人教pep版六年级下册英语Songs in each unit-教案、教学设计-公开课-(配套课件编号：90a3a).docx

1、Unit 3 Where did you go ? Part B 【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；能够通过对话学习了解 新疆的风土人情。 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

2、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！ 教学过程: Step 1 Pre-task: 1.Sing a song.：Tell me about your holiday. 2.T: Where did I go on my holiday ? How did I go there? What did I do there? Can you guess? I bought many postcards when I went traveling. If

3、you can answer my questions clearly, you can get a postcard. Try your best, OK? (让课堂评价与教学内容紧密结合，又能激励学生的学习兴 趣。) T: Lets have a brainstormWhere did I go over my winter holiday? Ss: Hong Kong. T: Where did you go over your winter holiday? Did you go to Hong Kong ,too?How did I go there? Ss: By train. T

4、:Yes, Hong Kong is far from here. So I went there by train. What did I do on the first day/the second day/ the third day /the fourth day? Ss: You. on the first day/the second day/ the third day /the fourth day. T: So I had a good time over the winter holiday. (在头脑风暴环节中，教师引入 How was your winter holid

5、ay? Did you have a good winter holiday? Where did you go on your holiday ? How did you go there? What did you do there? Who did you go with?等问题，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 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。) 3.What about my friends?听前预测，教师出示人物图片，介绍听力活动背 景:Wu Yif

6、an and Amy are at school. They meet Sarah.教师播放第一遍录音， 要求学生回答两个问题:What are they talking about? Where did Sarah go? Who did she go with? 4.教师追问：How was Sarahs winter holiday? Who did she buy gifts for? 然后教师第二遍播放录音，学生回答问题，并核对第二题答案。 Step 2 While-task 1.完成 Lets try 后，教师提问：Sarah went to Hangzhou last winte

7、r holiday. What about Amy? Where did she go? How did she go there? What did she do?要求学生带着问题观看动画或阅读文本 后回答问题。 (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，再通过看录像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故事内容.目标 激发学生的阅读兴趣，树立学生阅读的自信心，为下一步的细读作好铺垫) 5.跟读，学生分组谈论 Amy 的三亚之行。教师呈现 A Lets talk 板块的插图， 提出问题：What did

8、 Amy do on the first/second.day? How did she feel? What was the weather like there? What did she eat there? Did she.? 引导学生结合图片，发挥想象，对 Amy 在三亚旅游的细节进行对话，并引导学 生根据 Amys trip 的思维导图，发挥想象，描述 Amys trip。此活动先在 四人小组内进行，然后全班分享。 （设计意图：细读文本，通过回答问题，让 学生寻找信息，对 Amy 的三亚之行进行系统梳理，为学生语言输出搭建支架。 同时在回答问题时，引导学生在文中做标记，教会学生阅读

9、方法。) Step 3 Post-task 1.Role-play 2.寒假分享活动。教师让学生课前带回一些 寒假时照的照片，让学生在私人小组里分享自己寒假里做的事情，然后课在全 班内分享。教师可提供示范和语言支架，如： Task6: Who is the best reporter?学生两人一组调查对方寒假的活动并作记录，请同学上台汇报， 选出“最佳小记者奖”。A: Where did you go over the winter holiday? B: I went to. A: How did you go there? B: I went there by. A: Who did yo

10、u go with? B；I went with. A: What was the weather like there? B: It was A: What did you do there? B: I saw. I bought.I ate.I had. A: How was your holiday? B: It was. Let me tell you something about my winter holiday. On the first day, I .It was a long holiday. I enjoyed it very much. (设计意图：学生在问答过程 中，老师在黑板梳理出采访的思维导图，为学生的调查采访提供思路。) 五、板书 Unit 3Where did you go? A: Where did you go over the winter holiday? B: I went to. A: How did you go there? B: I went there by. A: Who did you go with? B；I went with. A: What was the weather like there? B: It was