Unit 3 Where did you go? B Let’s talk 教案
文档属性
| 名称 | Unit 3 Where did you go? B Let’s talk 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 30.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-03-06 20:39:37 | ||
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文档简介
教学目标
1、能够听懂、理解Let’s try部分的内容,并能完成相应的练习。
2、能够在图片和教师的帮助下理解Let’s talk对话大意,并回答读后问题。
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、能够在情景中运用句型: Where did you go … How did you go there What did you do Who did you go with How was your holiday 谈论假日安排;
4、能够在语境中理解生词over,beach和sometime,并能正确发音。
5、能够运用所学句型谈论自己的假期生活。
学情分析
经过三年半的英语学习,六年级学生已经具备一定的知识储备,对于英语已经有了一定的自主学习能力。但是,他们生理和心理都在发生着急剧的变化,英语课堂上表现出来的性格也渐渐由外露变得比较内敛、害羞和敏感。本课的教学内容语法性比较强,内容比较枯燥,针对六年级学生羞于表达的特点,我结合了歌曲、图像,还有多个任务来增强趣味性,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。
重点难点
重点是让学生掌握主要句型:Where did you go … How did you go there What did you do Who did you go with How was your holiday 难点是让学生能够正确运用一般过去时态描述过去假期的活动。
教学过程
【导入】Unit 3 Where did you go
Step 1 Lead-in(导入)
Listen to a song:Tell me about your holiday
【设计意图】这是本单元教学VCD的英文歌,用来课前调动学生学习英语的积极性,让学生以轻松的心情开始投入课堂学习。
Step 2 Preview
1.Free-talk:
Now tell me about your holiday.
运用主要句型:Where did you go on your holiday How did you go there What did you do Who did you go with How was your holiday 谈论学生假期活动。 【设计意图】通过师生交谈,让学生在轻松欢快的氛围中开始新的课程,通过询问where, who, how ,what等与旅游相关的话题,让学生回忆、感知所学过的相关词汇和句型,并让学生初步了解旅游可以谈论的话题。
2.What about Sarah’s winter holiday
进入Let’s try 部分,教师播放第一遍录音,要求学生回答3个问题:What are they talking about Where did Sarah go Who did Sarah go with 播放第二遍录音,教师追问:What did Sarah do there Who did Sarah buy gifts for ,学生回答问题的同时,并核对Let’s try 答案。
【讲授】Unit 3 Where did you go
Step 3 Presentation and Practice(呈现与操练)
1.完成Let’s try后,教师提问:Sarah went to Hangzhou last winter holiday. What about Amy’s winter holiday 要求学生带着问题听录音,然后回答问题:(PPT2----PPT5)
(1)Where did Amy go over(on,during) her winter holiday 强调对比over(on,during),并展示三亚海滩图片Sanya is in Hainan增强视觉效果。(2)How did she go there
(3)Who did she go with
(4)What did she do there 追问:What else did she do 加插课文四幅图片内容讲解:Day 1: She flew to Sanya from Beijing. Day 2: She went swimming and took pictures.Day 3: She played football. Day 4: She rode a bike.
(5)What was the weather like there 加插中国地图,让学生了解因为海南的地理位置而导致三亚冬天天气是warm.
(6)How was the beach 加插闸坡图片与三亚海滩图片进行对比,宣扬爱家乡之情。
(7)How was her holiday
【设计意图】利用问答形式,加插图片,边讲解课文重点句型(边板书)和相关知识点来增强趣味性,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。
1.让学生观看Let’s talk 动画后,进行跟读。跟读完成后,讲解重点单词sometime &sometimes的区分。(PPT6)
(1)sometime:改天;来日;某个时候 some(一些)+time(时间)
(2)sometimes: 有时候
(3)例句:Come to see us sometime.改天过来看看我们。
Sometimes I go to school by bike.有时候我骑自行车去上学。
2.让学生小组内进行对话练习,先老师和学生分角色朗读对话,再学生分组角色朗读对话。【设计意图】通过形式多样的听读看,训练学生的听说能力,保证学生学习语言的输入。
【活动】Unit 3 Where did you go
Step 4 Consolidation and Extension(巩固与延伸)
1. 分享老师假期活动:
(1) Guessing game 让学生通过听歌,试猜老师寒假去了哪里旅游。 (PPT8和另外提供的一首柬埔寨歌曲)
(2)让学生观看老师假期照片,并根据照片结合主要句型Where did you go … How did you go there What did you do Who did you go with How was your holiday 向老师提出问题(PPT9和另外提供的教师相片PPT,要按观看放映,有柬埔寨歌曲作为背景音乐,制造观看效果)
【设计意图】先让学生通过猜歌猜教师的旅游地方,引起学生兴致;再让学生观看老师旅游照片,满足学生好奇心和增添课堂生气,同时帮助拓展学生的课外知识。
2. 分享学生们的假期活动。教师让学生课前准备一些假期照的照片,让学生们在小组里分享自己寒假里做的事情,然后在全班内分享。教师可提供示范和语言支架,如:(PPT10)
A: Where did you go over the winter(…) holiday
B: I went to...
