PEP六年级下册U3教学设计.docx

1、PEP六年级下册U3教学设计PEP小学英语（下册）单元整体教学设计Book 8 Unit 3 Where did you go? 作者：王海洵 戚广夏 周颂毛 韩惠敏 苏晓 何桃文 PEP小学英语（下册）单元整体教学设计六年级下册Unit 3 Where did you go?单元整体分析一、学情分析（年龄和认知特点、已具备的语言知识和技能等基础）： 我校六年级的学生已掌握一般现在进行时、一般将来时和现在进行时，并能运用于交际中。他们已经在第二单元初步接触一般过去时，能够用一些单词和简单的句式来表达自己的观点，在此基础上学习本单元的知识就容易多了。本单元的主题是围绕着“holiday”开展的，

2、很贴近孩子们的实际生活，所以他们对这单元的课程内容很感兴趣。二、教材分析（单元内容与前后学习内容的联系、与学生水平的关系，调整意见）本单元是围绕“与朋友讨论假期旅游”为话题，开展教学活动。在五年级下册第一单元B Lets talk和六年级上册第二单元Read and write，第四、五单元Story time中，学生初步接触一般过去时，在本册书第二单元,学生开始学习一般过去时的用法及动词词尾的规则变化。在此基础上，本单元将进一步学习一般过去时的表达，如对假期的去向、评价及乘坐交通工具进行问答，也为第四单元继续学习一般过去时打下基础。 三、单元设计整体思路和依据 本单元的核心话题是用一般过去时

3、谈论度假时发生的事情。因此“Wheredidyougo?Iwentto.Didyougoto.?Yes，IdidNo，Ididnt”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，动词过去式的构成及其变化规则，并且能够运用一般过去时去讨论和交流过去发生的事情。在与他人的交际活动中，培养学生对英语学习的热情。本单元通过过程性评价体系使学生在英语学习过程中不断体验进步与成功，认识自我，树立信心，调整学习策略，学会自主学习，促进学生综合语言运用能力的全面发展，让学生逐步形成正确地处理学习进度与效率之间的关系中，关注不同层次学生的学习程度和需求，从学习的过程与方法的指导中，培养学生

4、预测能力、理解能力、交际能力等。教学设计主要体现课程标准所倡导的面向全体学生的教学原则。教师充分发挥好指导者、组织者、帮助者和参与者的作用。通过开展师生互动、小组合作、生生互动等多种教学活动，完成教学任务。具体的教学方法有情景教学法、活动教学法和合作学习法等。四、单元教学安排（课时、内容）： 本单元分为四个课时： 第一课时A Lets talk & Lets learn 第二课时B Lets talk & Lets learn 第三课时 Read and write第四课时Revision(Lets check & Lets wrap it up & story time) 五、单元目标（知识

5、、技能、文化、情感、策略/核心素养）：知识目标：1.能够听、说、读、写句型：Where did you go? Did you .? Yes, we did. No, we didnt. How did you go there?和四会单词：rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.2.能够恰当运用句型Where did you go? Did you .?Yes, we did.

6、No, we didnt. How did you go there?3.能运用所学句型来询问他人在过去的时间里所做的事情并作答，以及描述自己在过去的时间里所做的事情。 4.能独立完成Letstry,Readandwrite,Letscheck,Letswrapitup中练习5.能理解storytime部分的故事内容并进行故事表演。能力目标： 1、培养学生听说读写等综合运用知识的能力。2、培养学生的阅读理解能力情感目标：教育学生要合理安排时间，使自己假期的活动丰富多彩起来。教学重难点:一般过去时的构成及不规则动词的过去式。六、具体教学设计第一节A Lets talk& Lets learn课型

7、、时间：对话词汇课（40分钟）一、教学目标1.语言知识：A Lets talk & learn中包括12个重点单词，5个重点短语和2个重点句型，包括如何问别人假期去哪里玩；如何问别人在假期做什么。2.语言技能：听 （1）能听懂接近自然语速、熟悉话题的简单对话，识别主题，获取主要信息；（2）能听懂对话的情节发展，理解其中主要人物和事件；（3）能听懂连续的指令并据此完成任务。说 （1）能根据提示给出连贯的简单指令；（2）能引出话题并进行交谈；（3）能在教师的帮助下或根据电脑上的图片用简单的语言描述自己或者他人的假期；（4）能在教师的帮助下参与角色表演等活动；（5）能在上述口语活动中使用正确的语音语

