松愉快的课堂气氛,起到“课伊始,趣亦生”的效果。

且歌曲内容与所学内容和新知都有一定的联系,可以起到“引子”的作用,可谓“一石二鸟”,为后面的教学起到推波助澜的作用。

】2.交代任务及评价方式:PPT:呈现学校Golden memory-回忆“微”互动的征集海报。

T:Boys and girls, It will be say goodbye to your friends, your teachers and our school.From this class,you willwrite and designyour happy time, The best “golden memory” will be show.【设计意图:基于学生临近毕业的生活实际,引入本节课的任务:Golden memory-回忆“微”互动的征集,让学生带着任务去学习,体现了任务型教学法的运用。

(完整版)Unit3Where-did-you-go教案

(完整版)Unit3Where-did-you-go教案

余庆县敖溪小学六年级英语集体备课方案Unit 3 Where did you go?第三单元教学总目标:1、掌握本模块的重点单词、短语、句型,掌握一般过去式的用法。

2、能用一般过去式询问别人在过去时间里乘坐什么样的交通工具,去了哪里及做了些什么并作答.3、能进一步掌握一般过去时的定义、构成及动词过去式的变化规则。

4、能运用when,where,how描述假期活动并展开讨论。

5、积极运用所学的英语进行交流,加强合作式学习,共同完成学习任务。

6、培养学生合理安排学习和生活的能力,激发学生热爱大自然的美好情感。

课时安排:第一课时:Let's try&Let’s talk第二课时:Let’s learn&Listen,answer and write第三课时:Let's try&Let's talk第四课时:Let’s learn&Look and say&Sing a song第五课时: Read and write第六课时:Let's check&Let’s wrap it up&Story time附:根据学生个体差异和学生对知识点掌握情况的不同,授课教师可酌情调整授课课时或内容.第一课时主备人:杨正文Teaching Aims:1.能够听、说、读、写以下动词短语:rode a horse rode a bike went camping hurt my foot went fishing2。

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及所做的事情并做答。

Teaching Key and Difficult points:1. 本课时的教学重点是掌握5个动词短语的过去式形式。

2.本课时的教学难点是以下两个句子的运用:Where did you go last Saturday?What did you do there?教师要多示范,通过有针对性的反复操练知道学生熟练掌握。

PEP六年级下册英语下Unit 3 Where did you go单元整体设计教案

PEP六年级下册英语下Unit 3 Where did you go单元整体设计教案

Unit 3 Where did you go?【教材版本】人教PEP小学英语(三年级起点)【适用年级】小学六年级学生一、单元内容分析(一)整体分析本单元学习的主题是谈论和描述人物在过去做的事情。

涉及4个语篇,包括两组对话、一篇日记和一个配图故事。

语篇一通过Amy去John的家探望受伤的John,并通过照片分享John在五一假期活动的情景,来呈现核心句型Where did you go...? What didi you do?语篇二通过吴彬彬和Amy在学习遇见Sarah,三人谈论Amy的寒假活动的情景,帮助学生感知核心句型Where did you go...?How did you go there? What did you do?的语义及语用情景。

语篇三是一篇吴彬彬的日记,描述了这一天发生在吴彬彬一家的三件好事和两件坏事。

然后要求学生结合自己的实际情况,写出发生在自己身上的一件好事,一件坏事和相应的对策,这是一个有意义的语用书写活动。

语篇四是故事板块讲述了Zoom的一个梦:Zoom去了太空旅游,回来后和Zip一起谈论他的太空旅游,最后发觉原来是自己做了一个梦。

(二)核心语言知识和技能与策略。

(三)单元主题内容框架二、单元教学目标(一)单元教学内容语篇一:John’s Labour Day holiday语篇二:Amy’s trip语篇三:Wu Binbin’s Diary语篇四:Zoom’s dream trip(二)单元教学目标(语篇一)John’s Labour Day holiday教学设计一、语篇研读What: 本语篇主要谈论了Amy去John家探望受伤的John,并通过照片分享John 在五一假期活动的情景,了解新疆的风土人情。

Why:通过描述John度过的劳动节假期,他去的地方以及经历的一些有趣的活动,用一般过去时表达,结合第二单元学过的一般过去时,更深层次的学习过去时。

How:该对话涉及计划活动的短语,部分词汇在之前已学习过,但在本课是以过去时出现,所以要复习原形和过去时,如:ride a horse-rode a horse等。

人教PEP版英语六年级下册Unit3《Wheredidyougo》(歌曲)教学设计

人教PEP版英语六年级下册Unit3《Wheredidyougo》(歌曲)教学设计

人教PEP版英语六年级下册Unit 3《Where did you go》(歌曲)教学设计一. 教材分析《Where did you go》是人教PEP版英语六年级下册Unit 3的内容,这首歌谣以轻松愉快的旋律和简单易懂的歌词,让学生在唱歌的过程中学习一般过去时态和描述过去发生的事情。

