北京版六年级上册UNIT THREE HOW DID YOU GO TO HANGZHOU -Lesson 9-ppt课件-(含教案+素材)--(编号：b032a).zip

北京版教材六年级上册 Lets talk! What did you do last weekend? Lets talk! What did Mike do last weekend? ? Lets talk! What did Mike do last weekend? did homework He _ . took a trip visited his uncle Where did Mike go? He went to Hangzhou. He went to Hangzhou by plane. How did Mike go to Hangzhou? Why didnt Mike go to school on Monday? He _ . ate too much missed the flight had a headache Why didnt Mike go to school on Monday? Lets read after the video.Lets read after the video. Lets read and findLets read and find How did they miss the flight ? Mike left his passport in the hotel. angryangryangryangry missed work missed school Were they happy? Last Sunday, they missed the flight. They must come back on Monday. Why were they upset? He should take care of his He should take care of his things.things. Can you give Mike some advice （建议）? He can buy a big bag and put all things in it. Mikes weekend took a triptook a tripleft the passportleft the passport missed the flightmissed the flightcame back latecame back late Lucy Hello, Billy. What did you do last weekend? I climbed the hill. Lucy Really? Where did you go? I went to Xiangshan. Lucy How did you go there? I went there by car. I went there by car. The maple leaves are so beautiful. Lets talk! Hello, Im Lily. I took a trip with my family on this National Day. We went to Tianjin by train. I took a ship on Haihe river at night. I had a good time. My national Day Homework Travel Diary (旅游日记) I took a trip with my family on this National Day. We went toTianjin by train. I took a ship on Haihe river at night. I had a good time. GoodbyeGoodbye 教材复印页教材复印页 2 一、教学基本信息一、教学基本信息 授课授课 教师教师 学校学校 年级年级六年级学期学期2018-2019 学年第一学期 教材教材北京版 第十一册 六年级上学生人学生人 数数 33 人 授课授课 课题课题 U3 How did you go to Hangzhou? Lesson 9 Mike weekend 课型课型会话课 二、指导思想与理论依据二、指导思想与理论依据 小学英语学科核心素养中指出，学习能力是获得和运用知识的能力。 小学英语新课程标准基本理念提出:面向全体学生，注重素质教育，突出学生主体， 尊重个体差异、采用活动方法，促进学生发展。 在教学中，通过适合学生年龄、心理特点的教学活动，为学生创设真实的英语环境，充 分调动学生自主学习的动机和兴趣，由浅入深、循序渐进，有效地优化教学过程，极大地提 高了课堂教学的实效性。 三、教学背景分析三、教学背景分析 教材分析：教材分析： 本单元是在前两个单元谈论过去发生的事情或者活动的基础上，聚焦出行目的地和出 行方式的话题。通过主人公 Mike 和父母的游览经历，结合前两单元的学习，学生可以基本 掌握如何就过去发生的事件或经历进行交流。学生能够针对过去发生的事情或者活动用 What-所做的事，When-事情发生的时间，Why-事情活动的原因，Where-出行的目的地， How-出行方式进行询问和回答，使语言更加完善和丰富，语言表达能力有所提高。 学情分析：学情分析： 3 六年级的学生已经学习了过去式的用法，知道在过去的时间发生的动作要运用过去 式。在前个单元的学习中，学生可以简单地运用过去式描述过去发生的事情和活动。所上课 班级学生乐于用英语进行交流，但是由于学生基础薄弱，因此在实际教学中，要尊重个体差 异，教学活动要更倾向于基础知识，同时采用分层教学，让每个孩子在课堂中都有收获。 四、教学目标（含重、难点四、教学目标（含重、难点) ) 教学目标：教学目标： 1、通过模仿跟读，能够正确朗读课文。 2、通过学习课文，能够运用功能句型“Where did you go?”询问同伴在过去的时间中出 行目的地。 3、能够正确理解课文对话，获取课文中的相关信息，并且能够尝试转述课文内容。 4、在学习课文的基础上，可以简单介绍自己的国庆节出行。 教学重点：教学重点： 通过模仿跟读对话，了解对话内容，正确朗读对话，能够运用 Where did you go?询问 同伴出行的目的地，并能够与同伴简单分享自己国庆节的出行。 教学难点：教学难点： 能够在学习对话的基础上，运用过去式简单介绍自己周末和国庆节的出行。 五、教学过程五、教学过程 一、Lead in T: Hello, boys and girls! Please look at this picture. Last weekend, I went to a park with my family by car. We took some pictures and climbed the hill. We came back by train. We had a good time. T: Ok. That was my trip. Do you have any questions about my trip? S1： T：My question: Where did I go last weekend? S1: You went to a park. T: Ok. What did you do last weekend? 