A: How did you go there
B: I went there by...
A: Who did you go with
B;I went with...
A: What was the weather like there
B: It was…
A: What did you do there
B: I saw... I bought... I ate... I had...
A: How was your holiday
B: It was...
…
【设计意图】让学生结合重点句型分享各自假期生活,给学生创造合作交流的学习机会,让学生深刻体会学习与生活实际息息相关,达到语言输出的目的。
3.Travel tips:
If you want to travel to somewhere by yourself, you should book the ticket earlier ,because it’s cheaper. And you should know about the place you go , make a plan, then you will have a good time.
【设计意图】能合理安排假期和懂得如何计划安排旅程。
【作业】Unit 3 Where did you go
Step 5 Homework
(1)听读,背P26
(2)抄P26对话一遍,B本
(3)完成配套练习册
(4)和家人分享班上同学们以前假期的活动
【讲授】板书
七、Blackboard design板书设计
Unit 3 Where did you go P26
Where: Sanya
How: by plan
Who : with her parents
What: took lots of pictures and went swimming
How : great
【讲授】小结
八、Reflection教学评价(教学反思)
目标明确,环环相扣,面向全体学生,关注个体差异,通过接触、理解、操练等环节,实现语言知识的内化。注重培养学生的朗读能力和用英语交流的能力,并通过听、说、交流等活动激发学生学习英语的兴趣。能做到鼓励学生大胆说,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,让学生在做中学、学中玩、玩中悟。但仍存在不足之处,整节课课堂气氛稍显沉闷,教师要学会不要讲的过多,要学会大胆放手,让学生成为课堂上真正的主人。
1、能够听懂、理解Let’s try部分的内容,并能完成相应的练习。
2、能够在图片和教师的帮助下理解Let’s talk对话大意,并回答读后问题。
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、能够在情景中运用句型: Where did you go … How did you go there What did you do Who did you go with How was your holiday 谈论假日安排;
4、能够在语境中理解生词over,beach和sometime,并能正确发音。
5、能够运用所学句型谈论自己的假期生活。
学情分析
经过三年半的英语学习,六年级学生已经具备一定的知识储备,对于英语已经有了一定的自主学习能力。但是,他们生理和心理都在发生着急剧的变化,英语课堂上表现出来的性格也渐渐由外露变得比较内敛、害羞和敏感。本课的教学内容语法性比较强,内容比较枯燥,针对六年级学生羞于表达的特点,我结合了歌曲、图像,还有多个任务来增强趣味性,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。
重点难点
重点是让学生掌握主要句型:Where did you go … How did you go there What did you do Who did you go with How was your holiday 难点是让学生能够正确运用一般过去时态描述过去假期的活动。
教学过程
【导入】Unit 3 Where did you go
Step 1 Lead-in(导入)
Listen to a song:Tell me about your holiday
【设计意图】这是本单元教学VCD的英文歌,用来课前调动学生学习英语的积极性,让学生以轻松的心情开始投入课堂学习。
Step 2 Preview
1.Free-talk:
Now tell me about your holiday.