通过这首歌谣,学生可以巩固和运用已学过的词汇和句型,提高听说能力和语言运用能力。

二. 学情分析六年级的学生已经掌握了基本的英语语法和词汇,对于一般过去时态有一定的了解。

他们在学习过程中乐于参与歌唱活动,通过音乐来提高学习兴趣和积极性。

然而,部分学生可能在发音和听力方面存在困难,需要教师的耐心指导和反复练习。

三. 教学目标1.让学生通过唱歌活动,掌握一般过去时态的运用。

2.学生能够听懂并唱出《Where did you go》这首歌曲,理解歌词的含义。

3.学生能够在日常生活中运用所学的词汇和句型,描述过去发生的事情。

4.提高学生的听说能力和团队协作能力。

四. 教学重难点1.教学重点:让学生掌握一般过去时态的运用,能够听懂并唱出《Where did you go》这首歌曲。

2.教学难点:一般过去时态的运用,以及部分生僻词汇的准确发音。

五. 教学方法1.情境教学法:通过设置情境,让学生在实际环境中运用所学知识。

2.任务型教学法:通过完成唱歌任务,激发学生的学习兴趣和积极性。

3.互动式教学法:引导学生相互交流、合作,提高听说能力和团队协作能力。

六. 教学准备1.准备多媒体教学设备,如投影仪、音响等。

2.准备《Where did you go》的课件和教学素材。

3.准备歌词卡片和动作指导卡片。

4.准备录音机或音响设备,以便播放歌曲。

七. 教学过程1.导入(5分钟)利用课件展示一幅旅行图片,引导学生谈论过去的旅行经历。

教师提问:“Where did you go?”,学生回答:“I went to…”。

通过这种方式激发学生的学习兴趣,引入本节课的主题。

人教PEP版英语六年级下册Unit 3《Where did you go》(Look and say

人教PEP版英语六年级下册Unit 3《Where did you go》(Look and say

人教PEP版英语六年级下册Unit 3《Where did you go》(Look and say)教学设计一. 教材分析人教PEP版英语六年级下册Unit 3《Where did you go》主要围绕“旅行”这一主题展开,通过描述不同人物的旅行经历,让学生学会询问他人旅行地点和经历,并能够用英语进行简单描述。

本课的Look and say部分通过四幅插图和相应的句子,引导学生进行观察和描述。

二. 学情分析六年级的学生已经具备一定的英语基础,能够听懂并简单运用日常英语进行交流。

但是,对于描述旅行经历这一主题,学生可能存在词汇和表达的限制。

因此,在教学过程中,需要帮助学生扩展相关词汇,并引导他们运用所学知识进行实际描述。

三. 教学目标1.能够听懂并正确朗读Look and say部分的句子。

2.能够描述人物的旅行地点和经历。

3.能够运用所学知识进行实际交流。

四. 教学重难点1.重点:掌握Look and say部分的句子和词汇。

2.难点:能够运用所学知识进行旅行经历的描述。

五. 教学方法1.任务型教学法:通过设定具体任务,引导学生进行实际操作和交流。

2.情境教学法:创设旅行相关的情境,帮助学生更好地理解和运用所学知识。

3.小组合作学习:鼓励学生进行小组讨论和交流,提高他们的合作能力和口头表达能力。

六. 教学准备1.教学PPT:包含Look and say部分的插图和句子。

2.旅行相关词汇卡片:用于扩展学生词汇。

3.录音设备:用于播放课文录音。

七. 教学过程1.导入(5分钟)–教师通过提问引导学生谈论他们所了解的旅行地点,激发学生的兴趣。

–学生分享自己或家人的旅行经历,教师引导学生用英语进行简单描述。

2.呈现(10分钟)–教师展示Look and say部分的插图,引导学生观察并描述图片内容。

–教师朗读Look and say部分的句子,学生跟读并模仿。

3.操练(10分钟)–教师将学生分成小组,每组分配一张插图和相应的句子。

人教PEP版六年级英语下Unit 3 Where did you go?教学设计

人教PEP版六年级英语下Unit 3 Where did you go?教学设计

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 d ialogue 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 did 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 abl e 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 patterns learned in Part B to describe Andy’s holiday life accord ing 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.。

PEP六年级英语下Unit3 Where did you go?PartB教案教学设计(含教学反思)

PEP六年级英语下Unit3 Where did you go?PartB教案教学设计(含教学反思)

Unit 3 Where did you go?Part B 第一课时 (1)Part B 第二课时 (5)Part B 第三课时 (8)Part B 第四课时 (11)Part B 第一课时Let’s try & Let’s talk教学目标1.能够在语境中理解生词beach的意思,并能正确发音。

2.能够理解对话大意,并回答问题。

能按照正确的语音、语调朗读对话,并能进行角色表演。

3.能够在情景中运用句型“Where did you go…?How did you go there?What did you do there?”谈论假期活动。

