Unit 3 Where did you go A let's talk&let's learn教案(含反思）
文档属性
| 名称 | Unit 3 Where did you go A let's talk&let's learn教案(含反思） |  | |
| 格式 | zip | ||
| 文件大小 | 20.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-07-17 21:31:43 | ||
图片预览
文档简介
Unit
3
A?Where
did
you
go?
Let’s
talk
&
let’s
learn
教学设计
教材分析：
本节课是六年级下册Unit
3
Where
did
you
go?
A部分第一课时整合课。本课主要包含了：Let’s
try,Let’s
talk和Let’s
learn三部分。按照教材设计意图和高年级段教学的建议，本课时主要通过Amy去John的家探望受伤的John，并通过照片分享在五一假期活动的情景，来呈现核心句型Where
did
you
go...?What
did
you
do?
学情分析：
学生在第二单元已经接触过过去式，并且学习了What
did
you
do?
I...的句型，学生有一定的知识基础，这样就为本课学习Where
did
you
go?奠定了良好的基础，为学生能够区分出where和what的特殊疑问句奠定了良好的语言基础。
教学目标
知识与技能目标
1.所有学生能够听、说、读、写短语rode
a
horse,
rode
a
bike,
went
camping,hurt
my
foot,went
fishing.；
2.大多数学生能听懂问句What
did
you
do?Where
did
you
go...?并做出正确回答。
3.大多数学生能够在图片和教师的帮助下理解对话，能够用正确的语音、语调、意群朗读对话，能分角色表演，并能够情境中交谈询问去了哪里做了什么。
过程与方法目标
1.通过以旧引新，创设情境帮助学生理解文本信息。
2.通过让学生通过比较辨别发音规律，逐渐掌握动词过去式的构成方法和读音规律，培养学生的自学能力。
3.通过拓展性练习，培养学生语言运用能力。
4.通过小组合作，培养学生小组合作意识。
情感态度和价值观目标
学生能了解新疆的风土人情，建立事物都有两面的观念要以乐观的心态面对生活。
教学重难点
1.听、说、读、写短语rode
a
horse,
rode
a
bike,
went
camping,hurt
my
foot,went
fishing
2.熟练掌握主句型
“Where
did
you
go...?What
did
you
do
?
并能在语境中恰当运用；
3.了解过去时的一般疑问句形式“Did
you
…?”及其答语。
教学过程
Step
ⅠWarm
up
enjoy
a
song
and
let
Ss
to
find
out
What
did
they
do?
Free
talk:
T:I
read
a
book
last
weekend,
how
about
you?
Let
Ss
ask
with
partner
What
did
you
do
last
weekend?
Play
a
game:
sharp
eyes
Let
Ss
read
it
as
quickly
as
you
can
【设计意图】通过song复习旧知,同时培养学生节奏感，
激发学生学习兴趣
,同时以自由对话和Sharp
eyes
这两个活动的呈现让学生对已有的知识进行复现，再通过老师与学生，学生与学生之间的问答，加深学生对于What
did
you
do
这个句型的掌握情况。
Step
Presentation
Present
the
part
of
“Let’s
try”.Listen
and
tick
why
John
doesn’t
come
to
school
Present
the
picture
of
“Let’s
talk”
（1）0T:
We
know
John
hurt
his
foot.
This
is
a
new
phrase.
[预设]：借着这个机会，正好学习新的词组
hurt
my
foot.
Then
let
ss
say
what
can
you
get
from
the
picture.John
hurt
his
foot
last
Saturday
but
he
had
an
interesting
Labour
Day
holiday.And
he
took
lots
of
pictures.
[预设]：学生可能对劳动节的发音不太明白，但是大体而言能够明白这是出去游玩。
【设计意图】让学生在一个平等尊重的氛围中，敢于说、敢于参与教学，给学生多一点表现自己的机会，通过图片让学生自己说，锻炼学生的英语表达能力并且能够猜一猜John去了哪里。
（2）Let
ss
guess
What
does
Amy
ask?
And
then
watch
the
cartoon
and
find
Amy’s
questions
about
John’s
holiday.
[设计意图]：学生在先猜后看的基础上了解文本，找出Amy的问题，从而引出重句Where
did
you
go?
Did
you
go
to
Turpan?
