【教案设计】Unit3Wheredidyougo(教案2)
六年级英语下册Unit3Wheredidyougo第2课时教案人教PEP版20200421154
Where did you go第二课时课时内容A Let’s try Let’s talk课时分析本课时是人教版六年级下册第三单元的第二课时，与第一课时紧密相连，围绕“John 在新疆旅游”展开话题。
本节课主要是通过谈话的情景理解单词或词组：fell off, look like, Turpan, mule, could, till, 以及巩固第一课时所学的句型Where did you go…? I went to… What did you do? I…引导学生了解新疆的风土人情，激发学习英语的热情，培养学生学习英语的兴趣。
在第一课时中句型Where did you go…? I went to… What did you do? I…的学习，为本课时奠定了基础。
但是学生对于去过哪里的问答句型掌握的不是非常熟练。
本课时的重点是能在情景中恰当的运用由Where和What引导的一般过去时特殊疑问句及能够借助图片和教师的帮助下理解对话大意。
本课时包括Let’s try 和Let’s talk 两个板块。
Let’s try是听力训练，通过John 应答Amy和张鹏的电话、说明自己没有上课的原因这一情景, 呈现新句型。
听力的练习，提高学生的听力技巧，为进入对话学习做好准备。
Let’s talk呈现了新疆吐鲁番葡萄沟、骡子的两张图片，帮助学生理解理解Turpan, mule。
对话呈现的是Amy 去John的家探望受伤的John，引出句型What happened? Are you all right? 引导学生同学之间要团结友爱。
然后通过John的照片分享在五一假期活动的情景，呈现重点句型Where did you go…? What did you do? 新疆是个美丽的地方，也是很多人想要了解的地方，因此学生们对于本课的对话会感兴趣，很能激发学生的求知欲望和想要用英语表达的愿望。
本课时出现的词汇中，有很多的生词和词组，fell off, mule, could, till, 这些单词和词组的读音，语义对于学生都有一定的困难，我要借助于图片、一定的语境，肢体语言等方法帮助学生学习和理解。
小学英语《Unit3Where did you go》优质教案、教学设计
小学英语（P EP）六年级下册教学设计Unit 3 Where did you go? Part B教学目标：1.能听说读写单词及词组：ate, took, bought, gift, took pictures, beach2.能听说认读句子：How was your summer holiday? It was good. I went swimming every weekend and took lots of pictures. How did you go there? We went there by plane. Sounds great!3.能听懂Let’s try 部分的对话并完成练习。
4.能理解Let’s talk 内容。
教学重点：1.听说读写单词和词组：ate, took, bought, gift, took pictures.2.理解Let’s talk 部分的内容并能听说认读学习目标中的句子。
教学难点：1.掌握不规则动词的过去式。
2.用所学句型简单介绍自己的summer holiday and winter holiday.教学过程：一、Greetings and Warm-up1.师生相互问好、鼓励。
2.出示yesterday and last 单词卡。
引出过去式概念。
3 、free talkWhat happened?What did you do yesterday/last Sunday/last weekend.?练习过去式回答问题。
4. Show 单词卡holiday，引出今天学习任务发生的时间以及学习目标。
Summer holiday and winter holiday.二、Presentation1.教学短语(1)T: eat fresh food eat-ate同样的方法教学take pictures, buy gifts, go swimming(2)呈现句子What did Wu Yifan do? He ate fresh food.同样的方法教学He went swimming. He took pictures,. He bought gifts.(3)T: What did Wu Yifan do in the summer holiday?Ss: He ate fresh food.（学生多操练）2.T: How was your summer holiday?Ss: It was good. I went fishing every weekend and took lots of pictures.师生互答。
Unit3Wheredidyougo_(Let’stalk)(教学设计)人教PEP版英语六年级下册
新版PEP六下Unit 3 Where did you go? 教学设计授课老师：教材：新版PEP Book6 Unit3 Where did you go?〔Let’s talk〕课型：会话课年级：六班级上课时长：40分钟一、教学内容分析本节课是新版PEPBook6六班级下册Unit 3中的Part B Let’s talk 第3课时，本局部通过Sarah,Amy和Wu Yifan三人的谈话，听过对话，描述了Amy去三亚旅游的事情。
通过一问一答的方式，通过语境呈现了核心句型。
W.要求同学能够理解对话大意，能够用正确的语音语调朗读对话。
详细内容如下：Where did you go?What did you do?How did you go?二、学情分析同学经过3年半的学习，有肯定的语言学问储藏，能看对图片进行描述。
也能多媒体课件的关心下听懂、读准英语单词和句子，并在老师的指导下完成一系列会话活动。
三、教学目标1.能够在语境中理解生词beach的意思，并能正确发音。
2.能够理解对话大意，并答复下列问题。
能依据正确的语音、语调朗读对话，并能进行角色表演。
“Where did you go…?How did you go there?What did you do there?〞谈论假期活动。
3.学习策略目标：通过小组合作、合作探究式等方式，乐观与小组成员共同完成学习目标4.情感态度目标：(1)培育同学的观看力量和口语表达力量。
(2)教育同学了解文化特色，爱旅游，爱生活。
四、教学重、难点重点：’s talk的内容并能听、说、认读学习目标中的句子。
2.用所学句型简洁介绍自己假期所做的事。
难点：娴熟运用所学句型描述自己的假期活动五、教学资源预备教学课件、课文录音、PPT等六、教学评价本节课的评价以形成性评价为主，采纳了多元化的评价方式，口头评价与嘉奖性评价相结合，促进教学活动高效有序地开展，激发同学的学习乐观性。
