PEP小学英语六年级下册 Unit 3 Where did you go? 第一课时 教案

教学基本信息

  • 课题: Unit 3 Where did you go? (Part A Let's learn & Let's talk)
  • 年级: 六年级下册
  • 课时: 1课时 (约40分钟)
  • 课型: 新授课

教学目标

  1. 知识与技能目标:

    pep小学英语六年级下册教案
    （图片来源网络，侵删）
    • 词汇: 能听、说、读、写以下过去式动词短语：rode a horse, rode a bike, went camping, went fishing, hurt my foot。
    • 句型: 能听懂、会说、会运用核心句型：
      • — Where did you go last weekend?
      • — I went to a forest park.
      • — What did you do there?
      • — I rode a bike and went fishing.
    • 语音: 能正确发音过去式动词的 -ed 如 /t/, /d/, /ɪd/）。
    • 听、说: 能听懂关于周末活动的简短对话，并能运用所学词汇和句型谈论自己或他人的过去经历。

  2. 过程与方法目标:

    • 通过情境创设、图片展示、游戏等方式，引导学生在真实的语境中感知、学习和运用语言。
    • 通过小组合作、角色扮演等活动，培养学生的合作精神和语言运用能力。
    • 运用任务型教学法,让学生在完成任务（如“采访你的同桌”）的过程中内化所学知识。

  3. 情感态度与价值观目标:

    • 培养学生积极与人交流、乐于分享个人经历的态度。
    • 引导学生学会用英语记录和分享生活中的美好时光,激发学习英语的兴趣。
    • 在情境中渗透安全教育（如进行户外活动时注意安全）。

教学重难点

  • 教学重点:

    1. 掌握五个核心动词短语的过去式形式及其含义。
    2. 熟练运用核心句型 Where did you go? 和 What did you do? 进行问答。

  • 教学难点:

    pep小学英语六年级下册教案
    （图片来源网络，侵删）
    1. 动词过去式的不规则变化形式（如 go-went, ride-rode, hurt-hurt）的认读和运用。
    2. 在对话中准确、流畅地运用过去时态描述已发生的事情。

教学准备

  • 教师准备: 多媒体课件、单词卡片、录音机或电脑、人物头饰。
  • 学生准备: 英语课本、练习本、笔。

教学过程

Step 1: Warm-up & Lead-in (热身与导入) (约5分钟)

  1. Greeting:

    • T: Good morning, boys and girls!
    • Ss: Good morning, teacher!
    • T: How are you today?
    • Ss: I'm fine, thank you. And you?
    • T: I'm great, thanks. Sit down, please.

  2. Sing a song:

    • T: Let's start with a song. Please stand up and sing "What did you do?" together. (播放歌曲或带领学生齐唱，复习已学过的动词过去式，如 watched TV, cleaned the room, washed clothes 等，为学习新知做铺垫。)
    • 设计意图：通过歌曲活跃课堂气氛，复习旧知，自然过渡到“过去做了什么”这一主题。

  3. Lead-in:

    pep小学英语六年级下册教案
    （图片来源网络，侵删）
    • T: Great! You all did a good job. We talked about what we did last night. But what about last weekend? What did you do last weekend? (教师板书 last weekend，并帮助学生理解其含义)
    • S1: I watched TV.
    • S2: I played football.
    • T: Wow, you had a busy weekend! Today, we are going to learn how to talk about our trip. (出示一张公园或森林的图片) Look, this is a forest park. It's beautiful. Let's go and see what people did there. (引出课题)
    • 设计意图：从学生熟悉的话题入手，引出 last weekend，并创设去森林公园的情境，激发学生的学习兴趣。

Step 2: Presentation (新知呈现) (约15分钟)

Part 1: Let's learn (词汇教学)

  1. 整体感知:

    • T: (播放PPT，展示Sarah和John在森林公园的图片) Sarah and John went to a forest park last weekend. What did they do there? Let's watch and listen. (播放Let's learn部分的录音或动画，让学生整体感知新内容。)
    • 设计意图：通过视听结合的方式，让学生在情境中初步接触新词汇和句型。

  2. 词汇逐个教学:

    • T: What did Sarah do? (PPT展示Sarah骑马的图片)
    • Ss: 骑马。
    • T: Yes! She rode a horse. (教师出示卡片，领读 rode a horse，注意 rode 的发音。)
      • T: rode (做骑马的动作) -> rode a horse (做完整的动作)
      • Game: Quick response. 教师说 ride a horse，学生快速说出 rode a horse 并做动作。
    • T: What did John do? (PPT展示John骑自行车的图片)
    • Ss: 骑自行车。
    • T: Good! He rode a bike. (同样方法教学 rode a bike，并对比 rode a horse 和 rode a bike。)
    • T: Look! They are in the tent. (PPT展示野营的图片)
    • T: They went camping. (教学 went camping，camp 是生词，可以简单解释为 "在户外搭帐篷住"。)
    • T: Is there a river in the forest park? (PPT展示钓鱼的图片)
    • T: Yes! John is sitting by the river. He went fishing. (教学 went fishing。)
    • T: Oh no! What happened? (PPT展示一个人脚受伤的图片)
    • T: He hurt his foot. (教学 hurt my foot，hurt 是不规则过去式，发音为 /hɜːrt/。)
    • 设计意图：利用图片、动作、对比和游戏等多种方式，逐个突破词汇难点，加深学生的理解和记忆。

  3. Listen and repeat:

    • T: Now, let's listen to the tape and repeat after it. Pay attention to the pronunciation. (播放录音，学生跟读。)
    • T: Let's read them together. (全班齐读，然后分组读、个别读。)

Part 2: Let's talk (对话教学)

  1. 整体理解:

    • T: (播放Let's talk部分的录音) Amy and John are talking. Please listen carefully and answer two questions:
      • Q1: Where did Amy go last weekend?
      • Q2: What did she do there?
    • Ss: She went to a forest park. She rode a bike and went fishing.
    • T: Excellent! You got it!
    • 设计意图：带着问题听对话，培养学生抓取关键信息的能力。

  2. 句型教学与操练:

    • T: (在黑板上画出简笔画：一个问号和一个地方) To ask about a place, we can say: Where did you go last weekend? (板书句型，用红色标出 did 和 went，强调过去时态。)
    • T: (请一名学生站起来) S3, where did you go last weekend?
    • S3: I went to...
    • T: (画出简笔画：一个笑脸和几个动作) To ask about the activities, we can say: What did you do there? (板书句型。)
    • T: (问刚才的学生) S3, what did you do there?
    • S3: I...
    • 设计意图：通过板书简笔画，使句型意义更直观，帮助学生理解和使用。

  3. Role-play the dialogue:

    T