人教精通版六年级下册Unit 1 I went to Sanya for my holidays.-Lesson 3-ppt课件-(含教案)-公开课-(编号：013c2).zip

BLetstry BLetstalk 人教人教PEP六六年级下册年级下册 Unit3 Where did you go? Warm-upWarm-up Letschant Clapclapclap,clapyourhands. Isaygo,yousaywent. Gogogo, Buybuybuy, Taketaketake, Readreadread, Isaysee,yousaysaw. Seeseesee, Eateateat, Riderideride, Hurthurthurt, wentwentwent. Boughtboughtbought. tooktooktook. read read read. ateateate. sawsawsaw. roderoderode. hurt hurt hurt. Warm-upWarm-up Look at the calendar(日历） of February. Our winter holiday was in that month. But it was over（结束）. winterholiday 寒假 Warm-upWarm-up I went to Review Where did you go over your winter holiday? 海南 Warm-upWarm-up I went there ReviewHow did you go there? Warm-upWarm-up bought giftstook pictures ate fresh food went swimming ReviewWhat did you do? I Lead-inLead-in What are they talking about? Letstry Wu Yifan and Amy meet Sarah at school. Lead-inLead-in 1. What are they talking about? A. School. B. Holidays. 2. Who did Sarah buy gifts for? A. Amy and John. B. Wu Yifan and Amy. Letstry 答案答案 PresentationPresentation Sarah went to Hangzhou last winter holiday. Letstalk What about Amy? Where did she go? How did she go there? What did she do? PresentationPresentation Letstalk PresentationPresentation Letstalk Where did you go? My family and I went to Sanya . PresentationPresentation Letstalk How did you go there? We went there by plane. PresentationPresentation Letstalk beach PresentationPresentation I took lots of pictures, and I also went swimming. Letstalk What did you do? took pictures went swimming PresentationPresentation Letstalk What did she do? Where did she go? How did she go there? She went to Sanya with her family. She went there by plane. She took lots of pictures and went swimming. PracticePractice Amys Holiday Trip I went to Sanya. I went there over the winter holiday. Letstalk Iwent there by plane. I took lots of pictures and went swimming. Where When How What 疑问词 PracticePractice Letstalk ()MyfamilyandIwenttoSanya. ()Yes,itwassowarm. ()Hainanisfarfromhere.Howdidyougothere? ()Wheredidyougooverthewinterholiday? ()Howwasthebeach?Whatdidyoudothere? ()Itwasbeautiful.Itooklotsofpictures,andI alsowentswimming. ()Soundsgreat!CanIseeyourpicturessometimes? ()Wewenttherebyplane. ()Really?Didyoulikeit? ()Sure. Listenandorder.(听对话给下列句子用数字排序。） 1 2 3 4 5 6 7 8 9 10 PracticePractice 录音录音课文句子课文句子 Sarah: Where did you go over the winter holiday? Amy: My family and I went to Sanya. Wu Yifan: Really? Did you like it? Amy: Yes, it was so warm. Sarah: Hainan is far from here. How did you go there? （注意模仿语音、语调哦 ） Letstalk PracticePractice 录音录音课文句子课文句子 Amy: We went there by plane. Wu Yifan: How was the beach? What did you do there? Amy: It was beautiful. I took lots of pictures, and I also went swimming. Sarah: Sounds great! Can I see your pictures sometime? Amy: Sure. （注意模仿语音、语调哦 ） Letstalk PracticePractice 三人一组，练习对话，随后 表演出来吧！ PracticePractice 活动1 DiscussDiscuss thethe picturespictures onon P26.P26.（ 讨论书本上讨论书本上2626页的图片页的图片 ） 1、What did Amy do on the first/second/third /fourth Day? 2、What was the weather like there? 3、Did she like it？ She on the first day. It was warm /hot. Yes , she did./No , she didnt. PracticePractice 活动2 寒假活动分享 Let me tell you about my winter holiday. On the first day, I It was a long holiday. I liked it very much. PracticePractice Test1 判断对错 根据课文对话根据课文对话(P26)(P26)判断对（判断对（T）错）错(F). ( ( )1.)1. AmyAmy wentwent toto SanyaSanya withwith herher familyfamily overover herher winterwinter holiday.holiday. ( ( )2.)2. AmyAmy wentwent toto SanyaSanya byby train.train. ( ( )3.)3. AmyAmy tooktook manymany pictures.pictures. ( ( )4.)4. HaiHai nannan isis notnot farfar fromfrom here.here. ( ( )5.)5. ItIt waswas coldcold inin Sanya.Sanya. T F T F F PracticePractice Test2 单项选择 1. - （ ） did you go to Shanghai? - By plane. A. What B. How C. When 2. John took （ ）pictures last weekened. A. lots B. lot of C. lots of 3. - （ ） did you go last Wednesday? - I went to the bookstore. A. Where B. What C. How 4. - How was your winter holiday? - （ ） . A. It is good. B. I went swimming. C. It was good. 5. What did she do? - （ ） . A. She rode a horse. B. She likes riding a orse. C. Yes, she did. B C A C A SummarySummary 谈论假期活动 : Where did you go ? How did you go there? What did you do? HomeworkHomework 1.