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視頻標簽：Where did,you go
所屬欄目：小學英語優質課視頻
視頻課題：人教版小學六年級英語下冊《Unit 3 Where did you go》Part B Let’s talk江西省
教學設計、課堂實錄及教案：人教版小學六年級英語下冊《Unit 3 Where did you go》Part B Let’s talk江西省
Unit 3 Where did you go?
B. Let’s talk.
一、教材內容分析
本單元學習的主題是談論和描述人物在過去做的事情。在主情景圖中，張鵬給John打電話，了解John沒有上學的原因，并去John家探望，分享John在剛過去的五一假期旅游的照片，通過這些情景來呈現本單元的核心詞匯和句型。而Let’s talk部分學習的核心句型是：Where did you go „? How did you go there? What did you do? 教材通過吳一凡和Amy在學校遇見Sarah，三人談論Amy的寒假活動的情景，幫助學生感知上述句型的語用情景。 二、學生情況分析
六年級的學生從三年級就開始真正意義上學習英語，在本單元學習對別人假期活動進行口語交際之前，學生在六年級上冊也學習過相關的話題，所不同的是上學期是對將要進行的活動進行提問Where are you going? What are you going to do? How are you going? Who are you going with? ... 也就是一般將來時運用；而本單元即是針對過去的活動進行提問Where did you go? What did you do? How did you go? Who did you go with? ... 也就是一般運去的運用。把新知識套用到舊公式當中，對學生來說應該是更易于掌握的。而且旅游和活動，永遠都是學生最感興趣的話題，因此學生肯定會樂于接受新知識的。 三．教學目標 知識目標：
1、能夠在圖片和教師的幫助下理解對話大意，并回答讀后問題。 2、能夠按照正確的語音、語調及意群朗讀對話，并能進行角色表演
3、能夠聽、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；
4、能夠在語境中理解生詞beach的意思，并能正確發音。 5、能夠運用所學句型談論自己的寒假生活 能力目標：
1、能夠用一般過去時描述自己在過去的時間里所做的事情。 2、能夠用主要句型詢問他人在過去的時間里所做的事情并作答。
3、學會閱讀短文，并從中獲取信息，同時能互相談論有關上個假期所做的事情。 情感目標：能合理安排假期，懂得熱愛生活，熱愛每一天！ 四、教學重難點
教學重點：1.能夠熟讀對話并理解對話內容。 2.能聽、說、讀、寫句子：Where did you go „? How did you go there? What did you do? 并在實際情景中運用。
教學難點：能實際情景中，正確運用特殊疑問句。 五、教學過程
Step1: Warm-up and greetings (課前欣賞Tell me about your holiday.） (1) greetings
(2) Review play a game （大屏幕上出現單詞詞組學生以最快的方式讀出來，在一定程度上復習動詞的過去式） (3) Free talk
T: Where did you go over the winter holiday? xx? (提問3到5個同學)
S1: I went to ShangHai. S2: I went to Hu Nan. S3: I went to ChangSha. T: What did you do there? S: I rode a horse . T:what did you do last weekend ? S:I watched TV. (4) talk about my holiday
Where did i go ? I went to ShenZhen. How did I go there? I went there by bus. What did i do ? I saw a film
What else did i do ? I took lots of pictures.
【設計意圖】通過師生交談，讓學生在輕松歡快的氛圍中開始新的課程,通過詢問where, who, how ,what等與旅游相關的話題，讓學生回憶、感知所學過的相關詞匯和句型，并讓學生初步了解旅游可以談論的話題。) Step 2: Presentation
(1) Let’s try
My holiday was great .how about your friends’ holiday ? PPT出示Wuyifan Amy and Sarah 在學校遇見的圖片以及課本上的題目。
What are they talking about? A. School. B. Holiday.
Who did Sarah buy gifts for? A. Amy and John. B. Wu Yifan and Amy.
A. Present the scene: Wu Yifan and Amy are at school. They meet Sarah. What are they talking about? let's listen。
B. First listening: Listen and choose C.Second listening: Listen and answer.
Where did Sarah go on winter holiday? Who did she go with? D. Check the answers. 【設計意圖】
通過兩遍的錄音播放，幫助同學們完成對應的練習。同時獲取let's talk部分的人物及場景信息而擴展的問題是讓學生掌握更多的信息，在培養學生們的聽力技巧的同時，自然過渡到本課時對話的學習及相關信息。 (2) Let’s talk A. Lead-in.
T: Now, we know Sarah’s holiday. What about Amy’s holiday? What do you want to know? Please write down the questions you want to know.
a) Let students to write down the questions on the paper. (1分鐘)
b) Write down the questions on the blackboard. (把學生提出的問題以思維導圖的形式寫在黑板上)
【設計意圖】初讀文本，了解文本大意。讓學生先帶著三個較簡單的問題從聽上整體感知故事內容，再通過看錄像進一步完整清晰地了解了故事內容。激發學生的閱讀興趣，吸引學生由淺入深地整體感知內容.目標激發學生的閱讀興趣，樹立學生閱讀的自信心，讓后進生也能參與其中，輻射學生的參與面。為下一步的細讀作好鋪墊. B. First listening: Listen and think.
T: Wow, we have many questions. Now, open your book P26. Please let’s take these questions to listen the recording. And mark down the main information: Where, When, What, Who, How. 【設計意圖】
引導一般過去時特殊疑問句的用法，讓學生帶著這課文的幾個核心問題去聽音，集中注意力，并嘗試去捕捉關鍵的信息。 T: Can you catch the answers?
