Unit3 Wheredidyougo？PartA Let'slearn教案
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| 名称 | Unit3 Wheredidyougo？PartA Let'slearn教案 |  | |
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| 资源类型 | 教案 | ||
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| 科目 | 英语 | ||
| 更新时间 | 2022-05-24 22:20:46 | ||
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Unit 3 Where did you go Part A Let's learn 教学设计
【课题】Unit 3 A let’s learn
教学目标：
【知识目标】
1、能听、说、读、写ride hurt的过去式，能听说读写以下动词词组：rode a horse , rode a bike , went camping , went fishing , hurt my foot
2、听懂、会说句型Where did you go last Saturday I went to a forest park. What did you do there I rode a horse.
【能力目标】
1、能运用句型Where did you go ... I went to...以及What did you do there I ...询问他人在假期、周末里做的事情并作出相应回答，形成良好的语言交际能力。
2、用英文写关于自己去过哪里及做了什么的简单博客。
【情感态度、文化意识、学习策略目标能力目标】
1、通过学习，学生认识、了解博客，并乐于在博客、QQ、微信上分享自己的生活。
2、能够在Pair work中合理安排自己的活动时间并积极用本课语言知识与他人进行交流。
教材分析
本部分内容是义务教育PEP小学英语教科书六年级下册教材第三单元A部分单词，本节教材继续学习一般过去式，也是紧跟unit 2 Last weekend.学习一般过去时及个别动词过去式的延伸。主要语言结构为：“Where did you go /What did you do there 以及相关单词：rode a horse/rode a bike/went camping/hurt my foot/went fishing. 通过本节课的学习，学生能在情境中应用Where did you go /What did you do there 等句型询问假期或周末去过哪里和做过什么。要求学生能用运用句型询问其他人，拓展学生的语言综合运用能力。
本部分教材通过John 五月一日和五月十二日的博客分享这一情景，来呈现单词和词组rode a horse, rode a bike ,went fishing ,went camping ,hurt my foot,使学生能够直观地了解这些词组的形式和意义。Went camping 一词尤指假期是的野营，但由于上课时间的限制，近期并没有假期，为了更好的贴近生活情境，因此对博客发表的时间进行了改动。将原来博客五月一日的时间改为了May 1st 2014,即去年五一劳动节。五月十二日的博客时间改为了March 28th 2015,为授课时的上个星期六的时间。通过Zhang Peng和John两人的对话练习，继续学习如何询问别人过去的行为并能做出回答。五福情景图都是围绕假期活动和周末活动展开讨论，并引进了动词过去式的形式和where引导的特殊疑问句。假日活动、周末娱乐是孩子们津津乐道的话题，会勾起他们很多快乐的回忆。
教学重、难点分析：
【教学重点】
1、听、说、读、写动词短语：rode a horse , rode a bike , went camping , hurt my foot , went fishing 。
2、用句型Where did you go last ... I went to ... What did you do there I ...询问他人在假期、周末里做的事情并作出相应回答。
【教学难点】
用英文写关于自己去过哪里及做了什么的简单博客。
教学过程设计
Step 1 warming—up
1、free talk: Good afternoon, boys and girls.
T:What’s your name
S:My name is ...
T: Nice to meet you.
S：Nice to meet you , too.
T: How was your weekend
S:It was ....
T:What did you do
S: I....
【设计意图】课前交流周末活动，拉近师生间的距离，使学生较迅速地进入语言学习的情境中来。
2、T:Do you want to know what I did last week Let’s listen and watch.(播放教师上周的生活图片)
T:What did I do last Friday\Saturday...
S:You washed the clothes...
【设计意图】以朗朗上口的chant形式展现我上周的生活图片，能够很快调动了学生的情绪。
3、T: Now look, what’s this
S:...(生不会说)
T: It’s a blog. We can write, we can put some pictures on it,we can share everything. Today let’s look at John’s blogs.
【设计意图】将教师上周末的活动放在博客里展示，一是复习动词的过去式，二是导入本节课的题眼：博客。让生初步了解博客,为下面展示John的博客做铺垫。
Step 2 presentation
展示John五一劳动节的博客内容：
1、T: First let’s look at this log. Pease pay attention to the date. It was May 1st2014.So it was the last Labour Day holiday. On Laboure Day holiday, we went to some other places. Such as Beijing, Qingdao...Ok, I have a question here. Last Labour Day holiday, where did John go Let’s look at some beautiful pictures and answer this question, OK 播放有关新疆的风土人情图片
T: OK, so John went to ...
S:Xinjiang.
