六年級英語下冊Unit

Unit 3 Where did you go?Part A教學內容Lets learn, Listen, answer and write, Lets try, Lets talk教學目標【知識目標】1.四會詞匯：went, camp, went camping, fish, went fishing, rode, hurt2.三會詞匯：fell, off, Labour Day, mule, Turpan, could, till3.重點句型：(1)Where did you go? I went to a forest park.(2)Did you go to Turpan? Yes,we did.【能力目標】1.能夠聽、說、讀、寫四會詞匯，能夠聽、說、認讀三會詞匯。2.能夠對某人去過的地方和所做的事情進行問答。如:Where did you go? I went to What did you do yesterday? I visited my grandparents.3.能夠用一般過去時的一般疑問句形式詢問別人過去某個時間所做的事情并作答。如：Did you go fishing last weekend? Yes,I did./No,I didnt.【情感目標】自由地談論去過的地方和做過的事情，激發(fā)學生對過去經歷的美好回憶。熱愛生活，學會分享，增進友誼。教學重點1.能聽、說、讀、寫過去式單詞went，rode，hurt和詞組 went camping，went fishing等;能正確使用動詞過去式。2.能利用“Where did you go？What did you do？”互相詢問去過的地方和做過的事情，并能根據實際情況靈活作答。教學難點1.掌握本部分的新單詞并利用過去式的變化進行描述。2.靈活運用“Where did you go？” “What did you do？”談論去過的地方和做過的事情。教學準備課本、課件、課本掛圖、日歷、John頭飾若干、小獎品、磁帶和錄音機（或其他課本配套音頻設備）等課時安排2課時第一課時教學過程批注1、 Warm-up & Revision1.Daily oral practiceGood morning! Glad to meet you. How are you? Last weekend, I did many things. Can you guess and say what I did. Now lets play a game.2.Game:Look and say教師做watched TV, washed the clothes, cleaned the room, played football, read a book, slept, had a cold（rode a horse, rode a bike, went camping, went fishing, hurt my foot）等動作，學生運用Unit 2所學說出對應的英文（注意用過去式），對于括號里的內容，用中文答出即可。學生比比誰反應快。以師生互動游戲的方式回顧上個單元重點知識并導入新一單元的學習。對于在游戲環(huán)節(jié)表現優(yōu)秀的學生，教師給予適當表揚或獎勵（小獎品）。二、Presentation & PracticeLets learn1.教師出示一個日歷給大家看，圈出今天的日子是Friday，然后問學生：Whats today? What day is it tomorrow? 2.教師說：“On Saturdays ( the weekend)，I usually wash clothes, clean the room, play football, watch TV and visit my grandparents.”出示教師所說動作的卡片，學生跟讀詞組。3.教師問學生：What do you usually do on Saturdays?4.教師再次出示日歷，圈出上個星期六的日子，然后問學生：What was that day? 引導學生回答：It was last Saturday. 板書并帶讀單詞last。教師：It was last Saturday. It was last weekend. 板書、解釋并朗讀詞組last weekend。5.教師呈現五張分別表示騎馬、騎自行車、野營、釣魚和傷腳的圖片，帶領學生認讀并學習詞匯。6. 呈現本課兩個重點句型“Where did you go last Saturday? What did you do?”并帶讀。7.播放錄音讓學生跟讀。8.引導學生模仿課文例子進行會話?？梢韵炔捎脦焼柹鸬姆绞?，然后學生結對問答。9.鼓勵學生（23對）上臺表演他們的會話。教師適時糾錯，給予表現優(yōu)秀的學生一定獎勵）Listen,answer and write1. 教師呈現本部分課本掛圖，學生瀏覽問題和圖片。2. 播放錄音，學生聽大意。3. 再次播放錄音，學生將相應的人物活動填寫在課本答題線上。4. 師生核對答案。通過學生結對互助練習逐漸掌握句型。通過臺上表演，鼓勵學生大膽表達。 作業(yè)設計1.