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人教版 (PEP)六年级下册Unit 3 Where did you go?综合与测试第四课时教案设计
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这是一份人教版 (PEP)六年级下册Unit 3 Where did you go?综合与测试第四课时教案设计，共6页。教案主要包含了能够在情景中运用由where,，We，My，Hainan，—Hw等内容，欢迎下载使用。
课时内容
B Let’s try 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 frm, g there及句型Where did yu g…? Hw did yu g there? What did yu d? 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hw引导的一般过去时特殊疑问句。
本课时包括Let’s try 和Let’s talk 两个板块。Let’s try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 yu g ver the winter hliday? Hw did yu g? What did yu d? 学生通过听力练习获得Let’s talk板块的人物及场景信息。Let’s talk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、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 did yu g ver the winter hliday? Hw did yu g? What did yu d?
本课时涉及的句型比较多，但是Where did yu g? What did yu g? 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 frm，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 yu g …? Hw did yu g? What did yu d?
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hw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，借助图片，理解对话大意。
（2）能够听、说、读、写句型：Where did yu g …? Hw did yu g? What did yu d?
（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hw引导的一般过去时特殊疑问句。
2. 难点
1. 句型Where did yu g …? Hw did yu g? What did yu d? 的灵活运用。
2. 能够在情景中正确的运用由where, what和hw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 Warm up
1. Greeting
T: Gd mrning, bys and girls.
Ss: Gd mrning, teacher.
T: Hw d yu feel tday?
Ss: Happy.
T: Are yu ready?
Ss: Yes, we are ready.
T: Ok. Let’s sing a sng tgether.（播放歌曲Tell me abut yur hliday.）
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 sme phrases.
(1)T: Great! Everyne, nw I have sme cards. Let’s say and d. 教师展示词卡g 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 fd, 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 in
Ask and answer.
T: Nw I have sme questins t ask yu. Hw was yur summer hliday?
S1: It was gd/fine/great…
T: Where did yu g?
S1: I went t ….
T: What did yu d there?
S1: 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 Presentatin
1．Let’s try
(1) Shw the pictures abut “Amy, Sarah, Wu yifan”.
T: Wh are they? D yu knw?
Ss: Amy, Sarah and Wu yifan
T: Wu yifan and Amy meet Sarah at schl. What are they talking abut? Can yu guess?
S1: Last Weekend.
S2: Summer hliday.
S3: …
(2) Listen t the tape and answer the first questin.
T: What did Sarah d in Hangzhu?
S1: He went t the West Lake.
T: Wnderful. What was the West Lake like?
S2: Big.
S3: Beautiful.
T: Gd. What else culd we d in the West Lake? (引导学生回答。)
Ss: We can rw a bat.
(3) Listen t the tape again and answer the secnd questin.
T: Sarah bught sme gifts. Wh did she buy gifts fr?
教学资源：录音机、磁带
设计意图：学生先学会听前预测，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 t Hangzhu last winter hliday. What abut Amy? 学生带着下面提出的问题阅读文本。
Questins: Where did she g?
Wh did she g with?
When did she g?
Hw did she g there?
What did she d?
(2)解决问题。
T: Where did Amy g?
S1: She went t Sanya.
T：When did she g?
S2: The winter hliday. （板书winter hliday, 利用日历帮助学生理解，带读，指名读，齐读。）
T: Wh did she g with?（板书句型，讲解句型，理解句型。）
S3: Her family.
T: Hw did she g there?( 板书句型，理解g there, 注意g后面没有t。指名讲解句型。)
S4: She went there by plane.
T: Why?（引导学生用书中的句子回答。）
Ss: Hainan is far frm Beijing. (板书far frm，用图片理解词组。)
(3) Talking abut “Sanya”
T: On the first day, Amy went t Sanya by plane. What did she d n the secnd day?
Ss: She tk pictures.
T: What was the weather like there?
Ss: It’s ht.
T: What did she d n the third day?
S1: She played ftball.
