外研版（三起）六年级下册Module 10-Unit 1 We're going to different schools.-ppt课件-(含教案+视频+素材)-市级优课-(编号：700e8).zip

Q1:WhichschoolisSamgoingtogo ? Q2:WhataboutDaming? Today,Welllearnhowtotalkaboutthelife ofmiddleschoolwith“begoingto”.And afterthis,pleasemakeaplanofoursummer holidaywith“begoingto”. 今天，我们将学习怎样用“begoingto”谈 论中学生活，这之后，运用“begoingto” 制作一个暑假计划。 HowdoesLinglingfeel? Q1:WhyisLinglingexcited? Q2:Whyisshesad? Q3:Whyisshehappy? Q1:WhyisLinglingexcited? Because she is going to start middle school this September. Shes going to study Englishand learn lots of new things. Shes going to meet new friends. Q2:Whyisshesad? Becausesheisgoingtoleaveherprimary schoolsoon. Shessadtosaygoodbyetoherclassmates. Theyregoingtodifferentschools. HerfriendsAmyandSamaregoingbackto theUK. Q3:Whyishappy? Fouryearsago,AmyandSamspokeonly littleChinese. Nowtheycanspeakalotmore. 1.Asababy,mybrothercouldntwrite orread. 2.He(speak)Englishbadlybefore,but hecan(speak)wellnow. 3.MygrandpacanspeakFrench. spoke little spoke speaklittle2 speak little little1 be going to 表示“将要”“准备”“打算”做某 事，句子是一般将来时态，常与表示将来的时间 tomorrow,nextdayweekmonthyear,theday aftertomorrow（后天）等连用。 一般将来时态构成：主语+begoingto+动词原形 ，在表示“打算到某地去时”由于谓语动词go与going 重复,一般可以只说begoingtoa place，如：I am going to Dalian. 注意：be动词要与主语的人称和数一致。 句式变换句式变换： 肯定句：主语+begoingto+动词原形 否定句：主语+be+not+goingto+动词原形 一般疑问句：be+主语+goingto+动词原形 特殊疑问句：疑问词+be+主语+goingto+动词原形 bored、happy、angry、 excited、sad、tired等 Wesaygoodbyeto eachotherthisSeptember. Imvery. Itrainsoon.Icantgo outtoplay. Ifeel. IvisittheGreat Wallthissummerholiday.Im really. be going toexcitedsadbored are going to is going to am going to 321 leave start study learn sad excited happy meet go go back spoke leavemiddle excitedmeetclassmatessad little Lingling is going to her primary school and start school this September. She is and sad. She is going to learn lots of new things. She is also going to new friends there. Shes very to say goodbye to her .They are going to different schools. Her best friends ,Sam and Amy are going back to the UK.Four years ago, they only very Chinese. Now they can speak a lot more. Lingling will miss all her friends ,so they will write lots of emails and always be friends. spoke A:Whereareyougoingthissummer? B:Imgoingto. A:Whoareyougoingtogo with? B:Imgoingtogowithmy. A:Howareyougoingthere? B:Weregoingtogoby. A:Whatareyougoingtodothere? B:Imgoingto. A:Summerholidayiscoming. Howdoyoufeel? B:Imreallyexcitedhappy. Imgoingto. Imgoingtogowithmy. Weregoingtogoby. Imgoingto. Summerholidayiscoming. Imreallyexcitedhappy. Summer holiday is coming. Im really exictedhappy.I am going to go toIm going to go there with my Were going to go there by Im going tothere. I think we will have a lovely time. A. The whole class: Listen and read the text twice. Read and copy the words and sentences five times. B. Most of the class: Talk about the plan of their summer holiday. Module10 Unit 1 Were going to different schools.