人教版六年级下册Unit3-Where-did-you-go导学案
四会市城中街道中心小学六年级英语科导学案主备人翠娴复备人审批人秋霞编号时间学生班级小组课题Unit 3 Where did you go?A. Let’s learn 课型词汇教学课时第1课时本周行为训练重点训练学生在课堂上能大胆展示，培养他们的倾听能力。
学习目标1、能听、说、读、写单词和词组：rode, went, hurt, camp, fish, went, camping, went fishing。
2、能听、说、认读句子：Where did you go last Saturday? I went to a forest park. What did you do there? I rode a bike.并能在实际情境中运用。
重、难点预测1、学习重点：学会单词和词组：rode, went, hurt, camp, fish, went, camping, went fishing。
学会句子Where did you go last Saturday? I went to a forest park. What did you do there? I rode a bike.并能在实际情境中运用。
2、学习难点：掌握不规则动词的过去式。
学习过程教师“复备”栏或学生笔记栏知识一般过去时：表示过去某个时间发生的动作或存在的状态。
课前预习1.你能正确读出下面的词组吗？你知道它们的汉语意思吗？来试试吧！（自学，可借助单词表）1.went camping ________________2. rode a bike _________________2.went fishing _________________ 4. hurt my foot ________________5. rode a horse ___________________2.你能流利读出下面的句子吗？你知道它们的汉语意思吗？Where did you go last Saturday ?I went to a forest park.What did you do there?家长加油站签名：合作探究部分课前热身：Warm-up1、Free talk.（师生对话）2、师生一起chant：What did you do？ I read a book.What did you do? I saw a film.What did you do? I had a cold.What did you do? I slept all day.Step 1:Check(回顾复习，小小检测)唱反调：老师说动词原形，学生说过去式。
Step 2:presentation (呈现目标，自主学习)1.教师情景导入新课，学生读学习目标。
2.问一两个学生预习的情况。
3.Listen to the tape.1)Just listen.（听录音，用笔画出你不会读的单词。
）2)listen and repeat in a low voice.3)listen and repeat in a loud voice. 4)Read after the teacher. Step 3: Co-operation（合作交流，独学、对学、群学）1．自己先读单词；（独学）2．和对子交流有疑问的单词；（对学）3．对子读Let’s learn 部分的容；4.争先恐后Say the words as soon as possible.5．小组群学课文。
（小组长要组织好自己组的组员进行练习读单词或句子。
）Step 4: Show（大小展示，探究总结）1.Show your reading. Let’s have a competition.(小组展示。
可以采取不同的展示方式，比一比哪个小组最棒！)（温馨提示：展示方式可以：1.全组齐读。
2.组长带读。
3.分角色读。
4.男女读。
5.开火车读。
）2.合作探究单词或句子。
综合运用所学语言，学以致用，进行交际。
Where did you go last Saturday? I went to… ..What did you do there? I … .对子仿写这个句子，再编一个你自己的句子并读熟。
对子PK并展示。
Step 5:Consolidation（达标检测，师生小结）一、划线部分提问1. I went to the park last Sunday._________________________________________2. I rode a bike there.______________________________________3. I hurt my foot yesterday.________________________________________4. She went camping the day before yesterday._____________________________________5. Amy went fishing yesterday._____________________________________6. Sarah went to the zoo last week._______________________________________二、根据句子意思，选择单词。
（reads, did, went, watched, buy, rode）1. I _________ TV last night.2. How_________ you go there?3. I want to_______ a postcard.4. His uncle_________ a horse yesterday.5. We_________ fishing last Sunday.6. He_________ a story book every week.Step 6:Summary.What have you learned today？Homework:板书设计课后反思四会市城中街道中心小学六年级英语科导学案主备人翠娴复备人审批人秋霞编号时间学生班级小组课题Unit 3 Where did you go?A. Let’s talk 课型对话课时第2课时本周行为训练重点训练学生在课堂上能大胆展示，培养他们的倾听能力。
