Unit 3 Where did you go A Let’s learn 教学设计（含反思）
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| 名称 | Unit 3 Where did you go A Let’s learn 教学设计（含反思） |  | |
| 格式 | zip | ||
| 文件大小 | 25.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-11-22 09:16:57 | ||
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Unit 3 Where did you go?第一课时教学设计
22团中学 李莹
教学课时：第一课时
教学内容：A Let’s learn
教学目标：
认知目标：
学生能听、说、读、写五个短语：rode a horse, rode a bike, went camping, went fishing, hurt my foot.
学生能听、说、读句型：Where did you /he/she go? I /He/She …What did you/he/she do there? I /He/She…
能力目标：
学生能运用本节课的重点短语和句型进行问答练习。
学生能掌握本节课出现的动词过去式的不规则变化。
情感目标：
学生用所学重点句型与词组进行交流。
教法：
根据本课的特点，结合小学英语跨越式教学模式，设计holiday 为主情景线，并创设了一些小情景如winter holiday/summer holiday/Labour Day holiday，将本课时的重点句型与短语的复现率得到充分展现，加深学生对知识的掌握。为体现言语的交际性，在师生与生生之间进行有意义的练习，充分发挥学生的学习主体性和学以致用的能力。
学法：
听说法：运用大量的音频与视频，让学生感知词组与句型正确的语音语调。
练习法：通过生生交际，体现学生的言语表达能力。
教学重点:
学生能掌握本节课的五个重点短语和本节课的重点句型。
教学难点：
学生能运用本节课的重点短语和重点句型表述自己和他人的活动。
教学准备：音频资源 视频资源
教学过程：
Step 1：Lead in
Enjoy a song.
Free talk.
There are many holidays. Do you know? Can you say some?
I had a happy the Labour Day holiday. I did many things on that holiday. I went shopping on the first day. On the second day, I visited my parents. On the third day, I cleaned the room and washed the clothes. It was a busy but happy holiday. What did you do ?
S1:…
S2:…
<设计意图：通过听取本单元的单元歌曲，一是活跃课堂气氛，二是为后续教学做铺垫。教师以第一人称来阐述自己的五一假期，创设真实的一种语境。>
Step 2: Presentation
Main scene: John didn’t come to school. His friend，Zhang Peng is worried about John. So he is calling to John. Let’s listen and answer: What’s wrong with John?
Main scene: John said:”You can see my photos from the Labour Day holiday.”Where did he go? What did he do? Who did he go with? Let’s watch the video.
Let’s learn. John did something else in Xinjiang. What did he do there? Let’s go and listen.
Play the Let’s learn, listen and follow.
<设计意图：以本单元的主情景图来引课，为学生的学习做好情景铺垫，以John的假期为话题，让学生感知并学习本节课的重点句型，通过听Let’s learn的环节，让学生学习本节课的重点短语。>
Step 3: Practice
Model.
Work in pairs.
Show.
A:Hi,where did you go…?
B:I went to…
A:What did you do there?
B:I…
<设计意图：学习完本节课的句型和短语，进行言语交际。采取的是跨越式教学模式比较经典的两两交际。为学生提供了语言支架和替换词。>
Step 4: Extension
Lingling had a good time on her summer holiday.Where did she go?What did she do there?
Chen Jie had a good time on her winter holiday.Where did she go?How did she go there?What did she do?
Zoom had a good holiday.What happened?Let’s listen and fill in the blanks.
<设计意图:通过三篇拓展听读：玲玲的暑假，陈洁的寒假还有Zoom一个不真实的假期，来让学生强化本节课所学的句型和短语。>
Step 5 : Production
Summarize.
Can you make a dialogue?
Writing.
<设计意图：先是让学生体验观察，得出动词过去式的不规则变化，在对话里再次练习本节的重点句型和短语，在写作环节，教师先是给出例文，然后再让学生仿写。以达到综合输出的目的。>
Step 6 : Homework
Blackboard design:
Unit 3 John’s holiday
教学反思：本节课我选用的是PEP教材六下第三单元Where did you go?的第一课时，根据自己的教学设计需要，我仔细研读了教材，选择了Main Scene 、Let’s learn作为教学的基础，拓展环节是本单元的Story Time 和老版本PEP六下的Where did you go?还有外研社五下的Where did he go?的一个小对话，前两篇拓展听读，我是提出了本单元的重点句型，让学生在听，跟读之后再回答，强化本单元的重点句型。第三篇拓展听读，进行动词的填写，强化记忆动词过去式的不规则变化。整堂课都以Holiday为主线，贯穿始终，节奏比较明快。缺点：举手回答问题的同学都是程度较好的。在以后的教学中，要记得分层教学，让好学生感觉有一点苦难，让后进生感觉都一些进步。
22团中学 李莹
教学课时：第一课时
教学内容：A Let’s learn
教学目标：
认知目标：
学生能听、说、读、写五个短语：rode a horse, rode a bike, went camping, went fishing, hurt my foot.
