【正文】 詞和詞組：ate, took, bought, gift, took ：掌握不規(guī)則動詞的過去式。通過個人匯報、小組匯報等形式進行檢測，并且注重培養(yǎng)學生認真聽的能力。七、板書設計：Unit 3 Where did you go? fell off, mule, could, till, Labour Day, TurpanWhat happened?I hurt my you all right?I’m OK you go to Turpan? looks like a you go to Turpan? Yes, we , we did./ No, we didn’、課后反思：課堂以學生的成長為主體，重視學生的口語交流，關注學生的學習情況，及時地進行檢查和反饋。Step Role 。四、教學準備：課件、單詞卡片五、課時安排：1課時六、教學過程 Step 復習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 ，老師教讀對話。二、教學重難點重點：、語調(diào)及意群朗讀對話，并能進行角色表演。大情境中又暗含著很多小的情景，自然合理，貼近學生的實際、貼近生活。要將這些詞匯緊緊地聯(lián)系起來教學，幫助學生充分理解課文，并引導學生做到學以致用是一件非常困難的事情。學唱歌曲《Tell me about your holiday》.Step布置作業(yè) 。學生靈活運用本課時詞組，自由編對話。 the tape of Let’s ，然后分角色朗讀對話。同時積極參加小組探究活動，進行小組競爭。難點：學生能用句型進行簡單的對話。二、教學重難點重點：能夠聽、說、讀、寫五個有關周末活動的詞組： rode a horse, rode a bike, went camping, hurt my foot, went fishing。六、單元課時安排：共分6課時第1課時： A Let’s learn/Listen, answer and write 第2課時： A Let’s try/Let’s talk 第3課時： B Let’s learn/Look and say 第4課時： B Let’s try/Let’s talk 第5課時： Read and write 第6課時： Let’s check/Let’s wrap it up/Story time第一課時A Let’s learn/Listen, answer and write一、教學目標、說、讀、寫五個有關周末活動的詞組： rode a horse, rode a bike, went camping, hurt my foot, went fishing。讓B層次的學生理解動詞的過去式，并簡單描述一次活動的經(jīng)歷。五、教學措施針對六年級學生可能會出現(xiàn)的兩極分化的現(xiàn)象，所以在設計上教師力求讓每一位學生都有所收獲。掌握不規(guī)則動詞的過去式。能夠聽、說、讀、寫，并在情景中運用句型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)容并能聽說認讀學習目標中的句子。并能夠正確運用上述五個詞組談論周末活動。 通過本課學習，能養(yǎng)成主動用英語交際的習慣和關心他人的良好品德。（3）學會用英文寫關于自己去過哪里及做了什么的日記。三、單元教學目標 （1）能夠掌握本單元出現(xiàn)的：went, camp, rode, bought, gifts等單詞和詞組，并熟練朗讀和運用。去過哪里和做了什么這些話題學生在實際生活中使用較廣。因此，在課堂上，多鼓勵學生把學習所得表現(xiàn)出來是我們所追求的。第一篇：pep六年級英語下冊第三單元備課Unit3 Where did you go?單元備課一、學生情況分析本單元的知識較上一單元稍有難度，是對上一單元更深層次的學習，學生對一般過去時基本形成一定的英語語言基礎和語感。而且他們對于主動爭取表現(xiàn)自我機會的熱衷情緒有所減弱，個別性格內(nèi)向的學生更是怯于把自己學會的新語言、新知識表達出來。二、單元教材分析本單元是義務教育PEP小學英語教科書六年級下冊教材第三單元，圍繞Where did you go?即你去了哪里和做了什么展開，教材創(chuàng)設了去吐魯番、三亞游玩兩個場景，并附加一個場景和一個趣味故事來幫助學生理解記憶。六年級學生已經(jīng)掌握了一些關于地點和行為動詞的詞匯，在本單元學習中，重點通過聽、說、讀、寫等活動使學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功能詞匯，并能通過學習，進一步發(fā)展學生的語言交際能力，解決現(xiàn)實生活中去過哪里和做過什么的問題。（2）通過對話學習能夠掌握主要句型：Where did you go? Did you go to Turpan? How did you get there? We went there by happened? 等，并能熟練運用于實際交流中。通過語言學習及多種形式的交際活動，能夠掌握本單元詞匯及主要句型，并運用其寫日記及流利地與別人談論自己去過哪里及做過什么，形成良好的語言交際能力。四、單元重難點能夠聽、說、讀、寫五個有關周末活動的詞組： rode a horse, rode a bike, went camping, hurt my foot, went fishing。能夠按照正確的語音、語調(diào)及意群朗讀對話，并能進行角色表演。理解It was a bad day but also a good day!的意思。學生能用句型進行簡單的對話用所學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)容補全短文，描述自己一天的生活。