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：e00fc).zip

Unit3 Mikes fantastic trip ! Lesson 10 car, car, drive a car. bus, bus, take a bus. bike, bike, ride a bike. train, train, take a train. subway, subway, take the subway. plane, plane, take the plane. Unit3 Mikes fantastic trip ! Lesson 10 密云区檀营满族蒙古族小学密云区檀营满族蒙古族小学 刘跃颖刘跃颖 wonderful!wonderful! Beijing Chengdu visited Du-jiang-yansaw many pandas ate some yummy food bought some kiwifruits Chengdu is famous for. ? ? ? ? Hangzhou 1.Read the dialogue and underline the answers. 2.Talk about these questions in your groups. How was your trip to Hangzhou, Mike? It was fantastic. How did you go to Hangzhou? We went there_. by air Beijing Hangzhou He went there by air. He flew to Hangzhou. What did you do there? We visited many places and saw green hills, blue water, small bridges and old houses. green hills blue water small bridges old houses old houses old houses small bridges green hills What did you do? We visited many places and saw green hills, blue water, small bridges and old houses. we went around the lake by bike. went aroundthe West Lake by_.bike the West Lake ? That sounds special. What did you buy? Mum bought some silk dresses and Dad bought some green tea. dresses green tea Hangzhou is famous for. The West Lake silkgreen tea Mikes trip was_. He went to Hangzhou by_. They visited many places and saw_, _, _and_. They went around the _by_. They bought some _ and_. Fantastic trip ShanghaiThe Tianjin train station The Spring Festival fair Ye Xian Tower He went to Shanghai _. Shanghai Shanghai X She went to the Tianjin train station _. The Tianjin train station The Tianjin train station X The Spring Festival fair The Spring Festival fair He went to the Spring Festival fair _. The Spring Festival fair The Spring Festival fair X She went to Ye Xian Tower _. Ye Xian Tower Ye Xian Tower X Shanghai The Tianjin train station The Spring Festival fair Ye Xian Tower A. by train B. by air C. by subway D. on foot Listen and choose A B C D My trip to_.My trip to_. In this summer, I went to _. I went there by_. I _. I_ _. I had a _trip! My trip to _ Photo Xian train visited Da-yan-pagoda bought some yummy food Xian Travel poster fantastic My trip to_.My trip to_. My trip to _ Photo In this summer, I went to _. I went there by_. I _. I_. I had a _ trip! Travel poster visited bought 1.Stick your photos! 2.Talk about your trip! HomeworkHomework 1.Listen and read Mikes Trip on Page 20. 2.Write your trip on your travel poster . 1 教学基本信息 课题Unit 3 How did you go to Hangzhou? Lesson 10 是否属于 地方课程或校本课程 地方课程 学科英语学段： 高年级年级六年级 相关领域Trip 教材书名：书名：义务教育教科书小学英语 出版社：出版社：北京 出版日期出版日期：2015 年 1 月 教学设计参与人员 姓名单位联系方式 设计者 实施者 指导者 课件制作者 其他参与者 指导思想与理论依据 英语课程标准 （2011 年版）倡导教学中设计探究式的学习活动，学生通过独立 自主地发现问题、收集与处理信息、表达与交流等探究活动，使语言能力与学习能力 得到培养与锻炼。通过体验、实践、参与、探究和合作等方式提升学生的思维品质。 基于上述理念，在开展本课的教学活动时，以对会话内容自主设疑为起点，学生通 过问题探究、合作学习、自主表达等方式，逐步建构并梳理本课 Mike 的杭州之旅，使 相对独立的出游信息条理化、系统化，最终学生能够综合运用语言描述自己的旅行。 教学背景分析 3 教学内容：教学内容： 北京版小学英语六年级上册教学内容以在情境中会话的形式综 合复现已学话题语言为主。教学内容综合性强，涉及广泛。本课为第十 一册第三单元 How did you go to Hangzhou?第二课时。本单元的核心 话题是对出行方式的表述，是在第一、二单元学习了如何用一般过去时 提问及表述自己所做事情的基础上，继续学习一般过去时。本课时延续 了 Mike 一家人周末去杭州旅行的这一话题，以 Mike 和爷爷视频通话为 背景着重介绍了 Mike 在杭州旅行时所做的事情，属于综合复习拓展课 型。