【人教版PEP英語】六年級下冊教學PPT課件及教案

【人教版PEP英語】六年級下冊教學PPT課件及教案,人教版PEP英語,人教版,PEP,英語,六年級,下冊,教學,PPT,課件,教案 Unit 3 Where did you go ? part A 教學目標 知識與能力目標 ●能夠聽、說、讀、寫句型:Where did you go ? Did you… ? Yes, we did . No, we didn’t. How did you go there ? ●能夠在情景中運用句型:Where did you go ? Did you … ? Yes, we did. No, we didn’t. How did you go there ? 詢問并回答別人在過去的時間里去了哪里，乘坐什么交通工具。 ●能夠聽、說、讀、寫單詞: rode a horse, rode a bike, went camping, went fishing, hurt my foot, took pictures, went swimming, ate fresh food, bought gifts.能夠正確使用上述詞組談論和描述人物在過去做的事情 ●了解新疆的風土人情。 課時安排 3課時 第一課時 教學內容 A. Let’s try Let’s talk 課 型 對話教學 教學目標 ● 學生能夠聽、說、讀、寫句子：What happened ? Are you all right ? I’m OK now. Where did you go ? It looks like a mule ! Did you go to Turpan ? Yes, we did. ● 能夠獨立完成Let’s try 中的聽力練習。 ● 教育學生懂得與他人分享旅行中的經歷。 教學重點難點 ●在實際情景中靈活運用句型：Where did you go ? I went to…? 來與他人進行交流。 教學準備 課件、圖片 教學步驟： Step 1. Warm-up 1.利用圖片和學生一起唱歌謠，要求一邊唱一邊做動作。如： What can you do ? I can sing. What can you do ? I can dance. What can you do ? I can climb a mountain. What can you do ? I can take a pictures. What can you do ? I can speak Chinese. 2.用多媒體課件展示自己外出旅游的照片，并做相關介紹。如： Last summer holiday, I went to Hainan. It was so beautiful. I went swimming in the sea. And picked some seashells on the beach. Step 2. Presentation Let’s talk （從呈現(xiàn)完整對話到處理局部語言） 1. 整體感知對話并回答問題。 (1)通過提問要求學生猜測：Did you go to John’s home ? What happened to John? What did they talk about later? 請學生帶著問題觀看動畫或閱讀文本，了 解John腳受傷的原因：He fell of his bike,利用圖片幫助學生理解并教授fell. 同時，通過觀看動畫或閱讀文本獲得 對話的主旨：They talked about John’s Labour Day holiday. (2)結合日歷，讓學生理解Labour Day holiday概念。提問：Look at the calendar. What date is it ? It’s May 1st . On May 1st ,we usually have three days off. We call it Labour Day holiday. (3)繼續(xù)提問學生：Where did John go on his Labour Day holiday ? What did he do there ? 要求學生帶著問題觀看動畫或閱讀文本獲取信息，并用思維導圖板書對話關鍵信息。 John’s Labour Day holiday Where did he go ? What did he do ? ? (4).結合思維導圖，描述John’s Labour Day holiday,然后讓學生提問：What else do you want to know about John’s Labour Day holiday ? 鼓勵學生對John的假期提出問題：Who did John go with ? Was he happy ? What did people wear there ? Could they dance well ? 等等。結合學生的問題，利用圖片或視頻介紹新疆風土人情，并讓學生對此進行適當?shù)膶υ捦卣埂? (5).呈現(xiàn)Let’s talk的插圖，提問學生：Look at John’s pictures. Where is it ? Mr. Tianshan or Turpan ? Can you guess ? 讓學生把插圖與思維導圖中的地點進行匹配，并在此過程中向學生介紹Mt. Tianshan和Turpan的風土人情，教讀mule, Turpan, could 和till. (6).根據(jù)文本內容引出句型并幫助學生理解句型。 教師提問：Let’s have a look at John’s Labour Day holiday again. Where did he go over his holiday ? What did he do ? 引導學生回答：He went to … He… 根據(jù)思維導圖中的句子解釋Where did he go…? What did he do ?的用法。 2.鞏固與拓展 (1)兩人小組活動。學生兩人一組，每人長紙條上寫兩個過去時的句子，然后把句子在單詞間的空隙處剪開。學生交換剪下來的單詞，看誰能最先把同 (2)組織學生分角色朗讀對話，請學生給對話配音。 (3)讓學生復述John的五一假期。 (4)四人小組活動。 Step 3. Practice Let’s try 1.放錄音，學生完成第一、二題。 2.追問學生Why was John at home ?引導學生進行猜測。再次放錄音，學生根據(jù)錄音完成第三題，驗證之前的預測。 Step 4. Consolidation and extension 1.學生背誦本課時的四會句子。 2.做同步精練的相關練習。 