Unit 3 Where did you go？Part B Let’s try & Let’s talk 教案
文档属性
| 名称 | Unit 3 Where did you go？Part B Let’s try & Let’s talk 教案 |
|
|
| 格式 | docx | ||
| 文件大小 | 39.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-01-23 00:00:00 | ||
图片预览
文档简介
Unit3 Where did you go
Part B Let’s try & Let’s talk
教材内容分析：
本课时是人教版六年级下册第三单元第三课时，与前几课时时紧密相连。围绕“Amy的三亚之行”这一话题展开，主要通过对话学习词汇beach, far from, go there及句型Where did you go… How did you go there What did you do 的表达。引导学生了解三亚的海岛风光，激发学生学习英语的热情，持续保持学习英语的兴趣，增强学好英语的信心，发挥主观能动性。第三课时是前几课时的延续，是句型的综合运用，学会了本课时的知识，那么一般过去时态的特殊疑问句学生已经完全掌握，本课时的的重点是能够在情景中恰当运用由where, what和how引导的一般过去时特殊疑问句。
本课时包括Let’s try 和Let’s talk 两个板块。Let’s try通过吴斌斌和Amy在学校遇见Sarah，三人讨论寒假活动的语境呈现新句型：Where did you go over the winter holiday How did you go What did you do 学生通过听力练习获得Let’s talk板块的人物及场景信息。Let’s talk板块呈现了五幅图，第一幅图呈现了第一天从北京乘坐飞机到三亚的场景。第二幅图、第三附图呈现了第二天天气暖和、拍照的场景。第四幅图呈现了在沙滩上踢足球的场景。第五幅图呈现了骑车子的场景。通过这五个场景，帮助学生体会对话的意义。此版块呈现的对话情境是吴斌斌和Amy在学校遇见Sarah，三人讨论寒假的活动，从而引出句型Where did you go over the winter holiday How did you go What did you do
学情分析:
本次授课的对象是小学六年级的学生，六年级是小学学习的较高阶段。在认知特点方面:他们的有意注意和抽象记忆有所发展，学生理解能力和逻辑思维能力增强，因此，课上适当启发学生思考，深层次挖掘文本隐含的意义。他们已经学习了一些过去时态的表达方式，能够用过去时态谈论和描述一些过去发生的事情。本课时虽然涉及的句型比较多，但是Where did you go What did you go 句型已经在前几节课学过，学生很容易的掌握本课知识。所以在设计教学时，要重点放在句型的综合运用上。给学生创设真实的情境，调动全体学生的积极参与，做到操练与情境相结合，达到语言运用的目的。
核心素养教学目标：
语言知识目标：
1. 能够在教师的帮助下，借助图片，理解对话大意。
2. 能够借助语境理解单词和词组：beach，far from，并能正确发音。
3. 能够听、说、读、写句型：Where did you go … How did you go What did you do
思维能力目标：
1、能够在情景中恰当运用上述句型谈论假期活动。
2、能够运用所学句式介绍自己或他人的假期。
学习能力目标：
1、能够在视频、图片的帮助下，理解对话部分的内容。
2、能够在情景中运用由where, what和how引导的一般过去时特殊疑问句。
文化品格目标：
通过学习，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、热爱生活的美好情感，培养学生乐于与他人交往的性格。
教学重难点
1. 重点
（1）能够在教师的帮助下，借助图片，理解对话大意。
（2）能够听、说、读、写句型：Where did you go … How did you go What did you do
（3）能够在情景中恰当运用上述句型谈论假期活动。
(4) 能够在情景中运用由where, what和how引导的一般过去时特殊疑问句。
2. 难点
1. 句型Where did you go … How did you go What did you do 的灵活运用。
2. 能够在情景中正确的运用由where, what和how引导的一般过去时特殊疑问句。
教学准备：希沃课件
教学过程
Step 1: Warm-up & Revision & Lead-in
Free talk.
Let’s sing.
Look and say.
Where did you John go What did he do
◆ Teaching purpose
设计意图：歌曲是学生喜欢的一种教学形式，它使学生在宽松和谐的氛围中，感知单元主要句型。通过谈论约翰的假期，复习和巩固了知识，为本节课的学习作铺垫。
Step 2: Presentation
Let’s try
(1) T: Now Wu Binbin and Amy meet Sarah at school. What are they talking about Can you guess
S1: Last Weekend.
S2: Summer holiday.
