六年级下册英语教案 Unit 3 Where did you go？∣ 人教版(PEP)
1.他上周六去钓鱼。A. I hurt my foot last Tuesday.
2.我妈妈上周末去野营。B. She rode a bike last Monday.
3.约翰昨天去骑马。C. He went finshing last Saturday.
4.她上周一骑自行车。D. My mum went camping last weekened.
5.我上周二伤了脚。E. John rode a horse yesterday.
三．写出下列动词的过去式。
go--ride--hurt --
watch--clean--。
Step5、布置当堂作业（用时1分钟）
1.抄写并背诵四会短语2.用本课时句型写一个对话。
板书设计：
Unit 3 Where did you go?
1.齐读P25,师生互译重点短语和句子。
2. Translate the fllowing sentences.
What happend? Are you all right? I’m OK now.
It looks like a mule. Did you go to Turpan? Yes, we did.
教学准备
教师准备教学录音带、多媒体课件
教学过程
教学内容
学生活动
补充、总结
Step 1.预习温故(用时5分钟）
1.复习Let’s learn.Eg: rode a horse. I rode a horse last weekend.
2. Free talk. --Where did you go last Sunday/ Saturday? -- I went to a forest park.
同样的方法复习cleaned my room, washed my clothes, stayed at home, read a book, saw a film, had a cold and slept.
2.Free talk. --- What did you do last weekend?
I fell off my bike last Saturday and hurt my foot.
2.学生听录音，老师教读对话。
3.学生小组阅读对话并回答问题。
(1). What happened to John? (2). Where did John go over his holiday? (3). What did he do?
A. Are you ill, dad? B. Are you OK, dad?
3.当你想用英语表达“我现在没事了。”你可以这样说：（）
A. I am OK now. B. I am bad now.
4.当你想问你的同学上周去北京了吗，你可以这样问：（）
A. Did you go to Beijing last weekend? B. Do you go to Beijing?
---Are you all right?---Did you go to Turpan?
---I’m OK now.---Yes, we did. / No, we didn’t.
听录音模仿对话
小组合作完成
同桌互查
教学内容
六年级英语科Unit3Where did you go?
课时
第三课时
主备人
英语教研组
Step5、布置当堂作业（用时1分钟）
1.熟读Let’s talk. 2.抄写教学目标中的句子。
板书设计：
Unit 3 Where did you go?
fell off, mule,could, till, Labour Day, Turpan
---What happened?
---I hurt my foot.
2.Where did you go ye sterday? B. I am 45 kg.
3. How heavy are you? C. Size 7.
4. What did you do last night? D. It was fine.
5. How was you weekend? E. I watched TV.
情感目标
学生能够积极的、主动的参与课堂活动
教学重点
掌握5个形容词比较级的构成。
教学难点
听说读写单词和词组：ate, took, bought, gift, took pictures.
掌握不规则动词的过去式。
教学准备
教师准备教学录音带、多媒体课件
教学过程
教学内容
学生活动
补充、总结
Step 1.预习温故(用时5分钟）
(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。
3. Play the tape of Let’s learn.学生跟读，然后分角色朗读对话。
Step 3.合作交流：（用时10分钟）
1. Play a game.叫一名同学到讲台前表演动作，其他的同学说出短语。
A. wБайду номын сангаас didn’t B. we did C. we do
4. --- What did you do there? --- I
A. go fishing B. goes fishing C. went fishing
5. I took picturesfood. A. at B. of C. in
rode a horse, rode a bike, went camping, hurt my foot and went fishing.
ride – rode go – went hurt -- hurt
Zhang Peng: Where did you go last Saturday?
John: I went to a forest park.
教学难点
学生能用句型进行简单的对话。
教学准备
教师准备教学录音带、多媒体课件
教学过程
教学内容
学生活动
补充、总结
Step 1.预习温故(用时5分钟）
1. Show the pictures and Go over the phrases of Unit
2. S1:watched TV S2: I wathched TV S3: I wathced TV last weekend.
情感目标
学生能够积极的、主动的参与课堂活动
教学重点
能听说认读单词fell off, mule,could, till, Labour Day, Turpan
Important &difficult points
教学难点
能理解Let’s talk并能听说认读下列句子：What happend? 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.学生灵活运用本课时词组，自由编对话。
3. Fnish Listen, answer and write.齐读这些句子。（选上）
4.学唱歌曲《Tell me about your holiday》.
