北京版六年级上册UNIT ONE WHAT DID YOU DO THIS SUMMER -Lesson 1-ppt课件-(含教案+视频)-县级公开课-(编号：2016f).zip

Unit 1 What did you do this summer? Lesson 1 学科：英语 年级：六年级 教材版本：北京版 Listen and do! stand up sit down go swimming play basketball play football sing a song read books play the violin play the piano Read the phrases! Sally went to Beidaihewent swimming went to Beijing visited the museums learned to sing Peking Opera Where did Sally go this summer vacation? went to Beidaihewent to Beijing What did Sally do in Beidaihe/Beijing? went swimming visited the museums learned to sing Peking Opera Did you go to any interesting places?Where did you go? I went to I stayed in What are they talking about? the summer vacation. They are talking about Where did Mike and Yangyang go? stayed in Beijing went back to Canada What did Mike and Yangyang do there? Read and underline. What did Mike do in Canada? played played with my friends worked worked on my uncles farm What did Mike feel about their summer vacation? What did Yangyang do in Beijing? Lets listen and repeat! P2.Read the dialogue in pairs. went played visited learned worked had did I can read! ed=d ed=t ed=id Summer vacation what where what went back to Canada visited his grandparents played with his friends worked on his uncles farm learned to sing Peking Opera went swimming visited some museums played with his cousins stayed in Beijing where Mike and Yangyangs Summer Vacation Mike went back to Canada for summer vacation. He played with his friends, worked on his uncles farm, and visited his grandparents. Yangyang stayed in Beijing for the summer. He learned to sing Peking Opera in the morning and went swimming in the afternoon. They both had a lot of fun. Where did you go this summer vacation? I went to I stayed in What did you do there? I visited played learned Lets talk! Have a meaningful and interesting vacation! Homework: 1.Read the dialogue. 熟读对话。 2. Introduce your activities in your summer vacation. 介绍你的暑假活动。 1 教学设计教学设计 Unit 1 What did you do this summer? 北京版小学英语六年级上册 Lesson 1 指导思想与理论依据 学习应当从学习兴趣、生活经验以及认知水平出发。教学中通过对话本身的人物、事件、情节等 内容的生活化和趣味化，调动学生的深度参与；同时通过引导学生观看动画，模仿跟读等方法感悟 2 语言意义，运用多种方法引导学生读对话，有利于培养学生的兴趣，形成有效学习策略，培养理解 朗读的能力。教师要根据学生的年龄特点和个人需要给予方法的支持与帮助，充分感知体验对话内 容趣味性，激发学生的兴趣。 教学背景分析 教学内容：教学内容： 本课是北京版小学英语六年级上册 Unit 1 What did you do this summer?的第一课时，内容 讲述了 Mike 和 Yangyang 谈论他们的暑假生活，Mike 回加拿大，Yangyang 留在北京，分别作了很多 有意思的事情。对话中呈现了询问暑假活动的句式 What did you do?及表达过去活动的词组 had, did, went, visited, played, leraned, worked 等。理解和表达过去活动的表达方法，询问描述 过去的事情相对困难。教学中，教师创设情境，提供丰富的语言支持，帮助学生更好地理解。 学生情况：学生情况： 学生在四年级下册第七单元接触过一般过去式的用法，但是时隔一年，会有些陌生。学生对活 动的表达较熟悉，能够熟练表达 play football/play with sb/go swimming/visit some places/visit sb 等日 常活动短语。本班多数学生对英语学习有一定的兴趣，喜欢参与到英语课堂活动中，能够简单的表 达自己的观点和看法，但个别学生不敢展示自己，对于这些学生，教师要及时鼓励，设计适合他们 发展的教学活动，既督促其学习又让他们有成就感。 教学方式：教学方式： 通过视听、模仿、体验、勾画，教师提问等方式，理解并朗读对话，培养学生的听说能力。 教学手段：教学手段： 教材配套动画课件，自制 PPT 课件，词卡，短语卡，语音教具系统 技术准备：技术准备： 多媒体计算机 语音教具系统 教学目标(内容框架) （一）知识与技能目标: 1.能够正确理解对话，用恰当的语气朗读对话。 2.能在理解对话的基础上，听懂、会说、并正确朗读词汇 went back, visited, played, 3 教学过程(表格描述) 教学阶段教师活动学生活动设置意图 技 术 应 用 时 间 安 排 热身活动 复现旧知 引出话题 1.TPR 活动：教师说出指令 Stand up/sit down/play football/play the violin/sing a song/go swimming 等。 