Where did you go教學設計

1、Unit 3 Where did you go?A lets learn. 教學設計一、教材內(nèi)容分析本節(jié)課選自由人民教育出版社教育部審定的義務教育教科書六年級下冊Unit 3 Where did you go? A Lets learn.本單元學習的主題是談論和描述人物在過去做的事情。二、 學生情況分析六年級的學生從三年級就開始真正意義上學習英語，在本單元學習對別人假期活動進行口語交際之前，學生在六年級上冊也學習過相關的話題，所不同的是上學期是對將要進行的活動進行提問Where are you going? What are you going to do?How are you going?

2、;而本單元即是針對過去的活動進行提問here did you go? What did you go with 也就是一般過去的運用。三、 教學重難點教學重點：能聽、說、讀、寫句子；Where did you go? How did you go there? What did you do? Did you? Yes, we did. No,we didnt . Soundd great. 關在實際情景中運用。教學難點：能實際情景中，正確運用特殊疑問句。四、 教學目標：、 能夠聽、說、讀、寫以下動詞短語：rode a horse? Rode a bike? Went camping? Hur

3、t my foot? Went fishing.、 能夠運用一般過去時詢問別人在過去的某個時間點去哪里。、 培養(yǎng)學生團結友愛、關心他人的良好品質？增強集體榮譽感。五、 教學過程tep1: Warm-up and greeting.1.Lets sing: Tell me about your holiday. 2.Review the old words.3.Free talkT: Hello, everyone! The winter holiday is over. Would you like to tell me about your holiday ? Was it great?Ss

4、: Yes! It was goo/ great/ fun/ niceT: Where did you go over the winter holiday? S1: I went to Shen Zhen.S2: I went to Hu Nan.S3: I went to Hainan.T: Oh, its far from here, How did you go there ? S: I went there byT: What did you do there?S: I swam in the sea.T: Sounds great.T: Hey, guys ! I want tel

5、l you a good news I think you must be interested in. There is an activity in Sina .com. They need the reporters . But you need to speak English well. Dont worried. Today , well have a training before it .Now , Here we go!設計意圖通過跟學生們看似隨意的交談，其實是有意讓學生在復習舊知識，激活學生的知識儲備，為接下來的學習做好鋪墊與埋下伏筆。活動的鋪設使學生帶著目標，在學習的過程

6、中更投入。tep2: Presentation、 The teacher takes out a camera. The teacher is taking pictures.T: I took many pictures last holiday. What about you? Did you take pictures, too? Ss: Yes. 教師板書短語：took pictures. 并學習這個短語。、 :took many pictures. 課件出示圖片，并學習短語ate fresh food.并且板書這個短語。、 教師出示小鴨子游泳的圖片，然后學習went swimming

7、.短語。并且板書這個短語。、 教師出示購物的圖片，然后學習bought gifts.短語，并且板書這個短語。設計意圖通過圖片能更生活形象的逼真，使學生對本課的四個短語掌握更好，同時圖片的新穎也能激發(fā)學生學習英語的積極性。ractice:Guess教師出示四幅圖片，讓學生猜是哪一個短語。設計意圖通過這個游戲，即能激發(fā)學生學習興趣同時也復習了剛學習過的新短語的，達到了鞏固的目的。ets learn.教師出示ets learn圖片，首先播放錄音，然后老師范讀，找學生領讀，學生分角色朗讀。設計意圖通過兩遍的錄音播放，幫助同學們完成對應的練習。而擴展的問題是讓學生掌握更多的信息，在培養(yǎng)學生們的聽力技巧的

8、同時，自然過渡到本課時對話的學習及相關信息。ets talk.T: ow was your holiday? Ss: It was good. T: What did you do? Ss: I went swimming every weekend and took lots of pictures.Pair word:、 （出示課件）T: Make the sentences with where, how and what. 、 （出示課件）Please do the sentences I _ 12 years old this year. 、我去年11歲.I _ 11 years o

9、ld last year.He _ in Beijing now.、他昨天在上海。He _ in Shanghai yesterday.、他現(xiàn)在在北京。、我今年12歲.、I get up at 6:30 every morning.I _ up at 9:00 last Sunday.I went to China last year.一般疑問句 you to China last year?.I went to Harbin on my holiday.(劃線部分提問) you on your holiday?.I went there by plane . (劃線部分提問) you go

10、there?.I went skiing . (劃線部分提問) you ?、 （出示課件）用所給詞的適當形式填空。1、I _(ride) a horse yesterday.2、They _(eat) fresh food last Saturday.3、What did you do yeaterday? I _(buy) a gift.4、Jim went to the park and _(take) pictures.5、How did you go to Beijing?We _ (go) there by plane.設計意圖讓學生寫下問題后再進行提問，是讓學生積極去動腦思考問題，養(yǎng)成先想后說，做事嚴謹?shù)膶W習習慣。用思維導圖的形式把學生提出的問題進行板書，激發(fā)學生的發(fā)散性思維，激活學生的知識儲備，同時，讓后進生也能參與其中，輻射學生的參與面。也使學生帶著問題去學習，培養(yǎng)獨立解決問題的能力，激發(fā)求知欲。tep3: SummaryT: What did you l