学生能听、说、读句型：Where did you /he/she go? I /He/She …What did you/he/she do there? I /He/She…
能力目标：
学生能运用本节课的重点短语和句型进行问答练习。
学生能掌握本节课出现的动词过去式的不规则变化。
情感目标：
学生用所学重点句型与词组进行交流。
教法：
根据本课的特点，结合小学英语跨越式教学模式，设计holiday 为主情景线，并创设了一些小情景如winter holiday/summer holiday/Labour Day holiday，将本课时的重点句型与短语的复现率得到充分展现，加深学生对知识的掌握。为体现言语的交际性，在师生与生生之间进行有意义的练习，充分发挥学生的学习主体性和学以致用的能力。
学法：
听说法：运用大量的音频与视频，让学生感知词组与句型正确的语音语调。
练习法：通过生生交际，体现学生的言语表达能力。
教学重点:
学生能掌握本节课的五个重点短语和本节课的重点句型。
教学难点：
学生能运用本节课的重点短语和重点句型表述自己和他人的活动。
教学准备：音频资源 视频资源
教学过程：
Step 1：Lead in
Enjoy a song.
Free talk.
There are many holidays. Do you know? Can you say some?
I had a happy the Labour Day holiday. I did many things on that holiday. I went shopping on the first day. On the second day, I visited my parents. On the third day, I cleaned the room and washed the clothes. It was a busy but happy holiday. What did you do ?
S1:…
S2:…
<设计意图：通过听取本单元的单元歌曲，一是活跃课堂气氛，二是为后续教学做铺垫。教师以第一人称来阐述自己的五一假期，创设真实的一种语境。>
Step 2: Presentation
Main scene: John didn’t come to school. His friend，Zhang Peng is worried about John. So he is calling to John. Let’s listen and answer: What’s wrong with John?
Main scene: John said:”You can see my photos from the Labour Day holiday.”Where did he go? What did he do? Who did he go with? Let’s watch the video.
Let’s learn. John did something else in Xinjiang. What did he do there? Let’s go and listen.
Play the Let’s learn, listen and follow.
<设计意图：以本单元的主情景图来引课，为学生的学习做好情景铺垫，以John的假期为话题，让学生感知并学习本节课的重点句型，通过听Let’s learn的环节，让学生学习本节课的重点短语。>
Step 3: Practice
Model.
Work in pairs.
Show.
A:Hi,where did you go…?
B:I went to…
A:What did you do there?
B:I…
<设计意图：学习完本节课的句型和短语，进行言语交际。采取的是跨越式教学模式比较经典的两两交际。为学生提供了语言支架和替换词。>
Step 4: Extension
Lingling had a good time on her summer holiday.Where did she go?What did she do there?
Chen Jie had a good time on her winter holiday.Where did she go?How did she go there?What did she do?
Zoom had a good holiday.What happened?Let’s listen and fill in the blanks.
<设计意图:通过三篇拓展听读：玲玲的暑假，陈洁的寒假还有Zoom一个不真实的假期，来让学生强化本节课所学的句型和短语。>
Step 5 : Production
Summarize.
Can you make a dialogue?
Writing.
<设计意图：先是让学生体验观察，得出动词过去式的不规则变化，在对话里再次练习本节的重点句型和短语，在写作环节，教师先是给出例文，然后再让学生仿写。以达到综合输出的目的。>
Step 6 : Homework
Blackboard design:
Unit 3 John’s holiday
教学反思：本节课我选用的是PEP教材六下第三单元Where did you go?的第一课时，根据自己的教学设计需要，我仔细研读了教材，选择了Main Scene 、Let’s learn作为教学的基础，拓展环节是本单元的Story Time 和老版本PEP六下的Where did you go?还有外研社五下的Where did he go?的一个小对话，前两篇拓展听读，我是提出了本单元的重点句型，让学生在听，跟读之后再回答，强化本单元的重点句型。第三篇拓展听读，进行动词的填写，强化记忆动词过去式的不规则变化。整堂课都以Holiday为主线，贯穿始终，节奏比较明快。缺点：举手回答问题的同学都是程度较好的。在以后的教学中，要记得分层教学，让好学生感觉有一点苦难，让后进生感觉都一些进步。