北京版-英语-六年级上册-Unit3HowdidyougotoHangzhou教案.pdf
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1、小学-英语-上册-打印版小学-英语-上册-打印版Unit 3 How did you go to Hangzhou?单元计划单元教学目标:1.能够围绕出行地点、方式进行简单询问,就出行方式的话题用两种不同的方式进行表述以及简单的询问。2.能够对过去发生的事情或进行的活动进行交流和描述,并对古人的出行方式进行简单的询问和讨论。3.能够听、说、读、写本单元要求掌握的11 个单词,并能在相应的情景中应用;继续认读一些常用动词过去式的不规则变化。4.能够根据字母 z 在单词中发音为/z/的规律拼读单词。5.能够理解对话内容,并能朗读对话;读懂转述主题故事的语段,并尝试复述。6.能够在积极的情感体验中感
2、受现代文明带给人们生活的便捷。单元教学重难点:教学重点:1.理解,朗读对话。2.能够围绕出行地点、方式进行简单询问,就出行方式的话题用两种不同的方式进行表述以及简单的询问。教学难点:能够对过去发生的事情或进行的活动进行交流和描述,并对古人的出行方式进行简单的询问和讨论。单元教学内容:Structure:Where did you go last weekend?We flew to Hangzhou.How did you go to Hangzhou?We went there by air.Who invented those vehicles?Some smart people did.
3、Key vocabulary:last weekend,yesterday afternoon,on Friday morning,flew/drove/took the train to Hangzhou,the Spring Festival Fair,the train station,by air/bus/subway/taxi/train,on foot,those vehicles,some smart people Letters and sounds:Z,zebra,zip,zipper 教学时间:4 课时小学-英语-上册-打印版小学-英语-上册-打印版课题G6 U3 How
4、did you go to Hangzhou?L9 教学目标1.能够运用“Where did you go?”提问和回答出行目的地,并能够使用“I flew/drove/took the train to ”进行回答,并能够在情境中正确使用。2.能够听、说、读、写“see、Monday、hotel、angry”4个单词,认读、理解“flew to Hangzhou、drove to Xiangshan、took the train to Tianjin”等短语,并能在交际活动中运用。3.能够正确理解课文对话,获取课文中的相关信息,正确朗读课文。教学重难点教学重点:1.功能句型:“Where d
5、id you go?”“I flew/drove/took the train to”“How did you go to?”“I went to by .”2.能够听说读写以下单词:see,Monday,hotel,angry 3.认读单词及短语:flew to Hangzhou,drove to Xiangshan,took the train to Tianjin.教学难点:1.出行方式的两种表达方式,如:“I flew to /I went to by air.2.Let s do 活动中两种时态的对比。教具准备单词图卡、教学课件教学过程I Listen and say 1.导入(1)
6、师生问候后展开自由对话。What day is today?What day was yesterday?What did you do yesterday?(2)教师与一名同学做对话示范。T:What did you do last weekend?S:I went to .T:When did you go there?S:I went there at/on .T:Did you?S:Yes,I do./No,I don t.(3)找几组同学做上述对话。2.学习对话(1)教师使用课件呈现四幅对话中的图片。T:Please look at these four pictures.What
7、did you find?What did they do?Are they happy all the 小学-英语-上册-打印版小学-英语-上册-打印版time?Why?教师引导学生对图片进行观察,让学生在小组中讨论,对对话中人物情绪变化原因进行预测。(2)初听对话,对自己的预测进行检测。教师呈现两个问题:Did Guoguo see Mike at school on Monday?”“Where did they go?”(3)再听对话,这次教师再度引导学生关注主人公的表情变化:T:Do you think they are happy all the time?Ss:No.T:Why?