2020春六年级英语下册Unit3Wheredidyougo教案2人教PEP版
Unit 3 Where did you go?Period 1 Let’s learn Listen, answer and write P25教师寄语： I can do better. （我能做得更好！）Learning aims(学习目标):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 to a forest park. Whatdid you do there? I rode a bike.3.会唱歌曲《Tell me about your holiday》Important &difficult points(重难点):1.学习五个短语，注意ride, go,hurt的过去式。
2.学生能用句型进行简单的对话。
导学探究Step 1.预习温故(用时5分钟）1.Show the pictures and Go over the phrases of Unit2.S1:watched TV S2: I watched TV S3: I watched TV last weekend.同样的方法复习cleaned my room, washed my clothes, stayed at home, read a book, sawa film, had a cold and slept.2.Free talk. --- What did you do last weekend?--- I watched TV./ ...Step 2. 新课内容展示（用时15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。
小学英语《Unit3Wheredidyougo》优质课教学设计、教案
小学英语《Unit3Wheredidyougo》优质课教学设计、教案Unit 3 Where did you go ?Part B Let’s talk一、教学目标学生能够在老师的帮助下，借助图片，理解对话大一，并能回答对话下面的问题。
能够在语境中理解生词beach 的意思，并能正确发音。
能通过对话了解海南三亚的海岛风光。
能够用正确的语音、语调朗读对话，并进行角色表演。
能听说读写，并能在情境中恰当运用以下句型Where did you go...?How didi you go there ?What did you do ?谈论假期活动；能够在情境中恰当运用由Where, What,和hoe 引导的一般过去时特殊疑问句。
二、教学重、难点能在语境中恰当运用由where,what 和how 引导的一般过去时特殊疑问句。
三、教学过程一、热身（Warm-up）1. 师生齐唱歌曲“T ell me about your holiday ?”2.Let’s play a game!(热身/复习的设计意图:歌曲、游戏热身,激发学生的学习兴趣,复习所学短语和句子,为学习新知做铺垫.并能从旧知识自然过度到新内容上来.)二、呈现新课（Presentation)1.班上来了一位新同学，教师介绍后，学生进行自我介绍。
I’m Peter.I like reading books and playing basketball. I like travelling very much .Today , I bring you a special gift. Look , It’s a Travel star trophy. Please tell me about your trip. If you arethe winner. I’ll give it to you .2.师生对话导入课文，引出课文内容：Where did you go over your winter holiday ?My family and I went to Sanya.Really. Did youlike it ?Yes. It was so warm.3.教师带领学生观看美丽三亚的图片，让学生通过观察，体验三亚的美丽景色，并且会进行描述。
小学英语《Unit 3 Where did you go》优质教案、教学设计
一、【教材分析】六年级英语(下)第 3 单元第 1 课时Unit 3 Where did you go?A Let’s talk二、【教学流程】理解文本。
Where did you go ?( ) The second class is beginning.( ) John is at home.( ) John hurt his foot.2. Let’s talk.(一)整体感知文本。
T: We know John didn’t go to school. He hurt his foot. So Amy cameto visit him. What happened to John?Listen and answer: What happened?S: He fell off the bike last Saturday and hurt his foot. 词卡出示 felloff 并教读，强调字母 e 的发音。
T ：What did they talk about later ?S: They talked about the Labour Day holiday.T ：Do you know Labour Day?PPT 出示 Labour Day ，并对其进行解释。
Labour Day is in May. It’son May1st. On May1st, we usually have three days off. So we calledit Labour Day. 词卡出示，并教读。
T: Do you love Labour Day? John loves Labour Day too.(二)再次 Listen again and answer ：1）Where did John go on Labour Day holiday?2） What did John do there?学习句子:Where did you go ? I went to….S: He went to Mt.Tianshan and Turpan in Xinjiang.T: Do you know Xinjiang? 出示新疆地图，并做解释。
小学英语《Unit3Wheredidyougo》优质教案、教学设计
小学英语《Unit3Wheredidyougo》优质教案、教学设计预览说明:预览图片所展示的格式为文档的源格式展示,下载源文件没有水印,内容可编辑和复制一、【教材分析】六年级英语(下)第3 单元第1 课时Unit 3 Where did you go?A Let’s talk二、【教学流程】理解文本。
Where did you go ?( ) The second class is beginning.( ) John is at home.( ) John hurt his foot.2. Let’s talk.(一)整体感知文本。