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，自己试读，指名读，领读，齐读。）
We can say: On the third day, Amy played ftball n the beach.
（引导学生结合插图，讨论三亚，充分发挥想象。）
(4) Listen t the tape and fllw the tape.
(5) Read in rle.
两人分角色朗读。
男女生分角色朗读。
3. 根据Amy’s winter hliday的思维导图，描述Amy’s winter hliday。
两人一组互相描述，指名描述，全班描述。
Amy went t _______ with her family ver the winter hliday. 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。
(1) T: D yu want t hear abut my winter hliday? What d yu want t knw abut my winter hliday?（课件展示教师旅游信息的句子，两人一组，讨论疑问句。）
My Hliday Trip
I went t Beidaihe.
I went there ver the winter hliday.
I went there by car.
I went swimming.
(2)指名说疑问句，课件补充。教师讲解疑问词where, what, when, hw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 Practice
1. D practice in pairs.
学生根据提供的信息，任选一组，做对话练习。
Shanghai
By train
Tk pictures, bught gifts
Xinjiang
By bus
ate fresh fd, rde a hrse
句型：A: Where did yu g n yur hliday/ ver the winter hliday?
B: I went t ___________.
A: Hw did yu g there?
B: I went there_________.
A: What did yu d there?
B: I__________________.
2. D a survey and reprt.
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。
汇报句型：xxx went t _______ last mnth/ last weekend/n his/ her hliday.
He/She went there_______. He/She________________ there.
调查句型：When was yur trip? Where did yu g? Hw did yu g there?
What did yu d there?
Step 5 Summary
T: What did yu learn abut this lessn?
学生自由发言，教师总结。
1. 单词和词组：far frm, the winter hliday, g there, beach
2. 去某地g t+地点，去那g there，t要省掉。
3. 询问某人曾经去过哪，句型：Where did +主语+g + 过去时间？
主语+ went t+地点。
4. 询问某人过去怎样去某地，句型：Hw did +主语+ g t+地方？
主语+ went there + 出行方式。
设计意图：学生回忆知识点，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
给下列句子选择合适的疑问词。
Where
Wh
When
Hw
Where
1.—_______ did yu g ver the winter hliday?
—I went t Hainan.
2.—_______ did he g t Beijing?
—He went there by bus.
3.—_______ did yu g t the park with?
—My mther.
4.—_______ did she g t Canada?
—Last summer hliday.
5.—_______ did yu d last Sunday?
—I went camping.
二、单项选择。
( )1. We went ________ there by plane.
A. t B. / C. at
( )2. My brther and I ________ yesterday.
A. g swimming B. went swimming C. went swim
( )3. Hainan is ________ here.
A. far t frm B. far frm C. far
( )4. —Hw _________ the beach?
—It was beautiful.
A. was B. is C. were
三、我是阅读小能手。阅读短文，判断句子正“T”误“F”。
Last summer hliday, I went t Xinjiang with my family. We went there by train. On the first day, we visited my father’s friend. On the secnd day, we went t Turpan. I saw lts f grapes and ate lts f muttn kebabs. They were delicius. We tk pictures there. We were happy..
( )1. Last summer hliday, I went t Zhejiang with my family.
( )2. I ate lts f grapes in Xinjiang.
( )3. We visited my uncle n the first.
( )4. We went t Xinjiang by subway.
( )5. We tk pictures in Xinjiang.
四、小练笔。
请用英语介绍一下你的上个寒假去了哪？怎么去的？做了什么事情？不少于5句话。
____________________________________________________________________________
____________________________________________________________________________
___Answers:
一、1. Where 2. Hw 3. Wh 4. When
5. What
二、1.B 2.B 3.B 4.A
三、1.F 2. F 3.F 4.F 5.T
四、Last winter hliday, I went t Shanghai with my mm. We went there by train. I was very happy. We went shpping. We bught lts f gifts fr ur friends.
_________________________________________________________________________
板书设计
B Let’s talk
When did she g?
