人教pep版六年级下册英语Unit 2 Last weekend-Part B-ppt课件-(含教案+素材)-市级优课-(编号：00e9f).zip

Unit 3. Where did you go? B. Lets talk 教学设计教学设计 教材义务教育人教版 吴欣主编（三年级起点）2011 版 六年级下册 课第第 3 课时 B. Lets talk. 标题Unit 3. Where did you go? （一）教学目标（一）教学目标 1.1. 语言知识目标语言知识目标 能够听说读写，并能在情境中恰当运用四会句型：Where did you go .?How did you go there? What did you do there?谈论自己的假期。 2.2. 语言技能目标语言技能目标 能够在语境中恰当运用由 where ,how ,what 引导的一般过去时的特殊疑问句。 3.3. 文化意识目标文化意识目标 通过学习，了解中西方假期活动文化差异，发展跨文化交际意识。 4.4. 情感态度目标情感态度目标 通过本课学习，能养成主动用英语交际的习惯，能够合理安排假期，热爱祖国大好河山、 热爱生活。 5.5.学习策略目标学习策略目标 能够在情境中进行真实交际，用所学的英语谈论自己的假期。 （二）教材分析（二）教材分析 1 1. .教材内容的地位、作用与意义教材内容的地位、作用与意义 本单元是义务教育 PEP 小学英语教科书六年级下册教材第三单元，围绕 Where did you go?即你去了哪里和做了什么展开，教材创设了去吐鲁番、三亚游玩两个场 景，并附加一个场景和一个趣味故事来帮助学生理解记忆。去过哪里和做了什么这些话题学 生在实际生活中使用较广。六年级学生已经掌握了一些关于地点和行为动词的词汇，在本单 元学习中，重点通过听、说、读、写等活动使学生掌握本单元的主要交际语言: Where did you go? What did you do？等去过哪里，做了什么的交际用语和相关功能词汇， 并能通过学习，进一步发展学生的语言交际能力，解决现实生活中去过哪里和做过什么的问 题。本节课是第三课时，在学习 A 部分的第二个课时的听音活动后也完成了 B. Lets try 的内容。 2.2.教材的编排特点、重点和难点教材的编排特点、重点和难点 教材编排特点：教材编排特点： 本教材体现了交际思想，注重学生语言应用能力的培养。在内容安排、 活动设计等方 面都紧密联系学生的生活实际，贯彻了语言的交际功能和语言应用的基本原则，把知识和技 能目标融合在完成任务的过程之中。本课时是通过 Amy 的假期创设情景让学生继续学习一般 过去时。 教学重点：教学重点： 学生能够运用对话的核心句型进行口头表达的能力，能用核心句型 Where did you go? How did you go? What did you do?与别人谈论假期活动。 教学难点：教学难点： 在语境中理解生词 beach、took pictures、went swimming 的意思，并能正确发音。能 用所学句子简单介绍自己的假期生活。 （三）教学对象分析（三）教学对象分析 1.1.学生已有知识和经验学生已有知识和经验 学生在学习本课之前，已经掌握了一般过去时的规则动词的变化规律，也掌握了一部分 不规则动词的过去式，能用简单的句型表达自己所做过的事情，并会用 what,did,who 进行 提问和沟通。在本单元 A 部分的学习中了解并学习了部分不规则动词的过去式形式，在拓展 延伸部分了解了 ate delicious food,took pictures,在歌曲学习时学习了 went shopping, went swimming。在平时的课堂上通过小组合作学习已经培养了团队意识和互助的学习习惯， 能快速地根据教师的指令进行有序有效的小组合作学习，特别是小组合作朗读方面已经养成 了良好的合作习惯。 2.2.学生学习方法和技巧学生学习方法和技巧 学生会利用网络、电子光盘和书籍等途径进行自学或查找有关的学习信息；已经养成了 小组合作学习的习惯，有较深的团队意识和互助学习的意识。 3.3.学生个性发展和群体提高学生个性发展和群体提高 尊重学生个性，根据个体差异进行有针对性的教学，并在教学活动中培养学生独立思考，创 造机会给学生表达锻炼，培养学生的自信心；在团队合作中培养学生学会互助学习、培养团 队意识。 （四）教学策略与过程（四）教学策略与过程 1.1.设计思路流程图设计思路流程图 2.2.教学过程教学过程 StepStep . WarmWarm upup & & leadlead in.in. 1.1. SingSing andand leadlead in.in. T: Lets sing a song Tellholiday. Where did you go on youryour holiday, holiday, holiday? Did you swim? Did you shop? What did you do? I went swimming in the sea, in the sea, in the sea. I went shopping near the sea. I bought a gift for you. Where did you go on you holiday, holiday, holiday? Did you run? Did you jump? What did you do? I rode a bike in the park, in the park, in the park. I didnt see a big round stone. And ouch, I hurt my foot! T: This song is about holiday. I talked about holiday with my cousin yesterday evening. (设计意图：用歌曲走进课堂，让学生在轻松快乐的氛围中复习学过的内容，同时利用歌曲 内容导入话题：holiday。） 2.Talk2.Talk aboutabout NanasNanas holiday.holiday. T: Look , this is my cousin Nana. We had a chat in the WeChat. We talked about our holidays. She sent me lots of pictures about her holiday. Look at the pictures， they are so beautiful. Do you want to know more about Nanas holiday? Ss: Yes. T: Me too. So I asked: Nana, where did you go?