抄寫并背誦本課所學四會詞匯。2.自主預習B部分Lets talk課文。板書設計Unit 3 Where did you go?rode a horse rode a bikewent camping hurt my footwent fishingWhere did you go last Saturday? I went to.What did you do there? I.第二課時教學過程批注一、Warm-up & Revision1.Daily oral practiceGood morning. Glad to meet you. How are you? What day is it today? Whats the weather like today?2.呈現上節(jié)課用到的圖片，和學生一起回顧詞匯及句型。二、Presentation & PracticeLets try1.讓學生讀題。2.播放錄音，讓學生完成三個小題。3.師生核對答案。4.再次播放錄音，教師對學生有疑問的地方進行簡單講解。Lets talk1.設計主情景“我是小小偵探”“誰打掃了教室？”（1）教師用課件動畫形式呈現一個明亮干凈的教室。出現一個老師和一個學生John。T:Look,our classroom.Its very clean and tidy.But who cleaned it?I dont know.I want to thank him.Can you help me find him?J:I can help you to find him.John跑了出去，碰到了Sarah，John就問Sarah。J:What did you do last weekend? Sarah: Hmm! I watched TV. 然后John跑去問Wu Yifan。J:What did you do last weekend?W:Hmm! I played football.板書句型：What did you do last weekend? I played football. 學生朗讀。（2）教師配帶John的頭飾T: Look, John comes to our class. He wants to find who cleaned the classroom last weekend. T:What did you do last weekend?S1:I.T:What did you do last weekend?S2:I.T:Did you help the teacher clean the classroom?引導學生回答。2.用錄音機或其他設備播放課文錄音，讓學生完整聽一遍之后再逐句播放，讓學生跟讀。3.講解句型“Where did you go? Mt. Tianshan, Xinjiang.” “Did you go to Turpan? Yes, we did.”。4.讓學生兩人一組分角色練習Lets talk部分的對話。5. 學生討論John假期去了哪里，做過什么。然后再說說自己的假期。完成課文后的問題。 先看題，再聽錄音做題。創(chuàng)設情境，進行趣味游戲，活躍課堂氣氛。 分角色朗讀，教師可以對語音、語調掌握得好的學生進行表揚，并且鼓勵其他人向他學習。作業(yè)設計1.熟讀Lets talk部分課文。2.自主預習B部分Lets learn新課。板書設計Unit 3 Where did you go?What did you do last weekend?I played football.Where did you go over your holiday？What did you do？ Part A部分重點學習了幾個表示過去活動的詞語,并將這些詞語運用到了日常的口語交際中。教師引導學生通過圖片展示、問答、游戲、會話表演等一系列活動來訓練“Where did you go last Saturday? I.”“What did you do there? I.”兩個句型,讓學生在日常交際中學會問答過去的活動，激發(fā)學生對過去經歷的美好回憶。Part B教學內容Lets learn, Look and say, Lets try, Lets talk, Read and write, Lets check, Lets wrap it up, Story time（C部分）教學目標【知識目標】1.四會詞匯：ate,took,took pictures,bought,gift2.三會詞匯：beach,basket,part,licked,laughed 3.重點句型：(1)How was your summer holiday? It was good.(2) Where did you go over the winter holiday？My family and I went to Sanya.(3)How did you go there? We went there by plane.【能力目標】1.能夠聽、說、讀、寫四會詞匯，能夠聽、說、認讀三會詞匯。2.理解并掌握重點句子。3.