教学反思 本课教材为外研社英语（新标准）（三年级起点）六年级下册 Module10 Unit1 Were going to different schools. 本单元的话题是谈论中学生活。 学生通过学习进而能够运用所学语言表达心情，简单地谈论自己的中学生活。 本单元的学习为全体学生在 Unit2 运用英语介绍自己对中学生活的规划做了充 分的准备。本单元共 1 课时完成。 本模块的学习重点是学会运用“Were going to different schools.”这样的 语句来谈论中学生活。 “be going to” 句型，学生在四年级上册 M8-M9 已经接 触到了，在六年级下册 M2 已复习巩固了这一句型，所以学生理解起来并不难， 主要是通过这种句型来接触和学习一些新词汇并学会运用，同时，通过学习帮 助学生复习和归纳 be going to 的用法，并能够在本模块学习结束后用英语介绍 自己的暑假计划。新课标指出：“倡导体验、实践、参与、合作与交流的学习 方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程 成为学生积极思考、大胆实践、和形成自主学习能力的过程。 ”本着这样的教学 理念，本课教学中，我主要尝试了以下教学活动： 一、角色扮演，充分调动学生学习语言的积极性 兴趣是最好的老师，可以玩中学，学中玩更是每个孩子最喜欢的学习方式， 因此本课教学中，我采用了角色扮演的学习活动。比如，热身复习环节在充分 调动了学生积极性的情况下，以小组较色扮演的方式进行一个小的情景交际， 即运用课本中活动 1 的话题，让学生以课文人物 Daming 和 Sam 的身份进行角 色扮演，这一活动的设计帮助学生灵活运用了本课功能句型的同时，也发展了 学生的综合语言运用能力，为本节课中学生活话题学习做铺垫。另外，课文学 习环节，在学生可以熟读课文的基础上，我又充分利用了文本中学生活的话题， 让孩子们扮演演说家，以图片辅助结合单词提示对课文进行复述，这个活动的 设计不但极大了调动学生运用语言的积极性，更激发了他们对英语学习的热爱， 可谓一举多得，实在颇得学生心。 二、任务型教学，培养学生自主学习能力 高段英语语篇教学重点是任务型阅读，因此课文学习环节我主要采用自主 学习结合小组互助的教学方式，即在看过课文 CD-ROM 后，通过再次自读课文 并从文中找出三个问题的答案 Q1: Why does Lingling feel excited?Q2: Why does she feel sad?Q3: Why does she feel happy?通览全文，了解课文的大意，从问题入 手让学生来了解课文的细节，从而达到全班学生掌握本模块课文的内容。这样 的阅读训练，可以较好地帮助学生提升其理解的能力，激发学生学习英语的兴 趣，帮助学生树立学好英语的信心，增强学生的参与意识，引导学生积极与他 人合作，共同完成学习任务，并在成功中体会英语学习中的乐趣。 三、组内互助，增强学生的合作意识 新课程理念倡导以学生为中心，将课堂还给学生。因此本课教学中，我尽 量少讲不讲，把时间还给学生，让学生教学生，我只做学生的助手。比如，课 文学习时，我先让学生自读划出所给问题的答案，然后小组内互助学习，组长 进行记录，会的教不会的；接着全班回报交流，在学生遇到问题讲不清楚时我 再站出来进行适时的讲解。这样的学习方式极大了调动了学生的学习热情，孩 子们意识到课堂不再是老师的“天下” ，他们才是真正的主人。 四、问题式引导，提高学生的写作能力 六年级的孩子在语言的学习上不再是单一的语言基础知识，更多的是综合 语言运用能力，而写作能力便其中一项甚是让老师和孩子们头疼的事情。为突 破这一难点，本课教学中，我主要尝试了通过问题的提出帮助学生回答问题进 行书面表达的教学方法，有了问题的引导，学生在作文时自然要轻松许多，这 也给学生开辟了一条写作之法，以后作文中便可借助问题来进行书面表达了。 事实证明，有了问题的支撑，孩子们的作文能力确实有很大提高。 五、尊重爱护每一个孩子，给予他们表现的机会 新课标理念倡导 “教学要面向全体学生，突出学生主体，尊重个体差异” 。 因此，在学习过程中，我注重到学生整体的学习和掌握知识的状况，基本做到 让每位同学都有发言和展示自己的机会，鼓励优等生积极参与，引导他们学会 合作与交流，且要敢于探讨与创新。关注后进生，给与他们细心辅导，鼓励其 敢于尝试，在他们有所长进时及时给予表扬和鼓励，增强其自信心。总之，尽 量让每一个孩子都让他们品尝成功与自信的喜悦。 综上，本课教学中，我尝试了多种教学方法，通过听、说、读、演等实践 活动，调动学生的学习积极性，激发学习热情，尽最大可能创造用本课语言进 行口语交流的机会，让在学生体验中实践，参与中合作，培养学生的综合语言 运用能力。 Module10Module10 Unit1Unit1 WereWere goinggoing toto differentdifferent schools.schools.教学设计教学设计 一、教材分析一、教材分析 本课教材为外研社英语 （新标准） （三年级起点）六年级下册 Module10 Unit1 We re going to different schools. 本单元的话题是谈论中学生活。本单元的课文情境是 Lingling 的毕业致辞。Lingling 对于即将毕业并进入中学学习感到兴奋又难过：兴奋的是在中学要学 习许多课程和新知识，还能结识新的朋友；难过的是要和现在的朋友告别-大家会去不同 的学校，Sam 和 Amy 要回英国。不过，Lingling 也会为他们高兴，四年前他俩来学校时会说 的汉语不多，现在已学会了很多。Lingling 希望他们回到英国后继续练习汉语，并且有机会 再回到中国来。最后，Lingling 希望大家多写邮件、加强联系成为永远的朋友。课文充分展 示了 Lingling 对中学生活的向往以及对同学的依依惜别之情。学生通过学习进而能够运用 所学语言表达心情，简单地谈论自己的中学生活。本单元的学习为全体学生在 Unit2 运用 英语介绍自己对中学生活的规划做了充分的准备。本单元共 1 课时完成。 二、学情分析二、学情分析 本模块的学习重点是学会运用“Were going to different schools.”这样的语句来谈论中 学生活。 “be going to” 句型，学生在四年级上册 M8-M9 已经接触到了，在六年级下册 M2 已复习巩固了这一句型，所以学生理解起来并不难，主要是通过这种句型来接触和学 习一些新词汇并学会运用，同时，通过学习帮助学生复习和归纳 be going to 的用法。