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视频课题：PEP小学英语六年级上册Unit 3 Where did you go art A let’s talk湖北省优课
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PEP小学英语六年级上册Unit 3 Where did you go art A let’s talk湖北省优课
教学目标
1.认知目标
(1)能够听说读写句型:Where did you go...? What did you do?并能在情景中运用。
(2)能够在语境中理解生词fell off,程Labour Day, mule, Turpan, could, till的意思,并能正确发音。
2.能力目标
(1)能够运用由where和what引导的一般过去时特殊疑问句,询问他人在假期所去的地方和所做的事情,并作答。
(2)能够理解对话大意,并回答对话下面的问题。
(3)能够用正确的语音、语调朗读对话,并能进行角色表演。
(4)培养学生相互沟通和交流的能力和综合运用语言的能力。
3.情感目标
(1)了解新疆的风土人情,如天山、新疆葡萄、羊肉串、骑马等。
(2)建立事物都有两面的观念,好事坏事没有绝对,可以相互转换,因此要以乐观的心态面对生活。
学习策略:注重小组合作学习。
2学情分析
小学六年级学生通过第二单元和五年级的学习,已经接触并掌握了句型“What did you do?”和部分相关动词词组,并学习了动词的一般过去式。学生已能够运用学过的单词和句型简单地描述过去发生的一些事情,可以在图片或多媒体课件的帮助下理解、读准一些简单的英语单词,在教师的指导下简单有序地开展任务活动,对即将学习的内容能适当地提前做好预习。
3重点难点
教学重点:
本课时的教学重点是学生在理解的基础上表演对话内容,并能在情景中适当运用句型:Where did you go...? What did you do?.
教学难点:
本课时的教学难点是学生能够在合适的语境中理解对话中的生词,正确并熟练使用主要句型进行交流。
4教学过程
4.1第一学时
4.1.1教学活动
活动1【导入】Pre－task
Step 1:Let’s chant.
Ss watch TV and chant:《Last weekend》.
[设计意图]:通过节奏欢快的歌谣吸引学生注意力,活跃课堂气氛,既复习了前一单元的过去式相关句型内容,又有利于调动学生的学习积极性,让学生以高涨的积极情绪迎接新的学习任务。
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…
[设计意图]:利用上一单元的话题复习相关过去式动词词组,导出本课内容中的第一个重点句型,激活学生脑海中与之相关的言语储备,顺利导入本课时的学习任务。
活动2【讲授】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.)
[设计意图]:让学生在学习对话前,对对话内容有个整体感知,并以笑脸哭脸的方式将学习的自主权交还给学生,自然导入对话的分段学习。
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.)
[设计意图]:利用卡通动画创设真实的语言环境,帮助学生理解对话前半部分内容的意思。在动画情景中引出本课新单词“happened”和“fell off”,同时将新词放到情境中进行操练,学生更容易理解并掌握。对话表演活动,让语言由语境引出,在语境中学习,最后再回归到生活实际,进行表演,语境创设自然,避免了形式上的机械训练。
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.)
[设计意图]:本节设计通过描述约翰好坏信息的转变,教育学生学会自我调整心态,积极乐观地面对生活。同时,将第二部分的核心内容和部分新词融入到游戏“开门大吉”中,学生依次通过闯关释疑的方式逐一理解对话中的重难点内容,将枯燥的篇章学习融入到快乐的游戏学习中,既形式新颖,又有利于调动学生探秘的好奇心,让学生始终保持学习的热情。
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.
[设计意图]:设计配音秀的活动,让学生看动画故事,给课文趣配音,既降低了学生朗读和表演时的难度,又避免了传统枯燥的操练方式,更有利于调动学生参与的积极性巩固学习内容。
活动3【练习】 Post－tasks
Step 1: Tasktime.
Fill the missing words in the blanks and talk about John’s holiday.
[设计意图]:重新回顾一遍对话的核心内容,让学生对整个篇章有个系统的认知,同时启发学生对本课所学内容来个自我检测,并根据关键词的提示,通过填空练习描述约翰过去时间内的假期生活,巩固部分动词的过去式,为下一步描述自己和他人的假期生活作好铺垫。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.)
[设计意图]:课件展示教师的假期照片,引导学生提问。再由学生展示自己的假期照片,互相提问回答,谈论各自的假期情况。将语言情境由虚拟的语境转换到生活实际当中,自然过渡,语境真实,学生有境可依,有话可说,活动参与面自然广。
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.)
[设计意图]:提出任务,让学生带着任务在生活中运用习得的语言,体验竞争和自我挑战的快乐,培养学生相互沟通和交流的能力,增强学生学习的自信!
活动4【作业】Homework（Choose one task to do!）
(1) Read the dialogue.
(2)Make a new dialogue and act with your friends.
[设计意图]:分层布置作业,将作业内容的选择权交给学生,充分体现了尊重学生的原则。现代化的生命课堂就从尊重每一个学生开始!
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