8、调。读 （1）能连贯流畅的朗读课文；（2）能模仿音频材料里的语音语调；写 （1）能正确使用标点符号；（2）能通过听力写出词组。3.文化意识：学生欣赏新疆美景，了解当地的风土人情和风俗习惯，并知道八月是葡萄的成熟期。4.情感态度：（1）让学生通过运用语言来完成学习任务，感受成功，从而引发和培养学生学习英语的内在动机，最终使他们形成学习英语的积极态度。（2）欣赏新疆的美景，了解当地的风土人情和风俗习惯，激发对环境的保护和家园的爱护。5.学习策略：在教学中，培养学生的猜测能力，有效地把孩子的形象思维转向抽象思维，运用思维导图进行板书，并运用phonics教授单词，积极运用所学语言进行表达与交流，加强

9、合作，共同完成学习任务。二、教学重点和难点：教学重点 通过熟悉并掌握Lets talk 的交际内容，渗透Lets learn中短语的学习，能够根据实际情况用英语表达去过哪里和做了什么。教学难点 用英语准确询问并回答去哪里和做过什么，如：Where did you go ? Mt.Tianshan. I rode a horse. Did you go to Turpan? Yes , I did .三、教学过程步 骤教师活动/方法学生活动/学法媒介运用设计意图如果我教Step1. Warm-up and lead-in.1.Greeting and sing a song.1)T:Good m

10、orning, boys and girls. Nice to meet you. How are you?Ss: Im fine, thanks. And you?T: I had a wonderful weekend. How was your weekend?Let students talk about their weekend.2)Do you want to know about my weekend? Lets sing a song Last weekend2. Lead-in.1)T: I have a microblog. I always send the pictu

11、res on it. This is my microblog. According to it, can you guess where I went and what I did last weekend? S1:Did you go to ? T:No.S2:Did you go to ?T:Yes, I did. I went to What did I do ?S3:Did you ? T:No.S4:Did you ?T:Yes, I did. I 2)T:What about John? Can you guess what he did last Saturday?Show s

12、ome pictures about John. Let Ss guess where John is.学生用一般过去时谈论他们的周末。学生边听边唱学生猜测老师的假期。PPTPPT通过师生聊天的形式，复习了旧知识，使学生很快融入到英语课的气氛中来。通过唱歌的形式，既复习了上一单元的新词，又能够使学生在心情愉悦的状态下学习。通过猜测老师的假期导入John的假期活动，并用课件的形式提示学生。导入Lets try，让学生在语境中猜测和理解文本Step2.Presenta-tion1. Lets try.1）T: Where is John? Is he at home? Is he at schoo

13、l? Lets listen together and try to find out the answer.Check the answer.2）T: What happened to John? Did he have a cold? Did he have a backache? Let them listen again and tick or cross. Check the answer.2. Lets talk. 1) Teacher asks again, “What happened to John?” Leads out new phrase “hurt my foot”

14、and teaches it. Teacher shows a word “nurse” and asks, “Can you read the word?” Ss: “Nurse!” T: “Ok, so can you read this word?” Ss: “hurt.”2) Listen and choose: Teacher asks, “ When did John hurt his foot?” Listen to the dialogue and answer the question: Why did John hurt his foot? T leads out new

15、phrases “rode a bike” and “fell off ” , shows the pictures and teaches them. Then Ss do the exercise.3) Listen again and choose:T: “John hurt his foot. So Amy comes to see him. John is Ok now, and he opens his microblog and shares some pictures to Amy. Look at the pictures. Can you guess, where did

16、he go? And what did he do?”S1: “Maybe he went to Yunnan.”S2: “Maybe he went hiking.” T: “It was possible. Now listen to the tape, look at the exercise in the paper. Choose the correct answers.” T asks students to read the answers out, and teaches words: mule, Turpan, phrase: rode a horse, went campi

17、ng, went fishing and sentence: We couldnt eat them, they wont be ready till August. 4) Read and choose: Ask students to read the dialogue which missed some sentences. Choose the correct sentences to fill in the blanks. Then check the answers. At last listen to the tape and check the answers whether

18、right or not.5) Listen and imitate: Ask students to read the dialogue after the tape and pay attention to the pronunciation. Read the dialogue again. This time, students read by themselves.6) Role playing：Ask students to read the dialogue in groups and role play it. Then show their results.7) Help s

19、tudents retell the dialogue.学生听力训练学生听力训练学生学习新短语。通过自然拼读法学习单词并自行领会单词的读音，逐步掌握正确的读音。学生带着问题初次感知Lets talk对话。学生学习新知，再次听对话，并完成练习题。把文本挖空，学生阅读文本，通过上下文，猜测并选择句子填空。学生跟着录音模仿朗读对话。 学生角色扮演学生在思维导图板书和老师的帮助下复述对话。PPT(思维导图)PPT，课本PPT（导图）PPTPPT，练习题（导图）PT，练习题PPTPPT，视频板书通过试听教学法，初步感知学习内容。学生在猜测中深入了解内容，并完成听力练习。导入新知。培养学生学习单词的能力，