What did yu she d?
Hw did she g there?
Where did she g?
Wh did yu g with?
Amy’s
winter hliday
far frm
Sanya
Name
Where
Hw
When
What
课时内容
B Let’s try 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 frm, g there及句型Where did yu g…? Hw did yu g there? What did yu d? 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hw引导的一般过去时特殊疑问句。
本课时包括Let’s try 和Let’s talk 两个板块。Let’s try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 yu g ver the winter hliday? Hw did yu g? What did yu d? 学生通过听力练习获得Let’s talk板块的人物及场景信息。Let’s talk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、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 did yu g ver the winter hliday? Hw did yu g? What did yu d?
本课时涉及的句型比较多，但是Where did yu g? What did yu g? 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 frm，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 yu g …? Hw did yu g? What did yu d?
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hw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，借助图片，理解对话大意。
（2）能够听、说、读、写句型：Where did yu g …? Hw did yu g? What did yu d?
（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hw引导的一般过去时特殊疑问句。
2. 难点
1. 句型Where did yu g …? Hw did yu g? What did yu d? 的灵活运用。
2. 能够在情景中正确的运用由where, what和hw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 Warm up
1. Greeting
T: Gd mrning, bys and girls.
Ss: Gd mrning, teacher.
T: Hw d yu feel tday?
Ss: Happy.
T: Are yu ready?
Ss: Yes, we are ready.
T: Ok. Let’s sing a sng tgether.（播放歌曲Tell me abut yur hliday.）
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 sme phrases.
(1)T: Great! Everyne, nw I have sme cards. Let’s say and d. 教师展示词卡g 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 fd, 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 in
Ask and answer.
T: Nw I have sme questins t ask yu. Hw was yur summer hliday?
S1: It was gd/fine/great…
T: Where did yu g?
S1: I went t ….
T: What did yu d there?
S1: 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 Presentatin
1．Let’s try
(1) Shw the pictures abut “Amy, Sarah, Wu yifan”.
T: Wh are they? D yu knw?
Ss: Amy, Sarah and Wu yifan
T: Wu yifan and Amy meet Sarah at schl. What are they talking abut? Can yu guess?
S1: Last Weekend.
S2: Summer hliday.
S3: …
(2) Listen t the tape and answer the first questin.
T: What did Sarah d in Hangzhu?
S1: He went t the West Lake.
T: Wnderful. What was the West Lake like?
S2: Big.
S3: Beautiful.
T: Gd. What else culd we d in the West Lake? (引导学生回答。)
Ss: We can rw a bat.
(3) Listen t the tape again and answer the secnd questin.
T: Sarah bught sme gifts. Wh did she buy gifts fr?
教学资源：录音机、磁带
设计意图：学生先学会听前预测，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 t Hangzhu last winter hliday. What abut Amy? 学生带着下面提出的问题阅读文本。
Questins: Where did she g?
Wh did she g with?
When did she g?
Hw did she g there?
What did she d?
(2)解决问题。
T: Where did Amy g?
S1: She went t Sanya.
T：When did she g?
S2: The winter hliday. （板书winter hliday, 利用日历帮助学生理解，带读，指名读，齐读。）
T: Wh did she g with?（板书句型，讲解句型，理解句型。）
S3: Her family.
T: Hw did she g there?( 板书句型，理解g there, 注意g后面没有t。指名讲解句型。)
S4: She went there by plane.
T: Why?（引导学生用书中的句子回答。）
Ss: Hainan is far frm Beijing. (板书far frm，用图片理解词组。)
(3) Talking abut “Sanya”
T: On the first day, Amy went t Sanya by plane. What did she d n the secnd day?
Ss: She tk pictures.
T: What was the weather like there?
Ss: It’s ht.
T: What did she d n the third day?
S1: She played ftball.
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，自己试读，指名读，领读，齐读。）
We can say: On the third day, Amy played ftball n the beach.
（引导学生结合插图，讨论三亚，充分发挥想象。）
(4) Listen t the tape and fllw the tape.
