人教版（新起点）六下英语Unit 3 Daily Life-Lesson 3-ppt课件-(含教案)--(编号：40a93).zip

新新 PEPPEP 英语六年级下册英语六年级下册 Unit3Unit3 WhereWhere diddid youyou gogo ? ? B B LetsLets trytry LetsLets talktalk 教学设计教学设计 一、 教学目标 知识与技能目标 1、能够在图片和教师的帮助下理解对话大意，并回答读后问题。 2、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。 3、能够在语境中理解生词 beach 的意思，并能正确发音。 4、能够听、说、读、写，并在情景中运用句型 Where did you go ? How did you go there? What did you do?谈论假日安排。 5、能够在情景中恰当运用 where, what 和 how 引导的一般过去时态的特殊 疑问句。 情感态度目标 1、通过对话，了解三亚的风光。 2、能合理安排假期，懂得热爱生活！ 3、能够用主要句型询问他人在过去的时间里所做的事情并作答。 学习策略目标 学会阅读短文，并从中获取信息，同时能互相谈论有关上个假期所做的事 情。 能够用一般过去时描述自己在过去的时间里所做的事情。 二、教学重点、难点 教学重点：能够听、说、读、写，并在情景中运用句型 Where did you go ? How did you go there? What did you do?谈论假日安排。 教学难点：本课的教学内容语法性比较强，且农村孩子旅游机会较少，力 求使每一位学生都积极主动参与到教学活动中来，并能在完成任务的过程中体 会到学习英语的乐趣。 三、课前准备：本课时所需课件，调查表等。 四、教学过程 Step 1 Warming-up: Lets sing .Tell me about your holiday Free-talk Talk about your holiday. T: Did you have a holiday last year？ S:Yes,I did. T: Where did you go? S: I went to （由师生对话转为生生对话） 设计意图：通过听歌曲和师生交谈，让学生在轻松欢快的氛围中开始新的 课程，帮助学生回顾旧知识，激活知识储备，并为接下来接触文本做铺垫。 Step 2：Presentation and practice 1 Lets try T: Present the scene: Wu Yifan and Amy are at school. They meet Sarah. What are they talking about? Listen and choose. （1） T: What are they talking about? S: Holidays. (2) T: Who did Sarah buy gifts for? S: Wu Yifan and Amy. 设计意图：通过听录音，帮助同学们完成对应的练习，在培养学生们的听 力技巧的同时，自然过渡到本课时对话的学习及相关信息。 2 Lets talk （1）Watch the video about Sanya.（学生观看关于三亚介绍的视频，引发学 生对于三亚的兴趣，为下一步对话教学做铺垫，并教学 sometime beach。 ） （2）T: Now, we know Sarahs holiday. What about Amys holiday? What do you want to know about it ? Please tell the questions you want to know. a Let students give the questions . b Write down the questions on the blackboard. (把学生提出的问题以思维导图 的形式呈现在黑板上,只要是与 Amys holiday 有关的问题在学习对话时教师 都要指导学生解答。) 设计意图:让学生说出问题后再进行提问，是让学生积极去动脑思考问题。 用思维导图的形式把学生提出的问题进行板书，激发学生的发散性思维，激活 学生的知识储备；同时，以导图形式呈现在黑板上能及时提示后进生，辐射学 生的参与面。也使学生带着问题去学习，培养独立解决问题的能力，激发求知 欲。 （2）T: Wow, we have many questions. Now, lets work them out one by one .First take two questions to listen to the recorder and check up. a : -Where did Amy go? -She went to Sanya. b: -How did she go ? - She went there by plane. T: Lead to read the sentences . 设计意图:初次接触文本，让学生带着几个简单核心问题去听音，整体输入 感知对话,集中注意力，并尝试去捕捉关键的信息，在考查学生的专注度的同时， 也培养了学生听的能力.同时关注后进生,也获得了取得答案后的成功感，进一 步提升探知课文的欲望。 （3）Ss:Look at the pictures carefully,Listen the dialogue again and answer the other questions. a: .- Who did she go with? - She went with her family. b : - What did she do there? - She took lots of pictures and went swimming T: Check the answers and lead to read. (教师利用幻灯片帮助学生理解 took lots of pictures 和 went swimming.) 设计意图:学生细读文本，进一步了解对话内容。 （4）T : Help the students understand the words “beach” and “sometime”. （5）Watch and follow the video. 设计意图：在前面的输入和机械练习之后，学生们基本上理解了对话的意 思，通过跟着标准的录音朗读对话，帮助学生们学习和掌握对话的正确语音语 调。 (6) Role play 设计意图：通过角色扮演，帮助学生们更好地理解和把握语言的使用情境， 为接下来的自由运用所学语言提供示范。 (7) S: Make dialogues to reform the Amys trip with the main sentence structure according to the picture. - Where did Amy go？ - She went to Sanya. - How did she go there？ -She went there by plane. - What did she do ? - She took lots of pictures and went swimming. - Sounds great. 设计意图：根据图片复述对话，进行人称的转换，练习重点话轮，帮助学 生在语境中理解、巩固、内化句型。 Step3 Consolidation and extension 1 Talk about your holiday. The teacher talk about the own summer holidays with some students. S: Where did you go? T: I went to S:What did you do？ T: I went to 设计意图：学生比较关注老师的假期生活，以老师的假期入手，更容易调 动学生积极的参与活动。 （2）Pair work :Interview some students about their holiday. （3）Beautiful China Step4 Homework 1 Read the dialogue. 2.Make a new dialogue about the holiday with your partner. 五 板书设计。 Amys holiday Where did she go? She went to Sanya. How did she go ? She went by plane. What did she do? She took lots of pictures and went swimming. Who did she go with ? She went with her family.