观看课文动画并跟读，按照正确的语音 、语调朗读并表演课文对话。 2.以“My winter holiday”为题写作文，不 少于6句话。 1 / 5 Unit 3 Where did you go? 教学设计（Period 4） 一、教材内容分析 本节课选自由人民教育出版社教育部审定的义务教育教科书六年级下册 Unit 3 Where did you go? B. Lets talk. 本单元学习的主题是谈论和描述人物在过去 做的事情。在主情景图中，张鹏给 John 打电话，了解 John 没有上学的原因，并去 John 家 探望，分享 John 在刚过去的五一假期旅游的照片，通过这些情景来呈现本单元的核心词汇 和句型。而 Lets talk 部分学习的核心句型是： Where did you go ? How did you go there? What did you do? 教材通过吴一凡和 Amy 在学校遇见 Sarah，三人谈论 Amy 的寒假活动的情景，帮助学生感知上述句型的语用情 景。 二、学生情况分析 六年级的学生从三年级就开始真正意义上学习英语，在本单元学习对别人假期活动进行口 语交际之前，学生在六年级上册也学习过相关的话题，所不同的是上学期是对将要进行的 活动进行提问 Where are you going? What are you going to do? How are you going? Who are you going with? . 也就是一般将来时运用；而本单元即是针对过去的活动进 行 Where did you go? What did you do? How did you go? Who did you go with? . 也就是一般运去的运用。把新知识套用到旧公式当中，对学生来说应该是更易于掌握的。 而且旅游和活动，永远都是学生最感兴趣的话题，因此学生肯定会乐于接受新知识的。 三、教学重难点 教学重点：能听、说、读、写句子： Where did you go ? How did you go there? What did you do? Did you ? Yes, we did. No, we didnt. Sounds great! 并在实际情景中运用。 教学难点：能实际情景中，正确运用特殊疑问句。 四、教学过程 Step1: Warm-up and greetings (1) Lets sing: Tell me about your holiday. (2) Free talk T: Hello, everyone! The winter holiday is over. Would you like to tell me about your holiday? Was it great? Ss: Yes! It was good/great/ fun/ nice T: Where did you go over the winter holiday? xx? (提问 3 到 5 个同学) S1: I went to Shen Zhen. S2: I went to Hu Nan. S3: I went to Hainan. T: Oh, its far from here. How did you go there? S: I went there by T: What did you do there? S: I swam in the sea. T: Did you play on the beach? (呈现海滩的图片，引出 beach 一词) How was it? S: Yes. It was T: Sounds great! (呈现 sounds great) T: Hey, guys! I wanna tell you a good news. I think you must be interested in. 2 / 5 There is an activity in S. They need the reporters. But you need to spea k English well. Dont worried. Today, well have a training before it. Now, h ere we go! 【设计意图】 通过跟学生们看似随意的交谈，其实是有意让学生在复习旧有知识（过去时句型、动词词 组与特殊疑问句的提问） ，激活学生的知识储备，并帮助他们做好认知上和语言上的准备， 为接下来的对话学习做好铺垫与埋下伏笔。活动的铺设使学生带着目标，在学习的过程中 更投入。而且，任务是与旅游相关的话题，这永远都是孩子最感兴趣的，学习起来更有热 情。 Step 2: Presentation Lets try A. Present the scene: Wu Yifan and Amy are at school. They meet Sarah. What are they talking about? Can you guess? B. To predict the answers. C. First listening: Listen and choose. What are they talking about? A. School. B. Holiday. Who did Sarah buy gifts for? A. Amy and John. B. Wu Yifan and Amy. Second listening: Listen and answer. Where did Sarah go on winter holiday? Who did she go with? D. Check the answers. 【设计意图】 (1)通过两遍的录音播放，帮助同学们完成对应的练习。而扩展的问题是让学生掌握更多 的信息，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 A. Lead-in. T: Now, we know Sarahs holiday. What about Amys holiday? What do y ou want to know? Please write down the questions you want to know. a) Let students to write down the questions on the paper. (1 分钟) b) Write down the questions on the blackboard. (把学生提出的问题以思维 导图的形式写在黑板上) 【设计意图】 让学生写下问题后再进行提问，是让学生积极去动脑思考问题，养成先想后说，做事 严谨的学习习惯。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，让后进生也能参与其中，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。 B. First listening: Listen and think. T: Wow, we have many questions. Now, lets take these questions to li sten the recording. And please mark down the main information: Where, When, What, Who, How. 【设计意图】 3 / 5 引导一般过去时特殊疑问句的用法，让学生带着这课文的几个核心问题去听音， 集中注意力，并尝试去捕捉关键的信息。 