人教PEP版小学英语六年级下册Unit3第四课时教学设计

1、Unit 3 第四课时课时内容B Let trsy Let s talk 课时分析本课时是人教版六年级下册第三单元第四课时，与前几课时时紧密相连。围绕“ Amy的三亚之行” 这一话题展开， 主要通过对话学习词汇beach, far from, go there 及句型 Where didyou go？ How did you go there? What did you do? 的表达。引导学生了解三亚的海岛风光， 激发学生学习英语的热情， 持续保持学习英语的兴趣， 增强学好英语的信心， 发挥主观能动 性。第四课时是前几课时的延续，是句型的综合运用，学会了本课时的知识，那么一般过去时态的特殊疑

2、问句学生已经完全掌握，本课时的的重点是能够在情景中恰当运用由 where, what 和 how 引导的一般过去时特殊疑问句。本课时包括 Let tsry 和 Let s talk 两个板块。 Let tsry 通过吴一凡和 Amy 在学校遇见Sarah,三人讨论寒假活动的语境呈现新句型：Where did you go over the winter holiday? Howdid you go? What did you do? 学生通过听力练习获得Let s talk 板块的人物及场景信息。 Let stalk 板块呈现了五幅图，第一幅图呈现了第一天从北京乘坐飞机到三亚的场景。第二幅图、

3、第三附图呈现了第二天天气暖和、 拍照的场景。 第四幅图呈现了在沙滩上踢足球的场景。 第 五幅图呈现了骑车子的场景。 通过这五个场景， 帮助学生体会对话的意义。 此版块呈现的对话情境是吴一凡和Amy在学校遇见Sarah,三人讨论寒假的活动，从而引出句型Where didyou go over the winter holiday? How did you go? What did you do?本课时涉及的句型比较多， 但是 Where did you go? What did you go? 句型已经在前几节 课学过，学生很容易的掌握本课知识。所以在设计教学时，要重点放在句型的综合运用上。给学

4、生创设真实的情境， 调动全体学生的积极参与， 做到操练与情境相结合， 达到语言运用 的目的。 课时目标1. 能够在教师的帮助下，借助图片，理解对话大意。2. 能够借助语境理解单词和词组：beach， far from ，并能正确发音。3. 能够用正确的语音、语调朗读对话。4. 能够听、说、读、写句型：Where did you go ? How did you go? What did you do?5. 能够在情景中恰当运用上述句型谈论假期活动。6. 能够在情景中运用由 where, what 和 how 引导的一般过去时特殊疑问句。 课时重难点1. 重点( 1 )能够在教师的帮助下，借助图

5、片，理解对话大意。(2)能够听、说、读、写句型： Where did you go ？ How did you go? What did you do?( 3 )能够在情景中恰当运用上述句型谈论假期活动。(4) 能够在情景中运用由 where, what 和 how 引导的一般过去时特殊疑问句。2. 难点1 .句型 Where did you go ？ How did you go? What did you do? 的灵活运用。2. 能够在情景中正确的运用由 where, what 和 how 引导的一般过去时特殊疑问句。教学准备： 课件、词卡、图片、录音机、磁带、调查表、Step 1 Wa

6、rm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, teacher.T: How do you feel today?Ss: Happy.T: Are you ready?Ss: Yes, we are ready.T: Ok. Let's sing a song together.(播放歌曲 Tell me about your holiday.)Ss: Ok.教学资源：录音机、磁带设计意图： 歌曲是学生喜欢的一种教学形式。 它使学生在宽松和谐的氛围中， 复习和巩固了知识。2. Review some p

7、hrases.(1)T: Great! Everyone, now I have some cards. Lets say and do. 教师展示词卡go swimming,学生说出它的过去式went, went, went swimming, 去游泳，并做出游泳的动作。(2)教师依次展示eat fresh food, take pictures, buy gifts 的词卡， 学生说出动词的过去式和汉语，然后做出相应的动作。(3)学生齐说短语儿歌。教学资源：词卡设计意图：不同的操练形式，帮助学生复习和巩固上节课所学的短语。Step 2 Lead inAsk and answer.T: No

8、w I have some questions to ask you. How was your summer holiday?S1: It was good/fine/great T: Where did you go?S1: I went to .T: What did you do there?51: I (教师多找几名学生问答。 )设计意图： 问答操练， 锻炼了学生的思维能力和口语能力， 使学生及时地复习和巩固了前几节课的知识，并为学习本课的知识打下良好的基础。Step 3 Presentation1 Let s try(1) Show the pictures about “Amy,

9、 Sarah, Wu yifan ”.T: Who are they? Do you know?Ss: Amy, Sarah and Wu yifanT: Wu yifan and Amy meet Sarah at school. What are they talking about? Can you guess?51: Last Weekend.52: Summer holiday.S3:(2) Listen to the tape and answer the first question.T: What did Sarah do in Hangzhou?51: He went to

