【正文】 ‖ 并領(lǐng)讀。強(qiáng)調(diào) flew是 fly的過去式。教師繼續(xù)說：―I flew kites last was that? Guess.‖ 教師引導(dǎo)學(xué)生回答：―Suddenly my kite flew into the ，并讓學(xué)生由集體到部分再到個(gè)別輪流讀此句。并強(qiáng)調(diào) flew into這一短語。3）Teach: I was very grateful to ：―At that time, A dog saw the did the dog do ? Guess.‖ 教師引導(dǎo)學(xué)生回答：―He jumped into the lake and swam to minutes later, he returned the kite to was very grateful to ，并讓學(xué)生由集體到部分再到個(gè)別輪流讀此句。并強(qiáng)調(diào) be grateful to這一短語。在閱讀前，創(chuàng)設(shè)一系列情景突破文中的難點(diǎn)句子：We read funny tongue twisters my kite flew into the was very grateful to 3 Inreading（閱讀中活動(dòng)）(1)General reading 略讀T： Today Zhang Peng walked to Mike’s home, What did they do? Where did Zhang Peng go? Do you want to know? Now open your books and turn to page the passage quickly and silently, then answer my questions: they read tongue twisters together? Mike fly kites? the dog jump into the river? Check up the answers.(2)Detailed reading 細(xì)讀T：This time read the passage carefully and answer my you have something difficult, you can circle can talk about in your did they do together? did Zhang Peng go? returned the kite to Zhang Peng? Check up the : Do you have any questions? Ss: Yes/No.（歸納總結(jié)過去式的變化規(guī)則。）(3)Read and write 讀寫T: This time let’s read the passage aloud and answer the questions on your books，Then write the answers on your up the answers.(4)Listen to the tape 聽音并跟讀 Listen to the and the passage after the passage after the little teachers.(5)Read aloud 朗讀Read and try to retell the passage in ，并且讓學(xué)生找出難點(diǎn)和疑點(diǎn)，與老師進(jìn)行探討，這樣能誘發(fā)學(xué)生自主嘗試的動(dòng)機(jī)，培養(yǎng)其自主學(xué)習(xí)的能力。Step 4 Post—reading(閱讀后活動(dòng))Retell the 、說、讀、寫，對(duì)所學(xué)語言進(jìn)行重組和創(chuàng)造，以促進(jìn)語言活動(dòng)中多維能力的發(fā)展。Step 5 Progress(發(fā)展提高)(1)Summary(歸納總結(jié)本課出現(xiàn)的動(dòng)詞過去式)(2)Do activity up the :Write a passage《My Last Weekend》板書設(shè)計(jì)Unit 3 Part B Let’s readTongue twister We read funny tongue twisters saw Suddenly my kite flew into the was very grateful to returnedstudied第三篇：pep六年級(jí)英語下冊(cè)第三單元備課Unit3 Where did you go?單元備課一、學(xué)生情況分析本單元的知識(shí)較上一單元稍有難度，是對(duì)上一單元更深層次的學(xué)習(xí)，學(xué)生對(duì)一般過去時(shí)基本形成一定的英語語言基礎(chǔ)和語感。而且他們對(duì)于主動(dòng)爭(zhēng)取表現(xiàn)自我機(jī)會(huì)的熱衷情緒有所減弱，個(gè)別性格內(nèi)向的學(xué)生更是怯于把自己學(xué)會(huì)的新語言、新知識(shí)表達(dá)出來。因此，在課堂上，多鼓勵(lì)學(xué)生把學(xué)習(xí)所得表現(xiàn)出來是我們所追求的。二、單元教材分析本單元是義務(wù)教育PEP小學(xué)英語教科書六年級(jí)下冊(cè)教材第三單元，圍繞Where did you go?