（3）Let
ss
listen
again
and
find
the
answers
about
Where
did
you
go?
Did
you
go
to
Turpan?.then
learn
the
sentences
Yes,
I
did./No,
I
didn’t.
（4）Look
at
the
picture,
let
ss
guess
what
did
John
and
his
family
do
there?
Then
read
and
find
the
answers.
[设计意图]
通过让学生先看图充分预测文本，然后阅读找出答案，同时教授新单词“rode
a
horse”
（5）Work
in
pairs.
Let
ss
talk
about
Where
did
you
go
last
weekend?
And
what
did
you
do
there?
Before
it
,T
should
give
ss
a
model
and
let
ss
practice
like
this.
[设计意图]在学习了Where和what之后，让学生先自主练习，以上周末为时间，谈论自己去了哪里做过什么，再一次区分Where和what的问答句。
（6）We
know
the
grapes
in
Turpan
are
famous
,let
ss
say
other
famous
food
in
Xinjiang.
（7）Read
and
find
your
problems.
If
ss
don’t
find
problem,
T
can
shoe
ss
the
picture
of
mule,and
the
past
form
and
present
form.
（8）Listen
to
the
video
and
imitate
the
dialogue.
（9）Read
in
roles
and
read
it
emotionally.
[设计意图]让学生选择自己喜欢的角色，注意培养学生有感情的朗读课文的能力。
3.Present
the
part
of
Let’s
learn
(1)watch
the
video
and
find
Where
did
John
go
last
Saturday
and
What
did
he
do
there?
教师通过课件呈现新词学习过程，引导学生用拼读法学习单词rode.
group
work
:to
learn
the
rest
of
the
new
words
in
groups
and
practice
it
in
groups.
Group
work
to
show
the
learning
process.
a.小组成员每人试读一遍，学习went
camping
and
went
fishing
b.不会读的小组讨论，互相交流学习。
c.小组互相讨论学习方法。例如：以旧引新法，拆音法，拆分音节法，根据字母组合发音法。
[预设]went
和fishing
以前学过，因此只剩下camping的发音。因此，我认为孩子们能够通过拆音法等方式互相学习，小组展示学习成果。
The
Ss
read
the
new
words
and
other
ss
correct
the
answers.
Meanwhile
the
teacher
can
give
the
some
little
tips.
listen
and
imitate.
[设计意图]高年级段的单词学习可以在学生阅读文本后，教师示范学习方法并示范完整的语言支架，培养学生自主合作学习和运用语言的能力。此处给学生提供了小组展示的机会，让学生通过拼读单词，听音模仿加强语音指导，既增强了自主学习的积极性又增强了语言知识的实践性。
StepⅢ
Consolidation
&
Production
T
shows
the
article
about
Qing
Ming
Holiday
Group
work
and
show
ss’Qing
Ming
Holiday
and
make
a
survey
让一个学生仿照着老师的例子说一说自己清明节去了哪里，做了什么，然后小组成员互相说一说并完成调查。
[设计意图]先由老师给学生提供示范，说一说自己清明节的活动，然后让学生发散思维想一想都可以说做了什么，正好复习巩固本节课以及第二单元的单词。在真实的语境中进行交流，学生的倾听和表达能力得到了提高。
StepⅣ
Summary
Tell
your
friends
what
have
you
got
in
this
class.
引导学生从学习的内容、发音、方法、情感态度与价值观等方面进行总结。
Step
Ⅴ
Homework
1.Listen
and
try
to
imitate.
2.Show
your
photos
about
your
holiday
in
your
Micro
blog
or
QQ
and
chat
with
your
friend
.
板书设计
Unit3
Where
did
you
go?
Where
did
you
go?
hurt
my
foot
Mt.
Tianshan,
Xinjiang.
rode
a
horse
Did
you
go
to
Turpan?
rode
a
bike
Yes,
I
did./No,
I
didn’t.
went
camping
What
did
you
do?
Went
fishing
问题反思
六年级学生经过三年的英语学习，已经有了一定的词汇量及语言基础，因此这一阶段的课重在培养学生的阅读能力及自主学习能力。也就是说在“授之以鱼”的同时必须注重“授之以渔”，教给学生阅读以及自主学习的方法，使之养成良好的学习习惯。通过本节课学生基本能够掌握重点知识，能用询问和回答在过去某一时间的互动，同时养成了一定的学习习惯，但知识的拓展性不够，没有将知识融入生活，也没有对学生进行足够的情感教育。?