学习目标1、能听、说、读、写句子： What happened? Are you all right? I’m OK now. Where did you go? It looks like a mule! Did you go to Turpan? Yes, we did.2. 能听、说、说认读单词：fell, off, Labour Day, mule, Turpan, could, till；句子： They won’t be ready till August. I fell off my bike last Saturday and hurt my foot.重、难点预测1、学习句子： What happened? Are you all right? I’m OK now. Where did you go? It looks like a mule! Did you go to Turpan? Yes, we did.2．理解句子： I fell off my bike last Saturday and hurt my foot. They won’t be ready till August.学习过程教师“复备”栏或学生笔记栏知识一般过去式的的句子结构：（1）肯定句：主语+was/were+其他；主语+过去式动词+其他；（2）疑问句Was/Were+主语+其他； Did+主语+动词原形+其他；（3）否定句：主语+was/were not+其他；主语+did not+动词原形+其他；课前预习1. 听课文录音五次，并尝试写出课文的中文意思。
2.你能流利读出下面的句子吗？你知道它们的汉语意思吗？你能读出和写出下列句子的汉语意思吗？I fell off my bike last Saturday and hurt my foot.____________________________________________Come and look at my photos from the Labour Day holiday.____________________________________________It looks like a mule._______________________We saw lots of grapes there.____________________________They won't be ready till August._______________________________家长加油站签名：合作探究部分课前热身：Warm-up1、Free talk.（师生对话）2．ChantWhere did you go? I went to the park.What did you do? I rode a bike.Where did you go? I went to the zoo.What did you do? I rode a horse.Where did you go? I went to the countryside.What did you do? I went fishing.Step 1:Check(回顾复习，小小检测)1.复习单词，老师抽单词让学生读。
2. 说说不规则动词的过去式变化。
Step 2:presentation (呈现目标，自主学习)1.教师情景导入新课，学生读学习目标。
2.问一两个学生预习的情况。
3.Listen to the tape.1)Just listen.（听录音，用笔画出你不会读的容。
）2)listen and repeat in a low voice.3)listen and repeat in a loud voice.4.带问题自读课文：（1）Where did John go over his holiday?（2） What did he do?5．跟教师读，并解决问题。
Step 3: Co-operation（合作交流，独学、对学、群学）1．自己先读对话；（独学）2．和对子交流有疑问的单词或句子；（对学）3．对子读对话部分的容；4．小组群学课文。
人教版pep小学英语六年级下册《Unit3 Where did you go B Read and write》教学设计
PEP 六下Unit3 B Read and write教学目标：知识与能力目标1、全部学生能在图片和文字的帮助下，完成给图片排序和填写表格的活动。
2、绝大部分学生能够按照意群和正确的语音语调朗读短文。
3、绝大部分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知识背景或储备词汇；通过阅读问题提高在语篇中捕捉不同类型信息的能力。
4、大部分能够通过完成读后活动训练在语篇中捕捉不同类型信息和思考的能力。
5、能够从阅读中获取有用的句型口头描述自己一天的活动，并最终写出一个小语段。
过程与方法目标1、学生通过读一读、圈一圈、划一划找关键词和关键句等方法理解文本，完成任务，培养阅读理解的能力。
2、学生通过朗读技巧的指导，模仿正确的语音、语调，养成良好的朗读习惯。
3、学会运用听读、默读、细读、自主读、合作读等阅读技巧；4、引导学生通过朗读、观察，培养学生按意群阅读的意识，提高学生的阅读能力。
通过回答问题，培养学生归纳整理能力，锻炼学生的英语思维。
学习策略和情感态度目标1、通过一系列阅读和书写的教学活动，增强学生的阅读意识，培养良好的书写能力，培养学生的观察、归纳整理能力和英语思维能力。