即你去了哪里和做了什么展開，教材創(chuàng)設(shè)了去吐魯番、三亞游玩兩個(gè)場(chǎng)景，并附加一個(gè)場(chǎng)景和一個(gè)趣味故事來幫助學(xué)生理解記憶。去過哪里和做了什么這些話題學(xué)生在實(shí)際生活中使用較廣。六年級(jí)學(xué)生已經(jīng)掌握了一些關(guān)于地點(diǎn)和行為動(dòng)詞的詞匯，在本單元學(xué)習(xí)中，重點(diǎn)通過聽、說、讀、寫等活動(dòng)使學(xué)生掌握本單元的主要交際語言: Where did you go? What did you do？等去過哪里，做了什么的交際用語和相關(guān)功能詞匯，并能通過學(xué)習(xí)，進(jìn)一步發(fā)展學(xué)生的語言交際能力，解決現(xiàn)實(shí)生活中去過哪里和做過什么的問題。三、單元教學(xué)目標(biāo) （1）能夠掌握本單元出現(xiàn)的：went, camp, rode, bought, gifts等單詞和詞組，并熟練朗讀和運(yùn)用。（2）通過對(duì)話學(xué)習(xí)能夠掌握主要句型：Where did you go? Did you go to Turpan? How did you get there? We went there by happened? 等，并能熟練運(yùn)用于實(shí)際交流中。（3）學(xué)會(huì)用英文寫關(guān)于自己去過哪里及做了什么的日記。通過語言學(xué)習(xí)及多種形式的交際活動(dòng)，能夠掌握本單元詞匯及主要句型，并運(yùn)用其寫日記及流利地與別人談?wù)撟约喝ミ^哪里及做過什么，形成良好的語言交際能力。 通過本課學(xué)習(xí)，能養(yǎng)成主動(dòng)用英語交際的習(xí)慣和關(guān)心他人的良好品德。四、單元重難點(diǎn)能夠聽、說、讀、寫五個(gè)有關(guān)周末活動(dòng)的詞組： rode a horse, rode a bike, went camping, hurt my foot, went fishing。并能夠正確運(yùn)用上述五個(gè)詞組談?wù)撝苣┗顒?dòng)。能夠按照正確的語音、語調(diào)及意群朗讀對(duì)話，并能進(jìn)行角色表演。能夠聽、說、讀、寫，并在情景中運(yùn)用句型Where did you go? What did you do? 聽說讀寫單詞和詞組：ate, took, bought, gift, took 、理解Let’s talk部分的內(nèi)容并能聽說認(rèn)讀學(xué)習(xí)目標(biāo)中的句子。理解It was a bad day but also a good day!的意思。掌握不規(guī)則動(dòng)詞的過去式。學(xué)生能用句型進(jìn)行簡單的對(duì)話用所學(xué)句型簡單介紹自己的winter ；能夠利用上述信息仿照教材中的日記，并根據(jù)所提供的內(nèi)容補(bǔ)全短文，描述自己一天的生活。五、教學(xué)措施針對(duì)六年級(jí)學(xué)生可能會(huì)出現(xiàn)的兩極分化的現(xiàn)象，所以在設(shè)計(jì)上教師力求讓每一位學(xué)生都有所收獲。在課堂教學(xué)中，抓住學(xué)生在詞匯和句型上有良好的英語基礎(chǔ)，讓A層次的學(xué)生發(fā)揮潛能，要求閱讀相關(guān)英語篇章和介紹自己曾經(jīng)參加過的假日活動(dòng)。讓B層次的學(xué)生理解動(dòng)詞的過去式，并簡單描述一次活動(dòng)的經(jīng)歷。讓C層次的學(xué)生知道動(dòng)詞的過去式形態(tài)，能說出本單元幾個(gè)基本的詞組和句型。六、單元課時(shí)安排：共分6課時(shí)第1課時(shí)： A Let’s learn/Listen, answer and write 第2課時(shí)： A Let’s try/Let’s talk 第3課時(shí)： B Let’s learn/Look and say 第4課時(shí)： B Let’s try/Let’s talk 第5課時(shí)： Read and write 第6課時(shí)： Let’s check/Let’s wrap it up/Story time第一課時(shí)A Let’s learn/Listen, answer and write一、教學(xué)目標(biāo)、說、讀、寫五個(gè)有關(guān)周末活動(dòng)的詞組： rode a horse, rode a bike, went camping, hurt my foot, went fishing。二、教學(xué)重難點(diǎn)重點(diǎn)：能夠聽、說、讀、寫五個(gè)有關(guān)周末活動(dòng)的詞組： rode a horse, rode a bike, went camping, hurt my foot, went fishing。并能夠正確運(yùn)用上述五個(gè)詞組談?wù)撝苣┗顒?dòng)。難點(diǎn)：學(xué)生能用句型進(jìn)行簡單的對(duì)話。三、教法學(xué)法教師在本課時(shí)中要充分利用教材的活動(dòng)場(chǎng)景對(duì)學(xué)生進(jìn)行指導(dǎo)訓(xùn)練學(xué)生要在教師的指導(dǎo)下進(jìn)行操練。