2019年(春)六年级英语下册 Unit 3《Where did you go》（第4课时）教案 （新版）人教PEP版.doc

2019年(春)六年级英语下册 Unit 3Where didyou go（第4课时）教案 （新版）人教PEP版【主 题】Where did you go?【课 时】第4课时：B Lets learn. Look and say.一、 目标依据依据新课标，要求小学六年级学生能听懂课堂活动中简单的提问；能听懂常用指令和要求并做出适当的反应；能认读所学词语，能根据拼读的规律，读出简单的单词；能按要求用简单的英语做游戏，能体会到英语学习的乐趣；在学习中集中注意力；敢于开口，表达中不怕出错误；积极参与各种课堂学习活动，积极与他人合作，共同完成学习任务。二、教材分析这是本单元的第四课时。“Lets learn” 为词汇学习课，通过学习四个描述假期活动的词组来学习如何描述自己的暑假生活及询问别人的假期情况。“Look and say” 为以上知识的应用。三、学情分析在六年级下册Unit2中，学生已初步学习了一般过去时的陈述句与一般疑问句形式，并在本单元前三课时中，初步学习了如何询问并回答有关周末（假期）去过的地方及做过的事情，本节课将在学习四个描述假期活动的词组的基础上进一步学习如何谈论假期活动。（本班学生兴趣度、课堂习惯、自制力、对基础单词和知识点的掌握程度、课堂氛围和学生的思想状况教师可根据实际情况分析。教师可参考优教同步学习网上学生的导学反馈）四、教学目标1. 能够听、说、读、写四个描述假期活动的词组：ate fresh food, went swimming, took pictures, bought gifts。2. 能够运用句型How was your summer holiday? 询问别人的假期情况；能够正确运用上述四个词组描述自己的暑假生活。五、教学重难点1. 重点：听、说、读、写四个描述假期活动的词组：ate fresh food, went swimming, took pictures, bought gifts。2. 难点：了解常见的一般过去式动词的不规则形式。（此难点为预设难点，教师可根据班里实际情况调整）六、教学评价1. 通过游戏 “Magic fingers”, “Which is missing?” 和“最佳拍档”来让学生听、说、读、写单词。（检测目标1的达成情况）2. 通过创设情境及“Look and say”来运用重点句型提问并回答周末做过的事情。（检测目标2的达成情况）七、教学过程Step 1: Warm-up1. 师生相互问候。2. 教师播放B Lets talk课文动画，学生观看一遍后，学生分角色表演课文。Step 2：Presentation1. 呈现新单词。(1) 教师呈现B Lets learn部分图片，提问：Who is he? 学生回答后，教师介绍：These were the pictures Wu Yifan took over his summer holiday. What did he do last summer holiday? Lets have a look.引出 ate fresh food并进行教读，注意food的发音。教师可围绕此活动，进行拓展，培养学生的口头表达能力。教师可提问：What fresh food did he ate? Did he eat vegetables? Did he eat fish? What fresh food did you ate yesterday?(2) 教师用同样的同样方式教went swimming, took pictures和bought gifts。教师在教授新词的过程中，可用同类单词归类或语音的拼读方法帮助学生更快掌握新单词。(3) 教师在课件上呈现本部分单词的图片，播放录音，学生跟读。教师需提醒学生注意一般过去式动词的不规则变化形式。2. Lets learn.(1) 教师教完四个新词后，再次提问：How was Wu Yifans summer holiday? 要求学生听录音，核对答案。(2) 教师在课件上播放B Lets learn动画，学生跟读；同桌分角色对话。(3) 学生同桌合作，模仿B Lets learn中对话，根据实际情况对话。Step 3：Practice1. 游戏1: Magic fingers规则：教师说went swimming，伸出1根手指，学生说went swimming一遍；教师伸出2根手指，学生说went swimming两遍如果教师伸出拳头，学生就不说话，如果有其中一组的学生说了，其他几组就获胜。2. 游戏2: Which is missing?规则：教师在课件上出示本课单词图片（可以重复出现），教师让学生先认真观察，然后让其中一张图片快速消失，问学生哪一个单词不见了。最先回答出来的学生所在的小组获胜。3. 游戏3: 最佳拍档规则：教师请两名学生上讲台，一名学生根据教师的纸条表演动作，另一名学生猜：You went swimming. 此游戏也可以分小组进行对抗赛，看哪一组在规定时间内猜对的句子最多。4. Look and say.(1) 教师在课件中呈现Andy的图片，让学生猜测Andy暑期活动，然后再呈现Andy的暑假活动图片。在呈现第四幅图时，引导学生思考为什么Andy见了吴一凡会说：How much is it?(2) 教师引导学生发挥想象，围绕Andy暑假活动的细节进行两人小组问答。示例如下：A: What did Andy do last summer holiday?B: He ate fresh food.A: What did he eat? B: He ate .A: Why did he eat fresh food?B: Because he wanted to be healthy. Fresh food was good for his body.(3) 教师呈现Andy暑假活动的四幅图，同桌两人一组进行描述。教师在课件上提供一些连词或短语作为语言支架，如：On the first day, after several days, a week later等。