人教pep版六年级下册英语Unit 3 Where did you go -Part B-ppt课件-(含教案+视频+音频+素材)-省级优课-(编号：10b57).zip

Unit3 Where did you go? Part B Lets talk Lets play a game. 游戏时间 Look and guess.根据数字猜测老师个人信息。 15158 8 3030 52 7 7 5 Task: Recommend a fun place to the children in Mozambique. 任务：莫桑比克的小朋友要来中国旅游了，请大家给他们推荐一个你去过的地 方。 A: Where did you go over your holiday? B: I went to _. A: What did you do there? B: I _. My Recommendation 我的推荐 A: Where did I go over the summer holiday? B: You went to _. A: What did I do there? B: You _. took pictureswatched a showate delicious food bought gifts Amys recommendation Amy的推荐 Listen and find: 1. Where did Amy go last winter holiday? 2. How did Amy go there? She went to Sanya. She went there by plane. Watch and find: What did Amy do in Sanya? She took lots of pictures and went swimming. ookb l t beach A. We went there by plane. B. How was the beach? What did you do there? C. Where did you go over the winter holiday? C Where did you go over the winter holiday? AWe went there by plane. How was the beach? What did you do there? B (某个时候) Group work: (8人一组) Recommend a fun place to the children in Mozambique. 给莫桑比克的小朋友推荐一个你去过的地方吧！ Holiday Winter Holiday Summer Holiday Labour Day National Day Mid-Autumn Day Where did you go? Who did you go with? How did you go there? What did you do? I went with I went to I went there by I Whose recommendation is the best? 你认为哪一组的推荐最好？ 投出你宝贵的一票吧！ Homework: 1. Read after the tape, act out the dialogue on page 26. 跟读并表演26页的对话。 2. Try to make a new dialogue about your holiday. 结合自己的旅行经历改编对话。 3. Make your own traveling album. 制作旅行相册并配上简单的英文说明。 Unit 3 Where did you go? 教学设计 一、教材内容分析一、教材内容分析 本节课是人教版小学英语六年级下册第三单元 B 部分的内容,属于对话 教学，是与本单元话题 Where did you go? 有关联的对话。本单元前两个课时， 学生已经学习了多个动词短语的过去式和句型 What did you do ?Where did you go? 本课时是在前面个课时基础上的拓展和延伸，旨在复习巩固本单元 A 部分 的主要词汇和句型,并适当扩展语言,增大语言输入量。 二、学生情况分析二、学生情况分析 六年级的学生从三年级就开始真正意义上学习英语，在本单元学习对别人 假期活动进行口语交际之前，学生在六年级上册也学习过相关的话题，所不同 的是上学期是对将要进行的活动进行提问 Where are you going? What are you going to do? How are you going? Who are you going with? . 也就是一般将来时运 用；而本单元即是针对过去的活动进行提问 Where did you go? What did you do? How did you go? . 也就是一般过去时的运用。把新知识套用到旧公式当中，对 学生来说应该是更易于掌握的。而且旅游和活动，永远都是学生最感兴趣的话 题，因此学生肯定会乐于接受新知识的。 三、教学目标三、教学目标 认知目标认知目标 1、能够听、说、读、写句型 How did you go there ? We went there by plane. Sounds great! 2、能够在语境中理解生词 beach、took pictures、went swimming 的意思，并能 正确发音。 能力目标能力目标 1、能够按照正确的语音、语调及意群朗读对话，并能进行角色表演。 2、能够用一般过去时询问别人和回答自己在过去一段时间所去的地点，出行方 式，以及做了什么。 3、能够运用所学句型谈论自己的假期生活。 情感目标情感目标 通过本课的学习，让学生明白既要会学习也要懂得生活。读万卷书行万里路。 四、教学重难点四、教学重难点 教学重点教学重点 1、在语境中理解生词 beach、took pictures、went swimming 的意思，并能 正确发音。 2、在实际情境中恰当运用三个特殊疑问词 where, what, how 进行交流。 教学难点教学难点 在实际情境中正确运用并能书写所学对话。 五、教学过程五、教学过程 Step 1: Greetings and warm-up (1) Greetings (2) Guessing game T: Look, there are some numbers. They are all about me. Lets make a guess. 猜测数字 30、158、7、52 所代表的教师个人信息。然后这些数字移动变化 成一个长数字 155308527.学生继续猜测这个长数字是什么。 (3) Leading-in T: This is my QQ number, do you have a QQ? I also have QQ zone. In my zone, there are some pictures, do you want to see my photos? 