同時(shí)積極參加小組探究活動(dòng)，進(jìn)行小組競(jìng)爭(zhēng)。四、教學(xué)準(zhǔn)備：課件、單詞卡片五、課時(shí)安排：1課時(shí)六、教學(xué)過程 Step Show the pictures and Go over the phrases of Unit : watched TV S2: I watched TV S3: I watched TV last my room, washed my clothes, stayed at home, read a book, saw a film, had a cold and did you do last weekend?I watched TV./...Step (1)Show the picture of ride a : ride a horse I often ride a horse.(學(xué)生跟讀)Go camping, hurt my foot，go fishing.(用同樣的方法復(fù)習(xí)這些詞組)(2)呈現(xiàn)句子T: I rode a horse last a bike, went camping, hurt my foot，went fishing.（3）T: What did you do last weekend? Ss: I rode a horse/ went camping ?(學(xué)生多操練): Where did you go last Saturday? I went to a forest 。 the tape of Let’s ，然后分角色朗讀對(duì)話。Step ：Play a ，其他的同學(xué)說出短語。學(xué)生靈活運(yùn)用本課時(shí)詞組，自由編對(duì)話。Finish Listen, answer and 。學(xué)唱歌曲《Tell me about your holiday》.Step布置作業(yè) 。七、板書設(shè)計(jì)：Unit 3 Where did you go? rode a horse, rode a bike, went camping, hurt my foot and went – rode go – went hurthurt Zhang Peng: Where did you go last Saturday? John: I went to a forest Peng: What did you go there? John: I rode a ： 這節(jié)課是以旅游為主題的語篇教學(xué)，其教學(xué)內(nèi)容多而零散，詞匯語法知識(shí)都比較難。要將這些詞匯緊緊地聯(lián)系起來教學(xué)，幫助學(xué)生充分理解課文，并引導(dǎo)學(xué)生做到學(xué)以致用是一件非常困難的事情。通過這節(jié)課，我發(fā)現(xiàn)需要精心設(shè)計(jì)這些內(nèi)容，將其非常流暢、巧妙地布局在一個(gè)大情境中。大情境中又暗含著很多小的情景，自然合理，貼近學(xué)生的實(shí)際、貼近生活。第二課時(shí)A Let’s try/Let’s talk一、教學(xué)目標(biāo)能聽懂Let’s try并完成Tick and ’s talk并能聽說認(rèn)讀下列句子： What happened? Are you all right? I’m OK did you go? It looks like a you go to Turpan? Yes, we fell off, mule, could, till, Labour Day, Turpan。二、教學(xué)重難點(diǎn)重點(diǎn)：、語調(diào)及意群朗讀對(duì)話，并能進(jìn)行角色表演。能夠聽、說、讀、寫，并在情景中運(yùn)用句型Where did you go? What did you do? 難點(diǎn)：理解句子：I fell off my bike last Saturday and hurt my 、教法學(xué)法學(xué)生在教師的指導(dǎo)下通過視聽唱來掌握單詞，再通過小組活動(dòng)對(duì)知識(shí)進(jìn)一步地鞏固。四、教學(xué)準(zhǔn)備：課件、單詞卡片五、課時(shí)安排：1課時(shí)六、教學(xué)過程 Step 復(fù)習(xí)Let’s : rode a rode a horse last did you go last Sunday/ Saturday?I went to a forest did you do there?I rode a bike./...Step 教讀并理解重點(diǎn)單詞和句型fell off, mule, could, till, Labour Day, Turpan What happened? Are you all right? I’m OK did you go? It I fell off my bike last Saturday and hurt my ，老師教讀對(duì)話。(1).What happened to John?(2).Where did John go over his holiday?(3).What did he do? ，教師補(bǔ)充答疑。Step Role 。 Let’s 、布置當(dāng)堂作業(yè) ’s 。七、板書設(shè)計(jì)：Unit 3 Where did you go? fell off, mule, could, till, L