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視頻標簽：go art
所屬欄目：小學英語優質課視頻
視頻課題：PEP小學英語六年級上冊Unit 3 Where did you go art A let’s talk湖北省優課
本視頻配套資料的教學設計、課件 /課堂實錄及教案下載可聯本站系客服
PEP小學英語六年級上冊Unit 3 Where did you go art A let’s talk湖北省優課
教學目標
1.認知目標
(1)能夠聽說讀寫句型:Where did you go...? What did you do?并能在情景中運用。
(2)能夠在語境中理解生詞fell off,程Labour Day, mule, Turpan, could, till的意思,并能正確發音。
2.能力目標
(1)能夠運用由where和what引導的一般過去時特殊疑問句,詢問他人在假期所去的地方和所做的事情,并作答。
(2)能夠理解對話大意,并回答對話下面的問題。
(3)能夠用正確的語音、語調朗讀對話,并能進行角色表演。
(4)培養學生相互溝通和交流的能力和綜合運用語言的能力。
3.情感目標
(1)了解新疆的風土人情,如天山、新疆葡萄、羊肉串、騎馬等。
(2)建立事物都有兩面的觀念,好事壞事沒有絕對,可以相互轉換,因此要以樂觀的心態面對生活。
學習策略:注重小組合作學習。
2學情分析
小學六年級學生通過第二單元和五年級的學習,已經接觸并掌握了句型“What did you do?”和部分相關動詞詞組,并學習了動詞的一般過去式。學生已能夠運用學過的單詞和句型簡單地描述過去發生的一些事情,可以在圖片或多媒體課件的幫助下理解、讀準一些簡單的英語單詞,在教師的指導下簡單有序地開展任務活動,對即將學習的內容能適當地提前做好預習。
3重點難點
教學重點:
本課時的教學重點是學生在理解的基礎上表演對話內容,并能在情景中適當運用句型:Where did you go...? What did you do?.
教學難點:
本課時的教學難點是學生能夠在合適的語境中理解對話中的生詞,正確并熟練使用主要句型進行交流。
4教學過程
4.1第一學時
4.1.1教學活動
活動1【導入】Pre－task
Step 1:Let’s chant.
Ss watch TV and chant:《Last weekend》.
[設計意圖]:通過節奏歡快的歌謠吸引學生注意力,活躍課堂氣氛,既復習了前一單元的過去式相關句型內容,又有利于調動學生的學習積極性,讓學生以高漲的積極情緒迎接新的學習任務。
Step 2:Free talk.
T: How was your last weekend?
Ss:It was…
T: What did you do?(Write the sentence on the blackboard.)
Ss:I…
[設計意圖]:利用上一單元的話題復習相關過去式動詞詞組,導出本課內容中的第一個重點句型,激活學生腦海中與之相關的言語儲備,順利導入本課時的學習任務。
活動2【講授】While－tasks
Step 1:Lead in the dialogue.
T: You were fine last weekend. How about John? Let’s listen!
(Ss listen to the whole dialogue.)
T: Is he happy or sad?
(Ss answer it and choose the face.)
[設計意圖]:讓學生在學習對話前,對對話內容有個整體感知,并以笑臉哭臉的方式將學習的自主權交還給學生,自然導入對話的分段學習。
Step 2: Choose the face and learn the dialogue.
A、Crying face
1、 Ss watch the cartoons.Then,answer:What happened?
(T help Ss answer and know the meaning of“fell off”.)
Teach the new words:happened、fell off
Watch the cartoons and repeat the dialogue(1).
T: Oh! I’m sorry to know that. I’m so worry about John now. Let’s visit him, OK?
Ss:OK!
4、Showtime.
T: Here we have an action show. I’m John.Who wants to be Amy?
S1:Me!
(T& S1 act the dialogue.)
T: Now, groupwork!
(Ss act in groups. )
T: Who wants to try?
(Ask some Ss to act the dialogue.)