2.播放 Sally 暑假活动的视 频，布置观看任务 Where did sally go this summer vacation? 3.再次播放 Sally 暑假活动 的视频，布置观看任务 What did sally do? 4.Free Talk 活动：Did you go to some places or just stay in Beijing? Where did 1.学生根据指令做动作。 活动后读出这些动词短 语。 2.观看视频，说出 Sally 假期去了哪。学习 （did/went） 3.观看视频，说出 Sally 假期做的事。学习 （went swimming/visited museum/learned to sing Peking Opera） 4.学生根据实际情况结合 语言提示回答：I went 通过 TPR 活 动 激发学生兴趣， 复现日常活动 短语。 通过两个小任 务学习过去的 短语，感知动 词过去式的表 达。 了解学生的假 期活动，操练 语言，为新课 铺垫。 多 媒 体 课 件 5 worked, learned, went, had 等表达过去活动的单词。 3.能在故事情景中感受、理解、认读 What did you do this summer? I went back to Canada. 描述暑假生活的句型。 （二）过程与方法目标: 1.通过视听、模仿、勾画等方式，理解对话内容，培养学生的听说能力。 2.通过模仿体验，培养学生认真倾听、朗读模仿的学习习惯。 （三）情感态度与文化意识： 通过讨论暑假活动的话题，引导学生过有意义的暑假生活。 （四）教学重点：理解并朗读对话。 教学难点：简单询问、描述过去做的事情。 4 you go? What did you do there? to I visited my grandparents.学习 （stayed in Beijing） 自主阅读 学习对话 1.呈现对话主题图，Mike and Yangyang are talking. 播放本课动画,布置观看任 务 What are they talking about? 2.再次播放动画，布置任务 Where did they go? Lets see it again. 3.布置任务 What did Mike and Yangyang do there? 教 师示范勾画 Mike 的假期 活动词组。 4.先订正 Mike 的假期活动， 播放录音跟读语句。出示 图片帮助学生理解句意。 5.Mike did many things in Canada. What did Mike feel about his summer vacation? 6.订正 Yangyang 的假期活 动，播放录音跟读语句。 1.整体观看对话，理解对 话发生的背景，感知大 意。Ss: They are talking about summer vacation. 2.再次观看动画，回答问 题。Mike went back to Canada. Yangyang stayed in Beijing. 3.学生自己阅读对话，用 线勾出 Mike，Yangyang 的假 期活动词组。 4.学生展示勾画内容，听 并且模仿跟读。学习 （worked, played） 5.S1: I had a great time.听 读语句，感受情感。 6.学生展示勾画内容，听 并且模仿跟读。 整体语言输入， 感知大意，体 会对话主题。 再次整体语言 输入， 通过 问题引领学生 视听。 通过自主阅读 勾画主要信息， 培养学生自主 阅读的能力。 通过听读模仿， 培养学生正确 的语音语调。 多 媒 体 课 件 18 5 朗读对话 内化语言 1.完整播放课件，学生欣赏 故事。Lets watch it again! 2.Listen and repeat! 3.打开书 23 页，Open your books，read it in pairs. 4.学生展示朗读课文。 Which group can read dialogue？ 1.认真欣赏对话，体验人 物情感。 2. 跟读模仿。 3分角色朗读。 4. 汇报 2 组。 再次听读故事， 巩固语言。 练习朗读课文， 培养用正确的 语音语调朗读 对话。 教 学 光 盘 9 梳理对话 拓展练习 运用语言 1.朗读单词，引导学生关注 动词过去式的变化及发音。 2.通过问题 where did they go? What did they do?教师 以思维导图依次呈现对话 主要内容。 3.呈现新故事 I can introduce it. Lets look at it. Can you introduce that to your partner? 教师讲，学生指 着说。 1.朗读单词，关注动词过 去式的发音规律。 2.根据板书内容回顾对话， 根据学生的语言输出。 visited his grandparents played with his friends worked on his uncles farm learned to sing Peking Opera went swimming visited some museums played with his cousins 3.学生聆听并且相互介绍， 汇报 2 人。 4.学生两两对话。 朗读单词，感 受过去式发音， 总结规律。 师生共同回顾 对话内容，培 养学生语用能 力。 运用本课内容 口语输出,同 时梳理本课内 容。 多 媒 体 课 件 8 6 4.教师示范对话 Where did you go? What did you do? 5.引导学生度过有意义的暑 假。Whether you stayed at home or went to some places, you should have a meaningful vacation. Where did you go? What did you do? I went to I visited 5.欣赏观看，体会假期可 以做更多有意义的事情。 布置作业 延伸对话 Homework 1. Read the dialogue. 2. Introduce your activities in your summer vacation. 介绍你的暑假活动。 板书设计 Unit 1 What did you do this summer? Lesson 1 教学反思 本课是北京版小学英语六年级上册 Unit1 What did you do this summer?的第一课时，单元话 题是讨论暑假活动，对话中呈现了询问暑假活动的句式 What did you do?及表达过去活动的词组 had, did, went, visited, played, learned, worked 等。描述过去的事情相对困难，教学中，教 师创设情境，提供丰富的语言支持，帮助学生更好地理解。这堂课中存在着一些小问题，梳理对话 环节，用思维导图的方式帮助学生梳理本课主要内容的形式很好，能够培养学生逐渐归纳、总结的 学习能力。教师提示有些局限，教师应该放手让学生自主梳理主要内容。