运用主要句型:Where did you go on your holiday How did you go there What did you do Who did you go with How was your holiday 谈论学生假期活动。 【设计意图】通过师生交谈,让学生在轻松欢快的氛围中开始新的课程,通过询问where, who, how ,what等与旅游相关的话题,让学生回忆、感知所学过的相关词汇和句型,并让学生初步了解旅游可以谈论的话题。
2.What about Sarah’s winter holiday
进入Let’s try 部分,教师播放第一遍录音,要求学生回答3个问题:What are they talking about Where did Sarah go Who did Sarah go with 播放第二遍录音,教师追问:What did Sarah do there Who did Sarah buy gifts for ,学生回答问题的同时,并核对Let’s try 答案。
【讲授】Unit 3 Where did you go
Step 3 Presentation and Practice(呈现与操练)
1.完成Let’s try后,教师提问:Sarah went to Hangzhou last winter holiday. What about Amy’s winter holiday 要求学生带着问题听录音,然后回答问题:(PPT2----PPT5)
(1)Where did Amy go over(on,during) her winter holiday 强调对比over(on,during),并展示三亚海滩图片Sanya is in Hainan增强视觉效果。(2)How did she go there
(3)Who did she go with
(4)What did she do there 追问:What else did she do 加插课文四幅图片内容讲解:Day 1: She flew to Sanya from Beijing. Day 2: She went swimming and took pictures.Day 3: She played football. Day 4: She rode a bike.
(5)What was the weather like there 加插中国地图,让学生了解因为海南的地理位置而导致三亚冬天天气是warm.
(6)How was the beach 加插闸坡图片与三亚海滩图片进行对比,宣扬爱家乡之情。
(7)How was her holiday
【设计意图】利用问答形式,加插图片,边讲解课文重点句型(边板书)和相关知识点来增强趣味性,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。
1.让学生观看Let’s talk 动画后,进行跟读。跟读完成后,讲解重点单词sometime &sometimes的区分。(PPT6)
(1)sometime:改天;来日;某个时候 some(一些)+time(时间)
(2)sometimes: 有时候
(3)例句:Come to see us sometime.改天过来看看我们。
Sometimes I go to school by bike.有时候我骑自行车去上学。
2.让学生小组内进行对话练习,先老师和学生分角色朗读对话,再学生分组角色朗读对话。【设计意图】通过形式多样的听读看,训练学生的听说能力,保证学生学习语言的输入。
【活动】Unit 3 Where did you go
Step 4 Consolidation and Extension(巩固与延伸)
1. 分享老师假期活动:
(1) Guessing game 让学生通过听歌,试猜老师寒假去了哪里旅游。 (PPT8和另外提供的一首柬埔寨歌曲)
(2)让学生观看老师假期照片,并根据照片结合主要句型Where did you go … How did you go there What did you do Who did you go with How was your holiday 向老师提出问题(PPT9和另外提供的教师相片PPT,要按观看放映,有柬埔寨歌曲作为背景音乐,制造观看效果)
【设计意图】先让学生通过猜歌猜教师的旅游地方,引起学生兴致;再让学生观看老师旅游照片,满足学生好奇心和增添课堂生气,同时帮助拓展学生的课外知识。
2. 分享学生们的假期活动。教师让学生课前准备一些假期照的照片,让学生们在小组里分享自己寒假里做的事情,然后在全班内分享。教师可提供示范和语言支架,如:(PPT10)
A: Where did you go over the winter(…) holiday
B: I went to...
A: How did you go there
B: I went there by...
A: Who did you go with
B;I went with...
A: What was the weather like there
B: It was…
A: What did you do there
B: I saw... I bought... I ate... I had...
A: How was your holiday
B: It was...
…
【设计意图】让学生结合重点句型分享各自假期生活,给学生创造合作交流的学习机会,让学生深刻体会学习与生活实际息息相关,达到语言输出的目的。
3.Travel tips:
If you want to travel to somewhere by yourself, you should book the ticket earlier ,because it’s cheaper. And you should know about the place you go , make a plan, then you will have a good time.
【设计意图】能合理安排假期和懂得如何计划安排旅程。
【作业】Unit 3 Where did you go
Step 5 Homework
(1)听读,背P26
(2)抄P26对话一遍,B本
(3)完成配套练习册
(4)和家人分享班上同学们以前假期的活动
【讲授】板书
七、Blackboard design板书设计
Unit 3 Where did you go P26
Where: Sanya
How: by plan
Who : with her parents
What: took lots of pictures and went swimming
How : great
【讲授】小结
八、Reflection教学评价(教学反思)
目标明确,环环相扣,面向全体学生,关注个体差异,通过接触、理解、操练等环节,实现语言知识的内化。注重培养学生的朗读能力和用英语交流的能力,并通过听、说、交流等活动激发学生学习英语的兴趣。能做到鼓励学生大胆说,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,让学生在做中学、学中玩、玩中悟。但仍存在不足之处,整节课课堂气氛稍显沉闷,教师要学会不要讲的过多,要学会大胆放手,让学生成为课堂上真正的主人。