(共33张PPT)
Unit 1 What did you do this summer
北京版六年级上册
Lesson 4
Who will be the summer vacation life stars Please introduce your summer vacation life again.
Look, listen and complete
What did Mike do
I _____________Canada. I ______ a great time and ______ many things. I ______my grandparents. I ___________ my friends. I _______on my uncle’s farm.
went back to
had
did
visited
played with
worked
Look, listen and complete
What did Yangyang do
He just ______in Beijing. He _______to sing Peking Opera in the morning and _______________ in the afternoon. He also ___________________ and __________________his cousins.
stayed
learned
went swimming
visited some museums
played with
Look, listen and complete
What did Lingling do
She _______to the summer camp. She _____________________and she _________________. She _______________ one day and ____________________. She _______them _____________ the river again.
went
climbed the mountains
swam in the river
went fishing
caught three fish
let
go back into
The Summer Vacation Life Show Stars
Well done
Well done
Well done
Congratulations! Mike, Yangyang and Lingling. You really did a good job.
The Summer Vacation Life Show Stars
Well done
Well done
Well done
I want to be a summer vacation life show star.
what
where
how
when
Look and say
last Thursday
Last Thursday. I went to a special zoo. It’s not very far from my home. It took me twenty minutes to get there by bus.
Look and say
What did you see there
I saw a fox and an ox.
Look and say
Why did you say the zoo is special
Look and say
The fox is learning to use a Xerox machine.
Look and say
The ox is carrying a box with an ax in it.
Look and say
They took the ox for an X-ray.
Look and say
It’s amazing.
X-ray Xerox X box fox ox ax
Read and think
The fox is learning to use a Xerox machine.
The ox is carrying a box with an ax in it.
They took the ox for an X-ray.
X-ray Xerox
box fox ox ax
X
X-ray Xerox X box fox ox ax
Think and share
Xerox
/z/
xebec
box
fox
ox
ax
/ks/
six
wax
mix
relax
It’s really an amazing zoo. Baobao had a good time there.
The Summer Vacation Life Show Stars
Well done
Well done
Well done
Well done
Now, let’s make information cards for our wonderful summer vacation.
X-ray Xerox X box fox ox ax
Look, read and complete
Information card
Name: _____________________
When: _____________________
Where: ____________________
Activities: __________________
______________________________________________________
Mike
during summer vacation
Canada
visited my grandparents, played with my friends, worked on my uncle’s home
X-ray Xerox X box fox ox ax
Look, read and complete
Information card
Name: _____________________
When: _____________________
Where: ____________________
Activities: __________________
______________________________________________________
Yangyang
during summer vacation
Beijing
learned to sing Peking Opera, went swimming, visited some museums, played with my cousins
X-ray Xerox X box fox ox ax
Look, read and complete
Information card
Name: _____________________
When: _____________________
Where: ____________________
Activities: __________________
______________________________________________________
Lingling
during summer vacation
Summer camp
climbed the mountains, swam in the river, went fishing and caught three fish, let the fish go back into the river
X-ray Xerox X box fox ox ax
Look, ask and answer
Information card
Name: _____________________
When: _____________________
Where: ____________________
Activities: __________________
______________________________________________________
Jack
during summer vacation
London
visited the Big Ben, visited the British Museum, played with his best friend
Where did Jack go this summer
He went to London.
What did Jack do there
He visited the Big Ben and the British Museum. He played with his best friend.
X-ray Xerox X box fox ox ax
Look, ask and answer
Information card
Name: _____________________
When: _____________________
Where: ____________________
Activities: __________________
______________________________________________________
Linda
during summer vacation
countryside
picked apples, fed chickens, played with dogs and cats
Where did Linda go this summer
She went to the countryside.
What did Linda do there
She picked apples, fed chickens, and played with dogs and cats.
Listen and match
Listen and check
—Did Sara like her new shoes
—Yes, she did.
