1、pep六年级英语下册第三单元备课docxUnit3 Where did you go?单元备课一、学生情况分析本单元的知识较上一单元稍有难度，是对上一单元更深层次的学习，学生对一般过去时基本形成一定的英语语言基础和语感。而且他们对于主动争取表现自我机会的热衷情绪有所减弱，个别性格内向的学生更是怯于把自己学会的新语言、新知识表达出来。因此，在课堂上，多鼓励学生把学习所得表现出来是我们所追求的。二、单元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，教材创设了去吐鲁番、三亚游玩两个场景，并附加一个场景和一个趣味故
2、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。六年级学生已经掌握了一些关于地点和行为动词的词汇，在本单元学习中，重点通过听、说、读、写等活动使学生掌握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。三、单元教学目标1. 知识目标（1） 能够掌握本单元出现的：went, camp, rode, bought, gifts等单词和词组，并熟练朗读和运用。（2） 通过对话学习能够掌握主要句型：Wher
3、e did you go? Did you go to Turpan? How did you get there? We went there by plane. What happened? 等，并能熟练运用于实际交流中。（3） 学会用英文写关于自己去过哪里及做了什么的日记。2. 能力目标通过语言学习及多种形式的交际活动，能够掌握本单元词汇及主要句型，并运用其写日记及流利地与别人谈论自己去过哪里及做过什么，形成良好的语言交际能力。3. 情感态度目标通过本课学习，能养成主动用英语交际的习惯和关心他人的良好品德。四、单元重难点1、能够听、说、读、写五个有关周末活动的词组： rode a hor
4、se, rode a bike, went camping, hurt my foot, went fishing。并能够正确运用上述五个词组谈论周末活动。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? What did you do?听说读写单词和词组：ate, took, bought, gift, took pictures.4、理解Lets talk部分的内容并能听说认读学习目标中的句子。理解It was a bad day but also a good day!的意思。5、掌握不规则动词的过
5、去式。6、学生能用句型进行简单的对话用所学句型简单介绍自己的winter holiday.能够根据提示从日记中获取关键信息；能够利用上述信息仿照教材中的日记，并根据所提供的内容补全短文，描述自己一天的生活。五、教学措施针对六年级学生可能会出现的两极分化的现象，所以在设计上教师力求让每一位学生都有所收获。在课堂教学中，抓住学生在词汇和句型上有良好的英语基础，让A层次的学生发挥潜能，要求阅读相关英语篇章和介绍自己曾经参加过的假日活动。让B层次的学生理解动词的过去式，并简单描述一次活动的经历。让C层次的学生知道动词的过去式形态，能说出本单元几个基本的词组和句型。六、单元课时安排：共分6课时第1课时：
6、 A Lets learn/Listen, answer and write第2课时： A Lets try/Lets talk第3课时： B Lets learn/Look and say第4课时： B Lets try/Lets talk第5课时： Read and write第6课时： Lets check/Lets wrap it up/Story time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, hur
7、t my foot, went fishing。2. 能够正确运用上述五个词组谈论周末活动。3. 能够完成听录音填写所缺信息的活动。二、教学重难点重点：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。并能够正确运用上述五个词组谈论周末活动。难点：学生能用句型进行简单的对话。3、教法学法教师在本课时中要充分利用教材的活动场景对学生进行指导训练学生要在教师的指导下进行操练。同时积极参加小组探究活动，进行小组竞争。四、教学准备：课件、单词卡片五、课时安排：1课时六、教学
8、过程Step 1.预习温故Show the pictures and Go over the phrases of Unit 2. 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, saw a film, had a cold and slept.Free talk. - What did you do last weekend? - I watched TV./ .Step
9、2. 新课内容展示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 ro
10、de 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 Lets learn.学生跟读，然后分角色朗读对话。Step 3.合作交流： 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。学生灵活运用本课时词组，自由编对话。Finish Listen, answer and write. 齐读这些句子。学唱歌曲Tell me about your holiday. Step4、布置作业 1.抄
11、写并背诵四会短语。 2.用本课时句型写一个对话。七、板书设计： Unit 3 Where did you go?rode a horse, rode a bike, went camping, hurt my foot and went fishing.ride rode go went hurt - hurtZhang Peng: Where did you go last Saturday? John: I went to a forest park. Zhang Peng: What did you go there? John: I rode a bike.课后反思：这节课是以旅游为主
