【人教版PEP英語】六年級(jí)下冊(cè)教學(xué)PPT課件及教案

【人教版PEP英語】六年級(jí)下冊(cè)教學(xué)PPT課件及教案,人教版PEP英語,人教版,PEP,英語,六年級(jí),下冊(cè),教學(xué),PPT,課件,教案 Unit 3 Where did you go ? part A 教學(xué)目標(biāo) 知識(shí)與能力目標(biāo) ●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(yùn)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(shí)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?wù)摵兔枋鋈宋镌谶^去做的事情 ●了解新疆的風(fēng)土人情。 課時(shí)安排 3課時(shí) 第一課時(shí) 教學(xué)內(nèi)容 A. Let’s try Let’s talk 課 型 對(duì)話教學(xué) 教學(xué)目標(biāo) ● 學(xué)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(dú)立完成Let’s try 中的聽力練習(xí)。 ● 教育學(xué)生懂得與他人分享旅行中的經(jīng)歷。 教學(xué)重點(diǎn)難點(diǎn) ●在實(shí)際情景中靈活運(yùn)用句型：Where did you go ? I went to…? 來與他人進(jìn)行交流。 教學(xué)準(zhǔn)備 課件、圖片 教學(xué)步驟： Step 1. Warm-up 1.利用圖片和學(xué)生一起唱歌謠，要求一邊唱一邊做動(dòng)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(guān)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(duì)話到處理局部語言） 1. 整體感知對(duì)話并回答問題。 (1)通過提問要求學(xué)生猜測(cè)：Did you go to John’s home ? What happened to John? What did they talk about later? 請(qǐng)學(xué)生帶著問題觀看動(dòng)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(xué)生理解并教授fell. 同時(shí)，通過觀看動(dòng)畫或閱讀文本獲得 對(duì)話的主旨：They talked about John’s Labour Day holiday. (2)結(jié)合日歷，讓學(xué)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(xué)生：Where did John go on his Labour Day holiday ? What did he do there ? 要求學(xué)生帶著問題觀看動(dòng)畫或閱讀文本獲取信息，并用思維導(dǎo)圖板書對(duì)話關(guān)鍵信息。 John’s Labour Day holiday Where did he go ? What did he do ? ? (4).結(jié)合思維導(dǎo)圖，描述John’s Labour Day holiday,然后讓學(xué)生提問：What else do you want to know about John’s Labour Day holiday ? 鼓勵(lì)學(xué)生對(duì)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(jié)合學(xué)生的問題，利用圖片或視頻介紹新疆風(fēng)土人情，并讓學(xué)生對(duì)此進(jìn)行適當(dāng)?shù)膶?duì)話拓展。 (5).呈現(xiàn)Let’s talk的插圖，提問學(xué)生：Look at John’s pictures. Where is it ? Mr. Tianshan or Turpan ? Can you guess ? 讓學(xué)生把插圖與思維導(dǎo)圖中的地點(diǎn)進(jìn)行匹配，并在此過程中向?qū)W生介紹Mt. Tianshan和Turpan的風(fēng)土人情，教讀mule, Turpan, could 和till. (6).根據(jù)文本內(nèi)容引出句型并幫助學(xué)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(dǎo)學(xué)生回答：He went to … He… 根據(jù)思維導(dǎo)圖中的句子解釋W(xué)here did he go…? What did he do ?的用法。 2.鞏固與拓展 (1)兩人小組活動(dòng)。學(xué)生兩人一組，每人長(zhǎng)紙條上寫兩個(gè)過去時(shí)的句子，然后把句子在單詞間的空隙處剪開。學(xué)生交換剪下來的單詞，看誰能最先把同 (2)組織學(xué)生分角色朗讀對(duì)話，請(qǐng)學(xué)生給對(duì)話配音。 (3)讓學(xué)生復(fù)述John的五一假期。 (4)四人小組活動(dòng)。 Step 3. Practice Let’s try 1.放錄音，學(xué)生完成第一、二題。 2.追問學(xué)生Why was John at home ?引導(dǎo)學(xué)生進(jìn)行猜測(cè)。再次放錄音，學(xué)生根據(jù)錄音完成第三題，驗(yàn)證之前的預(yù)測(cè)。 Step 4. Consolidation and extension 1.學(xué)生背誦本課時(shí)的四會(huì)句子。 2.做同步精練的相關(guān)練習(xí)。 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(xué)反思 本課以說唱歌謠的形式來導(dǎo)入新課，一方面激發(fā)了學(xué)生的學(xué)習(xí)興趣，另一方面讓學(xué)生了解本課所要學(xué)習(xí)的內(nèi)容，為后面新的知識(shí)的學(xué)習(xí)做了鋪墊。 新課教學(xué)階段，教師以師生的會(huì)話的形式展開教學(xué)，學(xué)生在輕松的談話氛圍中學(xué)習(xí)知識(shí)，同時(shí)還進(jìn)行了相關(guān)知識(shí)的拓展，有利于學(xué)生融入到真實(shí)的語言環(huán)境中，將所學(xué)的重點(diǎn)單詞和句型運(yùn)用到以后的對(duì)話交流中去。 在鞏固新知階段，教師以教學(xué)內(nèi)容為中心，充分考慮到教學(xué)實(shí)際，特地設(shè)計(jì)了“采訪”游戲這一環(huán)節(jié)，使學(xué)生在輕松、愉快的氛圍中鞏固新知識(shí)。 第二課時(shí) 教學(xué)內(nèi)容 A. Let’s learn , Listen,answer and write 課 型 單詞教學(xué) 教學(xué)目標(biāo) ● 能聽、說、讀、寫以下動(dòng)詞短語: rode a horse, rode a bike, went camping, hurt my foot, went fishing. ● 能運(yùn)用一般過去時(shí)來詢問別人在假日里去了哪里、干了什么并作答。 ● 培養(yǎng)學(xué)生熱愛大自然的美好情感。 ● 教育學(xué)生要鍛煉身體，多參加戶外活動(dòng)。 教學(xué)重點(diǎn) 運(yùn)用五個(gè)動(dòng)詞短語來進(jìn)行句型替換練習(xí) 教學(xué)難點(diǎn) 掌握三個(gè)動(dòng)詞短語過去式的讀音和拼寫 教學(xué)準(zhǔn)備 圖片、照片與課件 教學(xué)過程 ： Step 1 : Warm-up 1.師生進(jìn)行連鎖問答練習(xí)，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(xué) 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(xué)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(xué)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(dǎo)學(xué)生根據(jù)自己對(duì)新疆的了解，結(jié)合圖片，發(fā)揮想象，針對(duì)John在新疆旅游的細(xì)節(jié)進(jìn)行對(duì)話。教師教授rode a horse, went camping, went fishing的時(shí)候，注意rode 和a之間的連續(xù)。 2.教師提問學(xué)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(dǎo)學(xué)生猜測(cè)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(yàn)證之前的猜測(cè)，再教授rode a bike. 3.圍繞課文插圖John五月十二日微博的內(nèi)容，教師繼續(xù)與學(xué)生一起討論John上周末的活動(dòng)。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(dǎo)學(xué)生談?wù)摬⒒卮?，教師教授hurt my foot. 4.教師播放Let’s learn中的錄音，學(xué)生跟讀，然后讓學(xué)生兩人一組進(jìn)行對(duì)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(xué)生完成相關(guān)練習(xí)， 然后以教師問學(xué)生答的形式核對(duì)答案。 Step 4 : Consolidation and extension 1.學(xué)生背誦并抄寫本課時(shí)的四會(huì)動(dòng)詞短語。 2.做同步精練相關(guān)的練習(xí)。 板書設(shè)計(jì)： 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(xué)反思 本節(jié)課繼續(xù)學(xué)習(xí)動(dòng)詞過去式的變化形式，涉及語法知識(shí)。