Step4、达标检测（用时9分钟）
一．问与答，连连看。
1. What size are your shoes? A. I wnet to the bookstore.
辅备人
英语教研组
教学内容
Let’s learn Look and say P27
教学目标
知识目标
听说读写单词和词组：ate, took, bought, gift, took pictures.
能力目标
听说认读句子：How was your summer holiday? It was good. I went fishing every weekend and took lots of pictures.
教学目标
知识目标
能听懂Let’s try并完成Tick and cross.
能力目标
能理解Let’s talk并能听说认读下列句子：What happend? 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.
能力目标
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.
情感目标
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
4.学生讲解对话，教师补充答疑。
Step 3.合作交流：（用时10分钟）
1. Role play.学生灵活运用本课时句型和所学词组扮演John和Amy打电话。
2. Finish Let’s try.
Step4、达标检测（用时9分钟）
人教(PEP)六年级下册英语教案- Unit3 Where did you go Part A 课时
Unit 3 Where did you go?Part A 本单元围绕Where did you go?即你去了哪里和做了什么这个话题展开，教材创设了去吐鲁番，三亚游玩两个场景并附加一则日记和一个趣味故事来帮助学生理解和识记。
去过哪里和做了什么这些话题是学生在实际生活中使用较广。
本单元A 部分的教学目标：1. 能够听、说、读、写单词rode a bike; rode a horse; went camping; went fishing; hurt my foot 。
2. 通过对话学习能够掌握主要句型：Where did you go? Did you go to Turpan? 等，并准确熟练地运用于实际交流中。
本单元的学习与第2单元的学习是息息相关，呈上启下。
是对过去式的再学习，不同的是从做什么扩展为去了哪里，怎样去，并且再补充了一些动词的短语的过去式表达rode a bike; rode a horse; went camping; went fishing; hurt my foot.学习的难度不大。
第二课时【知识与能力目标】1.能听、说、读、写过去式动词短语“went camping ， went fishing ，rode a bike ，rode a horse ，hurt my foot”并了解 “went”“rode” “hurt”的动词原形。
2.能听、说、认读句子：“Where did you go last weekend/Saturday?”“I went to…” “What did you do?”“I + v. -ed…”。
运用英语询问和回答过去去过的地方和完成的动作。
3.能完成“Listen ，answer and write”。
【过程与方法目标】运用英语询问和回答过去去过的地方和完成的动作。
【情感态度价值观目标】培养学生学习英语的兴趣，树立学生学习英语的信心。
PEP人教新版小学六年级下册英语《Unit 3 Where did you go Part A let’s learn》教学设计
PEP人教新版小学六年级下册英语《Unit 3 Where did you go ? Part A let’s learn》教学设计教学内容：人教版六年级下册英语Unit 3 Part A Let’s learn部分关于假日活动内容的过去式词组。
四会短语：rode a horse ,rode a bike, went camping, went fishing，hurt my foot。
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 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. What did you do there?I rode a bike.3.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。
教学重点：1.能听、说、读、写单词及词组: rode a horse, rode a bike, went ,went camping, 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. What did you do there? I rode a bike.教学难点：1.能够使用上述单词和词组谈论周末或假日活动；2.能够使用核心句型：Where did you go ...? What did you do?谈论周末或假日活动。
教学准备：投影仪，PPT课件等。
教学过程：Step1: Preparation1. Greetings.师生问候T: OK，boys and girls! Are you ready？Ss: Yes !T: Let’s begin our class. Good morning，boys and girls!Ss: Good morning, teacher.T: Sit down please. First ,let me share my travelling with you, then answermy question :what can you see from the video.欣赏视频《My travelling》Step2: Presentation1.师播放视频《My travelling》，激发学生学习兴趣并能够回顾本课所学单词的原型，为后面的学习做好铺垫。
六年级下册英语教案Unit 3 Where did you go PA Let's talk _人教(PEP)()
Unit 3 Where did you go?PA Let’s talk教学目标1. 能完成Let’s tr y中的听力任务，根据听力内容进行有关题目的判断。
2. 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。
3. 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。
4. 能够在情景中运用句型Where did you go? I went to…来询问与回答去过的地点。
