人教版PEP英语六年级下册Unit 3 单元教学设计 课 题Unit 3 Where did you go?课 型新授备课教师 执教教师 教学目标（一）知识目标1. 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。2. 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。3. 能够听、说、读、写，并在情景中运用句型 Where did you go ?How did you go there? What did you do? 谈论假日安排；能够通过对话学习了解新疆的风土人情。4. 能够在语境中理解生词beach的意思，并能正确发音。5. 能够运用所学句型谈论自己的寒假生活。（二）能力目标1. 能够从图片信息中推测考查点，做到有目的地去听录音，并完成判断任务。2. 能够在教师的帮助下通过活动归纳不规则动词的过去式。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。三）情感目标 能够懂得凡事都有好坏两面，只要努力坏事也能转化成好事的道理。教学重点运用句型 Where did you go? What did you do? 询问并回答有关假期去过的地方及做过的事情。教学难点运用句型 Where did you go? What did you do? 询问并回答有关假期去过的地方及做过的事情。课时安排6课时教具准备多媒体课件、单词卡片、音频MP3。教 学 过 程二次备课Unit 3 Where did you go?第一课时A Lets learn . Listen, answer and write.一、教学目标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, 并知道一般过去时动词词尾的不规则变化。2. 能够正确运用上述五个词组谈论周末活动。二、教学重难点1. 重点：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. 难点：一般过去时动词词尾的不规则变化。三、教学评价1. 通过游戏 “Bomb Game”, “Guess, guess, guess”, “快速抢答”和“英汉互译”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“Listen, answer and write”来运用重点句型谈论某人的周末活动并做汇报。（检测目标2的达成情况）四、教学过程Step 1: Warm-up1. 师生相互问候。2. 师生运用上节课所学句型进行简单对话。T: What did you do yesterday?Ss: .T: Where did you go?Ss: .Step 2：Presentation1. 呈现新单词。(1) 教师通过呈现A Lets learn中John五月一日微博上的图片，引出并教授新词rode a horse, went camping, went fishing；在引出新词时，教师可提出跟图片相关的各种问题，帮助学生学习新词。如：What was the weather like there on Labour Day holiday?Where did he ride a horse?Who did he ride a horse with?How did he feel?(2) 教师引导学生猜测上周六John做了什么，然后播放课文动画，获取信息后，验证之前的猜测，教师教授rode a bike 。(3) 教师在课件上出示John五月十二日微博上的图片，继续与学生一起讨论John上周末的活动。教师提问：What else did he do last Saturday? Who rode a bike with him? Was it fun to ride a bike in the forest park? What happened to him later? If you were John, what would you do? 引导学生谈论并回答，教师教授hurt my foot。(4) 教师在课件上出示本部分五个词组，并出示动词rode, went和hurt的原形，引导学生了解动词的过去式的不规则变化。2. Lets learn.(1) 教师播放A Lets learn课文动画，学生跟读。(2) 学生同桌合作，模仿Lets learn中对话，根据实际情况对话。Step 3：Practice1. 游戏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. 游戏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，悄悄告诉他两个本课学的词组，让他依次做相应的动作，四个组的学生根据表演者的动作猜：He rode a horse/ and went camping/ 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. 游戏3: Guess, guess, guess规则：教师在课件上出示单词卡片（含配图与单词），遮住单词的一部分（开头或者结尾），学生快速猜测并读出该单词。4. 游戏4：英汉互译规则：教师说英语，学生说汉语；教师说汉语，学生说英语。（教师及时表扬反应最快的学生，鼓励学生积极参与游戏）5. Listen, answer and write.(1) 教师提问学生：How do you feel today? Why? What about yesterday? How did you feel yesterday? Is it the same as today? What did you do yesterday? 引导学生用不同的动词或动词短语描述昨天做的事情和感受。教师让学生把动词短语在小组内先分享，然后向全班汇报。(2) 学生四人一组，把学过的过去式的动词短语进行归类，然后与其他组分享。如：rode a bike, rode a horsewent camping, went fishing, went swimming(3) 教师播放本部分录音，学生听两遍后，回答问题：What did they do yesterday?(4) 教师再次播放录音，学生写出答案；师生一起核对。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: Homework1. 在四线三格中正确抄写rode a horse, rode a bike, went camping, hurt my foot, went fishing 5遍。2. 下次上课时带上三张寒假时照的照片。五、板书设计Unit3rode a horse Where did you go last Saturday?rode a bike I went to a forest park. went camping What did you do there?went fishing I rode a bike.hurt my foot 第二课时 A Lets try. Lets talk.一、教学目标1. 能够理解对话大意，并回答对话下问题。能按照正确的语音、语调及意群朗读对话，并能进行角色表演。2. 能够听、说、读、写，并在情景中运用句型Where did you go? What did you do? 询问并回答有关假期去过的地方及做过的事情。 3. 能够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。二、教学重难点运用句型 Where did you go? What did you do? 询问并回答有关假期去过的地方及做过的事情。三、教学评价1. 在图片和教师的帮助下理解对话大意，并回答对话下问题；通过仿读课文及分角色朗读能用正确的语音、语调来表演课文中对话。（检测目标1的达成情况）2. 通过“活动1”、“活动2”能运用重点句型。（检测目标2的达成情况）3. 通过教师创设的语境及仿读课文来理解新词的意思并正确发音。（检测目标3的达成情况）四、教学过程Step 1: Warm-up1. 师生相互问候。2. 师生运用上节课所学句型进行简单对话。T: What did you do over your holiday?Ss: T: How was it?Ss: Step 2：Presentation1. Lets try.(1)教师通过Free talk中的谈论的关于假期的话题，引导学生猜猜看John的假期过得怎么样。(2) 教师播放录音，学生完成第1、2题。(3) 教师追问学生：Why was John at home? 引导学生进行猜测。教师再次放录音，学生根据录音完成第3题，验证之前的预测。2. Lets talk.(1)教师播放本部分动画，学生带着问题观看动画，看后回答问题： What happened to John? What did they talk about later?教师利用图片帮助学生理解并教授fell off；教师结合日历，让学生理解Labour Day holiday的概念。Johns Labour Day holiday(2) 教师继续提问学生：Where did John go on his Labour Day holiday? What did he do there? 要求学生带着问题观看动画，并在课件上呈现关键信息。Where did he go?What did he do?(3) 教师结合思维导图，引导学生描述Johns Labour Day holiday, 鼓励学生对John的假期提出问题：Who did John go with? Was he happy? What did people wear there? Could they dance well? 等。教师根据思维导图中的句子，解释Where did he go? What did he do? 的用法。(4) 教师播放录音，学生跟读。（mule, Turpan, could及till为新词，教师需解释其意思，并注意学生的发音）(5) 教师播放课文录音，学生逐句仿读。（提醒学生在跟读的过程中注意模仿录音中的语音、语调）Step 3：Practice1. Role Play师生分角色朗读课文；同桌分角色朗读对话；教