APPT及课堂实录内容

Unit3 Last weekend—（Where did you go）? Part A 一、

教材分析

本课是人民教育出版社PEP小学英语六年级下册第三单元part A部分的教学设计。本课主要围绕话题“Where did you go”?展开教学，教学内容贴近学生生活，重点学习生活中曾经游玩过哪些地方以及参与过哪些有趣的日常活动情况的表达，尤其是正确使用动词的过去式来谈论此话题。本课实际是第二单元的一个延续，如何正确使用动词的过去式来描述在过去的某个时间里参与的某个活动。并且已经学习了动词过去式的变化规则以及发音规律，如：washed TV, washed clothes, stayed at home, slept, had a cold等。本课的重点：1.正确掌握四会单词

went boating, went fishing, rode horse, rode bike, hurt my foot; 2.能够正确的使用目标语言“Where did you go+ past time?”以及已掌握的句型“What did you do + past time?”来询问他人过去的某个时间里游玩过的地方和参与过的有趣的日常活动，并结合实际给予合适的答语“I went to + SP.

I +( verb’s )past tense.”难点：能够在真实的语境中灵活运用本课所学短语进行替换练习，展开问答。在本课的教学设计活动前已充分了解学生已有的语言水平，如：先引导学生复习已学过的动词短语的过去式，再复习句型“What did you do + past time?”，激活学生的词汇库和语言库。

二、

学情分析

六年级的学生经过三年多的英语学习，已经储备了一定的语言基础，也有了一定的学习热情并掌握了一定的学习方法。而且他们的抽象思维已初步形成。他们渴望获得新知，也渴望展现自己。但由于课程安排有限，孩子们缺少大量口语交际的实践时间，没有很好的将语言的交际功能展现出来。

三、

教学目标

鉴于以上几方面的分析，结合学生已有的语言基础以及接受能力，我对本课的目标定位是：

1.

知识和技能目标

①学生能够听、说、认读：fell off, Labour Day, mule, Turpan, could, till; ②学生能够听、说、读、写动词过去式短语：went boating, went fishing, rode horse, rode bike, hurt my foot；

③学生能够熟练运用句型“Where did you go…”?“What did you do…”?,“I went to…”

, “I…”问答他人过去的某个时间里游玩过的地方和参与过的有趣的日常活动，并结合实际给予合适的答语。

2.

过程与方法

本课主要采取任务型教学模式，为学生提供足够的活动。因此，在学方法上，注重学生听、说等方面的综合训练，通过启发式教学法，情景法，直观法，讲解法，交际法，游戏法和多媒体辅助教学充分激发学生学习英语的兴趣，培养学生综合运用语言的能力。鼓励学生采取合作的学习方式，提高学习效率，增进同学间的默契和友谊。

3.

情感态度与价值观

通过本节课的学习，引导学生合理安排日常生活，亲近自然，领略各地风土人情。

四、

教学重难点

1.教学重点：学会运用句型“Where did you go?

I went to…”

“What did you do?

I… .”

2.教学难点：能够在真实的语境中灵活运用本课所学短语进行替换练习，

展开问答。

五、教学方法

direct method，context method，heuristic method，communicative method,

expository method，

game method, multi-media method.

六、学习方法

Communication

activities

game

七、教学准备

Text book

multi-media

teaching tools

八、

教学过程

Step1：Warm-up Greetings. T: Good morning, boys and girls. S: Good morning, Miss Ma. T: How do you feel , today? S: I’m fine, thank you. 设计意图：（走进学生，拉近距离，为本课开展做好情感、心理准备。）

Sentences chain

T: First, let’s play a game. It called sentences chain. I’ve prepared several

phrases we have learnt in Unit2. Each chain need three students to take part in it. E.g.:S1: Watched TV. S2: I watched TV. S3: I watched TV last weekend. You can change time at random. If you can’t do that ,please say sorry. And next one goes on as soon as quickly possible.

[键入文档的Cleaned room, stayed at home , washed my clothes, read a book, saw a film ,had a cold, drank tea

Slept. 引述或关您可将文文档中的注点的摘要。本框放置在

任何位置。可使用“文本框工具”选项卡更改重要引述文本框的格式。]

设计意图：（活跃课堂气氛，调整学生的情绪，提高注意力，唤醒学生已有的与本课相关的知识储备，激发学生参与课堂的活动兴趣，为接下来的学习做好铺垫。）

Step2: Lead in

T: Hi, xxx. Do you remember? What did do last weekend?

