(共20张PPT)
人教PEP六年级下册
Unit
3
Where
did
you
go
Part
B
Let’s
try
&
Let’s
talk
rode
a
bike
Sounds
great!
lots
of
far
from
took
pictures
went
swimming
by
plane
went
to
Beijing
went
camping
what
did
how
Let’s
PK
Shenzhen
Where
…
How
…
What
…
by
plane
took
pictures
saw
a
film
Wu
Yifan
and
Amy
meet
Sarah
at
school.
Let’s
try
Where
did
Sarah
go
on
winter
holiday
Who
did
she
go
with
She
went
to
Hangzhou.
She
went
with
her
parents.
Let’s
talk
went
to
Hangzhou
Sarah:
Where
did
you
go
over
the
winter
holiday
Amy:
My
family
and
I
went
to
Sanya.
Wu:
Really
Did
you
like
it
Amy:
Yes,
it
was
so
warm.
Sarah:
Hainan
is
far
from
here.
How
did
you
go
there
Amy:
We
went
there
by
plane.
Wu:
How
was
the
beach
What
did
you
do
there
Amy:
It
was
beautiful.
I
took
lots
of
pictures,
and
I
also
went
swimming.
Sarah:
Sounds
great!
Can
I
see
your
pictures
sometime
Amy:
Sure.
Listen
and
underline
the
key
sentences.
听录音，用横线画出问题以及答案。
Let’s
talk
1.
Where
did
Amy
go
last
winter
holiday
2.
How
did
Amy
go
there
3.
What
did
Amy
do
there
She
went
to
Sanya
with
her
family.
She
went
there
by
plane.
She
took
lots
of
pictures
and
went
swimming.
Sarah:
Where
did
you
go
over
the
winter
holiday
Amy:
My
family
and
I
went
to
Sanya.
Wu:
Really
Did
you
like
it
Amy:
Yes,
it
was
so
warm.
Sarah:
Hainan
is
far
from
here.
How
did
you
go
there
Amy:
We
went
there
by
plane.
Wu:
How
was
the
beach
What
did
you
do
there
Amy:
It
was
beautiful.
I
took
lots
of
pictures,
and
I
also
went
swimming.
Sarah:
Sounds
great!
Can
I
see
your
pictures
sometime
Amy:
Sure.
A.
each
B.
peach
C.
reach
D.
beach
Sarah:
Where
did
you
go
over
the
winter
holiday
Amy:
My
family
and
I
went
to
Sanya.
Wu:
Really
Did
you
like
it
Amy:
Yes,
it
was
so
warm.
Sarah:
Hainan
is
far
from
here.
How
did
you
go
there
Amy:
We
went
there
by
plane.
Wu:
How
was
the
beach
What
did
you
do
there
Amy:
It
was
beautiful.
I
took
lots
of
pictures,
and
I
also
went
swimming.
Sarah:
Sounds
great!
Can
I
see
your
pictures
sometime
Amy:
Sure.
Group
work
Please
practice
with
your
group
members.
In
your
group,
one
will
be
Sarah,
one
will
be
Amy
and
one
will
be
Wu
Yifan.
You
have
2
minutes.
Tips:
小组成员可以分角色读，小组齐读，组员带读，跟读等方式进行。
Discuss（讨论）：
If
you
are
Amy,
use
your
own
sentences
to
describe
Amy’s
holiday.
(如果你是Amy，请你用自己的语言来描述一下Amy的假期：和谁去了哪里？怎么去的？做了什么？心情怎么样？)
Last
winter
holiday
Hello!
I’m
______.
My
family
and
I
went
to
______.
Hainan
is
far
from
here.
We
went
there
______.
I
______
and
______.
We
had
a
good
time.
A:
Hello!
I’m
_____.
Where
did
you
go
_____
B:
___________________.
A:
Who
did
you
go
with
B:
___________________.
A:
How
did
you
go
there
B:
___________________.
A:
What
did
you
do
there
B:
___________________.
A:
Sounds
great!
Tips:
与你的同桌之间用对话的形式来说说你在假期的
时候去了哪里？
a.
询问朋友过去做了什么可以问：
b.
询问朋友节假日去了哪里可以问：
C.
询问朋友过去怎样去某个地方可以问：
Summary
What
did
you
do
Where
did
you
go
over
the
holiday
How
did
you
go
there
The
world
is
beautiful.