20、并渗透Lets learn的学习。带着问题听对话，有利于学生理解课文。通过PPT和 John的故事的延续，渗透Lets learn的短语学习，使学生能够做到在情境中学，为后面的听力训练打下基础。通过练习加强对文本的熟悉。同时培养学生的猜测能力和对文本的理解能力。朗读课文，和自由朗读，培养学生正确语音语调及朗读技巧。对角色的模仿和观察，提高学生的 英文表达能力和交流能力。既培养了学生的口语能力，又复习巩固了本课时所学句型。通过复述对新知进一步理解和巩固。同时综合训练学生的语言运用能力。Step3 .Consolidation and extension.1) Listen, answer and

21、 write.T: John had a good time on his holiday. What about his friends? What did they do yesterday? Now listen and finish this part. Listen again, and check the answers.2）Do a survey. (1) Ask students to interview their friends about their holiday. T: Johns friends had a good time yesterday. What abo

22、ut yours? How was your holiday?S1: It was good.T: Where did you go ?S1: I went to Sanya.T:What did you do ?S1: I went swimming and went shopping. T: I want to interview another friend. How was your holiday? S2: It was wonderful.T: Where did you go ?S1: I went to Beijing.T:What did you do ?S1: I visi

23、t the Great Wall and rode a hose.T: Ok, boys and girls. Please ask your friends about their holidays like what I do. 2)Then do a report.T：Now I will show my report. I have two good friends, they are Li Xinyu and Chen Jingtai. Li Xinyus holiday is good. She went to Sanya. She went swimming and went s

24、hopping. Chen Jingtais holiday is wonderful. He went to Beijing .He visit the Great Wall and rode a hose . Ask students to finish the reports ,show their reports and comment them.听力，并写出正确的句子。学生采访同学的假期情况。先由老师做demo,给学生一个明确的示范。学生自由采访。学生对采访结果进行汇报。PPT，课本练习题PPT表格（导图）（导图）通过听力训练，既培养学生的听力能力，又能巩固本课所学的重点内容。通过创

25、设一个真实情景，达到操练新知，巩固新知的目的。还能激发学生学习的积极性。让学生达到操练词组和句型的目的。通过让学生写报告和汇报这一活动，让学生产生有意义的输出，培养学生综合运用英语的能力。Step4 .The cultivation of emotion. Show some pictures about Xinjiang, and say, “I like travel very much. Do you want to take a trip with me? Lets go to a beautiful place, Xinjiang.”Then tell the students, “

26、do you like Xinjiang? If you do ,you can take a trip with your family. But first, you should protect them ,even protect our homeland. Let them become more and more beautiful.学生欣赏新疆美景。引发学生对环境保护的思考PPT欣赏新疆的美景，了解当地的风土人情和风俗习惯，激发学生对祖国的热爱，同时激发学生对环境的保护和对家园的爱护。Step5. Homework 1.Listen to the tape ,read and i

27、mitate Lets talk and Lets learn.2. Interview your good friends about their Qing Ming Festival holidays. Make a dialogue.跟读模仿课文课后电话采访朋友，了解他们的五一假期,并用思维导图形式记录下来。PPT作业布置，通过任务设计，让学生能学以致用，延伸学习空间。教学反思 1、整体评价：我设计本节课时遵循了词不离句，句不离篇，篇不离用的教学原则，同时关注对话教学的教学策略：以旧引新，以听促说，文本重构，朗读训练。我的教学流程很清晰，重难点突出，课堂活动丰富，导入，操练，巩固，以滚雪

28、球的方式积累知识。课堂上，师生关系融洽，学生积极性高，互助学习好。2.亮点：我运用了情境教学法进行教学，以自己的微博和假期请同学猜测，进而与学生讨论主人公John的假期，使课堂教学从一开始就进入到了真实的交际场景，形成了活跃的气氛。同时，在教学单词时我运用Phonics教授单词，培养学生自主学习，以旧带新的能力。四、板书设计 Unit3 Where did you go？ A Lets talk & lets learn 附练习题：Unit3 Where did you go?A Lets talk& Lets learn一、看图，读一读，并把正确选项填进括号里。二、请同学们听录音并完成以下空

29、白处。Amy：What happened?John：I fell off my bike last Saturday and hurt my foot. Amy：Thats too bad! Are you all right? John：Im OK now. Come and look at my photos from the Labour Day holiday. Amy：Where did you go?John：Mt. Tianshan, Xinjiang. I rode a horse. Look, its very small. Amy：Oh, yes. It looks lik

30、e a mule! Did you go to Turpan?John：Yes, we did. We saw lots of grapes there, but we couldnt eat them. They wont be ready till August. 三、你想知道你的同学是怎么度过假期的吗?请采访他们，把他们的假期活动情况记录下来。Lets report!This is my report. I have two good friends, they are _and _. _s holiday is _. He/She went to _. He/She _. _s holiday is _. He/She _. He/She _. 第二节 B Le