3
A?Where
did
you
go?
Let’s
talk
&
let’s
learn
教学设计
教材分析：
本节课是六年级下册Unit
3
Where
did
you
go?
A部分第一课时整合课。本课主要包含了：Let’s
try,Let’s
talk和Let’s
learn三部分。按照教材设计意图和高年级段教学的建议，本课时主要通过Amy去John的家探望受伤的John，并通过照片分享在五一假期活动的情景，来呈现核心句型Where
did
you
go...?What
did
you
do?
学情分析：
学生在第二单元已经接触过过去式，并且学习了What
did
you
do?
I...的句型，学生有一定的知识基础，这样就为本课学习Where
did
you
go?奠定了良好的基础，为学生能够区分出where和what的特殊疑问句奠定了良好的语言基础。
教学目标
知识与技能目标
1.所有学生能够听、说、读、写短语rode
a
horse,
rode
a
bike,
went
camping,hurt
my
foot,went
fishing.；
2.大多数学生能听懂问句What
did
you
do?Where
did
you
go...?并做出正确回答。
3.大多数学生能够在图片和教师的帮助下理解对话，能够用正确的语音、语调、意群朗读对话，能分角色表演，并能够情境中交谈询问去了哪里做了什么。
过程与方法目标
1.通过以旧引新，创设情境帮助学生理解文本信息。
2.通过让学生通过比较辨别发音规律，逐渐掌握动词过去式的构成方法和读音规律，培养学生的自学能力。
3.通过拓展性练习，培养学生语言运用能力。
4.通过小组合作，培养学生小组合作意识。
情感态度和价值观目标
学生能了解新疆的风土人情，建立事物都有两面的观念要以乐观的心态面对生活。
教学重难点
1.听、说、读、写短语rode
a
horse,
rode
a
bike,
went
camping,hurt
my
foot,went
fishing
2.熟练掌握主句型
“Where
did
you
go...?What
did
you
do
?
并能在语境中恰当运用；
3.了解过去时的一般疑问句形式“Did
you
…?”及其答语。
教学过程
Step
ⅠWarm
up
enjoy
a
song
and
let
Ss
to
find
out
What
did
they
do?
Free
talk:
T:I
read
a
book
last
weekend,
how
about
you?
Let
Ss
ask
with
partner
What
did
you
do
last
weekend?
Play
a
game:
sharp
eyes
Let
Ss
read
it
as
quickly
as
you
can
【设计意图】通过song复习旧知,同时培养学生节奏感，
激发学生学习兴趣
,同时以自由对话和Sharp
eyes
这两个活动的呈现让学生对已有的知识进行复现，再通过老师与学生，学生与学生之间的问答，加深学生对于What
did
you
do
这个句型的掌握情况。
Step
Presentation
Present
the
part
of
“Let’s
try”.Listen
and
tick
why
John
doesn’t
come
to
school
Present
the
picture
of
“Let’s
talk”
（1）0T:
We
know
John
hurt
his
foot.
This
is
a
new
phrase.
[预设]：借着这个机会，正好学习新的词组
hurt
my
foot.
Then
let
ss
say
what
can
you
get
from
the
picture.John
hurt
his
foot
last
Saturday
but
he
had
an
interesting
Labour
Day
holiday.And
he
took
lots
of
pictures.
[预设]：学生可能对劳动节的发音不太明白，但是大体而言能够明白这是出去游玩。
【设计意图】让学生在一个平等尊重的氛围中，敢于说、敢于参与教学，给学生多一点表现自己的机会，通过图片让学生自己说，锻炼学生的英语表达能力并且能够猜一猜John去了哪里。
（2）Let
ss
guess
What
does
Amy
ask?
And
then
watch
the
cartoon
and
find
Amy’s
questions
about
John’s
holiday.
[设计意图]：学生在先猜后看的基础上了解文本，找出Amy的问题，从而引出重句Where
did
you
go?
Did
you
go
to
Turpan?
（3）Let
ss
listen
again
and
find
the
answers
about
Where
did
you
go?
Did
you
go
to
Turpan?.then
learn
the
sentences
Yes,
I
did./No,
I
didn’t.