5. 能够在语境中理解生词happened, fell off, hurt, Labour Day holiday, mule, Turpan,couldn’t, won’t的意思，并能正确发音。
重点能够按照正确的语音、语调及意群朗读对话；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的事情。
难点在语境中理解生词happened, fell off, hurt, Labour Day holiday, mule, Turpan, couldn’t, won’t的意思，并能正确发音。
在会话交流中正确使用一般过去时；动词过去式的不规则记忆。
教学过程Step 1. Warm-up and Review1. Let’s sing. 播放歌曲Tell me about your holiday，引入单元学习话题。
2. 复习环节：看动词原形说出过去式形式。
3. Ask and answer. Free talk. 两人一组会话交流，谈论上个周末的活动。
Step2. Presentation and practice1. Lead-in. 幻灯片呈现5月1日的日历，教师询问日期，自然引出短语Labour Day. 接着询问学生：Where did you go last Labour Day holiday? 引出本课谈论话题。
新版PEP小学六年级英语下册Unit-3-Where-did-you-go教案教学文稿
新版P E P小学六年级英语下册U n i t-3-W h e r e-d i d-y o u-g o教案教学文稿-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit 3 Where did you go第一课时教学步骤：Step 1. Warm-up1.利用图片和学生一起唱歌谣，要求一边唱一边做动作。
如：What can you do I can sing.What can you doI can dance.What can you do I can climb a mountain.What can you do I can take a pictures.What can you doI 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：Last summer holiday, I went to hainan. It was sobeautiful. I went swimming in the sea. And picked some seashells on the beach.Step 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 homeWhat 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Labour Day holiday概念。
提问：Look at thecalendar. What date is it It’s May 1st . On May 1st ,we usually have three days off. We call it Labour Day holiday.(3)继续提问学生：Where did John go on his Labour Day holiday What didhe do 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。
六年级英语下册 Unit 3《Where did you go》(第6课时)教案 (新版)人教PEP版
教学目标要求
1．能够从图片信息中推测考查点，做到有目的地听录音，并完成判断任务。
2．能够在教师的帮助下归纳所学过的不规则动词的过去式，并完成练习。
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。
4．能够理解故事内容并进行角色表演。(根据学生具体情况而定)
教师请学生看图片，并根据听到的内容判断正误。
播放课件，听录音判断对错。
5
听录音，回答问题
Listen again and answer.
Listen agai n and answer the questions.
教师请学生再听一遍录音，并根据听到的内容回答下列问题。
Have you got it? Let’s check the answers together.
学生选择正确的词用正确的时态填入空白处。
Have you finished? I think it’s not hard for you!
Let’s check the answers together.
播放课件。
Story
time
时间
9m
赏析趣味小故事
Watch and answer.
Everyone did a good job. In order to encourage you, I prepare a story for you. Please watch it carefully. I have two questions to ask you after watching it.
教学重点
能够在教师的帮助下归纳所学过的不规则动词的过去式，并完成练习。
六年级英语下册 Unit 3《Where did you go》(第1课时)教案 (新版)人教PEP版
B: I _________.
播放课件。
Homework
时间
1m
12
Homework.
1．听教材会话录音熟读课文。
2．采 访你的家人或老师的一次旅行经历。
播放课件。
What did you do last night?
播放歌曲动画。
2
师生对话导入，为学习目标语做铺垫
Free talk.
Now let’s begins our lesson.
1. Is everybody here? How are you today?
(教师在听到学生说自己身体欠佳或状况不好的时候，可以回答：I am sorry to hear that. / That’s too bad. / What a pity! / Are you all right?)
Then act it out with your partner.
播放课件，学生表演对话。
Let’s
practice
时间
10m
11
看图对话，加深目标语的印象
Pair work.
A: Where did you go over your holiday?
B: I went to _________.
Now let’s listen again and read the passage. Then answer the question:
Why couldn’t John eat the grapes in Turpan?
