人教pep版六年级下册英语Unit 3 Where did you go -Part B-ppt课件-(含教案+视频)-市级优课-(编号：b0b3c).zip

1、 Unit3 where did you go? B Lets learn Review go- see- have- ride- was- were- fell- hurt- went saw had rode is are fall hurt wentwent campingcamping wentwent fishingfishing hurthurt mymy footfoot roderode a a horsehorse roderode a a bikebike fellfell offoff Unit3 where did you go? B Lets learn Look a

2、t the pictures and answer What did Wu Yifan do ? ate fresh food went swimmingbought gifts took pictures What did Wu Yifan do? He ate fresh food at home. eatate/eit/ a-t-e ate What did she do? Why did they eat fresh food? What did Wu Yifan do? He went swimming in the swimming pool. gowent/went/ w-e-n

3、-t went What did Wu Yifan do? He took pictures in the park. taketook/tuk/ t-o-o-k took What did Wu Yifan do? He bought gifts in a shop. buy b-o-u-g-h-t bought Amy: How was your summer holiday, Yifan? Wu Yifan: It was good. I went swimming every weekend and took lots of pictures. ate fresh food went

4、swimming bought gifts took pictures What did Wu Yifan do ? He ate fresh food at home. He took pictures in the park. He went swimming in the swimming pool. He bought gifts in a shop. bought gifts took pictures went swimming ate fresh food eat fresh food go swimming take pictures buy gifts Lets write

5、and say Task 2 例例: go shopping went shopping Pair work A: How was your summer holiday? B: It was . A: Where did you go? B：I went to. A: What did you do? B: I. Last summer holiday, Andy went to China. Second, He went swimming in a river. Then, He bought many gifts for grandparents. Robin is not for s

6、ale. How much is this? Sorry. You cant buy him. Hes my friend. Oops! Look and say At last, He wanted to buy Robin. Andy ate fresh food and took pictures of food in a restaurant first. （一）填一填，译一译，读一读。（一）填一填，译一译，读一读。 A. lots of B. How C. How much D. went 1 _（怎样）was your summer holiday? 2I took _ (许多)

7、pictures. 3. _ ( 多少钱）is this? 4I _ (去) swimming last Sunday. A B C D （二）写出下列动词的过去式（二）写出下列动词的过去式 。 eat- take- buy - go- atetookboughtwent （三）连词成句。（三）连词成句。 1did what do you last Monday (?) 2ate he fresh food yesterday (.) 3you did where go Sunday last (?) 4all are right you (?) 5I lots took of picture

8、s (.) What did you do last Monday ? He ate fresh food yesterday. Where did you go last Sunday ? Are you all right ? I took lots of pictures. 1、I _(ride) a horse yesterday. 2、They _(eat) fresh food last Saturday. 3、What did you do yesterday? I _(buy) a gift. 4、Jim went to the park and _(take) picture

9、s. 5、How did you go to Beijing? We _ (go) there by plane. （四）用所给词的适当形式填空。（四）用所给词的适当形式填空。 rode ate bought took went 1.抄写并背诵本课时四个四会短语。抄写并背诵本课时四个四会短语。 2.预习预习P28。 X .1 课题：课题：Unit3Unit3 WhereWhere diddid youyou gogo ？ B lets learn B Look and say 【教学目标教学目标】1. 听说读写单词和词组听说读写单词和词组： ate, took, bought, gift, a

10、te fresh food, went swimming, took pictures, bought gifts 并能够正确使用上并能够正确使用上 述单词和词组描述自己的假期生活。述单词和词组描述自己的假期生活。 2. 听说认读句子听说认读句子：How was your summer holiday? It was good. I went swimming every weekend and took lots of pictures.能在实际情景能在实际情景 中正确运用，并学会如何询问别人的假期生活。中正确运用，并学会如何询问别人的假期生活。 【教学重点教学重点】 听说读写单词和词组：听

11、说读写单词和词组： ate, took, bought, gift, took pictures ate fresh food. bought gifts. 【教学难点教学难点】 掌握不规则动词的过去式。掌握不规则动词的过去式。 【教具准备教具准备】 教学课件教学课件 【学法指导学法指导】 情景教学法，小组合作法，图片展示法情景教学法，小组合作法，图片展示法 。 【习惯培养习惯培养】 培养学生敢于交流的习惯。培养学生敢于交流的习惯。 【教学过程教学过程】 一、一、热身（热身（Warm-up） 师生问候师生问候 二、复习（二、复习（Revision）复习上一节课所学习）复习上一节课所学习不规则动

