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六年級英語聽課記錄:Where did you go?

2017-3-28 編輯:zyy 查看次數:
欄目:小學英語

一、教材內容分析
本節課選自由人民教育出版社教育部審定的義務教育教科書六年級下冊Unit 3 Where did you go? B. Let’s talk. 本單元學習的主題是談論和描述人物在過去做的事情。在主情景圖中,張鵬給John打電話,了解John沒有上學的原因,并去John家探望,分享John在剛過去的五一假期旅游的照片,通過這些情景來呈現本單元的核心詞匯和句型。而Let’s talk部分學習的核心句型是:Where did you go …? How did you go there? What did you do? 教材通過吳一凡和Amy在學校遇見Sarah,三人談論Amy的寒假活動的情景,幫助學生感知上述句型的語用情景。
二、學生情況分析
六年級的學生從三年級就開始真正意義上學習英語,在本單元學習對別人假期活動進行口語交際之前,學生在六年級上冊也學習過相關的話題,所不同的是上學期是對將要進行的活動進行提問Where are you going? What are you going to do? How are you going? Who are you going with? ... 也就是一般將來時運用;而本單元即是針對過去的活動進行提問Where did you go? What did you do? How did you go? Who did you go with? ... 也就是一般運去的運用。把新知識套用到舊公式當中,對學生來說應該是更易于掌握的。而且旅游和活動,永遠都是學生最感興趣的話題,因此學生肯定會樂于接受新知識的。
三、教學重難點
教學重點:能聽、說、讀、寫句子:Where did you go …? How did you go there? What did you do? Did you …? Yes, we did. No, we didn’t. Sounds great! 并在實際情景中運用。
教學難點:能實際情景中,正確運用特殊疑問句。
四、教學過程
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? (提問3到5個同學)
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? (呈現海灘的圖片,引出beach一詞) How was it?
S: Yes. It was …
T: Sounds great! (呈現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!
設計意圖
通過跟學生們看似隨意的交談,其實是有意讓學生在復習舊有知識(過去時句型、動詞詞組與特殊疑問句的提問),激活學生的知識儲備,并幫助他們做好認知上和語言上的準備,為接下來的對話學習做好鋪墊與埋下伏筆。活動的鋪設使學生帶著目標,在學習的過程中更投入。而且,任務是與旅游相關的話題,這永遠都是孩子最感興趣的,學習起來更有熱情。
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.
設計意圖
通過兩遍的錄音播放,幫助同學們完成對應的練習。而擴展的問題是讓學生掌握更多的信息,在培養學生們的聽力技巧的同時,自然過渡到本課時對話的學習及相關信息。
(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分鐘)
b) Write down the questions on the blackboard. (把學生提出的問題以思維導圖的形式寫在黑板上)
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設計意圖
讓學生寫下問題后再進行提問,是讓學生積極去動腦思考問題,養成先想后說,做事嚴謹的學習習慣。用思維導圖的形式把學生提出的問題進行板書,激發學生的發散性思維,激活學生的知識儲備,同時,讓后進生也能參與其中,輻射學生的參與面。也使學生帶著問題去學習,培養獨立解決問題的能力,激發求知欲。
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.
設計意圖
引導一般過去時特殊疑問句的用法,讓學生帶著這課文的幾個核心問題去聽音,集中注意力,并嘗試去捕捉關鍵的信息。
T: Can you catch the answers?
Ss: Yes! (可能會有部分學生會舉手發表意見)
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? (讓學生在對話當中找出黑板問題的答案,檢測之前的回答并板書)
Check the answers:
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設計意圖
第一遍聽錄音,對學生進行整體輸入感知對話。抓住問題去聽,在考查學生的專注度的同時,也培養了學生聽的能力,讓他們在快速聽力的情況下獲得信息,也獲得了取得答案后的成功感,進一步提升探知課文的欲望。
C. Second listening: Listen and order.
T: Children, this is the dialogue. But they order wrong. Can you rearrange them? (教師給2分鐘時間讓學生們思考并做題)
(      ) 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. (學生邊聽邊檢測自己的排列是否正確)
設計意圖
第二遍錄音,掌握文中幾個特殊疑問句的回答后,跳入到整篇的理解,為下面的語篇的操練活動有效地輸出進行鋪墊。
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?
設計意圖
讓學生在對比中運用,區分兩詞的音、形、義與用法后,再讓學生嘗試自己舉例運用,加深印象并體現學習所得。
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. (播放視頻)
T: Now, open your book P26. Please underline the answers.
Could you write down the answers on you book? (讓學生完成書本上的問題,并進行隨堂檢查)
B. Read after the computer.
學生們跟著電腦朗讀對話,教師在課件上提醒學生們注意句子的重音、意群和停頓。
T: Now please read after the computer, but pay attention to the tones, stress and liaison.
設計意圖
在前面三次聽的輸入和對應的練習之后,學生們基本上理解了對話的意思,通過跟著標準的錄音朗讀對話,幫助學生們學習和掌握對話的正確語音語調。
Step 3: Practice
(1) Role play
學生小組之間,男生和女生之間進行角色扮演。
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.
教師請班上幾位同學進行表演對話示范后,引導同學們小組內練習對話,并請若干組到講臺前表演對話。
設計意圖
通過角色扮演,幫助學生們更好地理解和把握語言的使用情境,為接下來的自由運用所學語言提供示范。
(1) Discuss the pictures.
教師呈現本板塊的插圖,然后讓學生兩兩進行討論Amy 的三亞之行。
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. (學生舉手回答)
T: Wonderful! / Sounds great! / Good idea! … (用不同的評價方式,讓學生體現自己與別人的不同)
設計意圖
提供圖片與提問信息,引導學生結合圖片,發揮想象力,對Amy在三亞旅游的細節進行對話。用上面呈現過的知識點進行有效的輸出,懂得語言在實際情境中的運用,為接下來的拓展活動起到腳手架的作用。
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?
教師用PPT呈現Amy旅游信息的句子,要求學生根據提供的信息推斷合適的疑問句。
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設計意圖
文本重構的同時,點撥知識點,加深學生在實際情境中正確使用特殊疑問句的認識,在“會說”的基礎上再到“會寫”,鞏固所學。
(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.
學生兩人一組調查對方最近一次旅行的相關情況并作記錄。鼓勵學生盡可能多地獲取信息。
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B. Make a report: … went to … in … He/She …
教師請幾名學生作匯報,師生共同評出“最佳小記者”獎。
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!
設計意圖
創設一個相對真實,與課本對話相對應并與課堂開頭設置任務相呼應的情景,讓學生們在任務的驅動下自主表達語言,真正體會和感受核心句型的語用功能,從而達到學以致用。
Step 5. Homework
(1) Read after the tape, act out the dialogue on page 4. (必選)
(2) Try to make a new dialogue (According the report), and write it down. (必選)
(3) Share the dialogue with parents. (可選)
設計意圖
布置分層次的作業,實現課內課外知識一體化,使不同學習層次的學生都能得到鞏固和提高。
六、板書設計:
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