同时本课时为第三课时谈论交通工具的发展历史起到铺垫作用，在 单元中处于承上启下的地位。学生通过这两课时的学习，结合前两单元 的知识，能够更好地掌握用一般过去时表达曾经发生的事情或经历。 孩子们五年级学过了如何设计自己或他人的出行计划，知道从选择 地点、交通方式、随行人员等方面入手规划自己的旅行。由于在第一单 元已经接触过谈论假期生活的话题，大多数同学可以简单描述出 Mike 此次旅行的地点、出行方式、随行人员等基本信息。本节课让孩子们在 前面学习的基础上运用过去时态介绍杭州的著名景点及游览方式及杭州 的土特产等。引导孩子们搭设问题支架，并通过问题支架完成语篇则是 突破重点的重要手段。ListenListen andand writewrite 部分是一道听力练习，学生通 过听一段人物活动介绍写出相关信息，听力内容与本课旅行话题相差太 多，为了更好的创设教学情境，达到语言情境的完整与统一，暂定将此 听力练习安排到本单元第四课时听力练习中进行处理。 学生情况：学生情况：六年级学生已经有了一定量的单词储备，能够通过语境或 简单的英文解释理解单词的意思，学生们能够用英文表达常用的交通方 4 式，能够用简单的描述自己的旅行，知道如何选择便捷的交通方式到达 某地。 教学手段：教学手段：多媒体课件，PPT 提供语言支持。 技术准备：技术准备：多媒体 教学过程(文字描述) 一一.Warming up T: First, lets three minutes show. S： A: Welcome please clap your hands. B: Hello, everyone. My name is . I am years old. I live in Beijing. There are 3 people in my family. They are my father, my mother and I. My hobby is travelling. In this national holiday, my parents and I went to Chengdu. A: How was your trip to Chengdu? B: It was wonderful. A: How did you go to Chengdu? B: I went there by train. 教学目标(内容框架) 教学目标：教学目标： 1. 能够正确理解对话内容，正确朗读课文，并能够尝试复述 Mike 的杭州之行，进 而了解杭州当地的名胜古迹和特产 2. 能够在情境中运用“How did you go to?” “I /We went toby”提问和回答 出行方式，并能够在情景中与他人进行得体的交流。 3. 能够认读、理解 fantastic, green hills, small bridges, the West Lake, went around, silk dresses, the Spring Festival Fair, the train station 等词语，并能在交际活动中运用。 4. 能够综合运用所学知识，描述自己的旅行，倡导绿色出行，从我做起。 教学重点：教学重点：正确理解对话内容，综合运用所学知识，描述自己的旅行。 教学难点：教学难点：在教师的帮助和图片关键信息的提示下，尝试复述 Mike 的杭州之行，独立而 完整的表述自己的出行经历。 6 A: What did you do there? B: I visited Du-jiang-yan and saw many pandas. I ate some yummy food. A：What did you buy? B: I bought some kiwifruits. A: That sounds wonderful. Question1: How did she go to Chengdu? Question2: How was her trip? T：Just now, we know something about Zhou Yuhans trip（贴） to Chengdu. Do you remember? How was_? How did _go there? What did she do there?What did she buy? Chengdu is very beautiful city. Many people like to take a trip to Chengdu. Chengdu is famous for its So Zhou Yuhan had a wonderful trip to Chengdu. 二、二、Presentation T:We are talking about Zhou Yuhans trip. Now look，Mike and his grandpa. They are also talking about trip. They are talking about Mikes trip.(贴板书) Grandpa wants to know something about Mikes trip. What does grandpa want to know about his trip? Can you guess? S: How was Mikes trip? How did Mike go there? What did Mike do? What did Mike buy? . T: Grandpa wants to know these about Mikes trip. Can you tell grandpa about these questions？ Now please open your books. Read and find the answers. S: 1.read the dialogue. 2.underline the answers. 3. Talk about these questions in groups. 7 T: How was Mikes trip? It was fantastic. S: Fantastic T: How did Mike go to Hangzhou? S: by air. T: What did they do? S: They visited many places and saw green hills, blue water, small bridges and old houses.(green hills, blue water, small bridges, old houses 理解) T: What else did they do? S: They went around the West Lake by bike. (理解 went around) T: What did they buy? S；Mum bought silk dresses and Dad bought some green tea.(理解 silk dresses and green tea) Hangzhou is a beautiful city. Why did Mikes family go to Hangzhou? 