2、能从不同视角认识世界，明白事物都有两面性，好事坏事没有绝对，可以互相转换，因此要保持乐观的心态去面对。
教学重难点1.难点：绝大部分学生能够用正确的语音、语调朗读短文，能综合运用本单元的核心句型。
2 重点：大部分学生能综合运用本单元的核心词句，根据阅读所获取的信息完成有意义的仿写活动。
教学准备：PPT，词卡教学过程：Step1 PreparationPPT播放My holiday album1.Free talk:T: Just now you saw my photos from many holidays. Do you like holidays? I had wonderful holidays. How was your holiday?Ss: It was good/fine/…T: Where did you go? How did you go there? What did you do there?Ss: …2.Lead-in:T: Most of you had happy holidays. So do I. Last winter holiday, I had a fun time with my dog. Do you like dogs? Look, this is my dog. Her name is Lele. Our friend Wu Yifan has a dog. Its name is…(PPT 出示)【设计意图：创设愉悦的情境，激发兴趣，回顾背景知识和相关话题词汇以及句型，并由dog自然过渡到下一环节读前的猜测活动】Step2 Pre-reading1.Look and discuss:How did Wu Yifan meet Max? Look at the pictures and discuss in groups.( 学生说不出时，给出Tips：What did Wu Yifan do one day? Then he lost his___. Who helped him find it? And he took it to___.)2.What will happen next? Guess.Wu Yifan wrote a diary about their time together. Let’s have a look. 【设计意图：通过观察图片来讨论How did Wu Yifan meet Max?稍微有点难度，所以给出提示让学生来说，这样就降低了难度，并让学生来大胆预测故事的发展，激发学生读的兴趣。
六年级下册英语优质教案-Unit 3 Where did you go-人教PEP版 (7)
Unit3 Where did you go? B Let’s talk教学设计济南市天桥区实验小学教学内容：一、本课时教学目标分析：二、教学设计的重、难点分析：教学重点：1.能听、说、读、写句型：How did you go there? We went there by plane. Sounds great!2.能够在情景中运用句型Where did you go ? How did you go there ? What did you do? 询问并回答别人在过去的时间里去了哪里？乘坐什么交通工具？都做了些什么？教学难点：能运用核心句型在进行假期经历的交流，并能转换成简单语篇进行介绍。
三、教学手段：多媒体课件、作为奖励的点赞卡、板书卡片、教学卡片四、教学流程图五、教学过程教学环节教师课堂教学活动学生课堂学习活动课件Warm up 1. Free talkHi. Good afternoon boys and girls.What’s the weather like today?Let’s talk about our weekends.Where did you go last weekend?What did you do there?2.A card gameLet’s play a card game. Try toremember what you see. Then I’llchallenge your memory. What ismissing?Do well you’ll get a sticker. Ready?Go!Talk about the weatherand last weekend.Play a cardSay the words andphrases on the screen.设计意图开课之初，通过与学生进行口语交流和翻卡游戏，激发学生兴趣的同时也激活学生大脑储备中与本课相关的知识。
人教PEP版六年下英语Unit3《Where-did-you-go》第1课教案
人教PEP版六年下英语Unit3《Where did you go》第1课教案Part A Let’s try & Let’s talk教学内容与目标教学重点能够在情景中运用句型“—Where did you go over your holiday? —I went to…” “—What did you do? —I…”谈论去过的地方和所做过的事情。
教学难点在对话交流中正确使用一般过去时；了解动词过去式的不规则变化。
教学准备PPT课件、课文音频、视频等。
教学过程Step 1: Warm-up & Revision & Lead-in①1. Greetings.2. Sing a song—Tell me about your holiday. (出示课件)3. Review: A quick respond game.The teacher shows some verbs on the PPT. Students try to say their past or original forms as soon as possible. The fastest one can get a reward.4. Lead-in.The teacher shows a calendar on the screen. （出示课件）T: What’s the date?Ss: It’s May 1st. It’s the Labour Day holiday.T: Where did you go last Labour Day holiday?Ss: I went to…◆Teaching purpose①歌曲可以激发学生的学习兴趣，引入假期这个话题。