8 S2:. S3:. （设计意图：教师通过介绍自己上周末做的事情，用（设计意图：教师通过介绍自己上周末做的事情，用 Free talk 的形式，与学生进行口语交的形式，与学生进行口语交 流。通过这样日常生活中的交流，让学生感受真实的语言环境，体会语言是交流的工具。教流。通过这样日常生活中的交流，让学生感受真实的语言环境，体会语言是交流的工具。教 师用师用 What did you do last weekend?来询问学生上周末做的事情，再次将话题拉近学生的生来询问学生上周末做的事情，再次将话题拉近学生的生 活，锻炼学生的口语交流能力，同时为课文学习做铺垫。活，锻炼学生的口语交流能力，同时为课文学习做铺垫。 ） 二、Presentation and practice 1. T: Please look here. Who is he? Ss: Mike. T: Yes, he is Mike. What did Mike do last weekend? Now Lets listen together T：What did Mike do last weekend? S1: He took a trip. T: Yes, Mike took a trip. Where did Mike go? How did Mike go there? S1: He flew to Hangzhou. T: Guoguo said Mike didnt go to school on Monday. Now lets listen again and find the reason. Ss: Listen to the dialogue. S1: Mike missed the flight. 9 (设计意图：此环节首先是通过设计意图：此环节首先是通过 Mike 的照片，承接上一环节话题，自然过渡，使话题连贯。的照片，承接上一环节话题，自然过渡，使话题连贯。 其次，听力练习，在整体听对话，理解对话内容的基础上，锻炼学生准确捕捉信息的能力。其次，听力练习，在整体听对话，理解对话内容的基础上，锻炼学生准确捕捉信息的能力。 ) 2. T: Ok, please open your books and read after the video. Ss: read after the video sentence by sentence. （设计意图：操练对话，模仿跟读，模仿语音语调（设计意图：操练对话，模仿跟读，模仿语音语调,强调语感和发音准确性。由于学生基础弱，强调语感和发音准确性。由于学生基础弱， 所以要有教学等待，强调原音的输入与模仿。所以要有教学等待，强调原音的输入与模仿。 ） 3. pair work: role play (设计意图：面向全体学生，尊重差异，根据学生基础不同，学生自由选择展示形式，基础设计意图：面向全体学生，尊重差异，根据学生基础不同，学生自由选择展示形式，基础 较弱的学生可以选择和同伴一起按原文朗读对话，基础较好的同学可以通过自己的理解进行较弱的学生可以选择和同伴一起按原文朗读对话，基础较好的同学可以通过自己的理解进行 表述，用对话的形式将课文进行复述。这样的分层次展示对话形式，给不同基础的学生展示表述，用对话的形式将课文进行复述。这样的分层次展示对话形式，给不同基础的学生展示 的机会。的机会。) 10 4Read and find T: Now please read the dialogue by yourselves and answer my question: How did they miss the flight? Ss: read the dialogue. S1: Mike left his passport in the hotel. T: Yes, Mike left his passport in the hotel. So they went back for his passport and they missed the flight. （设计意图：此环节是在通读课文的基础上，进一步理解课文内容，检验学生对课文的理解设计意图：此环节是在通读课文的基础上，进一步理解课文内容，检验学生对课文的理解 程度。通过自主阅读的方式，回答问题，寻找答案，培养学生阅读能力。程度。通过自主阅读的方式，回答问题，寻找答案，培养学生阅读能力。 ） 5. Look and answer T: Look at this picture. Were they happy? Yes, they are angry. Why were they upset? S1: They missed the flight. And Mikes parents missed the work. Mike missed school. T: Can you give Mike some advice? S1: He should take care of his things. S2: He should buy a big bag and put all things in it. （设计意图：根据课文情景，对情节进行合理推断，由此对学生适时进行习惯养成教育。（设计意图：根据课文情景，对情节进行合理推断，由此对学生适时进行习惯养成教育。 ） 6. Retell the story 9 T: This is Mikes weekend. Last weekend, Mike took a trip to Hangzhou. He left his passport in the hotel. So they missed the flight. They came back late. Ss: Retell the story with teacher. （设计意图：此环节是对课文进行复述练习。这种练习既是对课文理解程度的一种检验，同（设计意图：此环节是对课文进行复述练习。这种练习既是对课文理解程度的一种检验，同 时也是对学生口语表述能力的培养。对于基础薄弱的学生，可以给出关键词语进行提示。学时也是对学生口语表述能力的培养。对于基础薄弱的学生，可以给出关键词语进行提示。学 生可以通过语言支撑的方式再对语言进行重组来表达自己的意思，进而锻炼口语表达能力。生可以通过语言支撑的方式再对语言进行重组来表达自己的意思，进而锻炼口语表达能力。 ） 三、production 1. Pair work T: This is Mikes weekend. Now lets see how about my friends. This is Lucy. And this is Billy. Boys, you will be Billy. Girls, you will be Lucy. Lets read together. Ss: Read the dialogue. T: Oh, where did Billy go last weekend? How did he go there? What did he do? Ss： T: How about your weekend? Please talk your weekend with your partner. Ss: Pair work . （设计意图：在学习课文的基础上，用（设计意图：在学习课文的基础上，用 LucyLucy 和和 BillyBilly 的简短对话进行过渡，继续练习本课的的简短对话进行过渡，继续练习本课的 重点句型，突出重点句型，突出 where,where, how,how, whatwhat 在语境中的操练，并且以此为学生提供语言支持，在语境中的操练，并且以此为学生提供语言支持，学生结学生结 9 合自己的生活实际，运用重点句型表达自己的真实生活）合自己的生活实际，运用重点句型表达自己的真实生活） 2. Lets talk: My national Day T: Hello, Im Lily. I took a trip with my family on this National Day. We went to Tianjin by train. I took a ship on Haihe river at night. I had a good time. T：Where did I go? How did I get there? What did I do? Ss: T: Now, please talk about your National Day with your partner. And you can ask a question about your National Day. Ss: （设计意图：教师运用重点句型介绍自己的国庆节活动，并以此作示范，为学生提供语言支（设计意图：教师运用重点句型介绍自己的国庆节活动，并以此作示范，为学生提供语言支 持，为学生的口语表达降低难度。同时，为书面表达做好铺垫。持，为学生的口语表达降低难度。同时，为书面表达做好铺垫。 ） 四、Homework Write your travel dairy. （设计意图：在学习课文和大量的口语操练之后，进行写作的练习，锻炼学生书面表达能力。（设计意图：在学习课文和大量的口语操练之后，进行写作的练习，锻炼学生书面表达能力。 ） 六、学习效果评价设计六、学习效果评价设计 1、教师口头评价：用语言激励学生，对学生的课堂表现予以肯定及鼓励。 9 2、提问反馈式评价：在本节课中，在师生间用英语交流的过程中，用提问的方式检验 学习的效果。 七、教学特色七、教学特色 在本节课的教学设计和教学环节中，我尊重个体差异，重视面向全体，立足学生基础， 运用多种活动促进学生发展。 一、听、说有层次 在本节课的教学中，教师重视学生的听说训练，从 Free talk 做为切入点，与学生进 行口语交流，自然过渡到课文学习。在课文学习中，先从听入手，泛听大意，回答问题， 有针对性地理解听，层层递进，帮助学生理解对话内容。 二、立足基础、面向全体、尊重差异、因材施教 在充分考虑学生英语学习存在差异的因素基础上，教师在教学中尊重差异，因材施 教。在课文跟读学习环节中，坚持原音模仿跟读，通过个别生读，集体朗读，角色扮演 等形式，面向全体教学。在角色展示环节，充分考虑到学生的英语水平不同，给学生自 主选择的机会，采用分层次作业的形式进行课文的展示。在拓展环节中，教师先做示范， 给予学生语言提示，为基础薄弱生提供语言支持，力争每位学生都能够用英语表达自己 的想法，避免个别学生不从下手。 【板书设计板书设计】 9 Guoguo: Hi, Mike! Mike: Hello, Guoguo. Guoguo: I didnt see you in school on Monday. Where did you go? Mike: I took a trip to Hangzhou by plane. But we missed the flight. So we came back late. Guoguo: Really? What happened to you? Mike: At the airport, I didnt find my passport. So we went back to the hotel. I left my passport at the hotel. So we missed the flight. Guoguo: Im sorry to hear that. Your parents must be upset. Mike: They were angry. They missed work and I missed school. Guoguo: Hi, Mike! I didnt see you in school on Monday. Where did you go? Mike: My parents and I flew to Hangzhou last weekend. But we missed the flight and came back late. Guoguo: How did you miss the flight? Mike: Last Sunday afternoon, at the airport I didnt find my passport. So we went back for it. I left my passport at the hotel. And then we missed the flight. Guoguo: Im sorry to hear that. Your parents must be upset. Mike: Yes, they were angry because they missed work and I missed school. Hello, Im Mike. Last weekend, my parents and I took a trip. We flew to Hangzhou. I had a great time. But on last Sunday afternoon, at the airport I found I left my passport in the hotel. We must go back for it. So we missed the flight. My parents missed work and I missed school on Monday. So they were angry. That was my trip. So how poor I am! Can you give me some advice(建议)? You should take care of your all things. You need a big bag. You can put your all things in it. Hello, Im Lily. I took a trip with my family on this National Day. We went to Tianjin by train. I took a ship on Haihe river at night. I had a good time. On National Day, I just stayed in Beijing. I played football with my friends. I went fishing with my father. I went shopping with my mother.