相信 学生能够通过读和说等活动很好地完成本课的学习任务。从而，能够在本模块学习结束后 用英语介绍自己的暑假计划。 三、教学目标三、教学目标 1、语言技能、语言技能 全体学生能听懂“Were going to different schools.” 全体学生能说：“Were going to different schools.” 全体学生能认读课文，阅读相关短文。 全体学生能按要求完成语句书写。 2、语言知识、语言知识 全体学生能够初步运用语句: “Were going to different schools.”这类语句谈论中学生活。 全体学生能够理解词汇:middle, middle school, speech, classmate, leave, September, excited, geography, same, at the same, spoke, little, keep on, practice, sometime, each other. 部分学生能够运用词汇：middle, middle school, speech, classmate, leave, September, excited, geography, same, at the same, spoke, little, keep on, practice, sometime, each other. 进一步强化语音语调，初步达到语调达意。 3、情感态度、情感态度 乐于感知并积极尝试使用英语。 4、学习策略学习策略 积极运用所学英语进行表达和交流。 对所学内容能主动复习和归纳。 5、文化意识、文化意识 在学习和日常交际中，能进一步注意到中外文化异同。 四、教学重、难点四、教学重、难点 1、重点、重点 正确使用“Were going to different schools.”这类语句来谈论中学生活。 能用所学语句简单地谈论中学生活。 2、难点、难点 准确使用“Were going to different schools.”这类语句来谈论中学生活。 准确适用“be going to” 制定暑假计划。 五、教学准备五、教学准备 单词卡片、录音机、课件、多媒体展台单词卡片、录音机、课件、多媒体展台 六、教学过程六、教学过程 （一）复习导入（一）复习导入 Warm-up and lead-in（ 5 分钟）分钟） 1.Greetings to each other. 2.Sing a song. Goodbye,my friend. 3.Free talks. T: Dear children,when you sing this song,it means youre going to leave your primary school and start your middle school. Learn new word:middle；new phrase: middle school. T:Which school are you going to go this September? S1: I am going to S2: I am going to T:So youre going to the same school. Ss: Yes ,were going to the same school. Learn new words:same 4.Look,listen and say. T: Daming and Sam are going to middle school,too.Which school are they going to go?Lets watch. Then read after the CD-ROM,and read in roles,lead to say:“Were going to different schools.”And practise more. 【设计意图设计意图】通过演唱上一模块歌曲，活跃课堂气氛的同时，既复习了已学的语言点，又 将语言点切入到中学这个话题上。对本课的导入活动做好话题上的铺垫。 （二）任务呈现（二）任务呈现 Task presentation（ 1 分钟）分钟） Show the task of this lesson with PPT. T: Today, Well learn how to talk about the life of middle school. And after this, please write a plan of our summer holiday. 【设计意图设计意图】通过任务呈现，使学生明确学习目标以及学习之后要完成的任务。 （三）课文学习（三）课文学习 Text learning（ 18 分钟）分钟） 1. Look at three pictures, know the basic information of the text and watch the CD-ROM. T: Look! There are three pictures. What can you see? Ss: We can see Lingling and her classmates. (Teaching classmate with the word card) T: Yeah, What is Lingling doing? Ss: .A goodbye speech by Lingling. T: Yes, Lingling is making a goodbye speech.(Teaching speech with a word card) 【设计意图设计意图】视觉感知语篇背景，预测对话基本信息，启发思维，教授新单词，初步感知 其语意，为下一步课文学习奠定基础。 2. Watch the CD-ROM with a question and know the whole situation. The question is: How does Lingling feel? T: Lingling is making a goodbye speech. The other classmates are listening. Please watch the CD- ROM and try to answer “How does Lingling feel?” S1: She is excited and also sad. T: Yes, but why? S2: Because they are going to leave their primary school soon and start middle school this September. After that Ill show the picture and practice this sentence . 