(共32张PPT)
Lesson 8
Lingling went to the US.
Period 1
（接力版）六年级
上
Warm-up
01
Last weekend, I went to the farm. I saw some animals.
Warm-up
01
Last weekend, I went to the farm.
Warm-up
01
Last weekend, I went to the farm.
Warm-up
01
Last weekend, I went to the farm.
Lead in
02
Lingling came back from the US.
Lead in
02
How many places can you hear What are they
Let’s learn
03
Wow, these photos are great!
I took them in the US.
Let’s learn
03
When did you go to the US
Last month.
Vocabulary
03
/m nθ/
month
APR
OCT
JUL
AUG
SEP
MAY
JUN
MAR
FEB
JAN
DEC
NOV
There are twelve months in a year.
Let’s learn
03
Where did you go in the US
I went to New York.
It’s wonderful!
Let’s learn
03
What did you do there
I went to Chinatown. Many people there speak Chinese!
Let’s learn
03
Did you visit Disneyland
Yes. It’s a very interesting park.
Vocabulary
03
/' ntr st /
interesting
The show is interesting, we all laugh.
Read and answer
04
1.When did Lingling go to the US
2.Where did Lingling go in the US
3.What did Lingling do there
Listen and repeat
05
Wow, these photos are great!
I took them in the US.
When did you go to the US
Last month.
Listen and repeat
05
Where did you go in the US
I went to New York. It’s wonderful!
What did you do there
I went to Chinatown. Many people there speak Chinese!
Listen and repeat
05
Did you visit Disneyland
Yes. It’s a very interesting park.
Practice
06
A:Wow, these photos are great!
B:I took them in the US.
A:_____________
B:Last month.
A:____________________
B:I went to New York. It’s wonderful!
A:________________
B:I went to Chinatown. Many people there speak Chinese!
A:______________________
B:Yes. It’s a very interesting park.
When did you go to the US
Where did you go in the US
What did you do there
Did you visit Disneyland
Show time
06
两人一组, 分角色表演对话内容, 全体同学评选出最佳表演小组。
Show
time
Ask and answer
07
When did Lingling go to New York What did she do there
Ask and answer
07
When did you go
to NewYork
Last month.
What did you do there
I visited Chinatown.
New York
last month
visit Chinatown
Ask and answer
07
Sanya
last week
swim in the sea
When did you go
to Sanya
Last week.
What did you do there
I swam in the sea.
Ask and answer
07
Tai’an
last month
climb Mount Taishan
When did you go
to Tai’an
Last month.
What did you do there
I climbed Mount Taishan.
Ask and answer
07
London
last year
go to see Big Ben
When did you go
to London
Last year.
What did you do there
I went to see Big Ben.
Show time
06
以小组为单位进行对话展示, 讨论各自的旅游活动。
Show
time
Fill in the blanks
08
A: Wow, these photos are great!
B: I took them in Shanghai.
A: ______________go there
B: In October.
A: ________________there
B: We visited many interesting places.
A: _________did you go
B: We went to the Yuyuan Garden.
When did you
What did you do
Where
Vocabulary
03
/'gɑ dn/
garden
There are many flowers in the garden .
Summary
09
运用一般过去时的特殊疑问句讨论旅行的相关信息。
When did you...
Where did you ...
What did you do there
Let’s learn
Homework
10
①录音, 跟读对话若干遍。
②根据教材对话编创新对话。
③根据照片信息介绍自己的旅行活动。
Thanks!
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六上Lesson 8单元整体教学设计
课 题： 六上Lesson 8 Lingling went to the US.
教 材： 接力版（三年级起点）英语六年级上册
课 型： Lesson 8 Lingling went to the US.
年 级：六年级
上课时长： 40分钟
单元整体教学设计思路
本课学习的主题是谈论过去的活动，本课围绕“旅行”情况，学习一般过去时的特殊疑问句的用法。
语篇研读（附图）
What：通过Ann和Lingling在Lingling家讨论旅行照片的情景，自然引出对过去旅行活动的讨论，呈现了核心句型：When did you go to the US Last month. Where did you go in the US I went to New York. What did you do there I went to Chinatown.及词汇 interesting和 month的语义和语用功能
Why: 通过呈现旅行照片及关键信息，进一步操练主要句型 :
What did you... When.... Where... 使学生进一步感知、理解如何正确运用一般过去时的特殊疑问句讨论过去的旅行活动。
How: 本版块呈现一组照片，突出核心语言的操练和运用，巩固操练本课的语言知识。同伴之间对话练习，强调学生在自主探究、小组合作和多元评价的过程中提高沟通能力和解决问题的能力。
三、教学对象分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。我们的学生虽然已有三年的英语学习经验，但还存在很多问题。部分学生学习兴趣不是很高，个别的学生甚至对学习有厌恶感；回家不会学习，无正确的学习方法，学习态度谈不上十分端正，回家以后没有及时巩固练习；部分学生学习的目的性不是很强，导致学习习惯不好，学习无明确的计划，应付心理较强。作为语言学科，听读很关键，而大多数学生在这方面做得很不好。
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，使用核心语言:When did you go to the US Last month. Where did you go in the US I went to New York. What did you do there I went to Chinatown.同时学习单词：interesting和 month(学习理解）
2.在教师和同伴的帮助下，分角色表演对话，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，学习运用“What did you... When.... Where... ”等句型谈论过去的活动；通过学习课文内容，能够对英语学习有兴趣，乐于模仿，善于积极沟通，合理安排出行计划。（迁移创新）
完成本课时目标所需要的核心语言如下：
When did you go to the US Last month.