S: I XXX.

T: How was your last weekend?

S: It was xxx.

T: That sounds great! I’d like to do that.

T: Did you go to the bookstore?

S: xxx.

T: Did you ride a bike? ( Do action and present picture to help student

understand new phrase.)

S: xxx.

T: Did you go fishing/ ride a horse/ go camping? ( Same methods as above.)

设计意图：（通过创设学生熟悉的情景，初步感知、理解新知；以对话的

形式，帮助他们唤醒已有的语言储备，减轻学习新知的压力。）

Step 3: Presentation

T: Look , where is it? ( Present picture of forest park.)

S: xxx.

T: It’s a forest park. Is it a beautiful place?

S: xxx.

T: Last weekend , I went to a forest park with my family. I rode a bike , my mom rode a horse

, father went fishing and then we went camping there. But , unhappily( Present a crying face) I fell off my bike and hurt my foot. ( Prepare relevant teaching tools to help students understand and learn new phrases. Then , let students make sentences to acquire them.)

E.g. T: What did you do last weekend?

S: I went fishing.

T: What’s wrong with you ?

S: I fell off my bike and hurt my leg .

设计意图: （通过师生问答的形式，呈现目标语言，让学生更快感知，习得语言。）

T：Do you like holidays ?

S: xxx.

T: Labour Day is coming! Do you remember , where did you go last Labour Day?

May

Day

What did you do last Labour Day? ( Ask students to discuss )

S: xxx.

设计意图：（

通过小组活动，激发学生学习语言的兴趣，同时让他们明白团队合作可以让任务完成的更加有实效性。）

Step4: Practice

Task 1: Ask and answer.

Task2: Make a survey

T: Work in four and make a survey about your partners’ last Labour Day.

Please according to following sheet to finish it. Then choose several reporters to interview on live.

Where did you go last What did you How was your Labour Day? do there? last Labour

Day? Name

设计意图：（通过设计不同形式的活动，为学生创设开放、真实、平等、和谐的交流环境，让学生在生活中学习语言，发展语言技能。）

Step5: Consolidation & Extension T: Do you want know where did I go Last Labour Day? S: xxx. ( Present a map of China and another pictures to help students guess.)

T: Yeah! You’re right. I went to Xin Jiang. And I saw a lot of grapes ,ate lots of

mutton kebabs . They were delicious. And also I watched dancing shows

from these beautiful girls? Do you want to Xinjiang next holiday? Together?!

T: My cousin John didn’t stay at home last Labour Day. Now ,please turn to

page 24 and read this dialogue .Then finish tasks. 1.

Where did John go last Labour Day? 2.

What did he do in Mt.Tian Shan? 3.

Did he go to Turpan? 4.

What did he do there? 5.

Did he eat grapes?

设计意图：（充分的感知、运用目标语言内化所学知识。）

Step6: Make a summary

T: What you have learnt this lesson?

设计意图：（让学生自己去总结这节课所学内容，既可以帮助他们梳理

本节重难点内容，还可以鼓励他们勇敢的表现自己，提

升语言组织能力。）

Step7: Homework

Write a short paragraph to introduce your last holiday.

设计意图：（将目标语言充分运用于现实生活中，鼓励孩子们亲近自然，

了解不同的风俗民情。）

Step8: Blackboard Design Unit 3 Where did you go?

go ----- went

fall---- fell

Where did you go_____? What did you go?

ride---- rode

hurt---hurt

I went to ____ .

I___.

设计意图：(简洁明了，突出重点。)

Step9: Reflection

这节课的重点是让学生掌握如何询问他人“曾经游玩过哪些地方以及参与过哪些有意义的日常活动”，并且可以用本节课学习的五个动词过去式短语来替换作答。教学内容贴近学生的实际生活，学生很感兴趣。因此在设计这节课时，我以培养孩子们用英语做事的能力为教学目标，以语言运用为中心，以“任务型教学”为主线，以小组合作学习为手段，力求为学生创设开放、真实、平等、和谐的交流环境，让学生在生活中学习语言，发展语言技能。本节课大多数学生都可以参与其中，对于目标语言掌握的还不错。不足的是课容量过大，没有充足的时间让每一个孩子参与其中，尤其是忽略了英语基础较为薄弱的学生。在课后我将及时调整教学设计，提高教学实效性，争取做到关注每一位学生的语言发展能力。