【设计意图】通过此环节让生初步接触where引导的一般疑问句，为下文学习做铺垫。
2、①T: John went to Xinjiang. What did he do there Let’s look at his blog.学生听录音，回答问题
【设计意图】学生听录音，并以图配文的形式展现教学内容，充分调动学生的听觉和视觉，学生可以更好的学习、理解词汇。
T: What did John do in Xinjiang
S: 骑马。
T: He rode a horse.
②出示单词卡片，生跟读rode a horse.
T: rode, o-e/ u/S: / u/
【设计意图】巧用字母组合读音规则，帮助学生记忆单词。
T: rode
S: rode （跟读rode）
③T: let’s spell this word: rode.S:r-o-d-e
④T: Let’ read. （出示rode构成的短语和图片）S: rode a horse, rode a toy horse, rode a cow...
【设计意图】认读rode构成的短语，巩固rode一词并丰富学生词汇量。
⑤拼读rode a horse.
【设计意图】遵循听、说、读、写的顺序，先听说再读写，符合学生的认知规律。
⑥T: This is rode, and this is ride.Rode is the past tense of ride.跟读ride ,rode.
⑦T: What did John do in Xinjiang
S: He rode a horse.
T: Let’s read: Rode, rode,I rode a horse.
3、①T：John rode horse, what else did he do Let’s go on watching his John.学生听录音，回答问题
T: What else did John do in Xinjiang
S: 野营。T: He went camping.
②出示单词卡片，生跟读went camping.
③T:( 出示camp)camp
S:camp.
T: a/ / campS:跟读camp拼读camp
④T: what about this one 出示camping.
S:camping.
⑤T: （出示went）wentS: went （跟读went）T: went, en/en/S: /en/拼读went
⑥T: went is the past tense of go.跟读go, went.
⑦T: Let’ read. （出示went 构成的短语）
S: went camping, went hiking...
⑧拼读went camping
⑨T: What did John do in Xinjiang
S: He went camping.
T: Let’s read: Went, went, I went camping.
4、①T：John went camping, what else did he do Let’s go on watching hisJohn.学生听录音，回答问题
T: What else did John do in Xinjiang
S: went fishing.
T:Yes. He went fishing.
②出示单词卡片，生跟读went fishing.
③拼读went fishing
④T:Look, what did the boy do
S: He went fishing.
T: Yes. When did he go fishing In summer or winter
S: In summer.
T: So we say: The boy went fishing in summer. Let’s read.
S: The boy went fishing in summer.
T: What about this man
S: The man went fishing in winter.
T: Now we know, we can go fishing in summer and in winter.
【设计意图】让学生了解钓鱼的时节。
5、（出示John的博客）
T：What did John in Xinjiang
S: He rode a horse, went camping and went fishing.展示John五一劳动节的博客内容：
6、①T: Look at his anther blog. Please look at the date. It was March 28th2015.So it was last Saturday. Where did John go last Saturday Let’s look athis blog.学生听录音，回答问题。
T：John went to ...
S：A forest park.
②T: Let’s ask him:
T & S: Where did you go last Saturday, John 学生跟读问句。
T：I went to a forest park.
③T: I ask ,you answer. Where did you go last Saturday, John
S: I went to a forest park.
④T: John went to a park last Saturday. What about you Where did you go last Saturday
S1:I went to...
T：OK, Let’s do a pair work.
7、pair work.生展示对话。
8、①T: John went to a forest park last Saturday. What did he do there Let’s goon watching his blog.学生听录音，回答问题T: What did John do last Saturday
S: rode a bike.
T:Yes. He rode a bike.
②出示单词卡片，生跟读rode a bike.
③拼读rode a bike.
④T: I rode a bike with my friends. Did you ride a bike your friends or your father
Let’s say: I rode a bike with my father\my mother....Let’s say to your partner.学生展示。
9、①T: we know, when we riding a bike ,we must wear a helmet. We must use protective equipment. John wear a helmet, he used the equipment. But what happened Let’s look at his blog.学生听录音，回答问题
T: What happened Let’s watch a vedio.播放视屏。
T: What happened He fell off the bike. He hurt his foot.
②出示单词卡片，生跟读hurt my foot.
③T: Look.Hurt is the past tense of hurt. They are the same words.
④跟读hurt.T: ur / :/ hurt
⑤拼读hurt
⑥T: Let’s read: hurt my foot, hurt my head...
⑦拼读hurt my foot
⑧T: What did John do
S: He hurt his foot
T: Ouch! I hurt my foot. Let’s read.
S: Ouch! I hurt my foot.
