(共36张PPT)
Unit 3 How did you go to Hangzhou
北京版六年级上册
Lesson 10
An unforgettable trip
Mike had an unforgettable trip in Hangzhou. What did they do there Let’s have a look.
What are they talking about
Look and think
Let’s watch
Listen and complete
How _____your _______ to Hangzhou, Mike
was
It was _________.
fantastic
trip
Listen and complete
How ____ you go to Hangzhou
did
We went there ______. We _____ many places and saw green _____, blue water, small ______, and old houses.
by air
visited
hills
bridges
Let’s learn
How did you go to Hangzhou
We went there by plane.
We took a plane there.
We flew there.
We went there by air.
Let’s learn
small bridges
green hills
blue water
old houses
Listen and complete
_____ you go to the West Lake
Did
Yes, we went _______the lake
_________.
around
by bike
Listen and complete
That ______special. Did you ________________
sounds
Yes, Mum _______some ____ dresses and Dad bought some
__________.
bought
green tea
do some shopping
silk
Let’s learn
Mum bought some silk dresses and Dad bought some green tea.
silk dresses
green tea
Listen and answer
How was Mike’s trip
It was fantastic.
Listen and answer
How did they go to Hangzhou
They went there by air.
Listen and answer
What did they do in Hangzhou
They visited many places and saw
green hills, blue water, small bridges, and old houses.
Listen and answer
What did they buy in Hangzhou
Mum bought some silk dresses and Dad bought some
green tea.
Read and judge
Tick or cross
（ ）1. Mike’s family visited many places and saw
（ ）2. Mike’s family went around the West Lake on foot.
（ ）3. Mike’s parents bought some silk dresses and
beautiful views in Hangzhou.
green tea.
√
×
√
Let’s role-play
Grandpa: How was your trip to Hangzhou, Mike
Mike: It was fantastic.
Grandpa: How did you go to Hangzhou
Mike: We went there by air. We visited many places and saw green hills, blue water, small bridges, and old houses.
Let’s role-play
Grandpa: Did you go to the West Lake
Mike: Yes, we went around the lake by bike.
Grandpa: That sounds special. Did you do some shopping
Mike: Yes, Mum bought some silk dresses and Dad bought some green tea.
Listen and complete
Mike and his parents had a _________trip in Hangzhou. They went there ___________. They visited many places and ____________, blue water, small __________and old houses. They went to the West Lake. They went _______the lake by _____. Mum bought some __________and Dad bought some ________.
fantastic
by air
saw green hills
bridges
around
bike
silk dresses
green tea
Let’s retell
went around…by bike
bought
went to … by air
Mike’s trip
visited… and saw…
Ask and answer
How did you go to Shanghai
We went there by train.
Ask and answer
How did you go to the train station
We went there by subway.
Ask and answer
How did you go to the Spring Festival Fair
We went there on foot.
Ask and answer
How did you go to Hangzhou
We went there by air.
Ask and answer
How did you go to the central park
We went there by bike.
Ask and answer
How did you go to the museum
We went there by taxi.
Ask and answer
How did you go to the cinema
We went there by bus.
Listen and write
Sunday
played
put
Listen and check
Rose did something interesting last Sunday.
She went to her uncle’s house.
She helped take care of her baby cousin.
She fed her, played with her, and put her to bed.
Brainstorm
Tourist attractions in Hangzhou
the West Lake
Wuzhen
Thousand-island lake
Lingyin Temple
Let’s learn more
Pair work
—How did you go to…
—I went there by…
Hong Kong
Shangdong
airport
supermarket
An unforgettable trip
Mike had a good time in Hangzhou. They went there by air. They visited many places. Hangzhou is a beautiful place.
Homework
Must do:
1. Listen and read the dialogue.
2. Ask and answer how to get some place.
Choose to do:
1.Write a short passage about an 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。
第二课时教学设计
一、教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，获取和梳理对话信息，理解对话中围绕出行地点、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所使用的核心语言：—How did you go to … —We went there by …. ;(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，对杭州当地著名景色及特产有所了解。（迁移创新）
完成本课时目标所需要的核心语言如下：
—How did you go to Hangzhou
—We went there by air.