8、Let s listen it again.(4)解决上述问题后,教师引导学生打开书,独立阅读对话,并回答两个问题。Why did they miss the flight?What did Mike and his parents do after they miss the flight?(5)听录音模仿跟读。(6)角色扮演。(7)学生再次在教师的带领下朗读课文,边朗读边圈出对话中表示动词过去式的单词。II Listen,look and learn 1.语句学习(1)教师首先请同学们关注三张图片。(2)熟悉动词原型及其过去式:fly flew,drive-drove,take-took(
9、3)T:Where can we fly to?S:We can fly to .2.巩固练习(1)就本部分课本中提供的三幅图进行对话练习。(2)找几组进行展示明确答案。(3)学生进行对话练习。III Listen write and match 1.观察 4种交通工具,听录音第一遍。2.听第二遍,将地名与到达该地所乘坐的交通工具连线。3.听第三遍进行检查。组内交流并改错。IV Let s do 1.师生共同阅读,看看如何完成该活动。2.小组讨论,明确活动。3.教师引导学生关注时态-一般现在时。4.找几名同学向全班汇报,同学反馈调查结果是否正确,进行生生互动评价。V Homework 1.朗读
10、对话3 遍,理解对话含义。2.抄写文中的重点单词、短语、句子。3.与同伴练习用功能句问答。小学-英语-上册-打印版小学-英语-上册-打印版板书设计U3 How did you go to Hangzhou?L9 take-took miss-missed fly-flew drive-drove Where did you go last weekend?We flew to Hangzhou.评价内容:1.学生是否理解对话内容。2.学生是否能够正确朗读对话,并体会故事中人物的思想感情。3.学生是否能够运用主要句型进行造句。4.学生的口语表达能力。评价方式:1.回答问题;2.跟读对话并分角色朗
11、读对话;3.根据听力内容,填空并连线。4.运用重点句型造句。5.采访活动。评价量规:评价活动评价方法评价标准回答问题根据插图或文本回答问题。一级:能理解内容,能准确地回答问题;二级:对大概内容有所了解,能说出关键词。读对话1.跟读2.在小组内分角色朗读对话一级:能够理解人物感情,用恰当的语气和语调读出对话;二级:能够比较准确地朗读对话。听力听力填空。一级:能理解所听内容,并能根据内容正确地完成相关练习。二级:能基本理解所听内容的大意,能根据内容较好地完成相关练习。句型掌握造句一级:能够运用重点句型,正确造句。二级:能够根据图片模仿例句造句。采访活动用相关句型交流一级:能够灵活运用相关话题句型进
12、行交际。二级:能够运用基本句型进行交际。小学-英语-上册-打印版小学-英语-上册-打印版课题G6 U3 How did you go to Hangzhou?L10 教学目标1.能够运用“How did you go to?”“I/We went to by .”提问和回答出行方式,并能够使用过去式运用于情境中。2.能够听、说、读、写“hill、west、around.”3个单词,认读、理解the Spring Festival Fair等短语,并能在交际活动中运用。3.能够正确理解课文对话,获取课文中的相关信息,正确朗读课文。4.能够通过对话的学习,对杭州当地的名胜古迹和特长有所了解。教学重
13、难点教学重点:1.出行方式的询问和回答:“How did you go to?”“I went to by .”2.关于旅行经历的信息的交流:“How was your trip?”及其回答语:“What did you do there?”及其答语。3.一般过去时一般疑问句的提问和回答:“Did you?”“Yes,I did./No,I didn t.”4.认读单词及短语:fantastic、the Spring Festival Fair、hill、west、around.教学难点:1.出行方式的两种表达方式,如:“I flew to /I went to by air.”2.独立而完整
14、地表述自己的出行经历。教具准备单词图卡,教学课件教学过程(英文描述为主)I Listen and say 1.导入(1)教师出示不同的交通工具图片,请学生用英语说一说出行的各种方式。(2)师生问候后,就上一课所学内容展开自由讨论:Why didn t Guoguo see Mike in school on Monday?Where did they go?Why did they miss their flight?Are they upset for the whole weekend?2.学习对话(1)教师使用课件呈现Lesson 9 中的第一张图片。T:What did they do
15、 in Hangzhou?Please open your books,read and find the answer.”引导学生通过阅读找到答案。(2)小组内进行交流They visited many places.小学-英语-上册-打印版小学-英语-上册-打印版They went shopping.(3)全班统一答案后,教师再用PPT 或者板书的形式提出两个细节问题。Where did they visit?What did they buy?继续独立阅读,找到答案,小组进行交流。(4)教师引导学生在阅读过程中圈画出重点答语。教师提问:“What do you think Hangzho
16、u is famous for?”通过讨论,引导学生综合理解整段文章得出结论:“Hangzhou is famous for its green hills,blue water,small b ridges,old houses,the West Lake,and silk dresses and green tea.”(5)听录音模仿跟读。(6)角色扮演。(7)学生再次在教师的带领下朗读课文,边朗读边圈出对话中表示动词过去式的单词。(8)学生在教师的带领下标注出动词过去式的原形,并对比动词的原形及其过去式。(9)引导学生转述 Mike 一家在 Hangzhou的旅行经历。IIListen,
17、look and learn 1.词句学习(1)教师首先让学生关注图片中央表示出行方式的短语,朗读。继而启发思考,换一种方式表达,小组讨论。by air/fly to,by bus/take a bus to,on foot/walk to(2)关注四张图片给出的地点,请学生读出。(3)师生做对话示范,引导学生用两种方法表达。How did you go to Hangzhou?We went there by air./We flew to Hangzhou.2.巩固练习(1)开展 pair work。学生结合3 幅图进行问答练习,注意角色的交换。(2)小组展示。3.拓展运用(1)小组内说说
18、自己曾经有过的出行经历,尝试表达。Last weekend I went to the zoo.I went there by bus.I saw a lot of animals there.(2)组内交流。(3)小组展示,评价表现。III Listen and write 1.Have the children observe the pictures and talk about each picture with their partner.2.Choose a child to describe what they can see in the pictures.3.Play the
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