12、题的语篇教学，其教学内容多而零散，词汇语法知识都比较难。要将这些词汇紧紧地联系起来教学，帮助学生充分理解课文，并引导学生做到学以致用是一件非常困难的事情。通过这节课，我发现需要精心设计这些内容，将其非常流畅、巧妙地布局在一个大情境中。大情境中又暗含着很多小的情景，自然合理，贴近学生的实际、贴近生活。第二课时A Lets try/Lets talk一、教学目标能听懂Lets try并完成Tick and cross.能理解Lets talk并能听说认读下列句子： What happened? Are you all right? Im OK now. Where did you go? It l
13、ooks like a mule. Did you go to Turpan? Yes, we did.能听说认读单词 fell off, mule, could, till, Labour Day, Turpan。二、教学重难点重点：1. 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。能够听、说、读、写，并在情景中运用句型Where did you go? What did you do?难点：理解句子：I fell off my bike last Saturday and hurt my foot.三、教法学法学生在教师的指导下通过视听唱来掌握单词，再通过小组活动对知识进一步
14、地巩固。四、教学准备：课件、单词卡片五、课时安排：1课时六、教学过程Step 1.预习温故复习 Lets learn. Eg: rode a horse. I rode a horse last weekend. Free talk. -Where did you go last Sunday/ Saturday? - I went to a forest park. - What did you do there? - I rode a bike. / . Step 2. 新课内容展示教读并理解重点单词和句型fell off, mule, could, till, Labour Day, T
15、urpanWhat happened? Are you all right? Im OK now. Where did you go? It looks like a mule. Did you go to Turpan? Yes, we did.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?4.学生讲解
16、对话，教师补充答疑。Step 3.合作交流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 Lets try.Step4、布置当堂作业1. 熟读Lets talk. 2. 抄写教学目标中的句子。七、板书设计： Unit 3 Where did you go? fell off, mule, could, till, Labour Day, Turpan-What happened?-I hurt my foot.-Are you all right?-Im OK now.-Did you go to Turpan?-Yes, we did.
17、/ No, we didnt.八、课后反思：课堂以学生的成长为主体，重视学生的口语交流，关注学生的学习情况，及时地进行检查和反馈。每每学习了新词组或句型，我会安排一个学生间根据实际情况进行交流的环节。通过个人汇报、小组汇报等形式进行检测，并且注重培养学生认真听的能力。第三课时B Lets learn/Look and say一、教学目标1. 能够听、说、读、写四个描述假期活动的词组：ate fresh food, went swimming, took pictures, bought gifts。2. 能够正确运用上述四个词组描述自己的暑假生活。3. 能够看图描述Andy 的暑假生活。二、教
18、学重难点重点：听说读写单词和词组：ate, took, bought, gift, took pictures.难点：掌握不规则动词的过去式。三、教法学法教师要通过情景创设，来激励学生对知识的输出。学生通过扮演角色，来对所学知识进行操练。四、教学准备：课件、单词卡片五、课时安排：1课时六、教学过程Step 1.预习温故齐读P25,师生互译重点短语和句子。Translate the following sentences. What happened? Are you all right? Im OK now. It looks like a mule. Did you go to Turban
19、? Yes, we did.Step 2. 新课内容展示教学短语(1) 教读短语T: Eat fresh food. I often eat fresh food. 同样的方法教学 take pictures, buy gifts, go swimming.(2) 呈现句子：I ate fresh food last Sunday. 同样的方法教学went swimming, took pictures, bought gifts（3）T: What did you do last Sunday? Ss: I ate fresh food. (学生多操练) 3. T：How was your
20、summer holiday? Ss: It was good. I went fishing every weekend and took lots of pictures. 师生互答。4. Play the tape of Lets learn. 学生跟读。Step 3.合作交流：学生两人小组读短语：一人做动作，一人用动词的过去式说短语。Role play: 学生灵活运用本课时词组表演Amy和Wu Yifan的对话，。Finish “Look and say” and read these sentences.全班齐读 P27.Step4、布置作业抄写并背诵本课时四个四会短语七、板书设计：
21、 Unit 3 Where did you go? ate fresh food, went swimming, took pictures, bought gifts. eatate taketook buy - bought- How was your summer holiday?- It was good. I went swimming every weekend and took lots of pictures.八、课后反思：本节课单词较多，并且有几个较长的句子，学生一下子掌握有些难度，因此，学习课文之后，如果能把几个较难的句子单独拿出来，用填词的方法个别训练，会对学生掌握重、难