(板书) Who can guess : What else did I ask? Ss: Who did you go with? T: Yes. Who did you go with?(板书) Ss: How did you go? （教师板书） Ss: What did you do?（教师板书） T: Yes, I also asked: When did you go? （板书） （设计意图：通过展示教师堂妹的假期旅途的照片，创设真实的情景激发学生的好奇心，引 导学生主动说句型 Who did go with? How did go? What did do?） TaskTask 1:1: ListenListen andand tick.tick. T:Listen: What did Nana say? Help me to tick out the answer. Where did she go? Shenzhen? Guangzhou? USA? Australia? UK? Singapore? Or Hongkong?(教师指着课件相 关的内容问) Who did she go with? How did she go there? What did she do there? . Where Shenzhen Guangzhou USA Australia UK Singapore Hongkong How bus car subway train plane ship Who friends family teachers What went swimming rode a horse took pictures went camping ate delicious food visited the zoo went fishing went shopping bought gifts saw a film read books drank juice Nanas winter holiday Listen and tick. （设计意图：通过让学生听 Nana 的假期活动并选出所听到的相关地点人物事项等，培养学 生找关键词的听音能力。） TaskTask 2:2: WatchWatch 、checkcheck andand trytry toto retell.retell. T:WhereT:Where diddid NanaNana go?go? NowNow ,watch,watch andand checkcheck youryour answer.(answer.(课件展示课件展示 NanaNana 的假期活动图的假期活动图 片、对假期的描述文字和语音介绍，学生边看边听边检查答案。片、对假期的描述文字和语音介绍，学生边看边听边检查答案。) ) T:T: AreAre youyou right?right? CanCan youyou retellretell NanasNanas holiday?holiday? T T & & Ss:Ss: NanaNana wentwent toto SingaporeSingapore withwith herher friendsfriends byby planeplane overover thethe winterwinter holiday.holiday. SheShe wentwent swimming,swimming, tooktook pictures,pictures, ateate deliciousdelicious food,food, visitedvisited thethe zoo,zoo, wentwent shoppingshopping andand boughtbought gifts.gifts. SheShe hadhad a a goodgood time.time. (设计意图：通过听音选项、欣赏、复述的活动，让学生理解本课时的重点句子和相关的动 词过去式的词组，为后面的对话降低了难度，也为之后的文本理解内化和拓展输出做了充分 的铺垫。） StepStep PresentationPresentation andand practice(Talkpractice(Talk aboutabout AmysAmys holiday.)holiday.) TaskTask 1.Look1.Look andand say.say. T:Nanas holiday was so great. What about Amys holiday? Sarah, Amy and Wu Yifan are talking about Amys holiday. Look at the pictures. Where did Amy go? S1: She went to Sanya. T: How did she go？ S2: She went by plane. T:What did she do on the second day? S3: She went swimming. T: May be. What else did she do ? S4: She took pictures. T: What did she do on the third day? S5: She played football. T: What did she do on the fourth day? S: She rode a bike. T: Guess, who did she go with? S6: Her family. T: Her family? Really? Lets listen and find out the answer. (设计意图：通过看图问答活动为学生提供有意义地操练机会，并预测了对话内容。) TaskTask 2.2. ListenListen andand answer.answer. T: Listen , try to catch the key words. Questions 1: Where did Amy go? S1: Amy went to Sanya. Questions 2: Who did she go with? S2: Her family. Questions 3: How did she go？ S3: By plane. Questions 4: What did she do there? S4: She took lots of pictures and went swimming. (设计意图：通过录音来整体呈现对话内容，让学生在一个完整的语境感受所学句型的语用 功能。) TaskTask 3.3. ListenListen andand choose.choose. Sarah: _? Amy: My family and I went to Sanya. Wu: Really? _? Amy: Yes, it was so warm. Sarah: Hainan is far from here. _? Amy: We went there by plane. Wu: How was the beach? _? Amy: It was beautiful. _. Sarah: Sounds great! Can I see your pictures sometime? Amy: Sure. A. What did you do there? B. I took lots of pictures,and I also went swimming. C. Of couse. D. How did you go there? E. Did you like it? F. Where did you go over the winter holiday? F E D A B 3.Listen and choose. x1 (设计意图：通过选择句子填空帮助学生理解整个对话和核心句型。) TaskTask 4.4. WatchWatch andand answer.answer. T:Whats the weather like in Sanya in winter? Why did Amy go by plane? Watch please, and find out the answer. (设计意图：通过观看对话的视频更直观地呈现文本，让学生在语境中理解 over, sometime 的含义。) TaskTask 5.5.ImitateImitate andand readread inin groups.groups. a. Listen and imitate. T: Listen and repeat together. b. Read in groups.(教师聆听并评价) T： Now read the dialogue for three times in groups . (设计意图：通过跟录音模仿朗读，培养学生正确优美的语音语调；通过小组合作朗读活动 让学生更加熟悉文本，同时又培养学生的互助学习的团队精神。) TaskTask 6.6. WatchWatch andand havehave a a rolerole play.play. T:Lets watch and have a role play. Group1 and 2, you are Sarah. Group 3and 4,youre Amy. The boys ,you are Wu Yifan.（看视频，分角色给视频配音，教师聆听与 评价。 ） (设计意图：通过给视频配音活动，让学生更进一步理解对话的意义。) TaskTask 7.7. TryTry toto say.say. T: Look, Hainan is so beautiful. If you are Sarah or Wu Yifan. Do you want to know more about Amys holiday. Just like this: Amy, did you go shopping?（板书 Did ?） T: What did you want to know? S1: Amy, did you buy gifts? S2: Did you go boating? S3: Did you go fishing? S4: Did you eat fresh food? S5: Did you eat delicious food? ( (设计意图：教师通过图片展示海南三亚的迷人风光和特色美食、水果，引导学生用设计意图：教师通过图片展示海南三亚的迷人风光和特色美食、水果，引导学生用 diddid you.?you.?问问 AmyAmy 问题，鼓励学生真实自然地表达自己，为学生创设了用英语进行交际的空间，问题，鼓励学生真实自然地表达自己，为学生创设了用英语进行交际的空间， 拓展学生的思维。拓展学生的思维。) ) TaskTask 8.8. LookLook andand retell.retell. T: How was Amys holiday? S: It was so great. T: Can you retell Amys holiday? Ss: Yes. Amy went to Sanya with her family over the winter holiday by plane. The beach was so beautiful. She took lots of pictures and went swimming. T: Retell once again, please. Ss: ( (设计意图：通过复述任务培养了学生自己组织语言描述课文内容的能力，并再次梳理对话设计意图：通过复述任务培养了学生自己组织语言描述课文内容的能力，并再次梳理对话 内容。