—What did grandpa do yesterday
—He went fishing yesterday.
—When did Mike have his piano lesson
—Last Saturday.
Let’s write
Please farm swimming Thursday
some played mountains glasses
Teacher: ________ tell me what you did during the National Day Holiday.
Tom: Let me say first. I went shopping and bought ________ pens and a pair of ________.
Amy: I went ________.
Ken: My parents took me to a ________.
We climbed the ________. I ________ with
some small animals. We came back on ________.
Please
some
glasses
swimming
farm
mountains
played
Thursday
X-ray Xerox X box fox ox ax
Summary
My summer vacation
where
when
what
how
Where did you go
When did you come back
What did you do there
How was your holiday
Homework
Must do:
1. Review the words, phrases and sentences in this unit.
2. Make a short video to introduce your summer vacation.
Choose to do:
1. Make a plan for the coming National Day holiday.
2. Learn more about the sound of letter “x”.
谢谢
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Unit 1单元整体教学设计
单元课题 六年级上册 教材页码 P2-9
单元主题 意义 本单元围绕讨论自己和对方的假期生活展开，主要学习“在过去时间里所做的事情和所去的场所的询问及回答”，通过学习，学生能对假期生活的内容更加清晰，并在谈论自己或他人的假期生活中体验生活的美好。本单元的核心知识是：学习一般过去时的各种表达形式。“What did you do this summer Where did you go last night …”。
教学内容分析 1.来源&内容： 本单元来自北京版英语六年级上册的第一个单元。本单元的话题是谈论假期活动，What did you do this summer 具有承上启下的作用，承接学生学过的所做的事情和所去的场所的相关表达知识，同时，学习所做的事情和所去的场所用在过去时间里应该如何正确表达，为接下来第二单元询问他人身体情况，第三单元询问他人去某地的交通方式等内容做铺垫。 2.纵向知识关联： 功能：询问并回答，介绍，情感。 话题：询问并回答他人在过去时间所做的事情和所去的场所。 语言知识： 4（上）Unit 4 RevisionBell invented the telephone in 1876. People first used the cell phone in 1975. 5(上)Unit 6 What are your favourite sports I saw some old people skiing today.6(上)Unit 1-5一般过去时
3.横向知识关联： 第一单元中 L1和 L2 主要学习 What did you do... 的询问及应答;L3 主要学习 Where did you go... 的询问及应答。三课都需要重点学习和不断强化的是： (1)疑问词 When 和where 的意思的理解和使用； (2) did 的使用； (3) 时间状语的使用； (4) 动词变过去式的规则。 4.单元探究设计：
学情分析 1.年龄特征： 六年级是小学阶段最后一个年级，高年级学生较中、低年级学生具有更成熟的认知能力和心理特征，对自身及周边的事物逐步有了自己独立的理解和认识。但不同学生的具体表现有很大差异，英语基础好的同学对英语有较强的求知欲和兴趣，能够把所学内容与生活实际相联系，并在课程教学过程中积极参与课堂教学活动，喜欢丰富多样的课堂活动形式，如畅读歌谣、对话表演、改编故事等，而一些学困生对英语学习的积极性不高，对英语课堂或家庭作业都是敷衍应付。 2.知识储备： 学生学过用简单的语言介绍一些日常活动，如 go to school, go to the park等，能够根据场所的不同具体特征进行表述；其次，学生对一般过去时并不陌生，之前的学习中已有初步涉及。 3.能力水平： 六年级的学生已具备能够准确从对话当中提炼主要信息的能力；能在语境当中用合适的日常用语询问及表达在过去的时间里所做的事情和所去的场所；能掌握一般过去时，分辨一般过去时和一般现在时的使用方法及情景。