Where did you go in the US I went to New York.
What did you do there I went to Chinatown.
五、教学重难点
1.能够正确运用一般过去时的特殊疑问句讨论旅行的相关信息。
When did you...
Where did you go in...
What did you do there
2. interesting的读音。
六、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，使用核心语言:Why not go to the zoo What about going to the farm How about going fishing there 同时学习单词：yet , problem. Si11. Lead in 播放多媒体课件，sing a song: Old MacDonald had a farm.通过歌曲营造轻松愉快的课堂气氛，引入本节课的话题。 Free talk通过与学生的交流引入自己周末活动的谈论： Last weekend， I went to the farm. I saw some animals. 出示多媒体课件，带同学们复习各种动物，同时为导入 Look and listen做准备。 Look and listen 课件呈现Lingling，教师辅助语言介绍： Lingling came back from the US. Let's listen and find out: How many places can you hear What are they 引导学生听录音并找出四个地点 Hollywood、 Disneyland、Chinatown、 New York呈现四个 地点的图片并教学。 3. Let's learn ①教师通过多媒体课件，出示课本中的人物：Lingling和Ann. Steven, Peter and Ann are talking about some photos. Where did Lingling take these photos When did she went there 教师播放录音，让学生听录音，并找到问题的答案。 出示重点单词词卡month,教师教读。 ②出示本版块第二幅图片，让学生看图片预测： Where did Lingling go in the US What did she do there 接着播放录音，让同学们听录音验证自己的猜测。 ③出示本版块第三幅图片，让学生看图片预测： Did Lingling visit Disneyland 教师播放录音，让学生听录音，并找到问题的答案。 出示重点单词词卡interesting,教师教读。 4. Read and answer When did Lingling go to the US Where did Lingling go in the US What did Lingling do there 出示问题，组织学生再次阅读课文内容，然后回答问题。考查学生对课文的理解和掌握程度的同时，锻炼学生的阅读理解、逻辑分析、综合判断和口语表达能力。 5.Listen and repeat 再次播放多媒体课件，请学生听语音，感受课文中单词的发音，以及句子的语音语调，并跟读。 6.还原对话 课件呈现对话，将重点句子挖空，让学生根据记忆将对话进行还原。例如： A:Wow, these photos are great! B:I took them in the US. A:_____________. B:Last month. A:____________________. B:I went to New York. It's wonderful! A:________________. B:I went to Chinatown. Many people there speak Chinese! A:______________________. B:Yes. It's a very interesting park. G 7.Show time 两人一组，分角色表演对话内容，全体同学评选出最佳表演小组。 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。 教师观察学生朗读时的语音语调，及时加以纠正并鼓励。
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运用逻辑推理建构文本，学习核心语言。学生在教师的指导下听音，模仿，朗读，表演等，从大意到细节逐步掌握学习要点，同时语言思维也得到有效发展。学生通过各种活动进一步理解、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，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 Ask and answer ①出示课本上 New York， visit Chinatown的 图片，教师运用辅助语言: When did Lingling go to New York What did she do there 引导学生通过阅读文段找出答案，并理解如何询问别人的旅行活动。 ②教师呈现 Sanya、 Tai'an、 London的图片及关键信息，学生小组活动讨论旅行活动。 ③让学生以小组为单位进行展示。 教师观察学生能否对核心语言进行有效应用。
设计意图： 本阶段学习活动引导学生在归纳和整理核心语言的基础上，通过游戏形式使每位学生都能深入语言，并运用语言，引导学生从学习理解过渡到应用实践，能够自然渗透情感教育。
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，巩固复习本节课重点内容。 Fill in the blanks ①Talk about the photos. 学生小组活动，讨论自己的旅行照片。 ②根据语段内容完成填空，向大家介绍上海的旅行活动，引导学生获取信息完成语篇，培养学生的综合语言能力。 2. Homework ①录音，跟读对话若干遍。 ②根据教材对话编创新对话。 ③根据照片信息介绍自己的旅行活动。 教师鼓励学生积极完成作业并进行自评
设计意图：本阶段作业活动旨在帮助学生在迁移的语境中，创造性地应用所学语言进行交流。学生从课本走向现实生活，在解决问题的过程中发展语言能力，并培养学生学习英语的兴趣。