在課堂教學中，抓住學生在詞匯和句型上有良好的英語基礎，讓A層次的學生發(fā)揮潛能，要求閱讀相關英語篇章和介紹自己曾經(jīng)參加過的假日活動。讓C層次的學生知道動詞的過去式形態(tài)，能說出本單元幾個基本的詞組和句型。并能夠正確運用上述五個詞組談論周末活動。三、教法學法教師在本課時中要充分利用教材的活動場景對學生進行指導訓練學生要在教師的指導下進行操練。四、教學準備：課件、單詞卡片五、課時安排：1課時六、教學過程 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.(學生跟讀)Go camping, hurt my foot，go fishing.(用同樣的方法復習這些詞組)(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 ?(學生多操練): Where did you go last Saturday? I went to a forest 。Step ：Play a ，其他的同學說出短語。Finish Listen, answer and 。七、板書設計：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，其教學內(nèi)容多而零散，詞匯語法知識都比較難。通過這節(jié)課，我發(fā)現(xiàn)需要精心設計這些內(nèi)容，將其非常流暢、巧妙地布局在一個大情境中。第二課時A Let’s try/Let’s talk一、教學目標能聽懂Let’s try并完成Tick and ’s talk并能聽說認讀下列句子： 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。能夠聽、說、讀、寫，并在情景中運用句型Where did you go? What did you do? 難點：理解句子：I fell off my bike last Saturday and hurt my 、教法學法學生在教師的指導下通過視聽唱來掌握單詞，再通過小組活動對知識進一步地鞏固。(1).What happened to John?(2).Where did John go over his holiday?(3).What did he do? ，教師補充答疑。 Let’s 、布置當堂作業(yè) ’s 。每每學習了新詞組或句型，我會安排一個學生間根據(jù)實際情況進行交流的環(huán)節(jié)。第三課時B Let’s learn/Look and say一、教學目標、說、讀、寫四個描述假期活動的詞組：ate fresh food, went swimming, took pictures, bought gifts。 的暑假生活。三、教法學法教師要通過情景創(chuàng)設，來激勵學生對知識的輸出。四、教學準備：課件、單詞卡片五、課時安排：1課時六、教學過程 Step 齊讀P25,師生互譯重點短語和句子。 the tape of Let’s 。Role play: 學生靈活運用本課時詞組表演Amy和Wu Yifan的對話。第四課時B Let’s try/Let’s talk一、教學目標，并回答讀后問題。、說、讀、寫，并在情景中運用句型 Where did you go ?? How did you go there? What did you do? 談論假日安排；能夠通過對話學習了解新疆的風土人情。二、教學重難點重點：理解Let’s talk部分的內(nèi)容并能聽說認讀學習目標中的句子。四、教學準備：課件、單詞卡片五、課時安排：1課時六、教學過程Step pictures and go over the phrases: Eg: ate fresh food, I ate fresh food... talk: T: How was your holiday? Ss: It was : What did you do? Ss: I went swimming./...Step T: Where did you go last summer holiday? Ss: I went to...T: How did you go there? Ss: I went there by plane./...T: Sounds great!，老師教讀對話。Step ： : Where did you go last winter holiday? S2: I went to...S1: How did you go there? S2: We went there by...S1: What did you do there? S2: I...S1: Sounds great! Let’s 、布置作業(yè) ’s 。通過介紹老師的旅游經(jīng)歷給予示范，引出新授內(nèi)容，學生模仿進行介紹。第五課時 Read and write一、教學目標 and write的內(nèi)容并完成后面的練習。二、教學重難點重點：。難點：能夠根據(jù)提示從日記中獲取關鍵信息；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)容補全短文，描述自己一天的生活。通過小組競賽加大學生的學習熱情。四、教學準備：課件、單詞卡片五、課時安排：1課時六、教學過程Step over phrases: rode a horse, rode a bike, went camping, hurt my foot, went fishing, ate fresh food, went swimming, took pictures, bought gifts talk: T: How was your last Sunday? Ss: It was : Where did you go? Ss: I went to...T: What did you do there? Ss: I rode a