【设计意图设计意图】通过视听感知，带领学生整体感知课文大意，为学生建构整体思维框架，同 时为引导和帮助学生理解课文和解决问题，做好语境和思维上的铺垫。 3. Read the text by themselves and find out the answers to the three questions. Then talk about the answers in groups. T: Do you want to know more about Linglings speech? Ss: Yes! T: OK! This time, please read the text and find out the answers to the questions. The three questions on PPT: (1)Why does Lingling feel excited? (2)Why does she feel sad? (3)Why does feel happy? After reading the questions, Ill get them to read the text by themselves, then talk about the answers in teams. 【设计意图设计意图】学生独立阅读，然后小组交流，组内达成一致，此活动既能培养学生自主阅 读能力，同时这个过程能够让组内学困生得到学优生的帮助，对提高他们的自信心起到很 好的作用。同时，也是学生在小组内感知、理解和自主学习新词汇及核心语句的过程。 5.Say the answers and learn to say the new words and sentences with the help of PPT. And try to do some exercises with “little” “spoke”. The new words to learn: geography, same, spoke, little, practise, sometime. The new phrases to learn: at the same time, keep on, each other. The new sentences to learn: （1）Were going to leave our primary school soon and start middle school this September. （2）Im very sad to say goodbye to you. Were going to different schools. At the same time, write down the sentences on the blackboard. The sentences to write down: Were going to leave our primary school soon and start middle school this September. Im very sad to say goodbye to you. Were going to different schools. After learning each main sentence, learn to use them with PPT. 【设计意图设计意图】学生在语境中感知，理解和学习核心词汇及核心语句，体验语意及语言功能。 对于学生难以理解和表达的词句进行强化训练，体现以学定教，练学跟进，促使学生真正 理解和掌握核心词汇及核心语句，并学会运用。 5. Sum up the function and the grammar of the sentences. 【设计意图设计意图】总结语言功能及语用和包含的语法规则。 6. Read the text after the tape. (Teaching the new word “sometime” ) Then practice reading by themselves. （四）训练巩固（四）训练巩固 Practice（ 6 分钟）分钟） 1. First read the text by themselves,then read in class. 2. Retell the main information of the text with the help of PPT. 【设计意图设计意图】借助图片的提示，按照开课时所建构的思维模式，对本课主要信息的回顾， 同时，再一次巩固核心语句。 Do it like these: a. Help them to retell with the pictures and the tips of the key words. b. Retell it in groups. c. Retell it without the tips of the key words. d. Retell it together. 3. Finish Linglings goodbye speech. Do it like these: a.Show the speech to the students. b.Fill in the blanks by themselves. c.Check up their answers. 【设计意图设计意图】通过帮助玲玲完成 speech，进一步构建课文的整体框架，同时帮助学生学会 运用核心语句及本课所包含的语言点。 （五）任务完成（五）任务完成 Task completion（ 8 分钟）分钟） The task: Make a plan of their summer holiday. Do it like these: a. Show a picture of Huangshan Mountain,then talk about it. b. Ask and answer by teacher and 2-3 students. c. Practice it in pairs. T: Summer holidays is coming. Im really excited. Im going to go to Anhui this summer. Im going to climb Huangshan Mountain.Where are you going to go? What are you going to do? Look at the questions, then ask and answer freely. e.g. A: Summer holidays is coming. How do you feel? B: Im really excitedhappy A: Where are you going to go this summer? B: Im going to go to A: How are you going to go there? B: Im going to go there by A: What are you going to do there? B: Im going to A: Thank you. Have a good trip. If there is enough time, say and write it down. Do it like these: a. Say and write it down. b. Show it in class and correct it. 【设计意图设计意图】通过师生问答，生生问答最后让学生写出他们的暑假计划，训练学生的语言 输出能力，使大多数学生完成本课的任务，同时，也尊重了学生的个体差异。 （六）小结与布置作业（六）小结与布置作业 Summary and homework（ 2 分钟）分钟） 1. Sum up the knowledge and the skills of this lesson with the teachers help. 【设计意图设计意图】通过学生对本课句型结构及语言功能的总结，再一次明确本课任务并能够根 据自己的目标和技能达成情况进行自我总结，课后及时进行归纳和巩固。 2. Homework. A. The whole class: Listen and read the text twice. Read and copy the words and sentences five times. B. Most of the class: Talk about the plan of their summer holiday. 【设计意图设计意图】分层设计，注重双基训练，尊重学生个体差异，有利于学生个性发展。 Lingling is going to her primary school and start school this September. She is and sad. She is going to learn lots of new things in middle school. She is also going to new friends there. Shes very to say goodbye to her .They are going to different schools. Her best friends Sam and Amy are going back to the UK. Four years ago, they only very Chinese. Now they can speak a lot more. Lingling will miss all her friends ,so they will write lots of email to each other and aways be friends. Lingling is going to her primary school and start school this September. She is and sad. She is going to learn lots of new things in middle school. She is also going to new friends there. Shes very to say goodbye to her .They are going to different schools. Her best friends Sam and Amy are going back to the UK. Four years ago, they only very Chinese. Now they can speak a lot more. Lingling will miss all her friends ,so they will write lots of email to each other and aways be friends. Lingling is going to her primary school and start school this September. She is and sad. She is going to learn lots of new things in middle school. She is also going to new friends there. Shes very to say goodbye to her .They are going to different schools. Her best friends Sam and Amy are going back to the UK. Four years ago, they only very Chinese. Now they can speak a lot more. Lingling will miss all her friends ,so they will write lots of email to each other and aways be friends. leave, classmates, middle, sad, meet, ,little, excited, spoke leave, classmates, middle, sad, meet, ,little, excited, spoke leave, classmates, middle, sad, meet, ,little, excited, spoke middle middle school speech 中间的 中学 演说 leave classmate September excited 离开 同班同学 九月 激动的 geography same practise little 地理 相同的 练习 少量的 spoke sometime keep on each other 说（某种语言） 某个时候 保持 彼此 at the same time 同时