S3: …
(2) Listen to the tape and answer the question.
First let students read the questions,then teach the phrass:buy gifts-bought gifts.为听力作准备。
(3)Check the answers.
(4) Listen to the tape again and answer the question.
T: What did Sarah do in Hangzhou
S1: He went to the West Lake.
T: Wonderful. What was the West Lake like
S2: Big.
S3: Beautiful.
T: Good. What else could we do in the West Lake (引导学生回答。)
Ss: We can row a boat.
(5)Present listening materials(展示听力材料)
Try to finish the mind map of Sarah’s winter holiday.
◆ Teaching purpose
设计意图：学生先学会听前预测，做到有重点的听，提高自身的听力技巧，之后通过完成Sarah’s假期思维导图为进入正式的对话学习做好铺垫。
Let’s talk
(1)T: Sarah wants to know Amy’s winter holiday. Do you want to know Amy’s holiday What do you want to know about Amy’s holiday Maybe we can ask her.
This is Amy’s holiday. Let’s look at the pictures and try to guess. (课件出示：Amy三亚旅游的图片)
◆ Teaching purpose
将Let’s try 与Let’s talk两个板块自然巧妙地进行衔接，并且以图片的形式形象地呈现出“Sarah’s winter holiday”和“Amy’s winter holiday”。由此引入Let’s talk对话的学习。在呈现文本之前，训练学生通过观察图片信息，猜测文本大意的学习策略, 旨在通过加强学生学习策略的指导，培养学生自主学习的能力。
2. Watch and answer.
(1)Ask students to watch the video.（课件出示：Let’s talk板块的视频） Let students answer the questions about Amy’s winter holiday. （出示课件）
(2) Check the answers and finish the mind map.
①Question 1: Where did Amy go
Show the picture of Sanya. (课件出示：三亚的相关图片)
Ss: She went to Sanya.
T: Did you go to Sanya before Let’s share some pictures of Sanya.
（课件出示：三亚美丽的风景）
T: Do you like it How was Sanya It was…
Ss: It was so warm./…
②Question 2: Who did Amy go to Sanya with
Ss: She went there with her family.
③Question 3: How did she go there
Show the picture of a map of China. (课件出示：中国地图图片)
Ss: She went there by plane.
T: Why Let’s see the map of China. Amy lives in Beijing. Sanya is in Hainan. Look, Hainan is far from Beijing.相机引导理解far from 的意义。
④Question 4: What did she do
Ss: She took lots of pictures and she also went swimming.
T: Let’s read “Took pictures—took lots of pictures—took a lot of pictures. (引入词组原形的讲解)And she also went swimming.”
T:Look at the pictures:the third day and the fouth day,what else did Amy do
S:She played football,rode a bike.
T:Sounds great!
⑤Question 5: How was the beach
由Where did she play football,rode a bike？引入beach 学习。展示海滩图片、读音跟读。
How was the beach
Ss: It was beautiful.
◆ Teaching purpose
通过几个问题的回答，帮助学生分析文本。在此过程中，通过图片及视频等方式，调动学生的多种感观理解文本内容。注重句子朗读技巧的指导，并采用思维导图的方式帮助学生梳理文本内容，提炼核心句型，辅助理解并记忆文本。
Step 3: Practice
1. Look, listen and imitate.
Let students read the text sentence by sentence after the recording and pay attention to the pronunciation and the intonation.
2. Read the dialogue.
Let students read freely for one minute. Then the teacher asks two students to work in a group. Students read the dialogue and they can use the mind map when necessary.
3. Talk about Amy’s holiday.
Ask students to talk about Amy’s holiday.
T: Sarah says, “Can I see your pictures sometime ” Today Amy shows her pictures on the blog. Can you talk about the pictures Maybe we can ask and answer like this “Where did she go How did she go there What did she do there ”
Ss: She went to Sanya. She went there by… She…
4、Make a new dialogue
◆ Teaching purpose
先读再听，然后尝试角色表演，复述出本课对话部分，帮助学生进一步理解和记忆文本。充分挖掘文本资源，利用“Can I see your pictures sometime ”巧妙地引出Amy为大家呈现她的旅游照片，请同学们一起谈论Amy的旅游照片，从而实现拓展环节的操练。并且将文本中的核心句型由第二人称拓展为第三人称。引导学生举一反三，在不同的语境中灵活运用新知进行语言交际活动。
Step 4: Consolidation & Extension
1. Share my holiday photos,introduce them.（课件出示：一组假期外出旅行的照片）
T: Amy’s holiday was great. Do you love holidays Now let’s watch my holiday.