以师生互动游戏的方式简单复习动词原形与其过去式的转换，回顾上个单元的重点知识。
通过引导学生观察并讨论图片，自然地引出短语“the Labour Day holiday”,并通过问答的方式引出本课讨论话题。
新人教版六年级下册英语第三单元导学案(教案)
课题：《Unit 3 Where did you go？》课时：总18课时分第1课时主备人：集体备课组：六年级英语备课组【教学目标】1.能听说读写单词及词组: rode, rode a horse, rode a bike, went ,went camping, hurt, hurt my foot and went fishing.2.能听说认读句子：Where did you go last Saturday? I went toa forest park. What did you do there? I rode a bike.3.会唱歌曲《Tell me about your holiday》【教学重点】学习五个短语，注意ride, go,hurt的过去式。
【教学难点】学生能用句型进行简单的对话。
【教具准备】1.教材相配套的教学课件。
2.教材相配套的教学录音带。
【学法指导】情景教学法，小组合作法，图片展示法。
【习惯培养】培养学生敢于交流的习惯。
【教学过程】一、复习热身（3-5分钟）1.Show the pictures and Go over the phrases of Unit2.S1:watched TV S2: I wathched TV S3: I wathced TV last weekend.同样的方法复习cleaned my room, washed my clothes, stayed at home, reada book, saw a film, had a cold and slept.2.Free talk. --- What did you do last weekend?--- I watched TV./ ...二、新课呈现（5-8分钟）、1. 教学短语(1)Show the picture of ride a horse. 教读短语T: ride a horse I often ride a horse. (学生跟读)Go camping, hurt my foot，go fishing.(用同样的方法复习这些词组)（2）呈现句子T: I rode a horse last weekend.同样的方法教学短语rode a bike, went camping, hurt my foot，went fishing.（3）T:What did you do last weekend? Ss: I rode a horse/ went camping …(学生多操练)2. T: Where did you go last Saturday? I went to a forest park.师生互答。
新版PEP小学六年级英语下册Unit-3-Where-did-you-go教案
Unit 3 Where did you go ?第一课时What can you do ? I can dance.What can you do ? I can climb a mountain.What can you do ? I can take a pictures.What can you do ? I can speak Chinese.2.用多媒体课件展示自己外出旅游的照片, 并做相关介绍。
如:s.summe.holiday..wen.t.hainan.I.wa.s.beautiful..wen.swimmin.i.th. sea.An.picke.som.seashell.o.th.beach.Ste.2.PresentationLet’s talk（从呈现完整对话到处理局部语言）1.整体感知对话并回答问题。
(1)通过提问要求学生猜测: Did yougo to John’s home ? What happened toJohn? What did they talk about later?请学生带着问题观看动画或阅读文本, 了解John脚受伤的原因: He fell of hisbike,利用图片帮助学生理解并教授fell.同时, 通过观看动画或阅读文本获得对话的主旨: They talked about John’s Labout Day holiday...(2)结合日历，让学生理解Labou.Da.holiday概念。
提问: Loo.a.th.calendar.Wha.dat.i.i..It’.Ma.1s..O.Ma.1s.,uall.hav.thre.day.ofbou.Da.holiday.(3)继续提问学生：Where did John go on his Labour Day holiday ? What did hedo there ? 要求学生带着问题观看动画或阅读文本获取信息, 并用思维导图板书对话关键信息。
人教PEP六年级英语下册Unit3 Where did you go？教案教学设计(含教学反思)
Unit 3 Where did you go?Part A 第一课时 (1)Part A 第二课时 (4)Part A 第一课时Let’s try & Let’s talk教学目标1.能听、说、认读fell,off,mule,could,till,Labour Day,Turpan等词汇。