Unit 3 Where did you go ? What happened ? Are you all right ? I’m OK now. Where did you go ? It looks like a mule. Did you go to Turpan ? Yes, we did. 教學反思 本課以說唱歌謠的形式來導入新課，一方面激發(fā)了學生的學習興趣，另一方面讓學生了解本課所要學習的內容，為后面新的知識的學習做了鋪墊。 新課教學階段，教師以師生的會話的形式展開教學，學生在輕松的談話氛圍中學習知識，同時還進行了相關知識的拓展，有利于學生融入到真實的語言環(huán)境中，將所學的重點單詞和句型運用到以后的對話交流中去。 在鞏固新知階段，教師以教學內容為中心，充分考慮到教學實際，特地設計了“采訪”游戲這一環(huán)節(jié)，使學生在輕松、愉快的氛圍中鞏固新知識。 第二課時 教學內容 A. Let’s learn , Listen,answer and write 課 型 單詞教學 教學目標 ● 能聽、說、讀、寫以下動詞短語: rode a horse, rode a bike, went camping, hurt my foot, went fishing. ● 能運用一般過去時來詢問別人在假日里去了哪里、干了什么并作答。 ● 培養(yǎng)學生熱愛大自然的美好情感。 ● 教育學生要鍛煉身體，多參加戶外活動。 教學重點 運用五個動詞短語來進行句型替換練習 教學難點 掌握三個動詞短語過去式的讀音和拼寫 教學準備 圖片、照片與課件 教學過程 ： Step 1 : Warm-up 1.師生進行連鎖問答練習，如： T: I went to Xinjiang on my holiday . Where did you go on your holiday？ S1: I went to.... Where did you go on your holiday？ S2: I went to.... Where did you go on your holiday？ S3: I went to.... Where did you go on your holiday？ …… Step 2 : Presentation Let’s learn 利用教材中的情景展開詞匯教學 1.利用圖片整體呈現(xiàn)本部分單詞并教授。教師利用掛圖呈現(xiàn)A.Let’s learn板塊的插圖，提問： T: Look, this is John’s blog. When did he send pictures and write on the blog ? It was May 1st , the Labour Day holiday. What did he do on Labour Day holiday ? 然后要求學生看圖，說出John 五一假期所做的事情： S: He rode a horse. He went camping . He went fishing. 教師根據(jù)學生的回答繼續(xù)追問： T: Where did he ride a horse ? What was the weather like there on Labour Day holiday ? Who did he ride a horse with ? How did he feel ? 引導學生根據(jù)自己對新疆的了解，結合圖片，發(fā)揮想象，針對John在新疆旅游的細節(jié)進行對話。教師教授rode a horse, went camping, went fishing的時候，注意rode 和a之間的連續(xù)。 2.教師提問學生 T: John had a good time in Xinjiang on Labour Day holiday. Last weekend, he also had two Days off. Where did he go last Saturday ? What did he do there ?引導學生猜測John上周末去的地方和做的事情，然后聽課文錄音，獲取信息后，驗證之前的猜測，再教授rode a bike. 3.圍繞課文插圖John五月十二日微博的內容，教師繼續(xù)與學生一起討論John上周末的活動。教師提問： T: What else did he do last Saturday? Who rode a bike with him ? Was it fun to ride a bike in the forest park ? What happened to him later? If you were John, what would you do ? 引導學生談論并回答，教師教授hurt my foot. 4.教師播放Let’s learn中的錄音，學生跟讀，然后讓學生兩人一組進行對話。 Step 3 : Practice 1.教授自編Let’s chant What did you do on your holiday ? I rode a horse. I rode a horse. What did you do on your holiday ? I rode a bike. I rode a bike. What did you do on your holiday ? I went camping. I went camping. What did you do on your holiday ? I hurt my foot. I hurt my foot. What did you do on your holiday ? I went fishing. I went fishing. 2.教Listen, answer and write 教師播放此部分錄音，學生完成相關練習， 然后以教師問學生答的形式核對答案。 Step 4 : Consolidation and extension 1.學生背誦并抄寫本課時的四會動詞短語。 2.做同步精練相關的練習。 板書設計： Unit 3 Where did you go ? Zhang: Where did you go last Saturday ? John: I went to a forest park. Zhang: What did you do there ? John: I rode a bike. rode a horse. went camping. went fishing. hurt my foot. 教學反思 本節(jié)課繼續(xù)學習動詞過去式的變化形式，涉及語法知識。