(共33张PPT)
Unit 3 How did you go to Hangzhou
北京版六年级上册
Lesson 12
An unforgettable trip
Mike shared his unforgettable trip in Hangzhou. Do you still remember the details Let’s review.
Let’s review
Mike and his parents flew to Hangzhou.
Mike left his passport in the hotel.
They went back for it and missed the flight.
His parents missed work and Mike missed school on Monday.
Let’s review
went around…by bike
bought
went to … by air
visited… and saw…
Let’s review
Transportation in the old days
horse
sedan chair
carriage
walk
slow
difficult
dangerous
Let’s review
Transportation nowadays
plane
ship
train
subway
car
bus
bike
…
safe
fast
easy
comfortable
An unforgettable trip
Now can you help Mike make a travel log Let’s have a try.
Let’s read
Mike and his parents took a trip to Hangzhou last weekend.
When they were coming home, they found at the airport that Mike’s passport was missing. Mike left it in the hotel. So they all went back for it. They missed their flight home and came back late. Mike’s parents missed work, and Mike missed school on Monday.
Mike told Grandpa on the phone about his fantastic trip to
Hangzhou. He and his parents went there by air. They visited many places. They went around the West Lake by bike. His parents bought some silk dresses and green tea.
Read and answer
What did Mike and his parents do in Hangzhou
They visited many places. They went around the West Lake by bike.
Why did they miss the flight
Mike left the passport in the hotel. They all went back for it. So they missed their flight.
Fantastic days in Hangzhou
We got there
We got there by air.
We saw
We saw green hills, blue water, small bridges and old houses.
We visited
We visited many places. We went around the West Lake by bike.
We bought
Mum bought silk dresses and Dad bought green tea.
The special day in Hangzhou
I found I left my passport in the hotel.
We went back for it.
We missed our flight.
I will take good care of my things next time.
An unforgettable trip
When we collected the photos, we met some words which include letter “z”. Let’s have a look.
Learn the sounds
You can see zebras in the zoo.
Learn the sounds
Always cross the street in the crossing zone.
Learn the sounds
Don’t forget to zip up your zipper.
Learn the sounds
Remember to write the zip code on the envelope.
Learn the sounds
zebra
zip
zipper
/z/
zip code
zoo
zone
Watch and learn
An unforgettable trip
Yangyang had a trip in Beijing. Where did they go How did they get there Let’s listen.
Listen and decide
Listen and decide
—Where did Yangyang and his parents go last Sunday
—They went to the Summer Palace.
Listen and decide
—How did they go there
—They went there by bus.
Listen and decide
√
×
An unforgettable trip
Now, can you write a trip log by yourself Let’s have a try.
Let’s write
around saw Monday many horses West smart hotel hills
Our tour guide is a ________ young man. On ________ afternoon, he took us to the ________ Hills in Beijing. We ________ a lot of colourful leaves on the ________. We walked ________ and took ________ photos. We saw people riding ________. We stayed there for three hours and went back to the ________ before dinner.
smart
Monday
West
saw
hills
around
many
horses
hotel
Look and say
Shanghai
central park
museum
zoo
How did you go to Shanghai
I went there by train.
Look and say
Shanghai
central park
museum
zoo
How did you go to the central park
I went there by bus.
Look and say
Shanghai
central park
museum
zoo
How did you go to the museum
I went there by taxi.
Look and say
Shanghai
central park
museum
zoo
How did you go to the zoo
I went there by bike.
An unforgettable trip
Travelling makes life bright. Make trip log to remember the happy and beauty of travel.
Homework
Must do:
1. Read the passage.
2. Master the sounds of letter “z”.
Choose to do:
1.Write a trip log for your unforgettable trip.
谢谢
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Unit 3单元整体教学设计
单元课题 六年级上册 教材页码 P18-25
单元主题 意义 本单元围绕旅行与交通工具而展开，主要学习谈论旅行经历的过程中学会描述旅行时间、地点、出行方式、特殊事件等，同时了解交通工具的发展对于出行的作用。本单元的核心知识是：能够围绕出行地点、出行方式进行简单的询问及表达，交流选择交通方式的原因。“How did you go to … Where did you go … Who invented the … ”。
教学内容分析 1.来源&内容： 本课出自北京版小学英语六年级上册第三单元。本单元的主题为Talking about travelling and transportation，通过三个对话的学习及阅读拓展语篇，学生们能够在谈论旅行经历的过程中学会描述旅行时间、地点、出行方式、特殊事件等，同时了解交通工具的发展对于出行的作用。 2.纵向知识关联： 功能：询问并回答，介绍，描述，情感。 话题：谈论旅行经历的过程中学会描述旅行时间、地点、出行方式、特殊事件。 语言知识： 2（下）Unit 5 How do you go to school How do you go to school every day On the school bus.5（上）Unit 7 What will you do in Chengdu Are you going there by train No, we are going by plane.6(上)Unit 1-5一般过去时