单元目标 在本单元教学结束之际，学生能： 1. 能听、说、读、写核心词汇play, farm, swim, strong, some, Thursday, mountain, let, glasses, please, problem。 2. 能在语境中学习句型—What did you do this summer —Oh，I went back to Canada.—When did you come back from your summer camp, Lingling I came back last Thursday. —Did you go to see your grandparents this summer —Yes，I did. 能在语境中理解一般过去时的表达方式;在不同的语境(动作和场所)中表达过去发生的事情;在表达中对动词能进行相应的变换;会使用时间状语; 3.熟练掌握一般过去时的定义及用法； 4.熟练掌握一般过去时的特殊疑问句和一般疑问句,并能在实际情景中运用； 5.了解西方国家的学生如何度过假期。
第四课时教学设计
一、教学目标
通过本课学习，学生能够：
1.能理解并听懂表示过去时的句子，能简单询问、描述假期做过的事情；能读出含有字母x的单词，知道x再单词中发/ks/和/z/;(学习理解）
2.在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价；（应用实践）
3.在小组内进行真实语境的创设，对自己生活中曾经做过的事和去过的场所进行交流，询问、描述假期做过的事情，并尝试多角度描述假期活动的过程和意义。（迁移创新）
完成本课时目标所需要的核心语言如下：
Where did you go
When did you …
What did you do
How was your …
二、教学重难点
学生能掌握询问、描述假期做过的事情的句型。
2. 能够了解字母x在单词中的发音规律。
三、教学过程
教学目标 学习活动 效果评价
学习理解 巩固复习本单元重点单词、短语和句型的同时，能够通过听读篇章发音，观察例词结构中共有的特征，学习字母x的发音规则；能够根据字母x的发音规则读出生词。 1.Lead in 学校组织的暑假生活展顺利召开了，同学们都展出了自己的照片，那么谁会被评委暑假之星呢？让我们再来一起回顾一下大家暑假都做了哪些事情。通过情景，复习上节课所学重点单词、短语和句型。 Look, listen and complete 播放听力，组织学生根据录音内容，把所给句子缺失的部分补充完整，回顾Mike, Yangyang和Lingling暑假都做了哪些事情。 What did Mike do I _____________Canada. I ______ a great time and ______ many things. I ______my grandparents. I ___________ my friends. I _______on my uncle’s farm. What did Yangyang do He just ______in Beijing. He _______to sing Peking Opera in the morning and _______________ in the afternoon. He also ___________________ and __________________his cousins. What did Lingling do She _______to the summer camp. She _____________________and she _________________. She _______________ one day and ____________________. She _______them _____________ the river again. Mike, Yangyang和Lingling的暑假生活都过的很精彩，老师把他们三人都评为了暑假之星。Baobao非常羡慕他们，表示自己也想成为暑期之星，老师让他介绍一下自己的暑假生活。他需要从Where, when, what, how 四个方面分别介绍一下自己的暑假生活。 Look and say 看图片，读一读Baobao描述的内容，阅读同学们和Baobao 的对话。 通过了解Baobao的暑假生活，体验Baobao奇妙的动物园之旅，过程中学习字母x的发音规律。 4. Read and think X-ray Xerox box fox ox ax The fox is learning to use a Xerox machine. The ox is carrying a box with an ax in it. They took the ox for an X-ray. 找出文中出现的含有字母x的单词，朗读并发现其发音的不同。 5. Think and share 感受字母x在不同单词中的发音的不同，并试着找出同类发音的其他单词。考查学生对字母x的发音的了解和掌握程度。 Baobao分享了他的奇妙动物园之旅，顺利地被评选为暑假之星。 创设情景，让学生在具体情景中学习话题相关内容，引导学生积极参与互动和交流，学生能主动分享个人对该主题已有的知识、经验，教师根据需要调整提问方式进行追问或予以鼓励，预热学生提取关键信息的能力。 引导学生积极参与互动和交流，学生能主动分享个人对该主题已有的知识、经验，教师根据需要调整提问教师观察学生完成任务的积极性和准确性，并及时予以指导和反馈，以评估此活动的有效度。 教师观察学生的预测能力、讨论参与程度和提取已有知识经验的能力，及时反馈奖励。 引导学生积极参与互动和交流，学生能主动分享个人对语音拼读的已知经验，教师为学生提供多种表达机会。 教师观察学生完成任务的积极性和准确性，并及时予以指导和反馈并有效拓展，以评估此活动的有效度，判断学生能否通过该任务有效关键信息。