靈活運用所學句型自由談論和評價過去的旅游經歷?！厩楦心繕恕颗囵B(yǎng)學生熱愛旅游、熱愛生活的積極情感，引導學生與人交往，與人交流、合作。教學重點1.Lets learn（四個過去式詞組）Lets talkRead and writeLets wrap it up。2.運用重點句型談論假期去過哪里并評價旅游經歷。教學難點1.能在實際情景中靈活運用重點句型。2.模仿課本Read and write用日記記錄自己的一天的活動情況。3.動詞過去式的不規(guī)則變化。教學準備課本、課件、單詞卡片、掛圖、小獎品若干、磁帶、錄音機（或其他音頻播放設備）等課時安排4課時第一課時教學過程批注一、Warm-up & Revision1.Free talk T:What day is today? S1:Today is. T:What day was yesterday? (強調yesterday) S2:It/Yesterday was. T:What did you do yesterday? S3:I (did).yesterday. (用前幾課時所學的詞組作答)2. Chain-drill:S3: I (did).yesterday. What did you do yesterday?S4: I (did).yesterday. What did you do yesterday?S5: .(ask the teacher)T: I went to a park yesterday.3.播放教材配套英文歌曲“Tell me about your holiday”，然后帶學生一起唱，進一步為新課預熱。以師生自由談論、學生句子接龍的形式復習前幾次課所學詞匯和句型。用歌曲活躍課堂氣氛。二、Presentation & PracticeLets learn1.帶學生聽Lets learn部分的錄音，并讓學生跟讀。2.繼續(xù)Chain-drill,教師引出并出示新授詞組:ate fresh food, went swimming, took pictures, bought gifts。3.出示課本動詞卡片，學生朗讀。4.學生已經了解eat, go, take, buy的過去式后, 教師邊用“I did (這個動詞用動作表達).yesterday.”表達自己昨天做什么了,邊做動作邊讓學生幫老師說出:ate fresh food,went swimming, took pictures等。5.學生結對練習Lets learn 的對話，分角色扮演，然后交換。 Look and say 1.教師展示課本上的圖片。 2.讓學生猜測畫面意思，然后運用本課時Lets learn部分所學的詞組描述Andy上個暑假的活動情況。學生先私底下練練。3.鼓勵學生起來向全班同學作報告。表現好的學生，給小禮品嘉獎。 用看似隨意的聊天引出將要學的詞匯。 角色扮演，寓教于樂。對于學生表達得不到位的地方，教師注意及時給予指導、幫助。作業(yè)設計1.抄寫并背誦四會詞匯：ate, took, took pictures, bought, gift。2.自主預習Lets talk部分課文，在不理解的地方做上記號。板書設計Unit 3 Where did you go?ate fresh food went swimmingtook pictures bought gifts第二課時教學過程批注一、Warm-up & Revision1.Greetings2.TPR教師給出went swimming ,went fishing, took pictures, rode a horse, rode a bike, read books等指令，學生根據聽到的指令做動作。 二、Presentation & PracticeLets try1.讓學生讀題，帶著問題聽錄音。2.教師給學生播放錄音，學生完成兩道選擇題。3.師生核對答案，教師點撥難點。Lets talk1.教師展示自己寒假里活動的圖片,和學生一起用過去時進行描述。2.教師對學生說：Amy的好朋友正詢問她寒假的活動情況。她去哪里玩了？怎么去的？做了哪些有趣的事呢？Lets have a look!3.播放Lets talk活動的動畫或錄音，請學生看動畫或聽錄音，教師通過簡單的提問幫助學生理解課文大意。Q:Where did Amy go last winter holiday? 4.再次播放錄音，思考：How did she go there? What did she do?5.小組討論，找出答案，抽學生回答。6.再次播放錄音，跟讀，要求學生模仿語音語調。7.學生分角色朗讀，男女生讀，或分組（三人一組）讀。8.鼓勵學生起來描述自己的寒假活動（引導學生完整表達出旅行的時間、地點、出行方式、事件等要素）。帶著問題有針對性地聽對話?？蛇x小組起來表演。作業(yè)設計1.熟讀Lets talk部分課文。2.自主預習Read and write部分，在不懂的地方做上記號。板書設計Unit 3 Where did you go?Where did Amy go last winter holiday? How did she go there? What did she do?