I had a lot of fun on my holiday.I went to Yunnan.I went there by plane.I sang and danced,climbed a mountain,and bought some gifts.I enjoyed my holiday.What about you
2. Work in pairs.
T: Let me tell you about my winter holiday. I went to…with…over my winter holiday. …is far from here. So I went there by… The…was beautiful. I…, … and also… I had a good time over the winter holiday. I liked it very much.
My friend…went to…with… He/She went there by… The…was beautiful. He/She…, …, and also… He/She had a good time over the winter holiday.
3. Show time.
Students try to introduce their holidays to the class.
◆ Teaching purpose
通过展示教师自己假期的形式，让学生了解更多有关holiday的常识。同时为学生梳理出有关旅游的关键词“where, how, what, when, who…”。在充分的问答之后，教师指导学生运用关键语言组句成篇，并运用这一策略帮助学生进行介绍，最终完成本节课的任务。
板书设计
Unit3 Where did you go
Part B Let’s talk
作业设计
1. Try to write your own passage about your last winter/summer holiday with the help of the model or the mind map.
2. Preview Amy’s holiday.
3. Do the exercises.
教学评价与反思：
教学设计思路清晰，教学设施能以例引发学生思考、讨论，引导学生积极参与课堂教学，课堂教学基本能体现三维目标，较好达到教学目的。
本节课的教学过程中，教师借助问题引导，围绕核心句型创设各种各样的教学活动，以引发学生的思考。在教师与学生的真实交流中，促进学生的思维和表达能力的发展。
1. 突出学生的学习自主性，引导学生独立思考，寻找规律，变被动为主动，提高学生自主探究、归纳的能力。
2. 教学环节紧凑，逻辑性强，对本课时的内容做了有效的整合，教学层次分明。
3. 采用多种形式调动学生的学习积极性，吸引学生积极投入到学习中来。
4. 注重学生学习策略的培养。在学生进行听力练习之前，预留时间请学生对所听内容进行预测和推断，对学生进行有效的听力技巧指导。
课堂应更“解放”学生，让学生充分发表自己的见解，引导学生主动参与课堂教学，突出语言学科的听说读写四个环节的教学。注意控制语言的节奏、语调、激情教学。
Part B Let’s try & Let’s talk
教材内容分析：
本课时是人教版六年级下册第三单元第三课时，与前几课时时紧密相连。围绕“Amy的三亚之行”这一话题展开，主要通过对话学习词汇beach, far from, go there及句型Where did you go… How did you go there What did you do 的表达。引导学生了解三亚的海岛风光，激发学生学习英语的热情，持续保持学习英语的兴趣，增强学好英语的信心，发挥主观能动性。第三课时是前几课时的延续，是句型的综合运用，学会了本课时的知识，那么一般过去时态的特殊疑问句学生已经完全掌握，本课时的的重点是能够在情景中恰当运用由where, what和how引导的一般过去时特殊疑问句。
本课时包括Let’s try 和Let’s talk 两个板块。Let’s try通过吴斌斌和Amy在学校遇见Sarah，三人讨论寒假活动的语境呈现新句型：Where did you go over the winter holiday How did you go What did you do 学生通过听力练习获得Let’s talk板块的人物及场景信息。Let’s talk板块呈现了五幅图，第一幅图呈现了第一天从北京乘坐飞机到三亚的场景。第二幅图、第三附图呈现了第二天天气暖和、拍照的场景。第四幅图呈现了在沙滩上踢足球的场景。第五幅图呈现了骑车子的场景。通过这五个场景，帮助学生体会对话的意义。此版块呈现的对话情境是吴斌斌和Amy在学校遇见Sarah，三人讨论寒假的活动，从而引出句型Where did you go over the winter holiday How did you go What did you do
学情分析:
本次授课的对象是小学六年级的学生，六年级是小学学习的较高阶段。在认知特点方面:他们的有意注意和抽象记忆有所发展，学生理解能力和逻辑思维能力增强，因此，课上适当启发学生思考，深层次挖掘文本隐含的意义。他们已经学习了一些过去时态的表达方式，能够用过去时态谈论和描述一些过去发生的事情。本课时虽然涉及的句型比较多，但是Where did you go What did you go 句型已经在前几节课学过，学生很容易的掌握本课知识。所以在设计教学时，要重点放在句型的综合运用上。给学生创设真实的情境，调动全体学生的积极参与，做到操练与情境相结合，达到语言运用的目的。
核心素养教学目标：
语言知识目标：
1. 能够在教师的帮助下，借助图片，理解对话大意。
2. 能够借助语境理解单词和词组：beach，far from，并能正确发音。
3. 能够听、说、读、写句型：Where did you go … How did you go What did you do
思维能力目标：
1、能够在情景中恰当运用上述句型谈论假期活动。
2、能够运用所学句式介绍自己或他人的假期。
学习能力目标：
1、能够在视频、图片的帮助下，理解对话部分的内容。