10、the West Lake.T: Wonderful. What was the West Lake like?52: Big.53: Beautiful.T: Good. What else could we do in the West Lake? （ 引导学生回答。 ） Ss: We can row a boat.（3） Listen to the tape again and answer the second question.T: Sarah bought some gifts. Who did she buy gifts for?教学资源：录音机、磁带设计意图： 学生先学会听前预

11、测，做到有重点的听，提高自身的听力技巧， 并为进入正式的对话学习做好准备。2. Let s talk（1）预测对话内容。T: Sarah went to Hangzhou last winter holiday. What about Amy? 学生带着下面提出的问题 阅读文本。Questions: Where did she go?Who did she go with?When did she go?How did she go there?What did she do?（2） 解决问题。T: Where did Amy go?51: She went to Sanya.T ： When

12、 did she go?52: The winter holiday. （板书 winter holiday, 利用日历帮助学生理解，带读，指名读，齐读。 ）T: Who did she go with? （板书句型，讲解句型，理解句型。 ）53: Her family.T: How did she go there?（ 板书句型， 理解 go there, 注意 go 后面没有to。 指名讲解句型。 ）54: She went there by plane.T: Why? （引导学生用书中的句子回答。 ）55: Hainan is far from Beijing. （ 板书 far fro

13、m ，用图片理解词组。 ）（3） Talking about “Sanya”T: On the first day, Amy went to Sanya by plane. What did she do on the second day?55: She took pictures.T: What was the weather like there?Ss: It s hot.T: What did she do on the third day?56: She played football.T: Where?（引导学生回答 beach。词卡呈现单词，借助单词peach或者sea的发音，自

14、己试读，指名读，领读，齐读。 ）We can say: On the third day, Amy played football on the beach.（引导学生结合插图，讨论三亚，充分发挥想象。 ）（4） Listen to the tape and follow the tape.（5） Read in role.两人分角色朗读。男女生分角色朗读。3 . 根据Amy s winter holiday 的思维导图，描述Amy s winter holiday 。两人一组互相描述，指名描述，全班描述。Amy went to with her family over the winter

15、holiday. They went there.She and there.4 .课件呈现教师旅游的信息，根据信息推断疑问句。 T: Do you want to hear about my winter holiday? What do you want to know about my winter holiday?（课件展示教师旅游信息的句子，两人一组，讨论疑问句。 ）My Holiday Trip(2)指名说疑问句，课件补充。教师讲解疑问词where, what, when, how的用法。(3)学生说问句，教师说答句。教学资源：课件、录音机、磁带、设计意图：先呈现整篇课文对话，让学

16、生整体感知语言，然后再学习重点语言，练习语言。 最后模仿整体对话，并创设真实的情境表演，达到理解语言、运用新的语言的目的。Step 4 Practice1. Do practice in pairs.学生根据提供的信息，任选一组，做对话练习。6XinjiangBy busate fresh food, rode a horseShanghaiBy trainTook pictures, bought gifts句型： A: Where did you go on your holiday/ over the winter holiday?B: I went to.A: How did you

17、go there? B: I went there.A: What did you do there? B: I.2. Do a survey and report. 学生两人一组调查对方的一次旅行并作记录。请几名学生汇报。NameWhereHowWhenWhat汇报句型： xxx went to last month/ last weekend/on his/ her holiday.He/She went there. He/She there.调查句型： When was your trip? Where did you go? How did you go there?What did

18、 you do there?Step 5 SummaryT: What did you learn about this lesson?学生自由发言，教师总结。1 . 单词和t组： far from, the winter holiday, go there, beach2 .去某地go to+地点，去那 go there, to要省掉。3 .询问某人曾经去过哪，句型： Where did +主语+go +过去时间？主语+ went to+地点。4 .询问某人过去怎样去某地，句型： How did +主语+ go to+地方？主语+ went there + 出行方式。设计意图：学生回忆知识点

19、，教师帮助学生归纳和整理，便于学生的理解和记忆。 课堂作业一、给下列句子选择合适的疑问词。2.I went to Hainan.1.did he go to Beijing?-He went there by bus.3.did you go to the park with? My mother.4.一did she go to Canada?Last summer holiday.5.did you do last Sunday? I went camping.二、单项选择。)1. We wentA. tothere by plane.B. /C. at)2. My brother and

20、 IA. go swimming)3. Hainan is here.A. far to fromyesterday.B. went swimmingC. went swim)4. - How It was beautiful.B. far from the beach?C. farA. wasB. isC. were三、我是阅读小能手。阅读短文，判断句子正"误" F”。Last summer holiday, I went to Xinjiang with my family. We went there by train. On the first day, we visited my father '