(5) Read in rle.
两人分角色朗读。
男女生分角色朗读。
3. 根据Amy’s winter hliday的思维导图，描述Amy’s winter hliday。
两人一组互相描述，指名描述，全班描述。
Amy went t _______ with her family ver the winter hliday. 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。
(1) T: D yu want t hear abut my winter hliday? What d yu want t knw abut my winter hliday?（课件展示教师旅游信息的句子，两人一组，讨论疑问句。）
My Hliday Trip
I went t Beidaihe.
I went there ver the winter hliday.
I went there by car.
I went swimming.
(2)指名说疑问句，课件补充。教师讲解疑问词where, what, when, hw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 Practice
1. D practice in pairs.
学生根据提供的信息，任选一组，做对话练习。
Shanghai
By train
Tk pictures, bught gifts
Xinjiang
By bus
ate fresh fd, rde a hrse
句型：A: Where did yu g n yur hliday/ ver the winter hliday?
B: I went t ___________.
A: Hw did yu g there?
B: I went there_________.
A: What did yu d there?
B: I__________________.
2. D a survey and reprt.
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。
汇报句型：xxx went t _______ last mnth/ last weekend/n his/ her hliday.
He/She went there_______. He/She________________ there.
调查句型：When was yur trip? Where did yu g? Hw did yu g there?
What did yu d there?
Step 5 Summary
T: What did yu learn abut this lessn?
学生自由发言，教师总结。
1. 单词和词组：far frm, the winter hliday, g there, beach
2. 去某地g t+地点，去那g there，t要省掉。
3. 询问某人曾经去过哪，句型：Where did +主语+g + 过去时间？
主语+ went t+地点。
4. 询问某人过去怎样去某地，句型：Hw did +主语+ g t+地方？
主语+ went there + 出行方式。
设计意图：学生回忆知识点，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
给下列句子选择合适的疑问词。
Where
Wh
When
Hw
Where
1.—_______ did yu g ver the winter hliday?
—I went t Hainan.
2.—_______ did he g t Beijing?
—He went there by bus.
3.—_______ did yu g t the park with?
—My mther.
4.—_______ did she g t Canada?
—Last summer hliday.
5.—_______ did yu d last Sunday?
—I went camping.
二、单项选择。
( )1. We went ________ there by plane.
A. t B. / C. at
( )2. My brther and I ________ yesterday.
A. g swimming B. went swimming C. went swim
( )3. Hainan is ________ here.
A. far t frm B. far frm C. far
( )4. —Hw _________ the beach?
—It was beautiful.
A. was B. is C. were
三、我是阅读小能手。阅读短文，判断句子正“T”误“F”。
Last summer hliday, I went t Xinjiang with my family. We went there by train. On the first day, we visited my father’s friend. On the secnd day, we went t Turpan. I saw lts f grapes and ate lts f muttn kebabs. They were delicius. We tk pictures there. We were happy..
( )1. Last summer hliday, I went t Zhejiang with my family.
( )2. I ate lts f grapes in Xinjiang.
( )3. We visited my uncle n the first.
( )4. We went t Xinjiang by subway.
( )5. We tk pictures in Xinjiang.
四、小练笔。
请用英语介绍一下你的上个寒假去了哪？怎么去的？做了什么事情？不少于5句话。
____________________________________________________________________________
____________________________________________________________________________
___Answers:
一、1. Where 2. Hw 3. Wh 4. When
5. What
二、1.B 2.B 3.B 4.A
三、1.F 2. F 3.F 4.F 5.T
四、Last winter hliday, I went t Shanghai with my mm. We went there by train. I was very happy. We went shpping. We bught lts f gifts fr ur friends.
_________________________________________________________________________
板书设计
B Let’s talk
When did she g?
What did yu she d?
Hw did she g there?
Where did she g?
Wh did yu g with?
Amy’s
winter hliday
far frm
Sanya
Name
Where
Hw
When
What
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