2、能够在情景中运用由where, what和how引导的一般过去时特殊疑问句。
文化品格目标：
通过学习，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、热爱生活的美好情感，培养学生乐于与他人交往的性格。
教学重难点
1. 重点
（1）能够在教师的帮助下，借助图片，理解对话大意。
（2）能够听、说、读、写句型：Where did you go … How did you go What did you do
（3）能够在情景中恰当运用上述句型谈论假期活动。
(4) 能够在情景中运用由where, what和how引导的一般过去时特殊疑问句。
2. 难点
1. 句型Where did you go … How did you go What did you do 的灵活运用。
2. 能够在情景中正确的运用由where, what和how引导的一般过去时特殊疑问句。
教学准备：希沃课件
教学过程
Step 1: Warm-up & Revision & Lead-in
Free talk.
Let’s sing.
Look and say.
Where did you John go What did he do
◆ Teaching purpose
设计意图：歌曲是学生喜欢的一种教学形式，它使学生在宽松和谐的氛围中，感知单元主要句型。通过谈论约翰的假期，复习和巩固了知识，为本节课的学习作铺垫。
Step 2: Presentation
Let’s try
(1) T: Now Wu Binbin and Amy meet Sarah at school. What are they talking about Can you guess
S1: Last Weekend.
S2: Summer holiday.
S3: …
(2) Listen to the tape and answer the question.
First let students read the questions,then teach the phrass:buy gifts-bought gifts.为听力作准备。
(3)Check the answers.
(4) Listen to the tape again and answer the question.
T: What did Sarah do in Hangzhou
S1: He went to the West Lake.
T: Wonderful. What was the West Lake like
S2: Big.
S3: Beautiful.
T: Good. What else could we do in the West Lake (引导学生回答。)
Ss: We can row a boat.
(5)Present listening materials(展示听力材料)
Try to finish the mind map of Sarah’s winter holiday.
◆ Teaching purpose
设计意图：学生先学会听前预测，做到有重点的听，提高自身的听力技巧，之后通过完成Sarah’s假期思维导图为进入正式的对话学习做好铺垫。
Let’s talk
(1)T: Sarah wants to know Amy’s winter holiday. Do you want to know Amy’s holiday What do you want to know about Amy’s holiday Maybe we can ask her.
This is Amy’s holiday. Let’s look at the pictures and try to guess. (课件出示：Amy三亚旅游的图片)
◆ Teaching purpose
将Let’s try 与Let’s talk两个板块自然巧妙地进行衔接，并且以图片的形式形象地呈现出“Sarah’s winter holiday”和“Amy’s winter holiday”。由此引入Let’s talk对话的学习。在呈现文本之前，训练学生通过观察图片信息，猜测文本大意的学习策略, 旨在通过加强学生学习策略的指导，培养学生自主学习的能力。
2. Watch and answer.
(1)Ask students to watch the video.（课件出示：Let’s talk板块的视频） Let students answer the questions about Amy’s winter holiday. （出示课件）
(2) Check the answers and finish the mind map.
①Question 1: Where did Amy go
Show the picture of Sanya. (课件出示：三亚的相关图片)
Ss: She went to Sanya.
T: Did you go to Sanya before Let’s share some pictures of Sanya.
（课件出示：三亚美丽的风景）
T: Do you like it How was Sanya It was…
Ss: It was so warm./…
②Question 2: Who did Amy go to Sanya with
Ss: She went there with her family.
③Question 3: How did she go there
Show the picture of a map of China. (课件出示：中国地图图片)
Ss: She went there by plane.
T: Why Let’s see the map of China. Amy lives in Beijing. Sanya is in Hainan. Look, Hainan is far from Beijing.相机引导理解far from 的意义。
④Question 4: What did she do
Ss: She took lots of pictures and she also went swimming.