T: We know John didn’t go to school. He hurt his foot. So Amy cameto visit him. What happened to John?Listen and answer: What happened?S: He fell off the bike last Saturday and hurt his foot. 词卡出示 felloff 并教读，强调字母 e 的发音。
T ：What did they talk about later ?S: They talked about the Labour Day holiday.T ：Do you know Labour Day?PPT 出示 Labour Day ，并对其进行解释。
Labour Day is in May. It’son May1st. On May1st, we usually have three days off. So we calledit Labour Day. 词卡出示，并教读。
T: Do you love Labour Day? John loves Labour Day too.(二)再次 Listen again and answer ：1）Where did John go on Labour Day holiday?2） What did John do there?学习句子:Where did you g o ? I went to….S: He went to Mt.Tianshan and Turpan in Xinjiang.T: Do you know Xinjiang? 出示新疆地图，并做解释。
Unit3Wheredidyougo？(教案)2023-2024学年英语六年级下册
教案：Unit3 Where did you go？教学目标：1. 学生能够理解并运用过去时态询问和描述过去发生的事情。
2. 学生能够运用所学词汇和句型描述自己的旅行经历。
3. 学生能够通过听力、口语、阅读和写作活动，提高英语综合运用能力。
教学内容：1. 词汇：go, visit, museum, park, beach, mountain, city, countryside, interesting, beautiful, fun2. 句型： Where did you go? I went to3. 过去时态的运用教学重点与难点：1. 重点：学生能够运用过去时态询问和描述旅行经历。
2. 难点：学生能够准确运用过去时态的动词变化形式。
教具与学具准备：1. 教师准备PPT、图片、卡片等教学辅助材料。
2. 学生准备笔记本、文具等学习用品。
教学过程：1. 导入：通过展示旅行图片，引导学生谈论自己的旅行经历，激发学生的兴趣。
2. 新课内容：通过PPT展示新词汇和句型，引导学生学习并运用。
3. 练习：通过听力、口语、阅读和写作活动，让学生巩固所学内容。
4. 课堂活动：组织学生进行小组讨论，分享自己的旅行经历，并运用所学句型进行问答。
板书设计：1. Unit3 Where did you go？2. 词汇列表：go, visit, museum, park, beach, mountain, city, countryside, interesting, beautiful, fun3. 句型： Where did you go? I went to作业设计：1. 听力练习：听录音，回答问题。
2. 口语练习：与同学进行对话，询问对方的旅行经历。
3. 阅读练习：阅读相关文章，回答问题。
4. 写作练习：写一篇关于自己旅行经历的文章。
课后反思：重点关注的细节：教学过程详细补充和说明：1. 导入部分：通过展示旅行图片，引导学生谈论自己的旅行经历。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 3 Where did you go?第一课时教学目标：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。
教学重难点：1. 本课时的教学重点是掌握5个动词短语的过去式形式。
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。
教学准备：Teacher：本课时的动词短语卡片教学过程：Ⅰ.Warm-up1. 教师播放课件有关本课时的5个动词词组的原型形式。
Ⅱ.Preview教师展示本部分的挂图问：Do you like weekend? What do you usually do on your weekend? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。
Ⅲ.Presentation and PracticeLet’s learn3. 教师拿出一张自己爬山的照片，说：I went to Xinjiang/…last year. Guess. What did I do there? 请学生猜。
如果有学生猜到go camping，教师就向学生展示照片：Yes, that’s right. I went camping. 教师板书went camping，带读，引导学生对动词原形和过去式形式进行比较。
教师继续问：Have you ever been went camping? Where have you been? 引导学生说：I went camping in the mountain..教师可继续提问：When did you went camping? I went camping in spring/April 8th.4. 教师再次展示爬山的照片，说：I went camping in spring. Then I was hungry. I went to a river. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张鱼的照片说：Yes, fishing. I went fishing. 板书went fishing和go fishing，带领学生比较不同之处。
教师带读，注意强调went的发音。
5. 教师依次出示野营和钓鱼的照片说：I went camping. I went fishing, too. What else did I do there? Guess.6.I like riding a bike,but I often hurt my foot,出示骑自行车摔跤的图片，并解释hurt 的原型及过去式。
7. 教师放Let’s learn部分的录音，学生跟读。
8. 运用句型Where did you go last Saturday? What did you do there?把本节课学习的动词词组运用在对话中。
Ⅳ.Consolidation and Extension同桌、小组内相互问答巩固本课知识。