第三課時教學過程批注一、Warm-up & Revision1.Free talk教師自由提問：Where did you go last winter holiday? How did you go there? What did you do?學生根據實際情況回答，師生用英文交流。2.Revision:教師用課件呈現Lets learn部分的幾圖片，學生看圖用過去式說詞組或句子，看看誰說得又快又準。 復習上節(jié)課所學句型。二、Presentation & PracticeRead and write1.閱讀前（1）看一看，說一說。教師要求學生觀察圖片，猜測并與同桌討論：How did Wu Yifan meet Max？ What will happen next？完成后可在全班交流，教師把學生們的想法用簡單的句子寫在黑板上。（2）教師讓學生對所有的猜想進行分類，哪些是好的事情？哪些是不好的事情？從而引出主題：Life is full of good news and bad news. 2.閱讀中（1）第一次閱讀：教師要求學生嘗試快速閱讀文本，捕捉關鍵信息，了解文章大意，然后給圖片排序。（2）第二次閱讀：教師要求學生再次閱讀文本，概括并寫出這一天發(fā)生在吳一凡一家的好事和壞事。（3）第三次閱讀：理解更多細節(jié)。（4）教師放自制的課件，呈現幾名學生講述自己同時經歷好事情和壞事情的不尋常的經歷。（5）教師引導學生結合自己的實際情況，根據課文提示寫出同一天發(fā)生在自己身上的一件好事情、壞事情和自己的對策。3.閱讀后（1）讓學生在文中用橫線畫出表示過去活動的詞組，師生一起梳理文章關鍵信息，完成表格。In the morningIn the afternoon教師引導學生以時間為序，復述課文內容。（2）教師補充中國傳統故事：塞翁失馬，焉知非福。 讓學生通過對比，先自己找找同一天發(fā)生在自己身上的好事和壞事。作業(yè)設計1.聽讀課文。2.自主預習Lets wrap it up新課。板書設計Unit 3 Where did you go?Max sat in a basket on the front of the bike.Mum ate some bad fruit and didnt feel well.We dressed up and made a funny play.第四課時教學過程批注一、Warm-up & Revision1.Greetings2.Revision:可利用詞卡讓學生進行一些動詞原形與過去式的配對練習。詞卡中的單詞可從之前所學內容中發(fā)掘。 自由問答作為學習新課的預熱。二、Presentation & PracticeLets check1.首先，教師出示Lets check的四幅圖片，讓學生根據圖片了解畫面意思。2.播放錄音，學生聽大意，判斷所聽內容與圖文是（T）否(F)相符。3.再次播放錄音，讓學生根據聽到的內容回答四個問題，在學生聽的過程中做適當的引導。4.師生核對答案。Lets wrap it up1.用課件出示課本圖片。2.呈現幾組不規(guī)則變化的動詞過去式，讓學生注意觀察。3.學生獨立完成填空任務。師生核對答案，確保學生將正確的動詞形式填入橫線。4.學生讀一讀填寫完整的文段，記一記相關動詞及其過去式。Story time1. 引入本部分的學習。T:Today Zip and Zoom are talking about the holiday. Lets go and have a look. 讓學生先獨立閱讀,找出不理解、不會讀的地方。2.教師呈現Story time掛圖，讓學生邊看圖邊聽錄音，聽完回答老師的問題：Where did Zoom go? How was Zooms holiday? 3.再次播放錄音，讓學生邊聽邊看課文。聽完后師生共同釋疑，同桌之間講一講這個故事的內容，兩人互助整理出故事的大意。4.鼓勵學生起來給大家講這個故事，可分幾段讓不同學生完成。5.學生分角色讀或表演。教師先呈現沒有文字內容的課本插圖1，引導學生表演。根據學生掌握的程度，可先練習一幅圖或多幅圖，引導學生記憶對話并表演。 核對答案時，對于難拼寫的單詞，教師要板書。對于問答題，教師要引導和幫助學生書寫完整的英文句子。 以趣味故事再次復習本單元重點句型。作業(yè)設 計1.抄寫并背誦本單元重點詞匯和句子。2.自主預習下一個單元的內容。板書設計Unit 3 Where did you go?am/iswas arewereeatate drinkdrankrunran B部分仍然以談論過去的經歷為主線，進一步訓練“Where did you go?” “How did you go there?” “What did you do?”及其答語,通過聽、說、讀、寫全方位的訓練，學生基本掌握了一般過去時態(tài)，能抓住時間、地點、出行方式和活動幾個要素來描述假期出游情況。對于聽力題，教師要有意識地培養(yǎng)學生聽前讀題的好習慣。觀察一下圖片，讀一讀題干，找找關鍵詞，這些都有利于后面的答題。另外，對于難度適宜的題目，做完之后教師可以鼓勵有能力的學生來給其他人講題，讓學生爭當小老師。