北京版六年级上册UNIT THREE HOW DID YOU GO TO HANGZHOU -Lesson 10-ppt课件-(含教案)--(编号：301e3).zip

Unit3 How did you go to Hangzhou? Lesson 10 Why did they miss the flight? Where did they go? How did they go there? Did Mike like the trip to Hangzhou? Lets review What do you want to know about Mikes trip? Hello! My name is Mike. Last week, my family had a fantastic trip. We went to Hangzhou by air. We rent （租） a car in Hangzhou. My father drove us around Hangzhou during the trip. We visited many places and enjoyed the beautiful view. The West Lake is my favorite. My parents and I went around the lake on bike. My grandparents will go to Hangzhou by train next summer. My grandma will buy some silk dresses and my grandpa will buy some green tea. I hope they will have a wonderful trip, too. Lets read Homework 1. 朗读对话朗读对话3遍。尝试复述对话。遍。尝试复述对话。 2. 收集关于交通工具的词汇。收集关于交通工具的词汇。 北京版教材六年级上册 Unit 3 How did you go to Hangzhou? Lesson10 第一课时 一、教学目标： 1. 学生能够理解对话内容，获取 Mike 一家杭州旅行的关键信 息，朗读对话，优生能够转述对话内容。 2. 学生能够理解并初步运用对话中的句型 How did you go to? I/We went to by进行出行方式的问答交流。 3. 学生能够理解对话中出现的 fantastic, special, bridge, silk 等词 汇，并能在交际活动中运用。 4. 学生能够通过对话学习，对杭州的名胜古迹和特产有所了解。 二、教学重难点： 教学重点：理解朗读对话。 教学难点：正确朗读词汇 fantastic, special。 三、教具准备： 教学课件、自制 PPT、词汇卡片 四、教学过程： Step One: Lets show (2) 请一名同学进行精彩展示，介绍自己的暑期生活。之后根据自 己的讲述给同学们提出问题。如：Where did I go? How did I go there? What did I do? 教师用 Fantastic 评价展示同学。借助手势帮助学生理解词汇意 思。 设计意图：为学生提供口语展示平台，通过生生互动复习关于 过去发生的事情的具体信息的提问和回答，为新对话的学习做好准 备。 Step Two: Lead in (3) 呈现第九课情境图片，引导学生回顾第九课对话内容。 T: We knew Mike took a trip with his parents last weekend. Can you answer these questions? Qs: Where did they go? How did they go there? Why did they miss the flight? Did Mike like the trip to Hangzhou? Can you guess? 设计意图：由上一课时对话引入新对话，温故知新，激发学习 新对话的兴趣。 Step Three: Listen and say (15) 1. 预测对话内容 呈现第十课情境图片，请学生根据图片预测新对话的内容。 T: What is Mike doing? Ss: He is talking with his grandpa. T: You are right. They are talking about Mikes trip. Look at the picture, please. What do you want to know about Mikes trip? 请学生看图片提出自己想知道的关于 Mikes trip 的信息。预测 学生会提出： Where did they go in Hangzhou? What did they do there? 等问题。 如果学生的问题没有涉及到 Mike 是否喜欢这次旅行，教师就补充提 问 Did Mike like the trip to Hangzhou?（板书主要问题） 设计意图：激发学生的问题意识，引导学生获取对话的主要信 息。 2. 观看对话 请学生带着问题观看对话。反馈 Did Mike like the trip to Hangzhou? 这个问题。引导学生关注对话前两句。教师出示词卡 fantastic，分音节引导学生进行朗读。 询问学生 Mike 一家去杭州的方式，板书 How did they go to Hangzhou?及回答。联系学生生活实际，询问学生上次去顺义公园、 昨天上学等的出行方式。 设计意图：突破 fantastic 认读难点。帮助学生初步理解运用询 问和回答出行方式的表达方式。为下一课时句型学习做好铺垫。 3. 阅读对话 请学生打开书，两人一组阅读对话，找出 What did Mike do there?的相关信息。在书上做好标记。special 的意义理解（very different）和读音突破同 fantastic。 师生反馈，板书。 设计意图：训练学生从文本中获取重点信息的能力。构建板书， 为学生转述对话搭建支架。 Step Four: Practice (10) 1. Watch, listen and repeat the dialogue. 2. Listen and repeat the dialogue. 3. Read the dialogue in two groups (boys and girls) 4. Work in pairs. 5. Show the dialogue. 设计意图：进行对话朗读操练，鼓励学生模仿语音语调。 Step Five: Consolidation (6) 呈现关于 Mike 一家杭州旅行的阅读材料。组织学生完成阅读理 解练习。 设计意图：帮助学生巩固对话内容。阅读语篇是对对话内容的 扩充，检测学生对所学内容的掌握情况。 Step Six: Development (4) 师生依据板书以第三者的口吻转述对话。 设计意图：引导学生简要介绍 Mike 一家的杭州旅游情况，培养 学生口头表达能力，为下一课时介绍自己的旅行做准备。. Step Six: Homework 1. 朗读对话 3 遍。 2. 收集关于交通工具的词汇。 设计意图：为下一课时句型教学做好准备。 五、板书设计 Unit Three Lesson10 How did they go to Hangzhou? They went there by air. What did they do there? They visited many places. saw hills, water, bridges, houses. went around the West Lake by bike. bought silk dresses, green tea.