12、词的过去式以及一些词组。不规则动词的过去式以及一些词组。 三新课呈现（三新课呈现（Presentation）师生互动，师生互动，利用教材中的情境展开单词教学。利用教材中的情境展开单词教学。 1. 利用图画呈现并教授单词利用图画呈现并教授单词 ate 和词组和词组 ate fresh food 教师呈现图画，提问：教师呈现图画，提问：Who is he? 在学生回答吴一凡之后，教师介绍：在学生回答吴一凡之后，教师介绍： There were the pictures Wu Yifan took over his summer holiday.What did he do last summer

13、holiday? Lets have a look.引出引出 ate fresh food 并进行教并进行教 读和造句读和造句.呈现图片，拓展词组呈现图片，拓展词组 ate fresh fruit.引导学生思考引导学生思考 Why did they eat fresh food? 2. 教师以同样的方式教学教师以同样的方式教学 went swimming, took pictures, bough gifts. 3.教师教完四个新词后，运用已学过的句型教师教完四个新词后，运用已学过的句型 How was your weekend?引出引出 句型句型 How was your summer ho

14、liday?再次提问：再次提问：How was Wu Yinfans summer holiday?让学生猜一猜，说一说，引出吴一凡的答句让学生猜一猜，说一说，引出吴一凡的答句 It was good. I went swimming every weekend and took lots of pictures.教师讲解并带读句教师讲解并带读句 子子 How was your summer holiday? It was good. I went swimming every X .2 weekend and took lots of pictures. 之后之后 师生互答师生互答,练习句型

15、。练习句型。 四、趣味操练四、趣味操练 1. .利用插图让学生复述一下吴一凡的暑假生活。利用插图让学生复述一下吴一凡的暑假生活。 2. Play a game: 考考记忆力考考记忆力 游戏规则：一人做动作，一人用动词的过去式说出动作所代表的短语。游戏规则：一人做动作，一人用动词的过去式说出动作所代表的短语。 3Lets write and say: 说一说，写一写动词过去式：说一说，写一写动词过去式： 例例: go shopping _ went shopping eat fresh food _ ate fresh food go swimming _ went swimming take

16、pictures _ took pictures buy gifts _ bought gifts 学生抢答，说出动词的过去式，之后分组齐读以上词组。学生抢答，说出动词的过去式，之后分组齐读以上词组。 4. Pair work: A: How was your summer holiday? B: It was . A: Where did you go? B：I went to. A: What did you do? B: I. 了解了吴一凡的暑假生活，那同学们的暑假生活怎么样呢？老师很好奇，谁了解了吴一凡的暑假生活，那同学们的暑假生活怎么样呢？老师很好奇，谁 来告诉我们呢？我们一起分享一

17、下。让各小组上讲台讲述。来告诉我们呢？我们一起分享一下。让各小组上讲台讲述。 5. Finish “Look and say” and read these sentences. 五、检测训练、当堂达标五、检测训练、当堂达标 （一）填一填，译一译，读一读。（一）填一填，译一译，读一读。 A. lots of B. How C. How much D. went 1._（怎样）（怎样）was your summer holiday? 2. I took _(许多许多) pictures. 3. _ ( 多少钱）多少钱）is this? 4I _(去去) swimming last Sunday.

18、 （二）写出下列动词的过去式。（二）写出下列动词的过去式。 eat- take- buy - go - （三）连词成句。（三）连词成句。 1did what do you last Monday (?) X .3 2ate he fresh food yesterday (.) 3you did where go Sunday last (?) 4all are right you (?) 5I lots took of pictures (.) 六小结存疑、巩固深化六小结存疑、巩固深化 （一）师生一起总结本节课学习的主要知识（一）师生一起总结本节课学习的主要知识,学生说说这节课有什么收获。学

19、生说说这节课有什么收获。. （二）作业：抄写并背诵本课时四个四会短语。（二）作业：抄写并背诵本课时四个四会短语。 板书设计：板书设计： Unit 3 Where did you go? B lets learn ate fresh food, went swimming, took pictures, bought gifts. eatate taketook buy - bought - How was your summer holiday? - It was good. I went swimming every weekend and took lots of pictures. 教学

20、反思教学反思: 今天我授课的内容是，六年级英语下册第三单元今天我授课的内容是，六年级英语下册第三单元 PartPart B B 第一课时。第一课时。 对本节课我的反思如下：对本节课我的反思如下： 成功之处：成功之处： 1.1.热身部分，师生进行日常口语交际。在复习重点句型热身部分，师生进行日常口语交际。在复习重点句型“What“What diddid youyou dodo lastlast weekend?”weekend?”和重点短语和重点短语 watchedwatched TVTV，cleanedcleanedthethe roomroom 等过去式短语时，等过去式短语时， 我先问，学生

