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小学六年级下册英语教案:Unit 3 Where did you go?

作者:教案小能手发布时间:2020-11-1 20:50:31分类: 小学教案 标签: 小学英语教案 百度: 已收录

Unit 3 Where did you go? 备课人:

课时分配:6 classes for each Unit 备课时间: 3月11日

单元教材分析 单元学情分析

1.本单元主要是使学生学会用过去过去式态表达所做的事情,重点句型是:What did you do last weekend/yesterday? I played football. Did you read books? Yes, I did./No, I didn’t.由于涉及动词过去式的变化规则和读音规则,一般过去式有时学生的学习重难点之一。创设真实情境、组织有意义的任务或活动来展开一般过去式的教学,避免过分强调语法。本单元的内容安排体现了由浅入深、循序渐进的原则,A部分着重学习规则动词的过去式变化,而B部分的重点是不规则动词的过去式变化,如:go—went, read—read等。在教学中,要注意多创设情境,帮助学生内化,达到学以致用。

六年级学生性情稳静,理性,逻辑思维突起,有效地调动他们的学习积极性和自我表现意识是本课成功的关键。本课首先以学生的生活实际为出发点, 激发学生的好奇心,吸引他们的注意力;唤起学生的感知,调整学生投入到一种轻松,和协,快乐,高昂的学习状态。

单元教学目标:

1.能力目标

(1)能够对过去某人所做的事情进行问答,如:What did you do yesterday? I visited my grandparents.

(2)能够用一般过去式的一般疑问句形式询问别人过去某个时间所做的事情并作答。如:Did you go fishing last weekend? Yes, I did./ No, I didn’t.

(3)能够对某人过去某天所做的事情进行简单地叙述。

(4)能够唱歌曲At the Zoo

2.知识目标

(1)掌握A、B部分Let's learn 、中的四会单词和句子,掌握一般动词过去式的变化规则,含规则变化和不规则变化。

(2)听说、认读A、B部分Let's learn 、Let's talk中的加粗句子。

(3)能够认读Pronunciation的音标及例词,完成单词音、形、意的连线活动。

(4)能够理解并会说唱Let's chant。

(5)了解Story time 、Good to know、Task time等内容并尝试借助提示表演故事中的部分内容。

3.情感、策略、文化等有关目标

(1)情感态度:热爱生活,关心他人,培养学生合理安排生活的能力。

(2)学习策略:积极运用所学语言进行交流,通过完成不同形式的记忆游戏发展学生的记忆能力。

(3)文化目标:了解一些西方国家图标的意思,培养学生的环保意识。

课时教学设计

课题:Unit3 A Let’s try Let’s talk 备课人: 上课人:

教学目标:

掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。

教学重点:

掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。 教学难点:

1.能够听、说、读、写Where did you go over your holiday? I went to…等句型。

2. 如何在现实生活中运用所学单词、词组和句型。

教具学具课件准备:

录音机,磁带,单词卡,挂图。 第几课时:1

探索流程 个性添加(教学反思)

Step 1. Warm- up and revision

1、Enjoy the song: At the zoo

2、Daily oral practice

Good morning. Glad to meet you. How are you? What day is today? What’s the weather like today?

Step 2. Presentation

Let’s talk

设计主情景“我是小小侦探”

1、“谁打扫了教室”

教师用课件动画形式出现一个明亮干净的教室。

出现一个老师和一个学生John。

Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to thank him. Can you help me to find him?

J: I can help you to find him.

John跑了出去,碰到了Sarah,John就问Sarah. J: What did you do last weekend?

Sarah: Hmm! I watched TV.

John跑去问了Wu Yifan.

J: What did you do last weekend?

W:Hmm! I played football.

板书句型:What did you do last weekend? I played football. 学生朗读。

教师头带John的头饰T: Look, John come 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?

引导学生回答。

板书help,并朗读。

Step 3. Consolidation

2、Activity 2

3、Activity 3 Make the chant.

4、“找到了”

通过课件展示John和Zoom的对话。

J: What did you do last weekend?