10、T: let’ look at his blog. What did John do
S: He rode a bike. Hurt my foot.
Step 3: Consolidation & extension1、listen and repeat.
【设计意图】新授过程的语篇是支离破碎的，此环节把语篇整合，让学生对所学内容有整体印象。
2、fill in the blanks.
3、出示词组，总结单词的过去式。
4、T: Can you ask John some questions Can you ask John some questions about last Labour day holiday
Such as : Where ...last Labour Day holiday
①S: where did you go last Labour Day holiday, John
T: Let’s read.生跟读问句。
T: Who can answer
S: I went to Xinjiang.
T: Can you ask: What...
S: What did you do
T& S:What did you do there
T: Who can answer
S:I rode a horse. I went camping. I went fishing.T & S pair work.
【设计意图】提供语言支架what、where让学生动脑提问，复习巩固所学特殊疑问句。
②T: What about last Saturday Can you ask some question Where...
S: Where did you go last Saturday
T: Who can answer
S: I went to a forest park.
T: What...
S: What did you do there
T: Who can answer
S: I rode a bike. I hurt my foot.
T & S pair work.
5、let’s chant【设计意图】Chant环节巩固本节课所学的动词过去式和两个特殊疑问句。朗朗上口的chant能调动学生的积极性，活跃课堂气氛。
6、pair workS1: Where did you go last Saturday\...
S2: I went to....
S1: What did you di there
S2: I....
7、let’s write
T:Now I know your last weekend. This time Let’s write a blog about your last weekend. First please look at my weekend.展示教师的博客.Ss write a blog. Show time.
【设计意图】六年级的学生能够根据提供的词汇写小作文。本环节结合本节课内容让学写一篇博客，有助于学生对词汇、语法、句型的学习，
6、T: Now we know some of you have blogs, some of you have QQ, some ofyou have wechat. We can put some pictures or write something. We canshare. This weekend is Tomb-sweeping day. You can go outside with yourfamily. You can touch the nature and enjoy the nature. Enjoy a colorful holiday.Then share on your blog,QQ ,wechat.【设计意图】
利用周末假期，让学生参加户外活动，并学会分享。
Step 4: homework:
1.Share your composition on your blog, QQ or Wechat.（在QQ、博客或微信上分享你的写作。）
2.Read P25 3 times.（跟读P25 3次）
3.Arrange your holiday and share it.（合理安排假期并分享）
【板书设计】Where did you go ... I wen to ....What did you do there
【课题】Unit 3 A let’s learn
教学目标：
【知识目标】
1、能听、说、读、写ride hurt的过去式，能听说读写以下动词词组：rode a horse , rode a bike , went camping , went fishing , hurt my foot
2、听懂、会说句型Where did you go last Saturday I went to a forest park. What did you do there I rode a horse.
【能力目标】
1、能运用句型Where did you go ... I went to...以及What did you do there I ...询问他人在假期、周末里做的事情并作出相应回答，形成良好的语言交际能力。
2、用英文写关于自己去过哪里及做了什么的简单博客。
【情感态度、文化意识、学习策略目标能力目标】
1、通过学习，学生认识、了解博客，并乐于在博客、QQ、微信上分享自己的生活。
2、能够在Pair work中合理安排自己的活动时间并积极用本课语言知识与他人进行交流。
教材分析
本部分内容是义务教育PEP小学英语教科书六年级下册教材第三单元A部分单词，本节教材继续学习一般过去式，也是紧跟unit 2 Last weekend.学习一般过去时及个别动词过去式的延伸。主要语言结构为：“Where did you go /What did you do there 以及相关单词：rode a horse/rode a bike/went camping/hurt my foot/went fishing. 通过本节课的学习，学生能在情境中应用Where did you go /What did you do there 等句型询问假期或周末去过哪里和做过什么。要求学生能用运用句型询问其他人，拓展学生的语言综合运用能力。
本部分教材通过John 五月一日和五月十二日的博客分享这一情景，来呈现单词和词组rode a horse, rode a bike ,went fishing ,went camping ,hurt my foot,使学生能够直观地了解这些词组的形式和意义。Went camping 一词尤指假期是的野营，但由于上课时间的限制，近期并没有假期，为了更好的贴近生活情境，因此对博客发表的时间进行了改动。将原来博客五月一日的时间改为了May 1st 2014,即去年五一劳动节。五月十二日的博客时间改为了March 28th 2015,为授课时的上个星期六的时间。通过Zhang Peng和John两人的对话练习，继续学习如何询问别人过去的行为并能做出回答。五福情景图都是围绕假期活动和周末活动展开讨论，并引进了动词过去式的形式和where引导的特殊疑问句。假日活动、周末娱乐是孩子们津津乐道的话题，会勾起他们很多快乐的回忆。
教学重、难点分析：
【教学重点】
1、听、说、读、写动词短语：rode a horse , rode a bike , went camping , hurt my foot , went fishing 。
2、用句型Where did you go last ... I went to ... What did you do there I ...询问他人在假期、周末里做的事情并作出相应回答。
【教学难点】
用英文写关于自己去过哪里及做了什么的简单博客。
教学过程设计
Step 1 warming—up
1、free talk: Good afternoon, boys and girls.