Let’s
go
out
and
enjoy
ourselves.
世界是美好的。我们应该在假期的时候多走出去看看。
上个寒假你做了那些有意义的事情，心情怎么样？请你写出来展示给大家。
1.
不少于5句话；2.
条理清晰；3.
字迹工整。
Let’s
write
Last
winter
holiday
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Homework
Read
after
the
tape
and
act
out
the
dialogue
on
page
26.
(必选)
(2)
Try
to
make
a
new
dialogue
(According
to
the
report)
and
write
it
down.
(必选)
(3)
Share
the
dialogue
with
your
parents.
(可选)Unit
3
Where
did
you
go
B
Let’s
talk
教案
一、教材内容分析
本单元学习的主题是谈论和描述人物在过去做的事情。在主情景图中，张鹏给John打电话，了解John没有上学的原因，并去John家探望，分享John在刚过去的五一假期旅游的照片，通过这些情景来呈现本单元的核心词汇和句型。而Let’s
talk部分学习的核心句型是：Where
did
you
go
How
did
you
go
there
What
did
you
do
教材通过吴一凡和Amy在学校遇见Sarah，三人谈论Amy的寒假活动的情景，帮助学生感知上述句型的语用情景。
二、学生情况分析
六年级的学生从三年级就开始真正意义上地学习英语，在本单元学习对别人假期活动进行口语交际之前，学生在六年级上册也学习过相关的话题，所不同的是上学期是对将要进行的活动进行提问Where
are
you
going
What
are
you
going
to
do
How
are
you
going
Who
are
you
going
with
...
也就是一般将来时的运用；而本单元即是针对过去的活动进行提问Where
did
you
go
What
did
you
do
How
did
you
go
Who
did
you
go
with
...
也就是一般运去的运用。把新知识套用到旧公式当中，对学生来说应该是更易于掌握的。而且旅游和活动，永远都是学生最感兴趣的话题，因此学生肯定会乐于接受新知识的。
三、教学目标
知识目标：
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。
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。
能力目标：
1.
能够用一般过去时描述自己在过去的时间里所做的事情。
2.
能够用主要句型询问他人在过去的时间里所做的事情并作答。
3.
学会阅读短文，并从中获取信息，同时能互相谈论有关上个假期所做的事情。情感目标：
能合理安排假期，懂得热爱生活，热爱每一天！
四、教学重难点
教学重点：
1.
能够熟读对话并理解对话内容。
2.
能听、说、读、写句子：Where
did
you
go
How
did
you
go
there
What
did
you
do
并在实际情景中运用。
教学难点：
能实际情景中，正确运用特殊疑问句。
五、教学过程
Step1:
Warm-up
and
greetings
(课前欣赏Tell
me
about
your
holiday.）
Greetings.
Review.
Play
a
game.
(大屏幕上出现单词词组，学生以最快的方式读出来，在一定程度上复习动词的过去式。)
Free
talk.
T:
Where
did
you
go
over
the
winter
holiday,
xx
(提问3到5个同学)
S1:
I
went
to
Shanghai.
S2:
I
went
to
Hu
Nan.
S3:
I
went
to
Changsha.
T:
What
did
you
do
there
S:
I
rode
a
horse.
T:
What
did
you
do
last
weekend
S:
I
watched
TV.
Talk
about
my
holiday.
Where
did
I
go
I
went
to
Shenzhen.
How
did
I
go
there
I
went
there
by
bus.
What
did
I
do
I
saw
a
film.
What
else
did
I
do
I
took
lots
of
pictures.
【设计意图】通过师生交谈，让学生在轻松欢快的氛围中开始新的课程，通过询问where,
who,
how
,what等与旅游相关的话题，让学生回忆、感知所学过的相关词汇和句型，并让学生初步了解旅游可以谈论的话题。
Step
2:
Presentation
Let’s
try
My
holiday
was
great.
How
about
your
friends’
holiday
PPT出示Wu
Yifan,
Amy
and
Sarah在学校遇见的图片以及课本上的题目。
What
are
they
talking
about
A.
School.
B.
Holiday.
Who
did
Sarah
buy
gifts
for
A.
Amy
and
John.
B.
Wu
Yifan
and
Amy.