5. Songs in Unit3: Tell me about your holiday(1) 教师播放歌曲动画，学生观看一遍后跟唱两遍；(2) 学生分组比赛唱歌。Step 4: Summary教师引导学生总结本课所学的词汇和句型，鼓励学生提出问题。Step 5: Homework在四线三格中正确抄写ate fresh food, went swimming, took pictures, bought gifts 5遍。【板书设计】Unit3 ate fresh food went swimming took picturesbought gifts【教学反思】附送：2019年(春)六年级英语下册 Unit 3Where didyou go（第5课时）教案 （新版）人教PEP版教学目标要求1能够通过看图预测日记中故事的开端和发展，回忆相关话题词汇：rode a bike, took picture, ate fresh food, went swimming, went fishing等。2能够在阅读整篇文章的基础上，学习新的语言知识点：basket, part, licked, laugh。3能够在日记中捕捉不同类型的信息，如时间信息，地点信息，人物信息等。4能够仿照教材中的日记，描述自己一天的活动。教学重点1能够通过看图预测日记中故事的开端和发展，回忆相关话题词汇：rode a bike, took picture, ate fresh food, went swimming, went fishing等。2能够在阅读整篇文章的基础上，学习新的语言知识点：basket, part, licked, laugh。教学难点能够仿照教材中的日记，描述自己一天的活动教学过程 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Warmup时间9m1看图片，复习已学目标词汇Look and spell.rode a horse, went camping, went fishing, rode a bike, hurt my foot, ate fresh food, went swimming, bought gifts, took pictures播放课件。 2回答问题，复习已学目标句型Ask and answer.1. Where did you go ?How did you go there? What did you do? 2. How was your summer holiday?首先，教师向学生提问本单元已经学习过的基本句型，然后学生根据PPT屏幕上呈现的问题，问一问同桌，复习相关句型。播放课件。Readandwrite时间30m3看图预测，为学习目标语做铺垫Look and guess.Look, boys and girls! This is Wu Yifan. Look at the picture. Can you guess how he met Max? What will happen next?播放课件。4导入本课话题Look and say.Our friend Wu Yifan went to countryside by bike with his parents last weekend. (从上一话题引入下一话题)Did you go to countryside by bike?What did you do there?Can you guess what happened to Wu Yifans family in the countryside?播放课件。5听读结合，分段学习日记内容Listen and answer.T: OK. Now, lets listen and read Wu Yifans diary and then answer the questions.1. What did they do in the morning?2. Why did they stay at the hotel in the afternoon? 先通过听，让学生整体感知语言。再通过阅读，学生感知文章细节。播放课件。6Listen and follow.Now lets listen again and you should read carefully.教师带领学生边听边疏通文意，对比较困难的对方进行讲解。学生在理解文意的基础上完成下面的练习。播放课件。7判断正误，把握细节Tick or cross.( ) 1. April 23rd was a sunny day.( ) 2. We went swimming in the countryside.( ) 3. Dad and I made a funny play to make Mum happy.( ) 4. Robin liked Max very much.( ) 5. It was a bad but also a good day for Wu Yifan.播放课件。8Number the pictures.看图片，让学生先找一找课文中对应描述的句子，然后给图片标上序号。播放课件。9写一写，加深目标语印象Lets write.What happened to Wu Yifans family?播放课件。10角色转换，加深对目标语印象Finish Mums diary.Show Ss the letter and ask Ss to finish the diary.Boys and girls, this is the diary of Wu Yifans diary.Please read it first and then finish Mums diary.播放课件。11写作练习，增强对目标语的运用Lets write.Write about your bad but good day.请学生呈现自己的想法和答案。播放课件。Homework时间1m12Homework.1听录音跟读课文，挑选自己喜欢的段落进行背诵。2写一写自己亲身经历的好又不好的事情。播放课件。