教学反思：第二课时教学目标：1. 能够听、说、读、写句型：Where did you go ? Did you go to Turpan? Yes,we did..教学重难点：1. 本课时的教学重点是句型：Where did you go? Did you go to Turpan? Yes,we did..2.本课时的教学难点是在实际情景中正确运用所学对话。
教学准备：Teacher：录音机及磁带；Let’s learn部分的单词卡片；几张地名卡片；几张照片。
教学过程：Ⅰ.Warm-up1.教师与学生的日常会话。
2.复习上一课时新课。
Ⅱ.Preview1. “打擂台”游戏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 went camping in spring. 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。
能最后留在台上的学生成为擂主。
Ⅲ.Presentation and PractiseLet’s try 学生听Let’s try部分的录音，完成练习。
Let’s talk1. 教师出示一张新疆的风景照说：Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教师再拿出一张公园的照片，说：This is a park. I went to the park last weekend. 教师板书：I went to…指导学生拼写单词went。
2. 教师出示一张中国地图说：This is a map of China. I went to a city last year. It’s in Guangdong province. It’s a new city. Guess. Where did I go? 引导学生用句型Did you go to ,,,? 猜一猜，然后教师说：Yes, I did…3. 教师邀请一名学生到讲台前面来描述自己曾经去过的一个地方，教师问：Where did you go on your holiday? 引导这名学生回答。
再请几名学生轮流上台，台下的学生其问：Where did you go on your holiday? 教师指导讲台上的学生回答。
4. 听录音，跟读Let’s talk部分的内容。
5. 教师出示能拼成重点句型的单词卡片，要求学生在最快的时间内组合成句。
Ⅳ.Consolidation and Extension学生课后用一般过去时询问同学或老师曾经去过的地方，完成调查表。
教学反思第三课时教学目标：1. 能够听、说、读、写以下句子：How did you go there? We went there by plane. Sounds great!2.能够完成Let’s try部分的练习。
教学重难点：1.本课时的教学重点是能灵活运用句型：How did you go there? We went there by plane. Sounds great!2.本课时的教学难点是：灵活运用对话中的句型进行口语交流。
教学准备：Teacher：录音机和录音带；B Let’s learn部分的动词短语卡片。
教学过程：Warm-up教师请几名学生描述自己上周做了些什么。
如：I was busy last week. On Monday I went to a restaurant .On Tuesday I went to a park .I rode a bike. On Wednesday I played ping-pong. On Thursday I went camping…Preview1.日常口语练习。
T：What day is it today?S：It’s …T：What are you going to do this weekend?S：I am going to …T：Have a good time!S：Thank you.T：I will … this weekend.2.教师让学生用句型I am going to … this weekend. 或者I will … this weekend.造句。
PresentationLet’s talk1. 教师让学生尝试将句子How do you go to school?改成过去形式，同时进行适当引导，使学生得出句子：How did you go to school?教师用更多地点进行替换操练：How did you go to Hainan\Hunan\Turpan？教师板书并教读句型。
注意对比两个句子。
听第三遍录音，学生核对答案，并标记出不懂得地方，如：Sounds great.教师答疑。
最后学生一边跟读一边用手指出所读句子，并分角色朗读课文。
Practice学生两人相互询问对方曾经去过的地方和所乘坐的交通工具，然后制成表格。
可请几名学生上台汇报调查情况，如：S1：I went to Zhejiang last year.S2:How did you go there?S1:I went there by train.Consolidation and Extension背诵Let’s talk教学反思：第四课时教学目标：1.能够听、说、读、写动词词组：ate fresh food went swimming took pictures bought gifts2. 在实际情境中灵活运用动词短语来进行替换练习。
教学重难点：1.本课时的教学重点是四会掌握四个动词词组的一般过去式形式。
2.本课时的教学难点是掌握四会单词bought,ate,took和went的读音和拼写。
教学准备：Teacher：录音机和录音带；文具卡片；照片。
教学过程：Warm-up1.教师放歌曲“A trip to China”的录音，师生齐唱。
Presentation and PractiseLet’s learn教师拿出相机做拍照动作，说：I took many pictures last holiday .What about you? Did you took pictures too?学生回答:Yes.教师板书短语took pictures，请学生写出动词原形take,然后教师教读，注意picture的发音，可采取拆音发教读。
可采用如下方式教读和拼读：T--O--O--K，took，took，tookTook picturesT--A--K--E,take,take,takeTake pictures (配合音调、节拍)教师出示自己旅行时拍的照片说I took many pictures.出示ate fresh food的照片。
问：What did I do?帮助学生回答：You ate fresh food.板书短语ate fresh food的照片。
请学生尝试写出ate 的动词原形eat，并着重强调二者的发音，尤其是ate。
将两个动词结合起来教读，并进行拼读比赛。