22、点有些帮助。第四课时B Lets try/Lets talk一、教学目标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、教学重难点重点：理解Lets talk部分的内容并能听说认读学习目标中的句子。难点：用所学
23、句型简单介绍自己的winter holiday.三、教法学法教师组织好学生利用手中图片，让学生更好地使用单词。四、教学准备：课件、单词卡片五、课时安排：1课时六、教学过程 Step 1.预习温故1. Show pictures and go over the phrases: Eg: ate fresh food, I ate fresh food.2. Free talk: T: How was your holiday? Ss: It was good. T: What did you do? Ss: I went swimming. / .Step 2. 新课内容展示1.板书并教读重点句
24、型T: Where did you go last summer holiday? Ss: I went to .T: How did you go there? Ss: I went there by plane./ . T: Sounds great! 2. 学生听录音，老师教读对话。3. 学生谈论P26的五张图片。.4.Read and answer the questions: (1) Where did Amy go last winter holiday? (2) How did she go there? (3) What did she do there?(4) How was
25、 the beach?5.学生讲解对话，教师释疑。Step 3.合作交流：1. Role play.2. 学生灵活运用所学单词及词组句子谈论自己的winter holiday. 例： S1: Where did you go last winter holiday? S2: I went to . S1: How did you go there? S2: We went there by . S1: What did you do there? S2: I . S1: Sounds great!3. Finish Lets try.Step4、布置作业1. 熟读Lets talk. 2. 抄
26、写第三单元的句子。七、板书设计： Unit 3 Where did you go?S1: Where did you go last winter holiday? S2: I went to . S1: How did you go there? S2: We went there by . S1: What did you do there? S2: I . S1: Sounds great!八、课后反思：本节课教学环节间连贯自然，贴近学生思维；教学内容逐渐增加，层层递进。通过介绍老师的旅游经历给予示范，引出新授内容，学生模仿进行介绍。介绍时，从一问一答到自由介绍，从单句话的描述到一个小句
27、段的交流，使学生的知识进行滚动输出，适合学生的认知特点。第五课时Read and write一、教学目标1. 理解Read and write的内容并完成后面的练习。2. 能听说认读单词basket, part, licked, laughed3、能听懂，会说句子Max sat in a basket on the front of the bike. We dressed up and made a funny play. It was a bad day but also a good day!4. 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。二、教学重难点重点：1. 能听
28、懂会说学习目标中的句子。2. 理解It was a bad day but also a good day!的意思。难点：能够根据提示从日记中获取关键信息；能够利用上述信息仿照教材中的日记，并根据所提供的内容补全短文，描述自己一天的生活。3、教法学法教师要积极鼓励学生动手和动口的能力。通过小组竞赛加大学生的学习热情。学生在学习中不仅要从整体上把握知识，更要通过听力训练培养自己耐心的习惯。四、教学准备：课件、单词卡片五、课时安排：1课时六、教学过程 Step 1.预习温故1. Go over phrases: rode a horse, rode a bike, went camping, hu
29、rt my foot, went fishing, ate fresh food, went swimming, took pictures, bought gifts2. Free talk: T: How was your last Sunday? 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. 新课内容展示1. T: Something may happen everyday. Something is good and
30、 something is bad. But Wu Yifan had a bad but good day. Then, What happened? Please turn to page 28. Read the passage and finish the task of page 29. You can discuss with your partner.2. 教师板书讲解单词及句子：basket, part, licked, laughed.Max sat in a basket on the front of the bike. We dressed up and made a
31、funny play. It was a bad day but also a good day! 教读。3. 学生小组阅读并讲解课文，教师答疑，完成后面的练习。4. Play the tape to listen to the passage.Step 3.合作交流：1. 领读Read and write 中的句子并纠正读音。2. 师生互译下列单词及句子：basket, part, licked, laughed.Max sat in a basket on the front of the bike. We dressed up and made a funny play. It was a bad day but also a good