设计意图：本阶段活动旨在帮助学生在语境中通过感知核心语言到自主拼读，理解文本内容，学习音形规律。学生在教师的指导下阅读、发现、选择、听音，从感知到尝试拼读再到自主拼读和有效阅读，同时语言思维也得到有效发展。学生通过发表自主想法、跟读进一步理解、内化核心语言，为下一步语言输出奠定基础；同时价值观的渗透在任务完成的过程中主动完成。
教学目标 学习活动 效果评价
应用实践 在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价 1. Look, read and complete 同学们都度过了一个丰富多彩的暑假，下面请你们为自己的暑假生活制作一张信息卡吧。信息卡上的内容包括：Name: _____________________ When: _____________________ Where: ____________________ Activities:______________________________________________________ 请试着根据回顾Mike, Yangyang和Lingling的暑假生活相关信息，分别填写他们的暑假生活信息卡。 考查学生对课文的理解和掌握程度的同时，锻炼学生的书面表达能力。 2. Look, ask and answer 下面是其他同学的暑假生活信息卡，他们都去了哪里，做了哪些活动？请同学们根据信息卡提供的信息，与同伴一起对话练习询问及回答他们的暑假生活。 Where did Jack go this summer He went to London. What did Jack do there He visited the Big Ben and the British Museum. He played with his best friend. Where did Linda go this summer She went to the countryside. What did Linda do there She picked apples, fed chickens, and played with dogs and cats. 教师观察学生能否对核心语言进行有效应用。 教师观察学生在语境中运用核心语言进行问答和交流的情况，根据学生表现予以指导和反馈，学生会对核心语言进行有效应用和实时创新。
设计意图：本阶段活动设计意图是通过自主发表看法和建议，让学生在交际中巩固所学内容，从中体验、实践、交流和探究语言，达成逐步熟悉词汇的意义和功能。设置矛盾问题，激发学生思考和解决问题，做到用英语来做事情。
教学目标 学习活动 效果评价
迁移创新 在小组内进行真实语境的创设，回顾并描述自己的暑假生活，并多角度评价自己的暑假生活。 1. Listen and match 出示图片，播放音频，组织学生根据听力内容，把图片进行连线。考查学生对本单元询问及回答他人过去时间做过哪些事情的相关表达的理解和掌握程度。 2. Let’s write 通过本单元的学习，你知道该怎样描述自己的假期生活了吗？下面我们通过短文，再巩固练习一下如何描述自己的假期生活把。 Teacher: ________ tell me what you did during the National Day Holiday. Tom: Let me say first. I went shopping and bought ________ pens and a pair of ________. Amy: I went ________. Ken: My parents took me to a ________. We climbed the ________. I ________ with some small animals. We came back on ________. 3. Summary 4. Homework Must do: 1. Review the words, phrases and sentences in this unit. 2. Make a short video to introduce your summer vacation. Choose to do: 1. Make a plan for the coming National Day holiday. 2. Learn more about the sound of letter “x”. 教师引导学生积极主动发现问题，并通过合作探讨解决问题。 展示环节，教师突出表扬有自己独特想法的表达。 教师鼓励学生积极参与创意作业的完成并进行自评。
设计意图：本阶段作业活动旨在帮助学生在迁移的语境中，创造性地运用所学语言，交流，为学生提供自由运用语言的平台，让学生在乐趣中使用语言解决问题，培养学生的动手能力、合作能力和表达能力，发展学生语言思维；同时在完成作业的过程中，学生从课本走向现实生活，在探索和动手解决问题的过程中发展语用能力。