T: Let’s read “Took pictures—took lots of pictures—took a lot of pictures. (引入词组原形的讲解)And she also went swimming.”
T:Look at the pictures:the third day and the fouth day,what else did Amy do
S:She played football,rode a bike.
T:Sounds great!
⑤Question 5: How was the beach
由Where did she play football,rode a bike？引入beach 学习。展示海滩图片、读音跟读。
How was the beach
Ss: It was beautiful.
◆ Teaching purpose
通过几个问题的回答，帮助学生分析文本。在此过程中，通过图片及视频等方式，调动学生的多种感观理解文本内容。注重句子朗读技巧的指导，并采用思维导图的方式帮助学生梳理文本内容，提炼核心句型，辅助理解并记忆文本。
Step 3: Practice
1. Look, listen and imitate.
Let students read the text sentence by sentence after the recording and pay attention to the pronunciation and the intonation.
2. Read the dialogue.
Let students read freely for one minute. Then the teacher asks two students to work in a group. Students read the dialogue and they can use the mind map when necessary.
3. Talk about Amy’s holiday.
Ask students to talk about Amy’s holiday.
T: Sarah says, “Can I see your pictures sometime ” Today Amy shows her pictures on the blog. Can you talk about the pictures Maybe we can ask and answer like this “Where did she go How did she go there What did she do there ”
Ss: She went to Sanya. She went there by… She…
4、Make a new dialogue
◆ Teaching purpose
先读再听，然后尝试角色表演，复述出本课对话部分，帮助学生进一步理解和记忆文本。充分挖掘文本资源，利用“Can I see your pictures sometime ”巧妙地引出Amy为大家呈现她的旅游照片，请同学们一起谈论Amy的旅游照片，从而实现拓展环节的操练。并且将文本中的核心句型由第二人称拓展为第三人称。引导学生举一反三，在不同的语境中灵活运用新知进行语言交际活动。
Step 4: Consolidation & Extension
1. Share my holiday photos,introduce them.（课件出示：一组假期外出旅行的照片）
T: Amy’s holiday was great. Do you love holidays Now let’s watch my holiday.
I had a lot of fun on my holiday.I went to Yunnan.I went there by plane.I sang and danced,climbed a mountain,and bought some gifts.I enjoyed my holiday.What about you
2. Work in pairs.
T: Let me tell you about my winter holiday. I went to…with…over my winter holiday. …is far from here. So I went there by… The…was beautiful. I…, … and also… I had a good time over the winter holiday. I liked it very much.
My friend…went to…with… He/She went there by… The…was beautiful. He/She…, …, and also… He/She had a good time over the winter holiday.
3. Show time.
Students try to introduce their holidays to the class.
◆ Teaching purpose
通过展示教师自己假期的形式，让学生了解更多有关holiday的常识。同时为学生梳理出有关旅游的关键词“where, how, what, when, who…”。在充分的问答之后，教师指导学生运用关键语言组句成篇，并运用这一策略帮助学生进行介绍，最终完成本节课的任务。
板书设计
Unit3 Where did you go
Part B Let’s talk
作业设计
1. Try to write your own passage about your last winter/summer holiday with the help of the model or the mind map.
2. Preview Amy’s holiday.
3. Do the exercises.
教学评价与反思：
教学设计思路清晰，教学设施能以例引发学生思考、讨论，引导学生积极参与课堂教学，课堂教学基本能体现三维目标，较好达到教学目的。
本节课的教学过程中，教师借助问题引导，围绕核心句型创设各种各样的教学活动，以引发学生的思考。在教师与学生的真实交流中，促进学生的思维和表达能力的发展。
1. 突出学生的学习自主性，引导学生独立思考，寻找规律，变被动为主动，提高学生自主探究、归纳的能力。
2. 教学环节紧凑，逻辑性强，对本课时的内容做了有效的整合，教学层次分明。
3. 采用多种形式调动学生的学习积极性，吸引学生积极投入到学习中来。
4. 注重学生学习策略的培养。在学生进行听力练习之前，预留时间请学生对所听内容进行预测和推断，对学生进行有效的听力技巧指导。
课堂应更“解放”学生，让学生充分发表自己的见解，引导学生主动参与课堂教学，突出语言学科的听说读写四个环节的教学。注意控制语言的节奏、语调、激情教学。