教師沒有過多地去講解語法知識(shí)，而是通過對(duì)比的形式來幫助學(xué)生掌握動(dòng)詞的過去式，讓學(xué)生從板書上、朗讀中直接接觸新知識(shí)，使學(xué)生以最簡(jiǎn)捷的方式來完成學(xué)習(xí)任務(wù)。教師以圖片、情景對(duì)話、動(dòng)作模仿等方式進(jìn)行短語教學(xué)，使學(xué)生快速高效地完成課堂學(xué)習(xí)任務(wù)。 第三課時(shí) 教學(xué)內(nèi)容 B. Let’s try Let’s talk 課 型 對(duì)話教學(xué) 教學(xué)目標(biāo) ● 能聽、說、讀、寫以下句子：How did you go there ? We went there by plane. Sounds great ! ● 能獨(dú)立完成Let’s try中的聽力練習(xí)。 ● 培養(yǎng)學(xué)生團(tuán)結(jié)互助的合作精神。 教學(xué)重點(diǎn) 掌握重點(diǎn)句型 教學(xué)難點(diǎn) 靈活運(yùn)用對(duì)話中的句型進(jìn)行口語交流。 教學(xué)準(zhǔn)備 圖片、課件。 教學(xué)過程 ： Step 1: Warm-up 1.教師請(qǐng)幾名學(xué)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(jìn)行日常會(huì)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(yù)測(cè)。教師出示人物圖片，介紹聽力活動(dòng)背景: Who are they ? Wu Yifan and Amy are at school. They meet Sarah. 老師引導(dǎo)學(xué)生閱讀第一個(gè)問題，然后提問：What are they talking about ? Can you guess ? 讓學(xué)生進(jìn)行聽前猜測(cè)。 2.教師放第一遍錄音，要求學(xué)生回答第一個(gè)問題。 3.教師問：What did Sarah do there ? 讓學(xué)生根據(jù)自己對(duì)杭州的了解進(jìn)行猜測(cè)。然后老師放第二遍錄音，學(xué)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(dǎo)學(xué)生談?wù)摵贾菸骱? 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(duì)第二題答案。 Let’s talk （從呈現(xiàn)完整對(duì)話到處理局部語言） 1． 預(yù)測(cè)對(duì)話內(nèi)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(xué)生帶著問題 觀看動(dòng)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(xué)生談?wù)揂my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(dǎo)學(xué)生結(jié)合圖片，發(fā)揮想象，對(duì)Amy在三亞旅游的細(xì)節(jié)進(jìn)行對(duì)話，并教讀單詞beach. 3.教師引導(dǎo)學(xué)生根據(jù)Amy’s trip 的思維導(dǎo)圖，發(fā)揮想象，描述Amy’s trip. 此活動(dòng)可先在四人小組內(nèi)進(jìn)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(xué)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(xué)生兩人互相詢問對(duì)方曾經(jīng)去過的地方和所乘坐的交通工具，然后制成表格?？烧?qǐng)幾名學(xué)生上臺(tái)表演報(bào)調(diào)查結(jié)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(xué)生之間討論自己是怎樣度過寒假。 Step 4 : Consolidation and extension 1.學(xué)生朗讀本課時(shí)的四會(huì)句子。 2.做同步精練的相關(guān)練習(xí)。 板書設(shè)計(jì)： Unit 3 Where did you go ? A：How did you go there ? B: We went there by plane. A: Sounds great! 教學(xué)反思 本課主要培養(yǎng)學(xué)生的聽力能力和口語表達(dá)能力。在教學(xué)中，老師先以聽力訓(xùn)練為基礎(chǔ)，讓學(xué)生在聽清楚正確發(fā)音的基礎(chǔ)上進(jìn)行模仿發(fā)音，再讓學(xué)生通過分角色對(duì)話來練習(xí)口語，互補(bǔ)不足。這樣進(jìn)行教學(xué)，一方面給他們提供了自由表達(dá)的空間，另一方面極大地提高了學(xué)生的口語表達(dá)能力。教學(xué)過程中，教師以學(xué)生說為主，老師引導(dǎo)為輔，能鍛煉學(xué)生開口說英語的能力，學(xué)生說也是以自身實(shí)際為主，能讓英語深入到學(xué)生的實(shí)際生活中。