Ss: Yes! (可能會有部分學生會舉手發表意見)
T: All right! Who can tell me: Where did Amy go? When did she go? What did she do there? Who did she go with? How did she go? (讓學生在對話當中找出黑板問題的答案，檢測之前的回答并板書)
Check the answers: 【設計意圖】 第一遍聽錄音，對學生進行整體輸入感知對話。抓住問題去聽，在考查學生的專注度的同時，也培養了學生聽的能力，讓他們在快速聽力的情況下獲得信息，也獲得了取得答案后的成功感，進一步提升探知課文的欲望.
總結Amy’s winter holiday 然后在進行let's chant. Where did Amy go? She went to sanya. When did she go? on winter holiday .
What did she do there? she took pictures and went swimming. Who did she go with? her family.
How did she go? She went there by plane.(讓學生在對話當中找出黑板問題的答案，檢測之前的回答并板書) 【設計意圖】
這個環節目的是為了讓學生對文本有更好的整體的了解，并通過chant讓學生對本節課的疑問句更好的讀和理解運用為接下來的句子排序做鋪墊） 3. Second listening:
A. Watch, listen and write
T: Sounds great!You did a very good job! So, let’s watch the whole story. Please listen again and watch. (播放視頻)
B. Read after the computer.
學生們跟著電腦朗讀對話，教師在課件上提醒學生們注意句子的重音、意群和停頓。 T: Now please read after the computer, but pay attention to the tones, stress and liaison.
【設計意圖】在前面三次聽的輸入和對應的練習之后，學生們基本上理解了對話的意思，通過跟著標準的錄音朗讀對話，幫助學生們學習和掌握對話的正確語音語調。
Now can you use your own sentences discribe the Amy’s holiday .教師在PPT上給出模版。
Last winter holiday !my family and I went to _____.it was so ______.we went there _____.the beach was _____.I ______and _______.I had a good time. Step 3: Practice (1) Role play
學生小組之間，男生和女生之間進行角色扮演。 A. Make a model.
T: Let’s role play. I will be Sarah and who wants to be Amy and Wu Yifan? B. Group work.
T: Good job! This time, please practice with your group members, in your group, one will be Sarah, one will be Amy and one will be Wu Yifan. You have 2 minutes. C. Act out the dialogue.教師請班上幾位同學進行表演對話示范后，引導同學們小組內練習對話，并請若干組到講臺前表演對話。
【設計意圖】通過角色扮演，幫助學生們更好地理解和把握語言的使用情境，為接下來的自
由運用所學語言提供示范。 (1) Discuss the pictures.
教師呈現本板塊的插圖，然后讓學生兩兩進行討論Amy 的三亞之行。
T: These are the pictures of Amy’s trip for Sanya. Let’s discuss with your partner, you can ask “What did Amy do on the 1st/2nd /„ day? How did she feel? What was the weather like there? What did she eat there? Did she„?”, the other one please answer.
T: Ok! Now, who has the questions? Or who would like to say anything one of the pictures? S: Me. (學生舉手回答)
T: Wonderful! / Sounds great! / Good idea! „ (用不同的評價方式，讓學生體現自己與別人的不同)
【設計意圖】
提供圖片與提問信息，引導學生結合圖片，發揮想象力，對Amy在三亞旅游的細節進行對話。用上面呈現過的知識點進行有效的輸出，懂得語言在實際情境中的運用，為接下來的拓展活動起到腳手架的作用。 Step 4: Consolidations
(1) Production: Amy’s Holiday Trip
T: Here has some sentences of Amy’s Holiday Trip. But do you know how to ask?
教師用PPT呈現Amy旅游信息的句子，要求學生根據提供的信息推斷合適的疑問句。 【設計意圖】文本重構的同時，點撥知識點，加深學生在實際情境中正確使用特殊疑問句的認識，在“會說”的基礎上再到“會寫”，鞏固所學。 (2)Do a survey.
A. Talk about your winter holiday.
T: Last winter holiday, Amy and Sarah had fun. What about your winter holiday? Let’s talk about it with your partner.
學生兩人一組調查對方最近一次旅行的相關情況并作記錄。鼓勵學生盡可能多地獲取信息。 B. Make a report: „ went to „ in „ He/She „ 【設計意圖】
創設一個相對真實，與課本對話相對應并與課堂開頭設置任務相呼應的情景，讓學生們在任務的驅動下自主表達語言，真正體會和感受核心句型的語用功能，從而達到學以致用。 Summary :
a.詢問朋友過去做了什么可以問：what did you do ?
b.詢問朋友節假日去了哪里可以問：where did you go over the holiday ? C. 詢問朋友過去怎樣去某個地方可以問：How did you go there ?
Let’s write : 上個寒假你做了那些有意義的事情，心情怎么樣？請你寫出來展示給大家，1.不少于5句話，2.條理清晰 3. 字跡工整 Last winter holiday
Progress:
T:You have went to many beautiful places .let’s see some other wonderful scenery.(通過圖片形式帶同學們觀看一些其他的旅游勝地以及美景）然后教師總結The world is beautiful .let’s go out and enjoy ourselves.世界是美好的我們應該在假期的時候多走出去看看。
Step 5. Homework
(1) Read after the tape, act out the dialogue on page 26. (必選)
(2) Try to make a new dialogue (According the report), and write it down. (必選) (3) Share the dialogue with parents. (可選) 【設計意圖】
布置分層次的作業，實現課內課外知識一體化，使不同學習層次的學生都能得到鞏固和提高。 六、板書設計
Unit 3 Where did you go ?
Where did you go over the winter holiday? I went to... How did you go there? I went there by... Who did you go with? I went with...
What was the weather like there? It was„
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