T:What’s your name
S:My name is ...
T: Nice to meet you.
S：Nice to meet you , too.
T: How was your weekend
S:It was ....
T:What did you do
S: I....
【设计意图】课前交流周末活动，拉近师生间的距离，使学生较迅速地进入语言学习的情境中来。
2、T:Do you want to know what I did last week Let’s listen and watch.(播放教师上周的生活图片)
T:What did I do last Friday\Saturday...
S:You washed the clothes...
【设计意图】以朗朗上口的chant形式展现我上周的生活图片，能够很快调动了学生的情绪。
3、T: Now look, what’s this
S:...(生不会说)
T: It’s a blog. We can write, we can put some pictures on it,we can share everything. Today let’s look at John’s blogs.
【设计意图】将教师上周末的活动放在博客里展示，一是复习动词的过去式，二是导入本节课的题眼：博客。让生初步了解博客,为下面展示John的博客做铺垫。
Step 2 presentation
展示John五一劳动节的博客内容：
1、T: First let’s look at this log. Pease pay attention to the date. It was May 1st2014.So it was the last Labour Day holiday. On Laboure Day holiday, we went to some other places. Such as Beijing, Qingdao...Ok, I have a question here. Last Labour Day holiday, where did John go Let’s look at some beautiful pictures and answer this question, OK 播放有关新疆的风土人情图片
T: OK, so John went to ...
S:Xinjiang.
【设计意图】通过此环节让生初步接触where引导的一般疑问句，为下文学习做铺垫。
2、①T: John went to Xinjiang. What did he do there Let’s look at his blog.学生听录音，回答问题
【设计意图】学生听录音，并以图配文的形式展现教学内容，充分调动学生的听觉和视觉，学生可以更好的学习、理解词汇。
T: What did John do in Xinjiang
S: 骑马。
T: He rode a horse.
②出示单词卡片，生跟读rode a horse.
T: rode, o-e/ u/S: / u/
【设计意图】巧用字母组合读音规则，帮助学生记忆单词。
T: rode
S: rode （跟读rode）
③T: let’s spell this word: rode.S:r-o-d-e
④T: Let’ read. （出示rode构成的短语和图片）S: rode a horse, rode a toy horse, rode a cow...
【设计意图】认读rode构成的短语，巩固rode一词并丰富学生词汇量。
⑤拼读rode a horse.
【设计意图】遵循听、说、读、写的顺序，先听说再读写，符合学生的认知规律。
⑥T: This is rode, and this is ride.Rode is the past tense of ride.跟读ride ,rode.
⑦T: What did John do in Xinjiang
S: He rode a horse.
T: Let’s read: Rode, rode,I rode a horse.
3、①T：John rode horse, what else did he do Let’s go on watching his John.学生听录音，回答问题
T: What else did John do in Xinjiang
S: 野营。T: He went camping.
②出示单词卡片，生跟读went camping.
③T:( 出示camp)camp
S:camp.
T: a/ / campS:跟读camp拼读camp
④T: what about this one 出示camping.
S:camping.
⑤T: （出示went）wentS: went （跟读went）T: went, en/en/S: /en/拼读went
⑥T: went is the past tense of go.跟读go, went.
⑦T: Let’ read. （出示went 构成的短语）
S: went camping, went hiking...
⑧拼读went camping
⑨T: What did John do in Xinjiang
S: He went camping.
T: Let’s read: Went, went, I went camping.
4、①T：John went camping, what else did he do Let’s go on watching hisJohn.学生听录音，回答问题
T: What else did John do in Xinjiang
S: went fishing.
T:Yes. He went fishing.
②出示单词卡片，生跟读went fishing.
③拼读went fishing
④T:Look, what did the boy do
S: He went fishing.
T: Yes. When did he go fishing In summer or winter
S: In summer.
T: So we say: The boy went fishing in summer. Let’s read.