（4）Look
at
the
picture,
let
ss
guess
what
did
John
and
his
family
do
there?
Then
read
and
find
the
answers.
[设计意图]
通过让学生先看图充分预测文本，然后阅读找出答案，同时教授新单词“rode
a
horse”
（5）Work
in
pairs.
Let
ss
talk
about
Where
did
you
go
last
weekend?
And
what
did
you
do
there?
Before
it
,T
should
give
ss
a
model
and
let
ss
practice
like
this.
[设计意图]在学习了Where和what之后，让学生先自主练习，以上周末为时间，谈论自己去了哪里做过什么，再一次区分Where和what的问答句。
（6）We
know
the
grapes
in
Turpan
are
famous
,let
ss
say
other
famous
food
in
Xinjiang.
（7）Read
and
find
your
problems.
If
ss
don’t
find
problem,
T
can
shoe
ss
the
picture
of
mule,and
the
past
form
and
present
form.
（8）Listen
to
the
video
and
imitate
the
dialogue.
（9）Read
in
roles
and
read
it
emotionally.
[设计意图]让学生选择自己喜欢的角色，注意培养学生有感情的朗读课文的能力。
3.Present
the
part
of
Let’s
learn
(1)watch
the
video
and
find
Where
did
John
go
last
Saturday
and
What
did
he
do
there?
教师通过课件呈现新词学习过程，引导学生用拼读法学习单词rode.
group
work
:to
learn
the
rest
of
the
new
words
in
groups
and
practice
it
in
groups.
Group
work
to
show
the
learning
process.
a.小组成员每人试读一遍，学习went
camping
and
went
fishing
b.不会读的小组讨论，互相交流学习。
c.小组互相讨论学习方法。例如：以旧引新法，拆音法，拆分音节法，根据字母组合发音法。
[预设]went
和fishing
以前学过，因此只剩下camping的发音。因此，我认为孩子们能够通过拆音法等方式互相学习，小组展示学习成果。
The
Ss
read
the
new
words
and
other
ss
correct
the
answers.
Meanwhile
the
teacher
can
give
the
some
little
tips.
listen
and
imitate.
[设计意图]高年级段的单词学习可以在学生阅读文本后，教师示范学习方法并示范完整的语言支架，培养学生自主合作学习和运用语言的能力。此处给学生提供了小组展示的机会，让学生通过拼读单词，听音模仿加强语音指导，既增强了自主学习的积极性又增强了语言知识的实践性。
StepⅢ
Consolidation
&
Production
T
shows
the
article
about
Qing
Ming
Holiday
Group
work
and
show
ss’Qing
Ming
Holiday
and
make
a
survey
让一个学生仿照着老师的例子说一说自己清明节去了哪里，做了什么，然后小组成员互相说一说并完成调查。
[设计意图]先由老师给学生提供示范，说一说自己清明节的活动，然后让学生发散思维想一想都可以说做了什么，正好复习巩固本节课以及第二单元的单词。在真实的语境中进行交流，学生的倾听和表达能力得到了提高。
StepⅣ
Summary
Tell
your
friends
what
have
you
got
in
this
class.
引导学生从学习的内容、发音、方法、情感态度与价值观等方面进行总结。
Step
Ⅴ
Homework
1.Listen
and
try
to
imitate.
2.Show
your
photos
about
your
holiday
in
your
Micro
blog
or
and
chat
with
your
friend
.
板书设计
Unit3
Where
did
you
go?
Where
did
you
go?
hurt
my
foot
Mt.
Tianshan,
Xinjiang.
rode
a
horse
Did
you
go
to
Turpan?
rode
a
bike
Yes,
I
did./No,
I
didn’t.
went
camping
What
did
you
do?
Went
fishing
问题反思
六年级学生经过三年的英语学习，已经有了一定的词汇量及语言基础，因此这一阶段的课重在培养学生的阅读能力及自主学习能力。也就是说在“授之以鱼”的同时必须注重“授之以渔”，教给学生阅读以及自主学习的方法，使之养成良好的学习习惯。通过本节课学生基本能够掌握重点知识，能用询问和回答在过去某一时间的互动，同时养成了一定的学习习惯，但知识的拓展性不够，没有将知识融入生活，也没有对学生进行足够的情感教育。?