北京版六年级上册UNIT ONE WHAT DID YOU DO THIS SUMMER -Lesson 2-ppt课件-(含教案)--(编号：60488).zip

Unit1 What did you do this summer? Lesson2 In the forest On the grassland By the sea -He went to the airport last Monday morning. - When did he go to the airport? -When did she finish the piano lessons? -She finished the lessons last week. Ask and answer 1. Where did you go? 2. When did you? 3. What did you do? 4. Did you ? 5. ? 课题 Unit1 What did you do this summer? 课时Lesson2授课教师 核心 内容 解读 本单元的话题是询问和描述暑期生活。新的的语言： Lesson1: - What did you do this summer? - I went back to Canada. Lesson2: - WhenWhen diddid youyou comecome backback？ - I I camecame backback lastlast Thursday.(Thursday.(本节课的核心语言。本节课的核心语言。) ) Lesson3: - Did you go to see your grandparents? - Yes, I did./ No, I didnt. 词语： Lesson1: visited my grandparents; played with my friends; worked on my Uncles farm; learned to sing Peking Opera ; went swimming; visited some museums; played with my cousins; wrote a story; made cakes Lesson2: LastLast ThursdayThursday ; ; lastlast MondayMonday morning;morning; lastlast week;week; finishedfinished thethe pianopiano lessonslessons ( (本节课的新词汇本节课的新词汇) ) Lesson3: go to see your grandparents; return the books; win the football match. 学生们在第 1 课时能够运用语言“What did you do this summer? I .”进行 简单的询问和描述暑期生活。在本节课上，学生们能够在此基础上进一步丰富语言， 即：运用语言“ - When did ？ .”询问和描述做事情的时间（last; yesterday） 。 我的 思考 1 本节课的话题内容是在上节课基础上的拓展：即增加询问及描述做某事的时 间：Last 以及词语的扩充：climed the mountains; swam in the river; went swimming; caught the fish ；let it go back. 在理解对话内容环节，需要借 助图片、动作等帮助学生理解即可。 2 表示过去的时间词有“last; Yesterday; 在本节课上需要给学生渗透； 目标 确定 1 能够理解对话内容；在提示词的帮助下，进行简单的描述； 2 能理解和认读表示过去的句式“When did you come back from you summer camp?I came back last Thursday.”并能够进行简单的询问（When did?）和 回答。 3 能够理解和认读本课中出现的动词：climbed; swam; caught; was; took;及表 示时间：last; 能够运用这些动词和时间短语进行简单的练习。 4 能够运用所学语言询问同伴做过的事情。 （1 Where did you go ? What did you do ? When did you come back? ) 重点运用语言“ When did ? last .”进行简单的询问和描述。 难点 1 准确理解“when; last”; 2 带有“last”时间词的拓展：last year, last month. Last week, last Thursday (Monday, Tuesday, Wednesday,) 学具 准备 单词卡片、对话语音资料、PPT 学习 活动 设 计 活动一：说一说 Mike/Yangyang/的暑期生活。 人物 1：This is Mike. He is from Canada. He went back Canada this summer. He visited his grandparents. He played with his friends. He worked on his uncles farm. He had a great time and had an interesting vacation. 人物 2：This is Yangyang. He is from China. He just stayed in Beijing this summer. He learned to sing Peking Opera in the morning and went swimming in the afternoon. He also visited some museums and played with his cousins .He had an interesting vacation,too. 人物 3：Hello. I am (Mary). Im from China. I went to Beidaihe with my family this summer. I swam in the sea and ate seafood. I had a great time there. 