然后教师出示刚才听力内容的文本，请学生再听一听，跟读，并在文中划出John做的事情。同时回答问题
人教PEP版六年级英语下册 Unit 3 Where did you go 教案
矿产资源开发利用方案编写内容要求及审查大纲
矿产资源开发利用方案编写内容要求及《矿产资源开发利用方案》审查大纲一、概述
㈠矿区位置、隶属关系和企业性质。
如为改扩建矿山, 应说明矿山现状、
特点及存在的主要问题。
㈡编制依据
(1简述项目前期工作进展情况及与有关方面对项目的意向性协议情况。
(2 列出开发利用方案编制所依据的主要基础性资料的名称。
如经储量管理部门认定的矿区地质勘探报告、选矿试验报告、加工利用试验报告、工程地质初评资料、矿区水文资料和供水资料等。
对改、扩建矿山应有生产实际资料, 如矿山总平面现状图、矿床开拓系统图、采场现状图和主要采选设备清单等。
二、矿产品需求现状和预测
㈠该矿产在国内需求情况和市场供应情况
1、矿产品现状及加工利用趋向。
2、国内近、远期的需求量及主要销向预测。
㈡产品价格分析
1、国内矿产品价格现状。
2、矿产品价格稳定性及变化趋势。
三、矿产资源概况
㈠矿区总体概况
1、矿区总体规划情况。
2、矿区矿产资源概况。
3、该设计与矿区总体开发的关系。
㈡该设计项目的资源概况
1、矿床地质及构造特征。
2、矿床开采技术条件及水文地质条件。
教学设计：人教版小学英语六年级下Unit 3 Where did you go
人教版小学六年级英语下册Un i t 3W he re did yo u go?教学设计一、指导思想《课标》中指出：义务教育阶段的英语课程应面向全体学生，体现以学生为主体的思想，在教学目标、教学内容、教学过程、教学评价和教学资源的开发与利用等方面都应考虑全体学生的发展需求。
基于以上理念、具体学情和复习课的特点，我设置了分层目标，分层活动，努力做到面向全体学生，尊重学生的个体差异，通过不同难度的听说读写训练来实现教学整体效益的最大化，促进学生综合语言运用能力。
二、教学背景分析（一）教材分析本课是 PEP 小学英语六年级下册第三单元的单元复习课,本单元教材分为 A、B、C 三个部分，以“谈论和描述人物在过去做的事情”为主题，通过 Where did you go?/Did you …? / How did you …? 等语言结构来对人物在过去所做的事情进行谈论和描述。
语法内容承接第二单元，继续涉及不规则动词过去式的变化。
（二）学情分析1.六年级学生具有一定的抽象思维能力，能基于一定的引导透过现象看到事物的本质，能掌握大多数定义性概念，并进行归纳总结，但在学习中仍需要具体经验的支持。
2.学生学习本课之前已经在六年级上册的积累了相关范畴的词汇：What, Where, When, Who, How 及其引导的特殊疑问句的问答语，在六下第二单元接触到假期活动的短语，如 cleaned my room, watched TV,等，及 Did you clean your room?等一般疑问句的提问及回答。
3.六年级学生已经具备一些听、说、读、写的基本技能，能够初步运用四项语言技能获取、处理和传递所需信息。
部分学生能围绕“谈论和描述人物在过去做的事情” 这一话题进行简单的口头交流和短小文段表达，但有些学生掌握的不够扎实。
从整体上来说，学生在如何有效记忆和使用英语词汇、如何在具体语境下进行交流等方面还有待提高。
六年级下册英语教案Unit 3 Where did you go？Part A_人教(PEP)
六年级下册英语教案Unit 3 Where did you go？Part A_人教（PEP）作业设计1.抄写并背诵本课所学四会词汇。
2.自主预习B部分Let’s talk课文。
板书设计Unit 3 Where did you go?rode a horse rode a bikewent camping hurt my footwent fishingWhere did you go last Saturday?I went to...What did you do there?I...教学过程批注一、Warm-up & Revision1.Daily oral practiceGood morning. Glad to meet you. How are you? What day is it today? What’s the weather like today?2.呈现上节课用到的图片，和学生一起回顾词汇及句型。
二、Presentation & PracticeLet’s try1.让学生读题。
2.播放录音，让学生完成三个小题。
3.师生核对答案。
4.再次播放录音，教师对学生有疑问的地方进行简单讲解。
Let’s talk1.设计主情景“我是小小侦探”——“谁打扫了教室？”（1）教师用课件动画形式呈现一个明亮干净的教室。
出现一个老师和一个学生John。
T: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 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.然后John跑去问Wu Yifan。
人教(PEP)六年级英语下册教案(表格式)：Unit3 Where did you go B Read and write
Show your day andintroduce in English.
板书设计
教学反思
Check someone or the groups.
(3)Introduce your day.
Today was a _____ day. In the morning, I/We ....
In the afternoon, I/We ....
It was a ______ day!
Let’s Play a game:
Watch a film.
Wu Yifan met a dog on the
road and named it Max.
Guess what happened then?
Look at the pictures and discuss in groups.
Show in groups.
Read and write
（分层选择做）
Students watch and think about the story.
运用多媒体直观法引学生进入情境
Students discuss in groups .
小组合作学习，发散思维，取长补短
Read by yourselves.
Look at the PPT, the
students try to choose.
教学难点
1.能够掌握良好的阅读策略，积极大胆的尝试写作，并能够提高自主学习能力。
2.能够培养与人交往的能力和用英语表达和记日记的习惯。
教学资源
课件，卡片，挂图，习题卡
教学流程
教师教学活动