人教pep版六年级下册英语Unit 3 Where did you go -Part B-ppt课件-(含教案+视频+音频)-部级优课-(编号：05fe7).zip

Unit Three Where did you go? Part B Lets talk Who are in the story? What are they talking about? Wu YifanAmySarah A. School B. Holidays Listening Reading 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? 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. _ Trip in _ Writing 1.Fill in the title. 2.Talk about one of your group members trip by his/her photos. 3.Write down the story about his/her trip in your group. At least 5 sentences. 4.Share the story with the class. Homework 1.Write your own story about a trip. 2.Share your story with your group. 3.Make a handbook to show your story. 英语六年级下册人教版英语六年级下册人教版 PEP 小学英语小学英语 Unit Three Where did you go？ Part B Lets talk 课题：课题： Unit Three Where did you go Part B Lets talk 课型：课型： 新授课 课时：课时： 第 1 课时 教材分析：教材分析： 本课是 PEP 小学英语六年级下册 Unit Three Where did you go? Part B Lets talk。从语法和 词汇方面来说，本单元在 Unit Two 的基础上继续学习一般过去时，Unit Two 重点学习动词过 去式的规则变化形式，Unit Three 重点学习动词过去式的不规则变化形式。从话题方面来说， Unit Two 着重谈论上周末和小长假的经历，本单元则谈论过去的寒暑假的旅行经历，教材用 两个单元的课量让学生从各个话题方向谈论个人经历，从而学习、拓展对一般过去时的使用。 学情分析学情分析: 六年级学生经过小学将近六年的英语学习，已经掌握了大量的词汇和短语，对一般现在 时、现在进行时、一般将来时能熟练应用。经过上一个单元的学习，学生已对一般过去时有 了初步认识和了解，能和之前学过的三个时态区分正确使用，尤其对动词过去式的变化规则 有了明确概念。经过 Part A Lets talk 和 Lets learn 的学习，学生对不规则动词已经掌握较为 扎实。 教学重点教学重点： 1、词汇：beach, took, took pictures 2、句子：Where did you go? How did you go there? What did you do? 教学难点教学难点： How was the beach? It was beautiful. 教学目标：教学目标： ( (一一) )语言知识目标：语言知识目标： 1、语音：通过听录音，使学生能正确模仿语音、语调并朗读对话。 2、词汇：通过听录音、读对话，使学生掌握动词的不规则变化形式。 3、语法：通过对话学习，使学生认识、掌握一般过去时的用法。 4、话题：通过对课文的学习，使学生能围绕自己的假期经历展开谈论。 5、功能：通过听录音、读对话，使学生能使用 5W&H 问题询问对方的旅行经历并进行交 流。 ( (二二) )语言技能目标：语言技能目标： 1、听：通过听 Lets try 录音，使学生能听懂 Sarah 去杭州的旅行经历并进行讨论；通 过听 Lets try 和 Lets talk 掌握语音语调。 2、说：通过对课文的学习，使学生能转述 Sarah 和 Amy 的旅行经历，并和他人交流自 己的旅行经历。 3、读：能根据问题独立阅读对话、理解对话并讨论对话内容；能在录音的提示下大声 朗读对话。 4、写：通过对本课的学习，能在小组合作的形式下完成小组内一位同学的旅行经历的 描写。 ( (三三) )情感态度目标：情感态度目标： 1、勇于参与小组活动，合作完成作文并和全班同学做分享。 2、敢于用英语向他人讲述自己的生活经历。 3、能对他人的回答做出正确评价并表示欣赏。 ( (四四) )学习策略目标：学习策略目标： 1、交际策略：通过学习使学生能用英语与他人交流，着重表达个人观点和个人经历。 2、资源策略：使学生通过听录音、读对话、看微课掌握讲述旅行经历的关键信息。 ( (五五) )文化意识目标：文化意识目标： 1、了解旅行目的地的地理位置和气候特点。 2、讲述自己对旅行的感受。 教学方法：教学方法： 微课教学、交际教学、合作学习、任务教学 教学用具：教学用具： PPT、学生照片 教学过程：教学过程： Step 1 Free talk Greet students Talk about the weather and have a free talk. （设计意图：打开学生英语语言功能，为课堂学习做好语言准备。） Step 2 Lead-in Students listen to a song “Travel”. Have students talk about what they heard. （设计意图：通过听英文歌曲，让学生进一步做好语音准备，熟悉英语语音，通过转述 英语语言使学生能开口说英语。） Step 3 Listening T: We heard this song about travel. Everyone loves taking a trip. Im going to show you three stories of trips. This is the first one. Ask questions: Who are in the story? Whose trip is it? Play Lets try. Have students show their answers.（板书：Sarahs trip） Ask more questions: Where did Sarah go? When did she go there? Who did she go with? How did she go there? What did she do? （板书： where, when, who, how, what） Play Lets try again. Students listen and share their answers. （设计意图：通过听录音使学生了解 Sarah 如何讲述自己的旅行经历，通过 5W&H 问 题，使学生关注对话中的关键信息，同时做好下一环节提问的技能准备。） Step 4 Reading Show Amys trip. Have students ask any questions about Amys trip by 5W&H question. （板书学生提出的问题） Have students read the dialogue in their groups. Then, have students share their answers.（学生在回答问题后，提出问题的学生需要对他的 答案做出评价或表达欣赏） （板书：用关键词板书学生的答案） Have students listen and read the dialogue. They have to pay attention to their pronunciations and tones. （设计意图: 通过让学生对 Amys trip 提出问题使他们能有意识关注对话信息，以此来 加深学生对 Amy 旅行经历的印象，同时关注语言的表达方式，为后面练习环节做语言 准备。） Step 5 Retell Have students retell Amys trip by the key words on the blackboard. （设计意图：使学生在复述中能以讲述故事的方式转述 Amys trip，为作文练习做好语 篇准备。） Step 6 Watching Show the video of my trip in Disney land. Have students enjoy my story and talk about my trip. （设计意图：以微课形式向学生展示老师的旅行经历，吸引学生注意旅行中的关键信息， 使学生打开思维，激发学生讲述自己旅行经历的兴趣。） Step 7 Practice Have students work in groups. Talk about one of their group members trip by hisher photos. Write their story. Share their stories to the class. （设计意图：学生以小组合作的形式完成一篇写作，以强帮弱，使每一位学生得到写作 锻炼，减低部分同学的学习困难，达到共同进步。） Step 8 Summery Sum up the main idea of talking about the trip. 作业布置：作业布置： Write their own story of a trip. Make a hand book to show their trips. 板书设计：板书设计： Unit Three Where did you go? Where did she go? When did she go there? What did she do there? Who did she go with? How did she go there? Amys trip