内容。) ) StepStep . Activities:Activities: 1.Talk1.Talk aboutabout thethe teachersteachers holidayholiday andand shareshare herher holiday.holiday. T:Nanas holiday and Amys holiday were so great. What about my holiday? Do you want to know my holiday? My summer holiday. What do you want to know? S1: Where did you go? T: I went to Jilin. S2: Who did you go with? T: I went to Jilin with my family. S3: How did you go there? T: I went by bus and by plane. S4: When did you go? T: In July. S5: What did you do there? T: I took pictures. S6: Did you eat delicious food? T: Yes, I did. I ate eggs. Now, let me show you my summer holiday.(图文配音展示 老师的暑假旅游活动) ( (设计意图：通过课件图文向学生展示分享教师自己的暑假活动，引发学生的兴趣与好奇心，设计意图：通过课件图文向学生展示分享教师自己的暑假活动，引发学生的兴趣与好奇心， 同时给学生进行如何用同时给学生进行如何用 what,what, where,where, how,how, whowho 与别人谈论假期活动的示范，让学生对如何与别人谈论假期活动的示范，让学生对如何 向他人陈述分享假期有个初步的概念。）向他人陈述分享假期有个初步的概念。） 2.2. TalkTalk aboutabout youryour holidayholiday inin pairs.pairs. T:T: WhatWhat aboutabout youryour holiday?holiday? TalkTalk aboutabout youryour holidayholiday inin pairs,pairs, please.please. ( (教师聆听教师聆听 学生的对话并评价学生的对话并评价) ) ( (设计意图：帮助学生梳理假期活动形式及内容，提供语言支架，引导学生自由谈论自己的设计意图：帮助学生梳理假期活动形式及内容，提供语言支架，引导学生自由谈论自己的 假期活动，培养学生运用英语的能力。）假期活动，培养学生运用英语的能力。） 3.3. ShareShare youryour holiday.holiday. T:T: WhoWho cancan shareshare youryour holiday?holiday? S1S1： S2:S2: S3:S3: ( (设计意图：提供语言表达支架，引导学生分享自己的假期活动，提高学生用英语准确且有设计意图：提供语言表达支架，引导学生分享自己的假期活动，提高学生用英语准确且有 条理表达的能力，拓展运用所学。）条理表达的能力，拓展运用所学。） StepStep . SumSum up.up. T: If you want to know someones holiday. You can ask: Ss: Where did you go ？How did you go? Who did you go with? When did you go? What did you do? Did .? (设计意图：通过小结，让学生更加清晰这个对话的语用功能和核心句型的用途。） Step.Step. Homework:Homework: 1.Read the text for 3 times. 2.Talk about your holiday with your friends. 3.Draw a main-map about Amys holiday. (设计意图：通过作业梳理文本，谈论假期巩固拓展所学。） 4.4. 板书设计板书设计 Where did go? Who did go with ? Unit 3 Where did you go? B. Lets talk （五）（五）教学评价教学评价 本节课的课堂教学评价，体现了促进学生发展这一基本理念。首先体现在教学目标上， 即按照课程标准、教学内容的科学体系进行有序教学，完成知识、技能等基础性目标，同时 又注意了学生发展性目标的形成。其次，教学过程中，教师通过各活动激发了学生“说英语” 的熊熊热情，体现出了以学生为主体的原则，鼓励学生探究进而实现目标。学生在教师的关 注与鼓励引导下积极参与课堂活动，课堂氛围民主、和谐、活跃。教师对学生表现出来的注 意状态、情绪状态、参与状态、思维状态和交往状态都给予了关注和及时的反馈和评价，对 学生的表现能用鼓励性语言，如：Good! Well done! You did a good job!并配以表情和肢体的 接触给予学生更温暖的关怀。 二、教学反思：二、教学反思： 整体评价整体评价 教学目标明确，教学重难点突出，教学过程流畅清晰，从整体到细节再到 整体层层递进。本节课从歌曲过渡到谈论 Nana 的假期，为这节课创设了一个 真实的情景，并在这个过程中激发学生主动提问的欲望；通过听、说、看、复 述等活动让学生在语篇和真实的语境中理解本课时的重点句子和相关的动词过 去式的词组。本环节的语言输入量较大，为之后的文本理解内化和拓展输出做 了充分的铺垫。在课文的讲授和操练巩固环节，老师引导学生从读前的看图说 话中预测文本，再到听音检测，跟读表演、续演对话、复述对话内容等活动进 行学习和操练，整个教学过程流畅清晰、层层递进。在输出拓展环节中，老师 通过跟学生谈论自己的暑假活动引导学生与别人谈论假期并跟别人分享假期。 整节课 整节课的活动体现了以师为主导，生为主体的教学原则，学生的活动参与 积极性高，参与面广。教师为学生创设了很多用英语进行交际的空间，培养了 学生的英语综合运用能力整节课围绕话题开展各种听、说、读的活动，体现出 了听说课的教学原则 教师在基于教材、活用教材、拓展教材三方面做得好。教学方法多样，课 件直观生动真实，营造了良好的课堂氛围；学生的好奇心被充分调动，参与活 动的热情高，师生互动、生生互动活动多；学生的小组合作学习习惯好，小组 学习有序、有效。整节课都围绕着教学重点展开，在多个活动中突破了教学难 点，教学效果好。 亮点亮点 亮点一：亮点一：真实的有意义的情景主线贯穿整节课，让学生在语篇中学习，在 有真实的生活情景中学习，抓住了对话课的重点：创设了大量的机会让学生说 英语、真实自然地表达。 亮点二：亮点二：本节课的语言输入和输出量较大，新授环节层层递进，从整体到 细节再到整体、从易到难循序渐进。 亮点三：亮点三：小组合作朗读和对话的习惯培养良好，小组活动有序有效。 不足不足教师的语速过快，对学生的评价仍可以做的更好