人教版 (PEP)六年级下册Unit 3 Where did you go? Part B公开课授课ppt课件

The third period（第三课时）

Part B Let’s try & Let’s talk

▶ 教学内容与目标

▶ 教学重点

1. 能够听、说、读、写句型“—How did you go there? —We went there by plane.”。

2. 能够在情景中运用句型“Where did you go?” “How did you go there?” “What did you do?”谈论假期活动。

▶ 教学难点

能够运用核心句型进行假期经历的交流，并能转换成简单语篇进行介绍。

▶ 教学过程

Step 1: Warm-up & Revision & Lead-in①

1. Free talk.

T: Hi. Good afternoon, boys and girls. What’s the weather like today? Let’s talk about our weekends. Where did you go last weekend? What did you do there?

Ss: …

2. Play a game.

Read the words and phrases as soon as possible when they are showed one by one. （出示课件） If you see a bomb, don’t read anything, just say “boom”.

3. Lead-in.

Competition: What is missing?

T: Let’s make a competition. Try to remember what you see. Then I’ll challenge your memory. What is missing? You’ll get a sticker if you do well. Ready? Go!(出示课件)

◆ Teaching purpose①

游戏激活学生大脑储备中与本课时相关的知识。最后图片中消失的人物Amy和Wu Binbin正好与授新环节做好有效衔接。在开课之处介绍本节课的评价方法，做得较好的同学可以得到贴纸，为后面任务的完成做好铺垫。

Step 2: Presentation

1. Listen and circle.②

(1)T: Look at the screen. （出示课件） Who is missing? Where are they?

Ss: Amy and Wu Binbin are missing.

T: Yes. They meet Sarah. Now they are talking. Let’s listen and circle the right answers. （课件出示：Let’s try板块的音频及练习）

The teacher gives a listening tip when necessary. Students try to catch the key words while listening.

(2)Check the answers. Show the listening material on the PPT to help students understand further. (课件出示：Let’s try板块的答案及听力材料)

(3)Show Sarah’s blog about her winter holiday.  (课件出示：Sarah杭州旅游的博客)

(4)Try to finish the mind map of Sarah’s winter holiday.

T: Sarah wants to know Amy’s winter holiday. Do you want to know Amy’s holiday? What do you want to know about Amy’s holiday? Maybe we can ask her.

This is Amy’s blog. Let’s look at the pictures and try to guess. (课件出示：Amy三亚旅游的博客)

◆ Teaching purpose②

将Let’s try 与Let’s talk两个板块自然巧妙地进行衔接，并且以博客的形式形象地呈现出“Sarah’s winter holiday”和“Amy’s winter holiday”。由此引入Let’s talk对话的学习。在呈现文本之前，训练学生通过观察图片信息，猜测文本大意的学习策略, 旨在通过加强学生学习策略的指导，培养学生自主学习的能力。

2. Watch and answer.③

(1)Ask students to watch the video.（课件出示：Let’s talk板块的视频） Let students answer the questions about Amy’s winter holiday. （出示课件）

(2) Check the answers.

①Question 1: Where did Amy go?

Show the picture of Sanya. (课件出示：三亚的相关图片)

Ss: She went to Sanya.

T: Did you go to Sanya before? Let’s share a video about Sanya.

（课件出示：一段三亚美丽风景的视频）

T: Do you like it? How was Sanya? It was…

Ss: It was so warm./…

②Question 2: Who did Amy go to Sanya with?

Ss: She went there with her family.

③Question 3: How did she go there?

Show the picture of a map of China. (课件出示：中国地图图片)

Ss: She went there by plane.

T: Why? Let’s see the map of China. Amy lives in Beijing. Sanya is in Hainan. Look, Hainan is far from Beijing.

④Question 4: How was the beach?

Show the picture of the beach. (课件出示：海滩图片)

Ss: It was beautiful.

⑤Question 5: What did she do?

Show the picture of Amy’s activities. (课件出示：Amy拍照和游泳的图片)

Ss: She took lots of pictures and she also went swimming.

T: Let’s read “Took pictures—took lots of pictures—took lots of pictures of the beach. And she also went swimming.”