21、答。最后叫单独的学生问答以检验学生对知识的掌握情况。我先问，学生答。最后叫单独的学生问答以检验学生对知识的掌握情况。 . .出示短语的方式打破常规，设置了一个吴一凡的暑假生活经历，再加一些出示短语的方式打破常规，设置了一个吴一凡的暑假生活经历，再加一些 漂亮的图片从而激发了孩子的学习兴趣。把短语放在一定的语言环境中学习，从漂亮的图片从而激发了孩子的学习兴趣。把短语放在一定的语言环境中学习，从 而降低了知识的难度，便于孩子理解记忆。而降低了知识的难度，便于孩子理解记忆。 3.3.学生在本节课中积极参与教学的每个环节。在游戏中学生表现得非常活跃，学生在本节课中积极参与教学的每个环节。在游戏中学生表

22、现得非常活跃， X .4 抢答中学生表现得尽情投入。在新授课中学生表现得积极主动，受到的效果是可抢答中学生表现得尽情投入。在新授课中学生表现得积极主动，受到的效果是可 喜的。课后学生能灵活运用本节课所学句型进行交际。喜的。课后学生能灵活运用本节课所学句型进行交际。 另外，本节课也存在了一些问题：另外，本节课也存在了一些问题： 如：在教短语时花费的时间太多，使得后面的环节落实欠到位。我设计的如：在教短语时花费的时间太多，使得后面的环节落实欠到位。我设计的 “考考记忆力考考记忆力”游戏似乎有点简单。又如：在领读单词时简单的可以少读几遍，游戏似乎有点简单。又如：在领读单词时简单的可以少读几遍， 重点

23、的放在发音复杂的短语上，我几乎是平均分配，每个短语都花了大约重点的放在发音复杂的短语上，我几乎是平均分配，每个短语都花了大约 5 5 分钟。分钟。 简单的少读几遍就可以为后面的环节节省一些时间。还有的就是：孩子们在最后简单的少读几遍就可以为后面的环节节省一些时间。还有的就是：孩子们在最后 一个自编对话活动中，我的要求是小组活动，结果展示时就成了同桌两的活动，一个自编对话活动中，我的要求是小组活动，结果展示时就成了同桌两的活动， 所编的对话内容单一，仅仅为了编对话，而不是把所学的知识活学活用。所编的对话内容单一，仅仅为了编对话，而不是把所学的知识活学活用。 这堂英语课留给我两点重要的提示：这堂英

24、语课留给我两点重要的提示： 1.1.英语课务必求活。抓住不可多得的教学契机最大限度地激发学生的学习兴英语课务必求活。抓住不可多得的教学契机最大限度地激发学生的学习兴 趣，调动学生的学习热情，发挥学生的主体地位，引导学生自觉地、主动地、有趣，调动学生的学习热情，发挥学生的主体地位，引导学生自觉地、主动地、有 创造性的学习。如：在本节课教学动词过去式时，我用反说的方法，我说原形孩创造性的学习。如：在本节课教学动词过去式时，我用反说的方法，我说原形孩 子说过去式，我说过去式他们说原形。学生对此兴趣勃然，能用英语进行交际，子说过去式，我说过去式他们说原形。学生对此兴趣勃然，能用英语进行交际， 就连平时

25、不敢开口说英语的李斌也能够主动参与，真是非常难得。就连平时不敢开口说英语的李斌也能够主动参与，真是非常难得。 2.2.语课务必实。课堂上的语课务必实。课堂上的“活活”最终还是要体现为效果上的最终还是要体现为效果上的“实实”，所以，所以， 我们要充分利用宝贵的我们要充分利用宝贵的 4040 钟，科学地选择适合自己学生的教学方法。我们更要钟，科学地选择适合自己学生的教学方法。我们更要 简化教学环节，优化课堂结构，提高教学效率。简化教学环节，优化课堂结构，提高教学效率。 我想英语课堂教学应更加需要互动，由教师的讲授型向学生的探究型转变。我想英语课堂教学应更加需要互动，由教师的讲授型向学生的探究型转变。 同时教师也要会欣赏学生，激发并保持学生的学习兴趣，要让学生学会自己去解同时教师也要会欣赏学生，激发并保持学生的学习兴趣，要让学生学会自己去解 决问题，培养口头表达能力。决问题，培养口头表达能力。