A.
Present
the
scene:
Wu
Yifan
and
Amy
are
at
school.
They
meet
Sarah.
What
are
they
talking
about
Let’s
listen.
B:
First
listening:
Listen
and
choose.
C.
Second
listening:
Listen
and
answer.
Where
did
Sarah
go
on
winter
holiday
Who
did
she
go
with
D.
Check
the
answers.
【设计意图】通过两遍的录音播放，帮助同学们完成对应的练习。同时获取Let’s
talk部分的人物及场景信息而扩展的问题是让学生掌握更多的信息，在培养学生们的听力技巧的同时，自然过渡到本课时对话的学习及相关信息。
Let’s
talk
Lead-in:
T:
Now,
we
know
Sarah’s
holiday.
What
about
Amy’s
holiday
What
do
you
want
to
know
Please
write
down
the
questions
you
want
to
know.
a)
Let
students
write
down
the
questions
on
the
paper.
(1分钟)
b)
Write
down
the
questions
on
the
blackboard.
(把学生提出的问题以思维导图的形式写在黑板上)
【设计意图】初读文本，了解文本大意。让学生先带着三个较简单的问题从听上整体感知故事内容，再通过看动画进一步完整清晰地了解了故事内容。激发学生的阅读兴趣，吸引学生由浅入深地整体感知内容，激发学生的阅读兴趣，树立学生阅读的自信心，让后进生也能参与其中，辐射学生的参与面。为下一步的细读作好铺垫。
First
listening:
Listen
and
think.
T:
Wow,
we
have
many
questions.
Now,
open
your
book
on
P26.
Please
let’s
take
these
questions
to
listen
to
the
recording.
And
mark
down
the
main
information:
Where,
When,
What,
Who,
How.
【设计意图】引导一般过去时特殊疑问句的用法，让学生带着这课文的几个核心问题去听音，集中注意力，并尝试去捕捉关键的信息。
T:
Can
you
catch
the
answers
Ss:
Yes!
(可能会有部分学生会举手发表意见)
T:
All
right!
Who
can
tell
me:
Where
did
Amy
go
When
did
she
go
What
did
she
do
there
Who
did
she
go
with
How
did
she
go
(让学生在对话当中找出黑板问题的答案，检测之前的回答并板书)
Check
the
answers.
【设计意图】第一遍听录音，对学生进行整体输入感知对话。抓住问题去听，在考查学生的专注度的同时，也培养了学生听的能力，让他们在快速听力的情况下获得信息，也获得了取得答案后的成功感，进一步提升探知课文的欲望。
总结Amy’s
winter
holiday
然后在进行Let’s
chant.
Where
did
Amy
go
She
went
to
Sanya.
When
did
she
go
On
winter
holiday.
What
did
she
do
there
She
took
pictures
and
went
swimming.
Who
did
she
go
with
Her
family.
How
did
she
go
She
went
there
by
plane.
(让学生在对话当中找出黑板问题的答案，检测之前的回答并板书。)
【设计意图】这个环节目的是为了让学生对文本有更好的整体的了解，并通过chant让学生对本节课的疑问句更好地读和理解，为接下来的句子排序做铺垫。
Second
listening:
A.
Watch,
listen
and
write.
T:
Sounds
great!
You
did
a
very
good
job!
So,
let’s
watch
the
whole
story.
Please
listen
again
and
watch.
(播放视频)
B.
Read
after
the
computer.
学生们跟着电脑朗读对话，教师在课件上提醒学生们注意句子的重音、意群和停顿。
T:
Now
please
read
after
the
computer,
but
pay
attention
to
the
tones,
stress
and
liaison.
【设计意图】在前面三次听的输入和对应的练习之后，学生们基本上理解了对话的意思，通过跟着标准的录音朗读对话，帮助学生们学习和掌握对话的正确语音语调。
Now
can
you
use
your
own
sentences
describe
the
Amy’s
holiday.
教师在PPT上给出模版。
Last
winter
holiday,
my
family
and
I
went
to
_____.
It
was
so
______.
We
went
there
_____.
The
beach
was
_____.
I
______and
_______.
I
had
a
good
time.
Step
3:
Practice
Role
play
学生小组之间，男生和女生之间进行角色扮演。
A:
Make
a
model.
T:
Let’s
role
play.