2.能听懂Let’s try的内容，并完成对应的训练题。
3.能理解Let’s talk的内容，并能熟练朗读对话。
教学重点1.听、说、认读句子：What happened?Are you all right?I’m OK now.Where did you go?Did you go to Turpan?Yes,we did.2.理解重点句型，并能运用过去式谈论假期活动。
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。
教学准备1.单词卡片2.录音机及录音带或教学光盘3.多媒体课件教学过程Step 1:Warm-up1.师生相互问候。
2.播放英语歌“Tell me about your holiday”，让学生跟着录音学唱。
3.“打擂台”游戏。
规则：请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I watched TV last weekend.不能正确造句的学生即被淘汰出局。
然后教师出示另一张卡片，留在台上的学生继续比赛。
最后留在台上的学生成为擂主。
Step 2:Presentation1.Let’s try.(1)教师通过问候对话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，学生完成题目。
(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，学生根据录音回答问题。
2.Let’s 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：①What happened to John last Saturday?②What did they talk about later?(2)教师利用图片帮助学生理解短语fell off；教师结合日历，让学生理解Labour Day holiday的概念。
六年级下册英语教案-Unit 3 Where did you go-人教PEP版 (6)
Unit3 Where did you go? B Read and write教学设计丰阳中心小学教学内容：Read and write P28-29教学目标:1.学生能够通过看图讨论预测故事的开端和进一步发展，来激活相关的背景知识；2. 能通过完成读后活动训练在语篇中捕捉不同类型信息和思考的能力；3.能够从阅读中获取有用的句型口头描述自己一天的活动，并能最终写出一个小语段；4.能够明白凡事都有好和坏两个方面，在我们的努力下坏事也能转化为坏事。
教学重难点:教学重点：1.能听懂读懂并内化Read and write的内容并掌握基本的阅读策略。
2.大胆尝试，仿写一篇日记，培养基础英语写作能力。
教学难点：提高阅读技巧，掌握基本阅读策略，并进行大胆思考和尝试英文写作。
教学设计：Step 1.preparation (准备活动)1. Free talk:T: I’m very happy today. I want to share my last weekend with you?课件呈现：Miss Zhang’s weekend:Last Saturday, I went to the countryside. I watches beautiful flowers and I took pictures of the beautiful of the countryside. It was good.Last Sunday, it was rainy. I stayed at home all day. It was boring. It was so bad. T: How was my last weekend? 引导学生回答：It was a good but also a bad weekend.并且告诉学生：Life is full of good and bad things.2. T: Tell me about your weekend:（1）T: How was your last weekend? Ss: It was fine.T: Where did you go? Ss: I went to ...T: What did you do there? Ss: I rode a bike./ ...Step 2. Pre-reading过渡语：Today we’ll talk about Wu Yifan’s last Friday.T: Wu Yifan met something. Something is good and something is bad. The bad thing is Wu Yifan couldn’t find his cap. The good thing :A dog helped him find the cap. Then, What will happened next? Wu Yifan’s family and Max become good friends. One day, they went out for play with Max. Here is a diary(日记).Let’s go to the diary. In this part, we are going to have 4 challenges. Look! The pig was caught by the fox. Let’s help him, OK? Are you ready? Go!Challenge1: Read and complete:1.Read and circle：自读短文，圈出下列单词或词组：• a bike for three people 三人脚踏车•basket 篮子hotel 宾馆旅馆• dressed up 打扮• made a funny play 编排一个有趣的戏剧 • played the part of …… 扮演……角色 • lick 舔 • laugh 笑教师用图片和声音链接学习讲解单词及短语的意义和发音。