【设计意图】 学生们在第 1 课时了解了 Mike/yangyang 的暑期生活并能够用英语 进行简单的问答。本节课伊始，转为简单的叙述他们的暑期生活形式，既是变换形 式进行复习，增加其趣味性，又是为简单描述自己的暑期生活提供模板。更为重要 的一点，由于暑期生活刚刚结束，孩子们对于这个话题既感兴趣有话可说。 （课标 要求：）英语课程追求的目标是要学生通过英语学习，能够初步运用所学的语言知 识和语言技能，形成初步的与他人沟通的能力。 ） 【活动策略】采用猜一猜的形式呈现人物，通过问题引领学生进行简单的描述。 活动二：读一读，了解 lingling 的暑期生活 1 读主题图，了解语言情境 【活动策略】 看图说一说： Look at this picture, please. This is Lingling. They are her friends. They are very happy. 【设计意图】情境有多种表现形式。图片情境能够直观的表达出语言文字所呈现的 内容和语言所在的语境。在主题图的帮助下，孩子们能够较容易的理解文字信息。 【学情预设】 由于图片信息没有准确的呈现出时间，学生们在表达所做的的事情 时（钓鱼）会有些困惑；回来还是将要去？孩子们也会捉摸不定。教师要鼓励孩子 们大胆表达； 【助学侧略】 教师继学生之后补充：Look at this picture, Tihis is a camp. We can sleep in the camp by the sea; on the grassland; in the forest; （Can you give me a Chinese word about it? The summer camp/ the winter camp）Lingling went camping with her friends. What do you want to know about her summer camp? 2 看视频动画，初步了解语言内容 【设计意图】视觉的冲击，能够吸引孩子们的注意力并激发孩子们的兴趣。 【活动策略】 带着问题, 理解语言内容。 Q1：What did she do there? Q2: How did she go there? Q3:How did she feel? Q4: When did she come back? Linglings summmer camp How ? What When 3 3 阅读文字信息，进一步了解语言内容 【设计意图】短暂的视频呈现，孩子们只能够初步了解。具体信息的查找，还需要 仔细的阅读文字内容。 （也是对孩子们的阅读训练。 ） 【活动策略】阅读文字信息，简单勾划问题答案。 4 组内交流，班内汇报 【设计意图】 与他人交流。既是对所找信息的查漏补缺，又是训练一种与人交流 及表达自己观点的能力。 【活动策略】同桌之间交流答案；之后班级内自主汇报。 5 跟读、朗读，加深理解 【活动策略】跟读练习，自主朗读。 【设计意图】模仿训练是训练学生较好的语音、语调的有效途径。自主选择朗读的 机会和学习的内容可以最大化的发挥学生的主动性。 活动三、练一练 1 替换练习（课本练习） -When did youyou comecome backback? - I I camecame backback lastlast ThursdayThursday . 【活动策略】教师示范；小组练习；班级内随机问答。 【设计意图】循序渐进的方式可以帮助学生不断地感知语言的内容和形式。并能激 发学生参与的积极性。 2 调查与访谈（教师示范小组练习） 语言提示： - Hi, ！ Nice to see you again. What did you do this summer? - I I wentwent toto BeidaiheBeidaihe withwith mymy family.family. - I went to Beidaihe, too. When did you go there？ - I went there in June. How about you? - I went there in August. - What did you do there? - I swam in the sea. - Did you see the seafood? - Yes, I did. I liked them very much. - So you had a lot of fun there. - Yes, I did. 【活动策略】班级内随机采访一名同学。并做记录。整理汇报。 NameActivitiesThe Date Linda Went to Beidaihe Swam in the river Ate seafood Go there in June 内容： I have a friend. Her mane is Lily. She went to Beidaihe in June.She swam in the sea and ate seafood there. She had a lot of fun there. 【设计意图】学习语言的最终目标是自然、得体的运用语言。以真实的话题资源为 载体，搭建交流的平台，助学生真实的体验和实践，形成初步的运用语言交际的能 力。 活动四、写一写 【活动策略】将“朋友的暑期生活”以小练笔的形式写在作业本上。 【设计意图】听、说、读、写相结合是语言学习的的学习策略。音、意、形相结合 能够帮助学生有效记忆。此活动的设计也是对学生的写作训练。 板书 【课后反思】 从训练学生的角度：本节课的训练点：1 回答问题时声音洪亮、语言清晰、站 姿大方得体。 （学生们基本上能够做到。 ）2 积极参与学习活动。 （每个人都要争 取至少一次的发言机会。 ） 从活动形式上分析：有自主学习的环节；有小组交流活动和全班活动。 从语言知识层面：本节课没有完成预设的学习任务。 （重点句的训练和运用未完 成。 ）存在问题：1 教师的语言不够简洁、明了。随意性大；2 在理解对话内容 环节的活动设计有重复性。 （自主阅读 1 次(初步了解内容)- 目的性自主阅读 1 次（是否可以忽略）-目的性听读 2 次-小组交流）