北京版六年级上册英语《UNIT THREE HOW DID YOU GO TO HANGZHOU Lesson 10》优秀教学设计

北京版六年级上册英语《UNIT THREE HOW DID YOU GO TO HANGZHOU Lesson 10》优秀教学设计

3. 学生能够理解对话中出现的fantastic, special, bridge, silk等词汇，并能在交际活动中运用。

4. 学生能够通过对话学习，对杭州的名胜古迹和特产有所了解。

二、教学重难点：

教学重点：理解朗读对话。

教学难点：正确朗读词汇fantastic, special。

三、教具准备：

教学课件、自制PPT、词汇卡片

四、教学过程：

Step One: Let’s show (2’)

请一名同学进行精彩展示，介绍自己的暑期生活。之后根据自己的讲述给同学们提出问题。如：Where did I go? How did I go there? What did I do?

教师用Fantastic评价展示同学。借助手势帮助学生理解词汇意思。

设计意图：为学生提供口语展示平台，通过生生互动复习关于过去发生的事情的具体信息的提问和回答，为新对话的学习做好准备。

Step Two: Lead in (3’)

呈现第九课情境图片，引导学生回顾第九课对话内容。

T: We knew Mike took a trip with his parents last weekend. Can you answer these questions?

Qs: Where did they go? How did they go there? Why did they miss the flight? Did Mike like the trip to Hangzhou? Can you guess?

设计意图：由上一课时对话引入新对话，温故知新，激发学习新对话的兴趣。

Step Three: Listen and say (15’)

1. 预测对话内容

呈现第十课情境图片，请学生根据图片预测新对话的内容。

T: What is Mike doing?

Ss: He is talking with his grandpa.

T: You are right. They are talking about Mike’s trip. Look at the picture, please. What do you want to know about Mike’s trip?

请学生看图片提出自己想知道的关于Mike’s trip的信息。预测学生会提出：

Where did they go in Hangzhou? What did they do there? 等问题。如果学生的问题没有涉及到Mike是否喜欢这次旅行，教师就补充提问Did Mike like the trip to Hangzhou?（板书主要问题）