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六年级英语听课记录:Where did you go?

2017-3-28 编辑:zyy 查看次数:
栏目:小学英语

一、教材内容分析
本节课选自由人民教育出版社教育部审定的义务教育教科书六年级下册Unit 3 Where did you go? B. Let’s talk. 本单元学习的主题是谈论和描述人物在过去做的事情。在主情景图中,张鹏给John打电话,了解John没有上学的原因,并去John家探望,分享John在刚过去的五一假期旅游的照片,通过这些情景来呈现本单元的核心词汇和句型。而Let’s talk部分学习的核心句型是:Where did you go …? How did you go there? What did you do? 教材通过吴一凡和Amy在学校遇见Sarah,三人谈论Amy的寒假活动的情景,帮助学生感知上述句型的语用情景。
二、学生情况分析
六年级的学生从三年级就开始真正意义上学习英语,在本单元学习对别人假期活动进行口语交际之前,学生在六年级上册也学习过相关的话题,所不同的是上学期是对将要进行的活动进行提问Where are you going? What are you going to do? How are you going? Who are you going with? ... 也就是一般将来时运用;而本单元即是针对过去的活动进行提问Where did you go? What did you do? How did you go? Who did you go with? ... 也就是一般运去的运用。把新知识套用到旧公式当中,对学生来说应该是更易于掌握的。而且旅游和活动,永远都是学生最感兴趣的话题,因此学生肯定会乐于接受新知识的。
三、教学重难点
教学重点:能听、说、读、写句子:Where did you go …? How did you go there? What did you do? Did you …? Yes, we did. No, we didn’t. Sounds great! 并在实际情景中运用。
教学难点:能实际情景中,正确运用特殊疑问句。
四、教学过程
Step1: Warm-up and greetings
(1) Let’s sing: Tell me about your holiday.
(2) Free talk
T: Hello, everyone! The winter holiday is over. Would you like to tell me about your holiday? Was it great?
Ss: Yes! It was good/great/ fun/ nice …
T: Where did you go over the winter holiday? xx? (提问3到5个同学)
S1: I went to Shen Zhen.
S2: I went to Hu Nan.
S3: I went to Hainan.

