PEP部编人教版 六年级英语 下册(教学设计 电子教案) Unit 3 Where did you go?(全单元教案) 联系客服

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PEP部编人教版 六年级英语 下册(教学设计 电子教案) Unit 3 Where did you go?

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

PEP部编人教版 六年级英语 下册(教学设计 电子教案) Unit 3 Where did you go?

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

PEP部编人教版 六年级英语 下册(教学设计 电子教案) Unit 3 Where did you go?

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

PEP部编人教版 六年级英语 下册(教学设计 电子教案) Unit 3 Where did you go?

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’s check 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?