教師沒有過多地去講解語法知識，而是通過對比的形式來幫助學生掌握動詞的過去式，讓學生從板書上、朗讀中直接接觸新知識，使學生以最簡捷的方式來完成學習任務。教師以圖片、情景對話、動作模仿等方式進行短語教學，使學生快速高效地完成課堂學習任務。 第三課時 教學內容 B. Let’s try Let’s talk 課 型 對話教學 教學目標 ● 能聽、說、讀、寫以下句子：How did you go there ? We went there by plane. Sounds great ! ● 能獨立完成Let’s try中的聽力練習。 ● 培養(yǎng)學生團結互助的合作精神。 教學重點 掌握重點句型 教學難點 靈活運用對話中的句型進行口語交流。 教學準備 圖片、課件。 教學過程 ： Step 1: Warm-up 1.教師請幾名學生描述自己上周做些什么，如： I was busy last week. On Monday I went to a restaurant. On Tuesday I went to a park. I rode a bike. On Wednesday I played ping-pong. On Thursday I went camping. ... 2.日常進行日常會話交流，如： T: What did you do on your holiday ? S1: I rode a horse. T: What did you do on your holiday ? S2: I rode a bike. T: What did you do on your holiday ? S3: I went fishing. ….. 3. 師生齊聲說唱chant, 如： How do you go to school ? By bus, by bus. How do you go to the park? By bike, by bike. How do you go to the science museum ? By taxi, by taxi. …… Step 2: Presentation Let’s try 1.聽前預測。教師出示人物圖片，介紹聽力活動背景: Who are they ? Wu Yifan and Amy are at school. They meet Sarah. 老師引導學生閱讀第一個問題，然后提問：What are they talking about ? Can you guess ? 讓學生進行聽前猜測。 2.教師放第一遍錄音，要求學生回答第一個問題。 3.教師問：What did Sarah do there ? 讓學生根據(jù)自己對杭州的了解進行猜測。然后老師放第二遍錄音，學生回答問題后，教師還可提問：What was the West Lake like ? What else could we do in the West Lake ? 引導學生談論杭州西湖。 4.教師提問：Sarah bought some gifts. Who did she buy gifts for ? 教師放第三次錄音，并核對第二題答案。 Let’s talk （從呈現(xiàn)完整對話到處理局部語言） 1． 預測對話內容。完成Let’s try后，教師 提問：Sarah went to Hangzhou last winter holiday. What about Amy ? Where did she go ? How did she Go there ? What did she do ? 要求學生帶著問題 觀看動畫或閱讀文本后回答問題。板書如下： When did she go ? Where did she go ? Amy’s Trip How did she go there? What did she do ? ……… 2.教師與學生談論Amy的三亞之行。老師呈現(xiàn)A.Let’s talk 板塊的插圖，提出問題: What did Amy do on the first / second / …day ? How did she feel ? What was the weather like there ? What did she eat there ? Did she … ? 引導學生結合圖片，發(fā)揮想象，對Amy在三亞旅游的細節(jié)進行對話，并教讀單詞beach. 3.教師引導學生根據(jù)Amy’s trip 的思維導圖，發(fā)揮想象，描述Amy’s trip. 此活動可先在四人小組內進行，然后全班分享。 4.教師用PPT呈現(xiàn)或板書Amy旅游信息的句子，要求學生根據(jù)提供的信息推斷出合適的疑問句。 Amy’s Holiday Trip ___________________________? I went to Sanya. ___________________________? I went there over the winter holiday. ___________________________? I went there by plane. ___________________________? I took lots of pictures. ___________________________? …… Step 3 : Practice 1.學生兩人互相詢問對方曾經去過的地方和所乘坐的交通工具，然后制成表格。可請幾名學生上臺表演報調查結果，如： S1: I went to Zhejiang last year. S2: How did you go there ? S1: I went there by train. ……. Where Zhejiang How By train 2.學生之間討論自己是怎樣度過寒假。 Step 4 : Consolidation and extension 1.學生朗讀本課時的四會句子。 2.做同步精練的相關練習。 板書設計： Unit 3 Where did you go ? A：How did you go there ? B: We went there by plane. A: Sounds great! 教學反思 本課主要培養(yǎng)學生的聽力能力和口語表達能力。在教學中，老師先以聽力訓練為基礎，讓學生在聽清楚正確發(fā)音的基礎上進行模仿發(fā)音，再讓學生通過分角色對話來練習口語，互補不足。這樣進行教學，一方面給他們提供了自由表達的空間，另一方面極大地提高了學生的口語表達能力。教學過程中，教師以學生說為主，老師引導為輔，能鍛煉學生開口說英語的能力，學生說也是以自身實際為主，能讓英語深入到學生的實際生活中。