人教版PEP六年级下册英语Unit 3 Where did you go？评课稿
Unit3 Where did you go？评课稿一、本节课的亮点1.重难点突出本节课为Unit3 Where did you go？在设计的环节上重难点突出，重点知识表述的比较清楚，难点知识也利用图片逐个突破。
2.教师精神面貌很好，讲课有激情整堂课充分调动学生积极性和主动性，整堂课课堂气氛较活跃，学生思维活跃。
课堂气氛和谐，师生之间有平等的交流和对话。
3.导入环节有趣教师英语儿歌和游戏来复习学生掌握单词和短语的熟练程度，同时在一上课就抓住了学生的注意力。
活动环节有效，为下面的知识做好了铺垫。
4.课件制作比较精美本节课的PPT制作比较精美，语音和图片有效结合。
为本节课提供了很好的辅助作用。
二、本节课的一些建议1.不能因为完成课堂环节而上课本节课从复习、导入、新授、练习、拓展延伸几个环节入手，但在新授环节做的比较匆忙，学生没有达到阅读熟练，能力差的还不会阅读就进行了练习，建议此环节走的慢一些，这样才能为后面的环节起到巩固作用，不然很多学生无法参与到合作练习的环节。
练习环节缺乏对学生的启发，学生没有时间消化所学知识。
2、将对话课分的较散语篇教学，提倡的整进整出，学生才能理解个语句间的关系为高年级后期的写作做好铺垫。
本节课一句一句练习的多了些，建议给学生创设情景后进入整体文本阅读，环环相扣。
3、创编文本环节提示太多，限制了孩子的思维对于六年级的学生来说有了创编对话的基础经验，教师可以简单的进行语句提示，整篇文章出示导致大部分学生照着文本读而缺乏了独自创编文本的能力。
4、课堂语言问题课堂语言建议再规范化一些，例如本节课为一般过去式而不能出现现在时态的句子。
只有教师规范化的语言才能为学生起到良好的纠正和示范的作用。
通过本次互听互评课活动，愿我们大家互相学习，取长补短，更好的问我们的课堂要质量。
(完整版)Unit3Where-did-you-go教案
余庆县敖溪小学六年级英语集体备课方案Unit 3 Where did you go？第三单元教学总目标：1、掌握本模块的重点单词、短语、句型，掌握一般过去式的用法。
2、能用一般过去式询问别人在过去时间里乘坐什么样的交通工具,去了哪里及做了些什么并作答.3、能进一步掌握一般过去时的定义、构成及动词过去式的变化规则。
4、能运用when，where，how描述假期活动并展开讨论。
5、积极运用所学的英语进行交流，加强合作式学习，共同完成学习任务。
6、培养学生合理安排学习和生活的能力，激发学生热爱大自然的美好情感。
课时安排：第一课时：Let's try＆Let’s talk第二课时：Let’s learn＆Listen，answer and write第三课时:Let's try&Let's talk第四课时：Let’s learn＆Look and say&Sing a song第五课时： Read and write第六课时：Let's check＆Let’s wrap it up&Story time附:根据学生个体差异和学生对知识点掌握情况的不同，授课教师可酌情调整授课课时或内容.第一课时主备人：杨正文Teaching Aims:1.能够听、说、读、写以下动词短语：rode a horse rode a bike went camping hurt my foot went fishing2。
能够运用一般过去时询问别人在过去的某个时间点去哪里及所做的事情并做答。
Teaching Key and Difficult points:1. 本课时的教学重点是掌握5个动词短语的过去式形式。
2.本课时的教学难点是以下两个句子的运用：Where did you go last Saturday？What did you do there?教师要多示范，通过有针对性的反复操练知道学生熟练掌握。
人教版六年级英语下册Unit3 Where did you go
人教版六年级英语下册教学设计Unit 3 Where did you go?教材分析：本单元是义务教育 PEP 小学英语教科书六年级下册教材第三单元，围绕 Where did you go?即你去了哪里和做了什么展开，教材创设去吐鲁香、三亚游玩两个场景，并附加一个趣味故事来帮助学生理解记忆。
去过哪里和做了什么这些话题学生在实际生活中使用较广。
六年级学生己经掌择了一些关于地点和行为动词的词汇，在本单元学习重点通过听、说、谈、写等活动使学生学排本单元的主要交际语言：Where did you go? What did you do ？等去过哪里，做了什么的交际用语和相关功能词汇，并能通过学习，进一步发展学生的语言交际能力，解决现实生活中去过哪里和做过什么的问题。
一．教学内容：PartA Let’s learn二．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。
三．教学重难点：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。
四．教具学具：课件，录音机、磁带、挂图等。
五．教学设计：Step 1. Warm- up and revision1、Daily oral practice.Good morning! Glad to meet you. How are you? What’s the weather like today?2.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. Presentation1、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。