Z: I played football at school.

J: Did you help the teacher clean the classroom?

Z: Yes, I did.

J: Oh, Zoom. You are great!

5、听录音,跟读书本对话。

6、学生一起朗读对话。

板书设计 作业布置

Unit3 Last weekend

What did you do last weekend?

Where did you go over your holiday?

What did you do?

课时教学设计

课题:Unit3 A Let’s learn 备课人: 上课人:

教学目标:

1、能听、说、读、写过去式单词went, rode,hurt和词组 went camping,went fishing;能正确使用动词过去式。

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。

教学重点:

教学重点:1、能听、说、读、写过去式单词went, rode,hurt和词组 went camping,went fishing;能正确使用动词过去式。

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。 教学难点:

掌握本课的新单词及利用过去式的变化进行描述。

教具学具课件准备:

录音机、磁带、挂图等。 第几课时:2

探索流程 个性添加(教学反思)

Step 1. Warm- up and revision

1、Daily oral practice.

Good morning! Glad to meet you. How are you? What’s the weather like today?

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?

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、教师说: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。

3、教师问学生:What do you usually do on Sundays?

4、教师再次出示日历,圈出上个星期天的日子,然后问学生:What was that day? 引导学生回答:It was last Sunday? 板书并带读单词:last。教师:It was last Sunday. It was the last weekend. 板书、解释并朗读词组:last weekend。

5、引出句型:What did you do last weekend?板书句型并朗读。

6、呈现词组:watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。

7、Activity one: Bingo!

8、师生问答。(语言内容,媒介)

9、Activity two: 摘苹果游戏

10. 教师领读 Let’s learn部分。

Step 3. Consolidation

Let’s find out.

1、教师通过CAI出示图片,提问:

What did Zoom do last weekend?

板书并认读:do-did, water-watered.

2、教师问几个学生:What did you do?

3、Do a survey。学生之间相互了解,并做好记录。

完成后上台进行解说。

4、填入所缺的单词。

板书设计 作业布置

Unit 3 Last weekend

rode a horse

rode a bike

went camping

hurt my foot

went fishing

A.抄写本课时的四会单词3遍。

B.和他人谈一谈自己上个周末的活动。

课时教学设计

课题:Unit3 B Let’s try Let’s talk 备课人: 上课人:

教学目标:

1、能听、说、读、写过去式单词ate,took,bought,gift和短语took picture;能听说认读单词beach,basket,part,licked,laughed和短语went swimming。

2、掌握四会句型How did you go there?I went there by plane。

教学重点:

1、能听、说、读、写过去式单词ate,took,bought,gift和短语took picture;能听说认读单词beach,basket,part,licked,laughed和短语went swimming。

2、掌握四会句型How did you go there?I went there by plane。

教学重点:1、能听、说、读四会句型How did you go there?I went there by plane

2. 如何在现实生活中运用所学单词、词组和句型。

教具学具课件准备:

1 the teaching pictures

2 the figure pictures

3 some photos

4 radio and tapes

5 word cards and figure cards 第几课时:3

探索流程 个性添加(教学反思)

Step 1. Warm- up and revision

1. Hang-man game

( went to a park, went swimming ,went fishing, went hiking, read books)

2 游戏Bingo

3. Let’s try

Step 2. Presentation

1. chant

(1) 教师用课件呈现chant

(在课件上出现几幅图片NIGHT PARK JUNE等,然后在YES的地方出现一个人)

(2) 学生二人小组说唱书本上的chant

(3) 学生用手头的卡片自编一个chant

2. Let’s talk

(1) Listen and do

(2) Look and answer

(3) Listen and read

Step 3. Consolidation

Activity 1.Let’s find out (见表格2)

Activity 2 The story of Zoom

Activity 3 Guessing

Task-time

1) Pair work

A: What did you do last weekend? / Did you …?

B: I (did)…/ Yes, I did.

2) 在问答过程中完成书中所示的表格.