出示 famous for ( (三三) ) Practice 1.Follow1.Follow thethe tape.tape. T: These are all about Mikes trip. Lets listen and repeat to this dialogue. 2.Read2.Read together.together. 3.Retell3.Retell MikesMikes triptrip Mikes trip was_. He went to Hangzhou by_. They visited many places and saw_, _, _and_. They went around the _by_. They bought some _ and_. 8 (四四)、Production Mike had a fantastic trip last weekend. Lets look our other friends. They all had a fantastic trip this year. Where did they go? And how did they go there? Now lets enjoy their trip. First, lets look Yangyang. Yangyang went to Shanghai. But how did he go there? I think he went there by train. How about you? S: I think he went there by plane S: He went there by T: Guoguo went to Tianjin. How did she go there? S: She went there by T: Where did Baobao go? She went to the Spring Festival Fair.(出示 Di tan Fair. Long tan Fair.) How did he go to the Spring Festival Fair? S: He went there by T: How about Lingling? Lingling went to Yexiantower. How did she go there? S: She went there by T: How about Sara? She went to the Supermarket. How did she go there? She went there by_. . 五、五、Homework： 1.Read Mikes Trip on Page 20. 2.Read the dialogues on small book. 3.Read your poem. 学习效果评价设计 评价方式评价方式 评价是英语课程的重要组成部分评价有利于学生认识自我，建立和 保持学习的兴趣和信心。本课中我主要尝试利用基于课堂观察的表现性 8 的评价。教师在课堂中针对学生的表现对小组和个人给予评价，用语言 激励或奖励和本课内容杭州的著名景点的明信片。 评价量规评价量规 本教学设计与以往或其他教学设计相比的特点(300-500 字数) 1.1. 创造性的使用教材创造性的使用教材 教学中，教师要善于根据教学的需要，对教材加以适当的取舍和调 整。在本课教材中Listen,look,and learn、Listen and write 和Lets do三个板块为学生提供的信息是非常有限的，为了丰富学生的信息输入 量，更有效的进行语言应用活动的设计，教师结合学生的生活实际，并 将三个板块的内容巧妙的融合到一起。这样的调整，满足了学生的语言 学习需求。 2.2.关注学生自主学习能力的培养关注学生自主学习能力的培养 在对话学习的过程中改变了教师讲学生听、教师问学生答的教学方式。 通过引导学生利用自主提问，自主阅读的方式，提出问题和解决问题。 在这个过程中教师为学生提供了自主学习的时间和空间，关注了学生的 思维，学生自主学习的能力得到了提升。 在语言综合应用阶段，教师为 学生呈现了small book，学生自主阅读后，然后两人一组进行交流，也 充分体现了教师对学生自主学习能力的培养。 各位老师下午好！ 特别感谢周老师能给我，给我们檀营小学带来一次这么好的学习，提升的机会，同时也特别感 8 谢各位老师在百忙当中抽出时间，给我给我们英语团队带来宝贵意见和建议。 下面我就针对这节课，说一说我的设计思路。 本节课的教学目标是： 1.能够正确理解对话内容，正确朗读课文，并尝试复述 Mike 的杭州之行，进而了解杭州当地 的名胜和特产。 2.能够情境中运用“How did you go to ?” “ I went toby 提部和回答出行方式。 3.能够认读，并在情境中理解：fantastic, green hills, small bridges, the West Lake, went around, silk dresses, the spring festival fair, the train station 等词语 4.能够综合运用所学知识，描述自己的旅行，意识到绿色出行，从我做起。 本节课着重体现三个落实： 1.夯实基础，落实听说读写英语技能。 2.延伸拓展，落实创造性使用教材。 3.提升素养，落实绿色出行，从我做起。 1.夯实基础，落实听说读写技能。 1.听渗透在整堂教学活动中，从学生的课堂 3 分钟，My trip 到 Mikes trip, 跟读、复述，最后 到 Our friends trip, 听力练习， 听的能力训练，贯穿整节课，与高考改革方向一脉相承。 2.说，本节课力求做到让学生从要我说到我要说的转变，在 3 分钟和学习课文过程中，为学生提供 要我说的语言支撑，进而在 Our friends trip 这一环节中，激发学生想要说的欲望，最终在 my trip 环节中实现，我要说的能力展示。 3.读：根据六年级学生特点，已经有了五年的英语基础，掌握了一些阅读方法，所以本节课放手课 堂，将时间还给学生，使学生有足够的时间和空间自主阅读，提升了读的实效性。 4.写：力求实现课上与课下无缝对接，努力做到学习与生活紧密联系，将 My trip 在课上的说落实 到课下的写，扎实的落实写的环节。 2. 延伸拓展，落实创造性使用教材延伸拓展，落实创造性使用教材 教教材还是用教材教，存在着本质上的区别，周老师和曹老师在帮助我备课时，帮助我理清了他们 的意义，于是在 Our friends trip 环节，对于教材进行了删减和迁移。将我们的朋友引入本环节，在 情境，乐趣中学习功能句型，避免了枯燥无味的操练，并在最后的听力检测中，揭晓答案。面原听 力材料与本课 trip 话题不相符，所以放到第 4 课时处理。 1.提升素养，在教学过程中，不仅注重知识能力的培养，也特注学生思维，情感态度价值观的渗 透。时刻谨记德育为先，德育为本。十九大中，习主席反复强调，绿水青山就是金山银山。注 重培养环保意识。英语学科同样肩负着育人的使命，因此在本节课教学中，特别强调绿色出行， 从我做起，希望可以引起学生的共鸣，从而在意识上形成绿色环保意识。 当然，由于我个人能力水平有限，本节课还有很多不足和需要改进的地方。 最后，再感谢周老师，曹老师前期给予我的帮助和指导，感谢我校领导，老师，为我校的领导， 老师，为我校搭建了学习平台，恳请老师们多提宝贵意见！