在教师准备打开 QQ 空间和学生分享照片时，教师接收到一条 QQ 消息。 【设计意图】 通过看数字猜老师信息的游戏活跃课堂氛围，拉近了师生之间的距离。随 后数字变化组合成老师的 QQ 号，以此引出教师 QQ 空间以及旅行相册，为本 节课的旅行话题做好铺垫与埋下伏笔。 Step 2: Presentation (1) Present the task T: Look, my cousin send me a QQ message. She is a teacher, too. She teaches Chinese in Confucius Institute in Mozambique. Lets watch the video together. T: The children in Mozambique are going to China in this summer, they want you to recommend a fun place. So, our task: Recommend a fun place for the children in Mozambique. 【设计意图】 用学生熟悉的 QQ 消息形式和视频铺设本节课的总任务，使学生在学习的 过程中积极性更高更投入。而且，任务是与旅游相关的话题，这永远都是孩 子最感兴趣的，学习起来更有热情。 (2) My recommendation a) T: China is a big and beautiful country, there are many fun places. Lets enjoy a video. Where did you go over your holiday? What did you do there? b) Last summer holiday, I went to Hangzhou, and I like it very much. So my recommendation is Hangzhou. Lets enjoy my photos in Hangzhou. c) T: Where did I go over the summer holiday? What did I do there? 再次呈现 教师旅游照片，学生回答。 （took pictures/ watched a show/ ate delicious food/ bought gifts） 【设计意图】 教师呈现中国大好山河的视频，帮助学生唤醒自己的旅行记忆。教师呈现 自己的暑假之旅，作为给莫桑比克小朋友的第一个推荐，为后面学生介绍自 己的推荐提供了参考，同时也再次巩固与复习了核心句型 What did you do? 和动词过去式短语。 （3）Amys recommendation a) Listen and find: Where did Amy go on winter holiday? How did she go there? 提醒学生边听边做笔记，养成良好听读习惯。 b)Watch the cartoon and answer: What did Amy do in Sanya? c) Teach the new words: took pictures, went swimming d)Look at the pictures on the book and say: What did Amy do on the 3rd day and 4th day? Then teach the new word: beach. 【设计意图】 通过听录音和观看视频，要求学生从细节上把握文本，并通过思维导图板 书，帮助他们梳理文本内容，掌握文本的重难点。也为学生后面的语言输出提 供支架。同时，把文本中 Amy 的旅行目的地作为给莫桑比克小朋友的第二种推 荐，使所授新知与本课任务有效契合。 Step3: Practice (1)Fill in the blanks and complete the dialogue (2)Read the dialogue after the computer (3)Read the dialogue in groups (4)Role play 【设计意图】 文本重构的同时，点拨知识点，加深学生在实际情境中正确使用特殊疑问 句的认识。在建构文本练习之后，学生基本上理解了对话的意思。 Step4:Production (1) Group work: Your recommendation a) Open your QQ zone and share your traveling photos. b) Choose a fun place in group c) Talk about the place and your trip in group. d) 运用思维导图，帮助学生梳理旅行话题的语言点。让学生知道从哪些方 面来进行谈论。 e) T: You can talk like this. (出示语言支架)When we talk, we should pay attention: First, you should talk naturally, have good manners and team work, you can also be creative. （在学生小组合作交流前给出评价标准） (2) Choose the best recommendation. 在学生代表投票后随机采访几个学生，询问他们投票的理由。 【设计意图】 在小组交流推荐环节，学习机的使用和互联，实现了组内和班级内的照片分 享，这为学生提供了更多实践与自主探索的机会，引导他们通过自主学习、合 作探究来获取知识、培养能力。 (3) Watch a video and let the students know: Traveling thousands of miles in better than reading thousands of books. Step5:Homework 1. Read after the tape, act out the dialogue on page 26.() 2. Try to make a new dialogue about your holiday.() 3. Make your own traveling album.() 【设计意图】 布置分层次的作业，实现课内课外知识一体化，使不同学习层次的学生都能 得到巩固和提高。 板书设计：板书设计： Unit 3 Where did you go? Part B Lets talk 选择句子补全上面的对话。选择句子补全上面的对话。 A. We went there by plane. B.How was the beach? What did you do there? C.Where did you go over the winter holiday?