3) 邀请几组同学到前面汇报调查结果

B.learn

教学难点:1、能听、说、读、写过去式单词ate,took,bought gift和短语took picture等

2、能运用句子How was your summer holiday? What did you do there?对别人在假期里所做的事情展开问答。

教学难点:

1、 掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday?的灵活运用。

2、如何在现实生活中运用所学单词、词组和句型。

Step 1. Warm- up and revision

1) Free-talk:

T: What day is today?

A: Today is…

T: What day was yesterday? (强调 yesterday)

B: Yesterday/ It was…

T: What did you do yesterday?

C: I (did)…yesterday. ( 用前几课时已经学的词组)

2) Chain-drill:

C: I (did)…yesterday. What did you do yesterday?

D: I (did)…yesterday. What did you do yesterday?

E, F…( ask the teacher)

T: I went to a park yesterday.

Step 2. Presentation

1) Let’s learn:

继续Chain-drill,由T 引出并出示新授词组:

went hiking.

2) 学生已经了解了go 的过去式后, T 边用

I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.

3)Ask and answer:

A: T ask and Ss answer.

B: S1 ask and S2 answer.

C: S3 ask and T answer.

由此,T 引出新授词组: read a book.

4) 自编chant. Chant together.见附录

5)Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.

6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.

Step 3. Consolidation

通过各种游戏,操练所学词组

Activity 1 找搭档

Activity 2 我是侦察兵

Activity 3 记忆大挑战

Task-time

1) Pair work

A: What did you do last weekend? / Did you …?

B: I (did)…/ Yes, I did.

2) 在问答过程中完成书中所示的表格.

3) 邀请几组同学到前面汇报调查结果

板书设计 作业布置

How did you go there?

I went there by plane。

1.朗读对话。

2.用词组或短句来描述自己爸爸或妈妈上周末的活动情况,并且写下来。

课题:Unit 3 B Let’s learn 备课人: 上课人:

教学目标:

1、能听、说、读、写过去式单词ate,took,bought gift和短语took picture等

2、能运用句子How was your summer holiday? What did you do there?对别人在假期里所做的事情展开问答。

教学重点:

1、能听、说、读、写过去式单词ate,took,bought gift和短语took picture等

2、能运用句子How was your summer holiday? What did you do there?对别人在假期里所做的事情展开问答。 教学难点:

1、 掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday?的灵活运用。

2、如何在现实生活中运用所学单词、词组和句型。

教具学具课件准备:

1 the teaching pictures

2 the figure pictures

3 some photos of the teachers

4 radio and tape

5 the word cards and figure cards 第几课时:6

探索流程 个性添加(教学反思)

Step 1. Warm- up and revision

1) Free-talk:

T: What day is today?

A: Today is…

T: What day was yesterday? (强调 yesterday)

B: Yesterday/ It was…

T: What did you do yesterday?

C: I (did)…yesterday. ( 用前几课时已经学的词组)

2) Chain-drill:

C: I (did)…yesterday. What did you do yesterday?

D: I (did)…yesterday. What did you do yesterday?

E, F…( ask the teacher)

T: I went to a park yesterday.

Step 2. Presentation

1) Let’s learn:

继续Chain-drill,由T 引出并出示新授词组:

went hiking.

2) 学生已经了解了go 的过去式后, T 边用

I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.

3)Ask and answer:

A: T ask and Ss answer.

B: S1 ask and S2 answer.

C: S3 ask and T answer.

由此,T 引出新授词组: read a book.

4) 自编chant. Chant together.见附录

5)Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.

6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.

Step 3. Consolidation

通过各种游戏,操练所学词组

Activity 1 找搭档

Activity 2 我是侦察兵

Activity 3 记忆大挑战

Task-time

1) Pair work

A: What did you do last weekend? / Did you …?

B: I (did)…/ Yes, I did.

2) 在问答过程中完成书中所示的表格.