二、教学重难点
1. 学生能理解本课对话内容，能够通过听读对话，获取相关信息。
2. 学生能够利用思维导图介绍或交流自己的一次旅行经历。
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，理解对话中围绕出行地点、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所使用的核心语言：—How did you go to … —We went there by …. 1.Lead in 通过上一节课的学习，我们知道了Mike刚经历了一次难忘的杭州之行，那么Mike在杭州旅行的时候都做了哪些事情呢？瞧，他正在跟爷爷谈论他的杭州之行呢。我们一起来看一看吧。以回顾Mike难忘的杭州之行为情景引入本节课围绕出行地点、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的话题。顺承Mike旅行的话题，自然引出本节课的主要内容，学习围绕出行地点、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的相关表达。 2. Look and think Mike正在跟爷爷打视频电话，他们聊什么呢？我们一起带着问题去看视频。 播放课文视频，组织学生带着问题看视频: What are they talking about 3. Let’s watch 播放课文视频，组织学生观看视频，跟读课文，并尝试理解课文大意；着重留意涉及前面提到的问题的语句，尝试组织语言，总结概括出答案。 通过视频，你知道Mike在杭州的时候都做了哪些事情了吗？接下来我们仔细听听他和爷爷之间的对话。 4. Listen and complete Mike的杭州之行怎么样？他们乘坐哪种交通工具去的杭州？他们在杭州都做了哪些事情？爸爸妈妈买了哪些东西呢？我们一起听一听，填一填。 根据对话内容，把所给句子中缺失的部分补充完整。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的听力能力。 5. Let’s learn How did you go to Hangzhou We went there by air. We went there by plane. We took a plane there. We flew there. green hills blue water small bridges old houses Mum bought some silk dresses and Dad bought some green tea. silk dresses green tea 6. Listen and answer How was Mike’s trip It was fantastic. How did they go to Hangzhou They went there by air. What did they do in Hangzhou They visited many places and saw green hills, blue water, small bridges, and old houses. What did they buy in Hangzhou Mum bought some silk dresses and Dad bought some green tea. 播放音频，组织学生根据音频回答问题。考查学生对课文的理解和掌握程度的同时，巩固学习本节课重点单词、短语。 7. Tick or cross 1. Mike’s family visited many places and saw beautiful views in Hangzhou. 2. Mike’s family went around the West Lake on foot. 3. Mike’s parents bought some silk dresses and green tea. 根据课文内容，判断所给句子的描述是否准确。考查学生对课文的理解和掌握程度的同时，锻炼学生的逻辑思维和判断能力。 8. Let’s role-play Mike的杭州之行怎么样？他们乘坐哪种交通工具去的杭州？他们在杭州都做了哪些事情？爸爸妈妈买了哪些东西呢？我们一起来表演一下吧。 组织学生角色扮演课文内容。找两名学生，分别扮演Mike和爷爷，两人就课文内容进行对话练习。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的口语表达能力。 8. Listen and complete 现在你知道为什么Mike的杭州之行都做了哪些事了吗？试着根据课文内容，把下面短文补充完整吧。 Mike and his parents had a _________trip in Hangzhou. They went there ___________. They visited many places and ____________, blue water, small __________and old houses. They went to the West Lake. They went _______the lake by _____. Mum bought some __________and Dad bought some ________. 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。 教师观察学生对细节信息提取的速度和准确性。 教师设置任务为学生总结提取关键信息。 教师设置任务为学生总结提取关键信息。 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。 教师观察学生演绎对话时的表情、语言、肢体等情感表达体现地是否到位。 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。
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，掌握围绕出行地点、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的句型。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 1. Let’s retell Let’s retell Mike’s trip went to … by air visited… and saw… went around…by bike bought 通过学习，你对Mike的杭州之行印象深刻吗？试着根据所给图片和文字信息，复述课文吧。 考查学生对课文的理解和掌握程度的同时，锻炼学生的口语表达能力。 2. Ask and answer 通过了解Mike的杭州之行，你知道怎么样询问他人的出行方式了吗？组织学生根据图片进行互动问答。巩固练习句型：—How did you go to … —We went there by …. How did you go to Shanghai We went there by train. How did you go to the train station We went there by subway. How did you go to the Spring Festival Fair We went there on foot. How did you go to Hangzhou We went there by air. How did you go to the central park We went there by bike. How did you go to the museum We went there by taxi. How did you go to the cinema We went there by bus. 3. Listen and write 通过Mike的故事，你知道怎样描述自己什么时间做了什么事情了吗？下面是Rose的描述，你来听一听，填一填吧。 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。 教师引导学生积极主动发现问题，并通过合作探讨问题。
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，学习围绕出行地点、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。 1. Brainstorm Tourist attractions in Hangzhou Mike去杭州都参观了哪些景点，你还记得吗？那么杭州还有哪些经典的打卡之处呢？想一想，说一说吧。 2. Let’s learn more 播放介绍杭州的视频，组织学生观看视频，了解并记忆杭州这座城市的不同之处，为以后相关话题写作积累素材。 3. Pair work —How did you go to… —I went there by… 组织学生与同伴对话练习，询问及回答去某地的交通方式。考查学生对本节课重点知识的理解和掌握程度的同时，锻炼学生的与他人合作能力和口语表达能力。 通过Mike的杭州之行，我们学习了去不同的乘坐不同的交通工具的询问及回答的表达方式。那么，你对不同交通方式的演变和发展有所了解吗？ 4. Homework Must do: 1. Listen and read the dialogue. 2. Ask and answer how to get some place. Choose to do: 1.Write a short passage about an unforgettable trip. 教师组织学生头脑风暴，发散思维，联想话题相关内容，激发学生学习兴趣及课堂参与度。 教师观察学生对细节信息提取的速度和准确性。 教师观察学生对细节信息提取的速度和准确性。 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。