S: The boy went fishing in summer.
T: What about this man
S: The man went fishing in winter.
T: Now we know, we can go fishing in summer and in winter.
【设计意图】让学生了解钓鱼的时节。
5、（出示John的博客）
T：What did John in Xinjiang
S: He rode a horse, went camping and went fishing.展示John五一劳动节的博客内容：
6、①T: Look at his anther blog. Please look at the date. It was March 28th2015.So it was last Saturday. Where did John go last Saturday Let’s look athis blog.学生听录音，回答问题。
T：John went to ...
S：A forest park.
②T: Let’s ask him:
T & S: Where did you go last Saturday, John 学生跟读问句。
T：I went to a forest park.
③T: I ask ,you answer. Where did you go last Saturday, John
S: I went to a forest park.
④T: John went to a park last Saturday. What about you Where did you go last Saturday
S1:I went to...
T：OK, Let’s do a pair work.
7、pair work.生展示对话。
8、①T: John went to a forest park last Saturday. What did he do there Let’s goon watching his blog.学生听录音，回答问题T: What did John do last Saturday
S: rode a bike.
T:Yes. He rode a bike.
②出示单词卡片，生跟读rode a bike.
③拼读rode a bike.
④T: I rode a bike with my friends. Did you ride a bike your friends or your father
Let’s say: I rode a bike with my father\my mother....Let’s say to your partner.学生展示。
9、①T: we know, when we riding a bike ,we must wear a helmet. We must use protective equipment. John wear a helmet, he used the equipment. But what happened Let’s look at his blog.学生听录音，回答问题
T: What happened Let’s watch a vedio.播放视屏。
T: What happened He fell off the bike. He hurt his foot.
②出示单词卡片，生跟读hurt my foot.
③T: Look.Hurt is the past tense of hurt. They are the same words.
④跟读hurt.T: ur / :/ hurt
⑤拼读hurt
⑥T: Let’s read: hurt my foot, hurt my head...
⑦拼读hurt my foot
⑧T: What did John do
S: He hurt his foot
T: Ouch! I hurt my foot. Let’s read.
S: Ouch! I hurt my foot.
10、T: let’ look at his blog. What did John do
S: He rode a bike. Hurt my foot.
Step 3: Consolidation & extension1、listen and repeat.
【设计意图】新授过程的语篇是支离破碎的，此环节把语篇整合，让学生对所学内容有整体印象。
2、fill in the blanks.
3、出示词组，总结单词的过去式。
4、T: Can you ask John some questions Can you ask John some questions about last Labour day holiday
Such as : Where ...last Labour Day holiday
①S: where did you go last Labour Day holiday, John
T: Let’s read.生跟读问句。
T: Who can answer
S: I went to Xinjiang.
T: Can you ask: What...
S: What did you do
T& S:What did you do there
T: Who can answer
S:I rode a horse. I went camping. I went fishing.T & S pair work.
【设计意图】提供语言支架what、where让学生动脑提问，复习巩固所学特殊疑问句。
②T: What about last Saturday Can you ask some question Where...
S: Where did you go last Saturday
T: Who can answer
S: I went to a forest park.
T: What...
S: What did you do there
T: Who can answer
S: I rode a bike. I hurt my foot.
T & S pair work.
5、let’s chant【设计意图】Chant环节巩固本节课所学的动词过去式和两个特殊疑问句。朗朗上口的chant能调动学生的积极性，活跃课堂气氛。
6、pair workS1: Where did you go last Saturday\...
S2: I went to....
S1: What did you di there
S2: I....
7、let’s write
T:Now I know your last weekend. This time Let’s write a blog about your last weekend. First please look at my weekend.展示教师的博客.Ss write a blog. Show time.
【设计意图】六年级的学生能够根据提供的词汇写小作文。本环节结合本节课内容让学写一篇博客，有助于学生对词汇、语法、句型的学习，
6、T: Now we know some of you have blogs, some of you have QQ, some ofyou have wechat. We can put some pictures or write something. We canshare. This weekend is Tomb-sweeping day. You can go outside with yourfamily. You can touch the nature and enjoy the nature. Enjoy a colorful holiday.Then share on your blog,QQ ,wechat.【设计意图】
利用周末假期，让学生参加户外活动，并学会分享。
Step 4: homework:
1.Share your composition on your blog, QQ or Wechat.（在QQ、博客或微信上分享你的写作。）
2.Read P25 3 times.（跟读P25 3次）
3.Arrange your holiday and share it.（合理安排假期并分享）
【板书设计】Where did you go ... I wen to ....What did you do there