T: Oh, it’s far from here. How did you go there?
S: I went there by…
T: What did you do there?
S: I swam in the sea.
T: Did you play on the beach? (呈现海滩的图片,引出beach一词) How was it?
S: Yes. It was …
T: Sounds great! (呈现sounds great)
T: Hey, guys! I wanna tell you a good news. I think you must be interested in. There is an activity in Sina.com. They need the reporters. But you need to speak English well. Don’t worried. Today, we’ll have a training before it. Now, here we go!
设计意图
通过跟学生们看似随意的交谈,其实是有意让学生在复习旧有知识(过去时句型、动词词组与特殊疑问句的提问),激活学生的知识储备,并帮助他们做好认知上和语言上的准备,为接下来的对话学习做好铺垫与埋下伏笔。活动的铺设使学生带着目标,在学习的过程中更投入。而且,任务是与旅游相关的话题,这永远都是孩子最感兴趣的,学习起来更有热情。
Step 2: Presentation
(1) Let’s try
A. Present the scene: Wu Yifan and Amy are at school. They meet Sarah. What are they talking about? Can you guess?
B. To predict the answers.
C. First listening: Listen and choose.
What are they talking about?
A. School.                  B. Holiday.
Who did Sarah buy gifts for?
A. Amy and John.            B. Wu Yifan and Amy.
Second listening: Listen and answer.
Where did Sarah go on winter holiday? Who did she go with?
D. Check the answers.
设计意图
通过两遍的录音播放,帮助同学们完成对应的练习。而扩展的问题是让学生掌握更多的信息,在培养学生们的听力技巧的同时,自然过渡到本课时对话的学习及相关信息。
(2) Let’s talk
A. Lead-in.
T: Now, we know Sarah’s holiday. What about Amy’s holiday? What do you want to know? Please write down the questions you want to know.
a) Let students to write down the questions on the paper. (1分钟)
b) Write down the questions on the blackboard. (把学生提出的问题以思维导图的形式写在黑板上)
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设计意图
让学生写下问题后再进行提问,是让学生积极去动脑思考问题,养成先想后说,做事严谨的学习习惯。用思维导图的形式把学生提出的问题进行板书,激发学生的发散性思维,激活学生的知识储备,同时,让后进生也能参与其中,辐射学生的参与面。也使学生带着问题去学习,培养独立解决问题的能力,激发求知欲。
B. First listening: Listen and think.
T: Wow, we have many questions. Now, let’s take these questions to listen the recording. And please mark down the main information: Where, When, What, Who, How.
设计意图
引导一般过去时特殊疑问句的用法,让学生带着这课文的几个核心问题去听音,集中注意力,并尝试去捕捉关键的信息。
T: Can you catch the answers?
Ss: Yes! (可能会有部分学生会举手发表意见)
T: All right! Who can tell me: Where did Sarah go? When did she go? What did she do there? Who did she go with? How did she go? (让学生在对话当中找出黑板问题的答案,检测之前的回答并板书)
Check the answers:
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设计意图
第一遍听录音,对学生进行整体输入感知对话。抓住问题去听,在考查学生的专注度的同时,也培养了学生听的能力,让他们在快速听力的情况下获得信息,也获得了取得答案后的成功感,进一步提升探知课文的欲望。
C. Second listening: Listen and order.
T: Children, this is the dialogue. But they order wrong. Can you rearrange them? (教师给2分钟时间让学生们思考并做题)
(      ) My family and I went to Sanya.
(      ) Yes, it was so warm.
(      ) Hainan is far from here. How did you go there?
(      ) Where did you go over the winter holiday?
(      ) How was the beach? What did you do there?
(      ) It was beautiful. .I took lots of pictures, and I also went swimming.
(      ) Sounds great! Can I see your pictures sometimes?
(      ) We went there by plane.
(      ) Really? Did you like it?
(      ) Sure.
T: This time, let’s listen and see the answers. (学生边听边检测自己的排列是否正确)
设计意图
第二遍录音,掌握文中几个特殊疑问句的回答后,跳入到整篇的理解,为下面的语篇的操练活动有效地输出进行铺垫。
D. Distinguish between “sometime” and “sometimes”.
T: Children! Can you help to find out the word of “sometime”? Oh! Here it is. But, wait! Are they the same?
Ss: No, that is “sometimes”. There is “s”.
T: Yes. That’s “sometimes”. And this is “sometime”. They are different.
For example:
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T: Can you choose one and make a sentence?
设计意图
让学生在对比中运用,区分两词的音、形、义与用法后,再让学生尝试自己举例运用,加深印象并体现学习所得。
A. Watch, listen and write
T: Sound good! You did a very good job! So, let’s watch the whole story. Please listen again and watch. (播放视频)
T: Now, open your book P26. Please underline the answers.
Could you write down the answers on you book? (让学生完成书本上的问题,并进行随堂检查)
B. Read after the computer.
学生们跟着电脑朗读对话,教师在课件上提醒学生们注意句子的重音、意群和停顿。
T: Now please read after the computer, but pay attention to the tones, stress and liaison.
设计意图
在前面三次听的输入和对应的练习之后,学生们基本上理解了对话的意思,通过跟着标准的录音朗读对话,帮助学生们学习和掌握对话的正确语音语调。
Step 3: Practice
(1) Role play
学生小组之间,男生和女生之间进行角色扮演。
A. Make a model.
T: Let’s role play. I will be Sarah and who wants to be Amy and Wu Yifan?
B. Group work.
T: Good job! This time, please practice with your group members, in your group, one will be Sarah, one will be Amy and one will be Wu Yifan. You have 2 minutes.
C. Act out the dialogue.
教师请班上几位同学进行表演对话示范后,引导同学们小组内练习对话,并请若干组到讲台前表演对话。
设计意图
通过角色扮演,帮助学生们更好地理解和把握语言的使用情境,为接下来的自由运用所学语言提供示范。
(1) Discuss the pictures.
教师呈现本板块的插图,然后让学生两两进行讨论Amy 的三亚之行。
T: These are the pictures of Amy’s trip for Sanya. Let’s discuss with your partner, you can ask “What did Amy do on the 1st/2nd /… day? How did she feel? What was the weather like there? What did she eat there? Did she…?”, the other one please answer.
T: Ok! Now, who has the questions? Or who would like to say anything one of the pictures?
S: Me. (学生举手回答)
T: Wonderful! / Sounds great! / Good idea! … (用不同的评价方式,让学生体现自己与别人的不同)
设计意图
提供图片与提问信息,引导学生结合图片,发挥想象力,对Amy在三亚旅游的细节进行对话。用上面呈现过的知识点进行有效的输出,懂得语言在实际情境中的运用,为接下来的拓展活动起到脚手架的作用。
Step 4: Consolidations
(1) Production: Amy’s Holiday Trip
T: Here has some sentences of Amy’s Holiday Trip. But do you know how to ask?
教师用PPT呈现Amy旅游信息的句子,要求学生根据提供的信息推断合适的疑问句。
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设计意图
文本重构的同时,点拨知识点,加深学生在实际情境中正确使用特殊疑问句的认识,在“会说”的基础上再到“会写”,巩固所学。
(2)Do a survey.
A. Talk about your winter holiday.
T: Last winter holiday, Amy and Sarah had fun. What about your winter holiday? Let’s talk about it with your partner.
学生两人一组调查对方最近一次旅行的相关情况并作记录。鼓励学生尽可能多地获取信息。
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B. Make a report: … went to … in … He/She …
教师请几名学生作汇报,师生共同评出“最佳小记者”奖。
T: Let’s choose. Who is the best reporter? Wow! You can speak a fluent English, so you will become a little reporter in Sina.com. Congratulations!
设计意图
创设一个相对真实,与课本对话相对应并与课堂开头设置任务相呼应的情景,让学生们在任务的驱动下自主表达语言,真正体会和感受核心句型的语用功能,从而达到学以致用。
Step 5. Homework
(1) Read after the tape, act out the dialogue on page 4. (必选)
(2) Try to make a new dialogue (According the report), and write it down. (必选)
(3) Share the dialogue with parents. (可选)
设计意图
布置分层次的作业,实现课内课外知识一体化,使不同学习层次的学生都能得到巩固和提高。
六、板书设计:
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