3) 邀请几组同学到前面汇报调查结果

板书设计 作业布置

Unit 3Last weekend

1.听本部分的录音,读给朋友或家长听。

2.活动手册

课时教学设计

课题:Unit 3 B read and write 备课人: 上课人:

教学目标:

1、 能读懂并理解Read and write的内容,并完成其中的任务

2、 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背景知识或储备词汇

3、 能够通过完成读后活动训练在语篇中捕捉不同信息类型和思考能力

4、 能够在阅读中获取有用的句型口头描述一下自己一天的活动

教学重点:

本课的教学重点是掌握四会词组,并用所学词组和句型进行调查 教学难点:本课的教学难点是灵活运用所学的内容进行交际。

教具学具课件准备:

1 the teaching pictures

2 the figure pictures

3 some photos

4 word cards and figure cards 第几课时:4

探索流程 个性添加(教学反思)

1.阅读前

(1)看一看,说一说。教师要求学生按教材要求与同桌讨论:How did Wu Yifan meet Max? What will happen?完成后可在全班交流,教师把学生们的想法用简单的句子写在黑板上

(2)教师让学生分类,哪些是好的事情?从而引出主题:life is full of good news and bad news。

2.阅读中

(1)第一次阅读:教师要求学生尝试快速阅读文本,捕捉关键信息,给图片排序

(2)第二次阅读:教师要求学生再次阅读文本,概括并写出这一天发生在吴一凡一家的三件好事和两件坏事。

(3)第三次阅读:理解更多细节。

(4)教师放自制的课件,呈现几名学生讲述自己同事经历好事情和坏事情的不寻常的经历

(5)教师引导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情、坏事情和自己的对策。

3.阅读后

(1)教师补充中国传统故事,塞翁失马,焉知非福。

(2)完成活动手册。

板书设计 作业布置

Unit3Last weekend

1.抄写四会词3遍。

2.课后继续交流同桌的周末或前天的活动信息。

课时教学设计

课题:unit 3 B Let’scheck Story time 备课人: 上课人:

教学目标:

1.能够完成Let’s check

2.能理解story time中故事

教学重点:

1.能够完成Let’s check

2.能理解story time中故事 教学难点:

1.能够完成Let’s check

2.能理解story time中故事

教具学具课件准备:

1 the teaching pictures

2 the figure pictures

3 radio and tape 第几课时:6w W w . x K b 1.c o M

探索流程 个性添加(教学反思)

Step 1 Warm-up.

1.利用词卡,帮助学生复习各个词汇(动词及其过去式)

2. Free Talk:

教师先和较优秀的学生示范,然后让生生合作完成。例如:

(1) What did you do yesterday?

(2) Did you /he / she …?

主要复习本单元的主句型。

出示学习目标

Step 2 Pre-reading.

1.“绕口令”活动。以此介绍: twister, tongue twisters.

板书并教读。

2.教师出示挂图,师生一起用过去式讨论挂图内容。

Step 3 In-reading.

1. General reading.(略读)

让学生快速阅读课文,并回答:

A. Did they read tongue twisters together?

B. Did Mike fly kites?

C. Did the dog jump into the river?

Check the answers.

2. Detailed reading(细读)

让学生仔细阅读课文,完成课后练习题2 Number the sentences.

(可以独立阅读,也可以小组合作。)

校对答案。

3. let’s read(读写)

完成课后练习题1 Finish the sentences.

4. Listen to the tape.首先静听然后跟读。

5. Read aloud. (朗读)同时小组找出短文中不理解的句子进行讨论。

读完之后质疑释疑。

Step 4 Post-reading

1.复述对话

在此环节中,教师要帮助学生找出key words.以降低难度。同时,要教给学生如何找关键词。

2. Story time

(1)让学生先独立阅读。找出不理解、不会读的地方。

(2)共同释疑。

(3)听录音,跟读。

(4)分角色读或表演。(根据学生的程度选择)

Step 5 Progress

做本部分基础训练的练习。

板书设计 作业布置

Unit3Last weekend

A.学生听录音,跟读对话,书写四会句型。

B.利用所学的知识调查朋友的有关活动信息,并记录下来。

小学六年级下册英语教案:Unit 3 Where did you go?内容来源地址:https://jiaoan.org/xiaoxue/13686.html

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