I
will
be
Sarah
and
who
wants
to
be
Amy
and
Wu
Yifan
B:
Group
work.
T:
Good
job!
This
time,
please
practice
with
your
group
members.
In
your
group,
one
will
be
Sarah,
one
will
be
Amy
and
one
will
be
Wu
Yifan.
You
have
2
minutes.
C.
Act
out
the
dialogue.
教师请班上几位同学进行表演对话示范后，引导同学们小组内练习对话，并请若干组到讲台前表演对话。
【设计意图】通过角色扮演，帮助学生们更好地理解和把握语言的使用情境，为接下来的自由运用所学语言提供示范。
Discuss
the
pictures.
教师呈现本板块的插图，然后让学生两两进行讨论Amy的三亚之行。
T:
These
are
the
pictures
of
Amy’s
trip
for
Sanya.
Let’s
discuss
with
your
partner,
you
can
ask
“What
did
Amy
do
on
the
1st/2nd
/
day
How
did
she
feel
What
was
the
weather
like
there
What
did
she
eat
there
Did
she
… ”
The
other
one
please
answer.
T:
OK!
Now,
who
has
the
questions
Or
who
would
like
to
say
something
about
one
of
the
pictures
S:
Me.
(学生举手回答)
T:
Wonderful!
/
Sounds
great!
/
Good
idea!
(用不同的评价方式，让学生体现自己与别人的不同)
【设计意图】提供图片与提问信息，引导学生结合图片，发挥想象力，对Amy在三亚旅游的细节进行对话。用上面呈现过的知识点进行有效的输出，懂得语言在实际情境中的运用，为接下来的拓展活动起到脚手架的作用。
Step
4:
Consolidations
Production:
Amy’s
Holiday
Trip
T:
Here
are
some
sentences
of
Amy’s
Holiday
Trip.
But
do
you
know
how
to
ask
教师用PPT呈现Amy旅游信息的句子，要求学生根据提供的信息推断合适的疑问句。
【设计意图】文本重构的同时，点拨知识点，加深学生在实际情境中正确使用特殊疑问句的认识，在“会说”的基础上再到“会写”，巩固所学。
Do
a
survey.
A:
Talk
about
your
winter
holiday.
T:
Last
winter
holiday,
Amy
and
Sarah
had
fun.
What
about
your
winter
holiday
Let’s
talk
about
it
with
your
partner.
学生两人一组，调查对方最近一次旅行的相关情况并作记录。鼓励学生尽可能多地获取信息。
B:
Make
a
report.
…
went
to…
in…
He
/
She…
【设计意图】创设一个相对真实，与课本对话相对应并与课堂开头设置任务相呼应的情景，让学生们在任务的驱动下自主表达语言，真正体会和感受核心句型的语用功能，从而达到学以致用。
Summary
a.
询问朋友过去做了什么可以问：What
did
you
do
b.
询问朋友节假日去了哪里可以问：Where
did
you
go
over
the
holiday
c.
询问朋友过去怎样去某个地方可以问：How
did
you
go
there
Let’s
write
上个寒假你做了那些有意义的事情，心情怎么样？请你写出来展示给大家。
1.
不少于5句话；2.
条理清晰；3.
字迹工整。
Last
winter
holiday…
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
Progress:
T:
You
have
gone
to
many
beautiful
places.
Let’s
see
some
other
wonderful
scenery.
(通过图片形式带同学们观看一些其他的旅游胜地以及美景)
然后教师总结The
world
is
beautiful.
Let’s
go
out
and
enjoy
ourselves.
世界是美好的，我们应该在假期的时候多走出去看看。
Step
5:
Homework
(1)
Read
after
the
tape
and
act
out
the
dialogue
on
page
26.
(必选)
(2)
Try
to
make
a
new
dialogue
(According
to
the
report)
and
write
it
down.
(必选)
(3)
Share
the
dialogue
with
parents.
(可选)
【设计意图】布置分层次的作业，实现课内课外知识一体化，使不同学习层次的学生都能得到巩固和提高。
六、板书设计
Unit3
Where
did
you
go Where
did
you
go
over
the
winter
holiday
I
went
to
...How
did
you
go
there
I
went
there
by
...Who
did
you
go
with
I
went
with
...What
was
the
weather
like
there
It
was
…
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