T: Can you catch the answers? Ss: Yes! (可能会有部分学生会举手发表意见) T: All right! Who can tell me: Where did Sarah go? When did she go? Wh at did she do there? Who did she go with? How did she go? (让学生在对话当 中找出黑板问题的答案，检测之前的回答并板书) Check the answers: 【设计意图】 第一遍听录音，对学生进行整体输入感知对话。抓住问题去听，在考查学生的专 注度的同时，也培养了学生听的能力，让他们在快速听力的情况下获得信息，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。 C. Second listening: Listen and order. T: Children, this is the dialogue. But they order wrong. Can you rearr ange them? (教师给 2 分钟时间让学生们思考并做题) ( ) My family and I went to Sanya. ( ) Yes, it was so warm. ( ) Hainan is far from here. How did you go there? ( ) Where did you go over the winter holiday? ( ) How was the beach? What did you do there? ( ) It was beautiful. .I took lots of pictures, and I also went swimmi ng. ( ) Sounds great! Can I see your pictures sometimes? ( ) We went there by plane. ( ) Really? Did you like it? ( ) Sure. T: This time, lets listen and see the answers. (学生边听边检测自己的 排列是否正确) 【设计意图】 第二遍录音，掌握文中几个特殊疑问句的回答后，跳入到整篇的理解，为下面的 语篇的操练活动有效地输出进行铺垫。 D. Distinguish between “sometime” and “sometimes”. T: Children! Can you help to find out the word of “sometime”? Oh! He re it is. But, wait! Are they the same? Ss: No, that is “sometimes”. There is “s”. T: Yes. Thats “sometimes”. And this is “sometime”. They are diff erent. For example: T: Can you choose one and make a sentence? 【设计意图】 让学生在对比中运用，区分两词的音、形、义与用法后，再让学生尝试自己举例 运用，加深印象并体现学习所得。 4 / 5 A. Watch, listen and write T: Sound good! You did a very good job! So, lets watch the whole sto ry. Please listen again and watch. (播放视频) T: Now, open your book P26. Please underline the answers. Could you write down the answers on you book? (让学生完成书本上的问题，并 进行随堂检查) B. Read after the computer. 学生们跟着电脑朗读对话，教师在课件上提醒学生们注意句子的重音、意群和停 顿。 T: Now please read after the computer, but pay attention to the tones, stress and liaison. 【设计意图】 在前面三次听的输入和对应的练习之后，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。 Step 3: Practice (1) Role play 学生小组之间，男生和女生之间进行角色扮演。 A. Make a model. T: Lets role play. I will be Sarah and who wants to be Amy and Wu Yi fan? B. Group work. T: Good job! This time, please practice with your group members, in yo ur group, one will be Sarah, one will be Amy and one will be Wu Yifan. You have 2 minutes. C. Act out the dialogue. 教师请班上几位同学进行表演对话示范后，引导同学们小组内练习对话，并请若 干组到讲台前表演对话。 【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。 (1) Discuss the pictures. 教师呈现本板块的插图，然后让学生两两进行讨论 Amy 的三亚之行。 T: These are the pictures of Amys trip for Sanya. Lets discuss wit h your partner, you can ask “What did Amy do on the 1st/2nd / day? How did she feel? What was the weather like there? What did she eat there? Did she?”, the other one please answer. T: Ok! Now, who has the questions? Or who would like to say anything o ne of the pictures? S: Me. (学生举手回答) T: Wonderful! / Sounds great! / Good idea! (用不同的评价方式，让学 生体现自己与别人的不同) 【设计意图】 提供图片与提问信息，引导学生结合图片，发挥想象力，对 Amy 在三亚旅游的细节进行对话。用上面呈现过的知识点进行有效的输出，懂得语言在实 际情境中的运用，为接下来的拓展活动起到脚手架的作用。 5 / 5 Step 4: Consolidations (1) Production: Amys Holiday Trip T: Here has some sentences of Amys Holiday Trip. But do you know how to ask? 教师用 PPT 呈现 Amy 旅游信息的句子，要求学生根据提供的信息推断合适的疑问句。 (2)Do a survey. A. Talk about your winter holiday. T: Last winter holiday, Amy and Sarah had fun. What about your winter holiday? Lets talk about it with your partner. 学生两人一组调查对方最近一次旅行的相关情况并作记录。鼓励学生尽可能多地 获取信息。 B. Make a report: went to in He/She 教师请几名学生作汇报,师生共同评出“最佳小记者”奖。 T: Lets choose. Who is the best reporter? Wow! You can speak a fluen t English, so you will become a little reporter in S. Congratulatio ns! 【设计意图】 创设一个相对真实，与课本对话相对应并与课堂开头设置任务相呼应的情景，让学生 们在任务的驱动下自主表达语言，真正体会和感受核心句型的语用功能，从而达到学 以致用。 Step 5. Homework (1) Read after the tape, act out the dialogue on page 4. (必选) (2) Try to make a new dialogue (According the report), and write it do wn. (必选) (3) Share the dialogue with parents. (可选) 【设计意图】 布置分层次的作业，实现课内课外知识一体化，使不同学习层次的学生都能得到巩固 和提高。