3.横向知识关联： 本单元涉及的语法点和一二单元一样，都是一般过去式。 本单元在 Lesson9,Lesson10和 Lesson11 所涉及的都是一般过去时的用法。三个课也都涉及了交通方式的用法。 三课都需要重点学习和不断强化的是： 1.出行方式的询问和回答:“How did you go to... ”“I/We went to....by......” 2.关于旅行经历的信息交流:“How was your trip ”及其答语;“What did you do there ”及其答语般过去时疑问句的提问和回答:“Did you..... ”“Yes，I did./No，I didn’t. 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询问他人出行方式的句型，如How do you go to school 以及旅行的出行方式的询问Are you going there by train 等；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谈论旅行经历的过程中学会描述旅行时间、地点、出行方式、特殊事件等；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see, Monday, hotel, angry，hill, west, around, many, ride, horse, smart。 2. 能在语境中学习句型—Where did you go —We flew to Hangzhou.—How did you go to Hangzhou — We went there by air.能在语境当中用合适的日常用语谈论旅行经历的过程中学会描述旅行时间、地点、出行方式、特殊事件等; 3. 学生根据自己的生活经历、出游体验，描述或交流一次旅程。 4. 学生能评价对话中Mike丢三落四的行为，并联系自身给出建议，知晓未来如何应对。 5. 学生能够对古今的出行方式进行对比和讨论，感受创新和发明使社会进步并给人们的生活带来的便捷。
第四课时教学设计
一、教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，巩固复习本单元关于描述旅行所使用的重点单词、短语和句型;学习字母z的发音规律；(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，围绕旅行话题讨论，学习制作旅行手账，感受并记录生活的美好。（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
How did you go to…
Who invented …
二、教学重难点
1. 学生能够在介绍一次旅行的情境中正确运用本单元所学的词汇、句型进行表达。
2. 学生能够综合运用本单元所学内容制作旅行手账，分享旅行见闻，感受生活的美好。
三、教学过程
教学目标 学习活动 效果评价
学习理解 在看、听、说的活动中，获取和梳理对话信息，巩固复习本单元关于描述旅行所使用的重点单词、短语和句型。 1.Lead in Mike跟我们分享了他的一次难忘的杭州之旅。你还记得他都去了哪里？乘坐的什么交通工具？买了哪些东西？发生了什么特殊的事情？我们一起来回忆一下吧。 Mike and his parents flew to Hangzhou. Mike left his passport in the hotel. They went back for it and missed the flight. His parents missed work and Mike missed school on Monday. went to … by air visited… and saw… went around…by bike bought 通过Mike的旅行，我们对古今人类交通工具的进行了对比，并了解了一些重要交通工具的发明者。 Transportation in the old days horse sedan chair carriage walk slow difficult dangerous Transportation nowadays plane ship train subway car bus bike … safe fast easy comfortable 真是一次难忘的杭州之行，现在Mike想制作一份旅行手账，记录一下这次难忘的旅行，你能帮帮他吗？ 2. Let’s read 出示课文内容，组织学生阅读课文内容，系统回顾Mike的杭州之行。然后回答问题。 What did Mike and his parents do in Hangzhou Why did they miss the flight 现在请你帮助Mike完成他的旅行手账吧。 Fantastic days in Hangzhou We got there We got there by air. We visited We visited many places. We went around the West Lake by bike. We saw We saw green hills, blue water, small bridges and old houses. We bought Mum bought silk dresses and Dad bought green tea. The special day in Hangzhou I found I left my passport in the hotel. We went back for it. We missed our flight. I will take good care of my things next time. 3. Learn the sounds 在制作手账，收集照片的过程中，我们遇到了一些含有字母z的单词，我们一起来看一看。 You can see zebras in the zoo. Always cross the street in the crossing zone. Don’t forget to zip up your zipper. Remember to write the zip code on the envelope. 仔细地读一读这些单词，你能发现字母z的发音规律吗？ zebra zip zipper /z/ zip code zoo zone 4. Watch and learn 播放课文视频，组织学生观看视频，学习字母z的发音规律 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。 教师主动引导，观察学生的分步阅读任务的有效度、获取关键信息的能力。 教师根据学生对篇章的理解，启发思维，引导学生自主发现问题，通过分析、比较、归纳解决发音规律问题。
设计意图：本阶段活动旨在帮助学生在语篇中通过感知核心语言自然习得核心词汇，巩固复习本单元的重点单词、短语、句型和语音知识。学生在教师的指导下从大意到细节逐步理解篇章内容，由义及形，由形及音逐步习得新词，同时分析、推理等语言思维也得到有效发展。
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 Yangyang也记录了自己的北京之旅，我们一起来听一听，看一看吧。 1. Listen and decide 出示图片，播放录音，组织学生根据录音内容，判断所给图片与音频描述是否一致。 —Where did Yangyang and his parents go last Sunday —They went to the Summer Palace. —How did they go there —They went there by bus. 考查学生听力能力的同时，锻炼学生的逻辑分析判断能力。 现在你学会记录难忘的旅行了吗？ 2. Let’s write 出示短文，组织学生用所给单词把短文补充完整。考查学生对本单元话题内容的理解和掌握程度的同时，锻炼学生的阅读理解、逻辑分析、归纳总结能力。 Our tour guide is a ________ young man. On ________ afternoon, he took us to the ________ Hills in Beijing. We ________ a lot of colourful leaves on the ________. We walked ________ and took ________ photos. We saw people riding ________. We stayed there for three hours and went back to the ________ before dinner. 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：通过自主发表看法和意见，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。从学习理解过渡到应用实践，能够根据日常生活实际对假期活动进行交流分享，自然渗透情感教育。
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，巩固复习本单元重点单词、短语和句型。 1. Look and say 出示表格，组织学生根据表格进行互动问答。巩固练习询问他人去某地乘坐哪种交通工具的句型：How did you go to … How did you go to Shanghai I went there by train. How did you go to the central park I went there by bus. How did you go to the museum I went there by taxi. How did you go to the zoo I went there by bike. 旅行让我们的生活变得更美好。制作旅行手账，记录生活的美好。 2. Homework Must do: 1. Read the passage. 2. Master the sounds of letter “z”. Choose to do: 1.Write a trip log for your unforgettable trip. 教师观察学生能否对核心语言进行有效应用。 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。