教学重点1.理解Let’s talk的内容并能听、说、认读学习目标中的句子。

2.用所学句型简单介绍自己假期所做的事。

教学难点熟练运用所学句型描述自己的假期活动。

教学准备1.单词卡片2.录音机及录音带或教学光盘3.多媒体课件教学过程Step 1:Warm-up1.师生相互问候。

2.通过做游戏复习上节课所学词组。

(1) Bomb game.规则:教师在课件中反复呈现本课词组的图片,其中穿插炸弹图片。

如果学生看到词组图片时,立即大声读出;如果学生看到炸弹图片时要用手捂住耳朵并迅速趴在桌子上“躲避”。

(进行游戏时,出示图片要由慢到快;教师可以先带读,等到学生对单词比较熟悉时,再让学生看图片,说单词。

)(2)快速抢答。

规则:教师把全班学生分成四组,请一名学生上台,悄悄告诉他一个本课学的词组,让他做相应的动作,四个组的学生根据表演者的动作猜出对应英语。

哪个小组首先猜出正确答案就得一分,最后总分最高的小组获胜。

3.师生随机进行自由对话。

T: How was your holiday?S: It was good.T: What did you do?S:I went swimming./…Step 2:Presentation1.Let’s try.(1)教师介绍听力活动背景:Wu Binbin and Amy meet Sarah at school.教师引导学生阅读问题,然后提问:What are they talking about?Can you guess?让学生进行听前猜测。

Unit3Wheredidyougo_(教学设计)-人教PEP版英语六年级下册

Unit3Wheredidyougo_(教学设计)-人教PEP版英语六年级下册
星级挑战作业:
Talk about your last holiday.
更加详尽和朋友分享你的节假日活动。
【设计意图】:巩固本节课所学内容,进一步复习巩固操练本节课学到的重点句型与伙伴合作学习,共同成长。
结尾
图片
T:Well, boys and girls. Today we learned Jone’s Labour Day holiday. Maybe you can share about your holidays. See you next time.
学 科
英语
年 级
六年级
课 题
Unit3 Where did you go?
教材版本
书名:人教版PEP小学英语(三年级起点)
执教教师
教学目标
一、语言能力目标:
1、能读懂Let’s try部分题目要求,并运用听前预测、听中抓关键语词等基本策略完成听力任务;
2、能在图片和老师帮助下理解Let's talk对话大意,并回答对话下面的问题;能在语境中理解、认读生词happened ,fell off, mule, Turpan, could, till;能用正确的语音语调朗读对话;
【设计意图】:通过激烈的游戏,复习过去式动词短语,为新知做好铺垫,激发同学英语学习热情。
3
学习
知识、
提升
认知
P45
图片
视频
问题导学,初步感知课文语篇
Task1:Let’s listen andfind.
Where did Amy go? Who did she go with?
【设计意图】:指导学生带着问题听文本,学会提取关键词获取文本信息并初步感知对话内容。让同学们通过图片感受三亚的温暖和沙滩。
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when和while引导的时间状语从句与这一时态连用。

所以区别when和while的用法成了这一单元的难点。

(一)、when,while都有“当……时候”的意思。

when既可表示某一点时间,也可以表示某一段时间。

在when引导的时间状语从句中,其谓语动词可以是延续性的,也可以是非延续性的,可与主句中的谓语动词同时发生,也可在其后发生。

例如:
1、I was just reading a book when she came into my room.
她走进我房间时,我正在看书。

2、Were you writing when the teacher came in?
老师进来的时候,你在写信吗?
3、When he was a child he was always trying out new ideas.
他小时候就常常试验一些新的设想。

(二)、while只能表示某一段时间,不能表示某一点时间。

在while引导的时间状语从句中,其谓语动词只能是延续性的,而且也只能与主句中的谓语动词同时发生或存在。

例如:
1、While Jim was mending his bike, Lin Tao came to see him.
正当吉姆修自行车时,林涛来看他。

2、You can’t do your homework while you’re watching TV.
你不能一边看电视一边做家庭作业。

(三)、另外,when和while的区别还在于:while引导的时间状语从句多用进行时态,而when引导的时间状语从句多用一般时态。

例如:
1、While they were talking , the bell rang.
正在他们谈话的时候,上课铃响了。

2、I was doing my homework when my mother came back home yesterday evening.
昨天晚上妈妈回家的时候,我正在做家庭作
1. ----------she comes , I shall tell her to wait for you.
A. When
B. As
C. While
D. What
2. ----------she got older, she got wiser.
A. When
B. As
C. While
D. That
3.----------Peter was reading , his wife was cooking.
A. When
B. As
C. While
D. That
when as while
①when 表示较短的时间,有的时候也可以指一段时间。

如:
When he was young, he could do eat much more than his brother.
②while常表示一段较长的时间,强调主句谓语动词与从句谓语动词同时发生。

如:
你的第三道题就是这样。

③只用as, 不用when或while的时候。

A) 用于表示同一个人的两种动作交替进行,指"一边……,一边……"。

如:
The girl dances as she sings on the stage.
B)表示两个同步发展的动作或行为,译为"随着……"。

如:
As time went on, she became more and more worried.
when和while的区别
都表示“当......时候”的区别。

请观察以下句子:。

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