[設計意圖]:利用卡通動畫創設真實的語言環境,幫助學生理解對話前半部分內容的意思。在動畫情景中引出本課新單詞“happened”和“fell off”,同時將新詞放到情境中進行操練,學生更容易理解并掌握。對話表演活動,讓語言由語境引出,在語境中學習,最后再回歸到生活實際,進行表演,語境創設自然,避免了形式上的機械訓練。
B、Smiling face
Teach the sentence:Where did you go?
T: John was a little sad last weekend, but he had a happy time.What is it?
(Show the picture of“Labour Day holiday”.)
Ss:He had a happy holiday.
T:Yes! He had a happy Labour Day holiday.
T: On the Labour Day holiday, I went to Wuhan. Where did you go? (Write the sentence on the blackboard.)
Ss:I went to….
T: How about John? Let’s go!(Show the pictures about “Lucky Door”.)Oh! Naughty John!Can you do it!
Ss:Yes, I can!
Lucky Doors.
T:Let’s go to the first/… door. The question is—
Ss:Where did John go over his holiday?/…
(Ss watch or listen and guess. Then, open the door.)
[設計意圖]:本節設計通過描述約翰好壞信息的轉變,教育學生學會自我調整心態,積極樂觀地面對生活。同時,將第二部分的核心內容和部分新詞融入到游戲“開門大吉”中,學生依次通過闖關釋疑的方式逐一理解對話中的重難點內容,將枯燥的篇章學習融入到快樂的游戲學習中,既形式新穎,又有利于調動學生探秘的好奇心,讓學生始終保持學習的熱情。
Ss watch the cartoons and repeat the dialogue(2).
T: How fun was John’s holiday! I can’t wait! Let’s go!
(Ss watch the cartoons and repeat.)
T: Did he eat grapes?
Ss:No, he didn’t.
T: Why? Because they won’t be ready till August. So he couldn’t eat them.(Show the pictures, let Ss know the meaning of “till”and“couldn’t”.)Now, let’s watch again and repeat!
Dubbing Show: Choose your favourite and dub with your classmates.
Group work.
Show time.
[設計意圖]:設計配音秀的活動,讓學生看動畫故事,給課文趣配音,既降低了學生朗讀和表演時的難度,又避免了傳統枯燥的操練方式,更有利于調動學生參與的積極性鞏固學習內容。
活動3【練習】 Post－tasks
Step 1: Tasktime.
Fill the missing words in the blanks and talk about John’s holiday.
[設計意圖]:重新回顧一遍對話的核心內容,讓學生對整個篇章有個系統的認知,同時啟發學生對本課所學內容來個自我檢測,并根據關鍵詞的提示,通過填空練習描述約翰過去時間內的假期生活,鞏固部分動詞的過去式,為下一步描述自己和他人的假期生活作好鋪墊。Step2:
Step 2:Showtime.
Talk about your holidays.
T: Look! This is me! Come and look at my photo from my holiday.Do you want to know something about it? You can ask me!
(T show her photo, Ss ask some questions, T answer.)
T: Now, who can show your photos?
(Ask some Ss to show their photos.)
[設計意圖]:課件展示教師的假期照片,引導學生提問。再由學生展示自己的假期照片,互相提問回答,談論各自的假期情況。將語言情境由虛擬的語境轉換到生活實際當中,自然過渡,語境真實,學生有境可依,有話可說,活動參與面自然廣。
Step 3:Make a survey.
T: Now, we will find the good reporter. Please take out your survey cards. Get them to make a survey. Can you?
Ss:Yes, I can!
(Ss make a survey.)
T: Who wants to show your survey cards?
(Ask some students to show and give the report.)
[設計意圖]:提出任務,讓學生帶著任務在生活中運用習得的語言,體驗競爭和自我挑戰的快樂,培養學生相互溝通和交流的能力,增強學生學習的自信!
活動4【作業】Homework（Choose one task to do!）
(1) Read the dialogue.
(2)Make a new dialogue and act with your friends.
[設計意圖]:分層布置作業,將作業內容的選擇權交給學生,充分體現了尊重學生的原則。現代化的生命課堂就從尊重每一個學生開始!
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