Ss: Took pictures—took lots of pictures—took lots of pictures of the beach. And she also went swimming.

(3)Try to finish the mind map of Amy’s winter holiday.

◆ Teaching purpose③

通过几个问题的回答，帮助学生分析文本。在此过程中，通过图片及视频等方式，调动学生的多种感观理解文本内容。注重句子朗读技巧的指导，并采用思维导图的方式帮助学生梳理文本内容，提炼核心句型，辅助理解并记忆文本。

Step 3: Practice④

1. Look, listen and imitate.

Let students read the text sentence by sentence after the recording and pay attention to the pronunciation and the intonation.

2. Read the dialogue.

Let students read freely for one minute. Then the teacher asks two students to work in a group. Students read the dialogue and they can use the mind map when necessary.

3. Talk about Amy’s holiday.

Show more pictures about Amy’s holiday. （出示课件） Ask students to talk about Amy’s holiday.

T: Sarah says, “Can I see your pictures sometime?” Today Amy shows her pictures on the blog. Can you talk about the pictures? Maybe we can ask and answer like this “Where did she go? How did she go there? What did she do there?”

Ss: She went to Sanya. She went there by… She…

◆ Teaching purpose④

先读再听，然后尝试角色表演，复述出本课对话部分，帮助学生进一步理解和记忆文本。充分挖掘文本资源，利用“Can I see your pictures sometime?”巧妙地引出Amy为大家呈现她的旅游照片，请同学们一起谈论Amy的旅游照片，从而实现拓展环节的操练。并且将文本中的核心句型由第二人称拓展为第三人称。引导学生举一反三，在不同的语境中灵活运用新知进行语言交际活动。

Step 4: Consolidation & Extension⑤

1. Share a video.（课件出示：一段假期外出旅行的视频）

T: Amy’s holiday was great. Do you love holidays? Now let’s watch a video about a holiday.

2. Work in pairs.

Ask and answer with your partner. Finish the chart.  (出示课件)

3. The teacher gives a model.

T: Let me tell you about my winter holiday. I went to…with…over my winter holiday. …is far from here. So I went there by… The…was beautiful. I…, … and also… I had a good time over the winter holiday. I liked it very much. My friend…went to…with… He went there by… The…was beautiful. He…, …, and also… He had a good time over the winter holiday.

4. Show time.

Students try to introduce their holidays to the class.

◆ Teaching purpose⑤

通过视频的形式，让学生了解更多有关holiday的常识。同时为学生梳理出有关旅游的关键词“where, how, what, when, who…”。在充分的问答之后，教师指导学生运用关键语言组句成篇，并运用这一策略帮助学生进行介绍，最终完成本节课的任务。

▶ 板书设计

▶ 作业设计

1. Try to write your own passage about your last winter/summer holiday with the help of the model or the mind map.

2. Preview Wu Binbin’s holiday.

▶ 教学反思

1. 突出学生的学习自主性，引导学生独立思考，寻找规律，变被动为主动，提高学生自主探究、归纳的能力。

2. 教学环节紧凑，逻辑性强，对本课时的内容做了有效的整合，教学层次分明。

3. 采用多种形式调动学生的学习积极性，吸引学生积极投入到学习中来。

4. 注重学生学习策略的培养。在学生进行听力练习之前，预留时间请学生对所听内容进行预测和推断，对学生进行有效的听力技巧指导。

▶ Teaching Contents & Teaching Aims

Let’s try

      Be able to understand the listening exercises. Learn to predict before listening.

      Be able to use listening skills to do the exercises.

      Get information for “Let’s talk” by listening practice.

Let’s talk

      Be able to understand the dialogue and answer the questions below with the help of the teacher and the pictures.

      Be able to listen, speak and read the word “beach”.

      Be able to know the scenery in Hainan.

      Be able to read the dialogue correctly and role play.

      Be able to use the key sentence structures to talk about holiday activities.

▶ Teaching Priorities

      Be able to listen, speak, read and write the key sentences in this part.

      Be able to use the key sentences to talk about holiday activities in real situations.

▶ Teaching Difficulties

      Be able to use the key sentence structures to talk about the holiday experience, and be able to translate them into a simple text for introduction.

▶ Teaching Procedures