（广东）粤人版六年级下册-Unit 3 A Lucky Day-Lesson 1-ppt课件-(含教案+微课+视频+素材)-部级优课-(编号：4030e).zip

1、一、根据图片提示，回答下列问题。 1.What did you eat this morning? _ 2.What happened to him? _ 3.Did you have fun with your friends this morning? _ 4.What happened ? _ 5.Did he miss the bus this morning? _ 6.Did they have a lucky day yesterday? _ 二、Read the passage and answer the questions. 阅读短文， 回答问题。 Last Sunday,I

2、 had a (good,and, bad) day. First, I woke up late, because I watched TV last night. Next, I went to the store to buy some bread. But, I lost my wallet. I was upset. Then, I went home. When I opened the door, I was surprised(惊讶) 1、What happened to Tony first? _ 2. Can Tony buy something to eat? Why?

3、_ 3. What happened then? _ 4. Did he have a bad day? _ 5. Guess: What happened in the end? _ 三、Writing. 模仿短文，写一写你的一天。 Hi! Im _.I had a _ day _. I went to the _ with _. I liked _. The weather was _. First, I _. Next, I _. After that, I _. What a _ day!May 29th Sunny Hello, I am_. I had a _ day. I was

4、_. _. May 29th Sunny Hello, I am_. I had a _ day. I was_. _. May 29th Sunny Hello, I am_. I had a _ day. I was_. _. May 29th Sunny Hello, I am_. I had a _ day. I was_. _. First, I _. _ _ _ _ First, I _. _ _ _ _ First, I _. _ _ _ _ First, I _. _ _ _ _ Next, I _. _ _ _ _ Next, I _. _ _ _ _ Next, I _.

5、_ _ _ _ Next, I _. _ _ _ _ After that, I _. _ _ _ _ After that, I _. _ _ _ _ After that, I _ _. _ _ _ _ After that, I _. _ _ _ _粤人教粤人教 2011 版小学英语六年级下册版小学英语六年级下册Unit3 A Lucky Day 第一课时第一课时(新授课新授课)教学设计教学设计 1、教学内容教学内容 Vocabulary: won the game, had fun with friends, got a gift, woke up late, forgot my ho

6、mework, lost my keys. Target sentences: -I had a lucky day! -What happened? -First, I (had fun with friends). -Next, I (won the game). -After that, I (got a nice gift). -Wow! Youre really lucky! 2、学情分析学情分析 本节课教学内容的对象是小学六年级的学生， 学生好奇心强,学习态度积 极,喜欢接受新鲜事物。学生经过前两课的学习，对过 去 式 句型有了初步的认 识，掌握了一些常见的动词过去式。由于本课结合

7、多媒体进行教学为学生提 供了比课本更生动丰富的资源更容易引起学生的兴趣,因 此 有 助 于 培 养 学 生 观 察、判 断、推 理 事 物 的 能力 ,也更容易激发与培养学生的动手能力。语言知识的 学习与实际操作相结合,使学生可以在多媒体所营造的生动氛围中进行创新思 维,打破传统教学的束缚,培养学生自主学习、自我创新的能力。 3、本本节节课课设设计计整整体体思思路路和和依依据据 根据英语课程标准的要求，结合学生的实际情况，认知需要和发 展需要，本节课设计主要围绕的话题，以“Peters day ”作为主线，以培 养学生的学习兴趣和提高英语口语交际能力为主，以学生为主体，教师为辅， 通过听、说、

8、读、写等一系列活动，采用游戏、歌谣、制作日记本等教学方 式以及多媒体辅助教学法,从简单到复杂，从单一到综合，循序渐进地学习第 三课的内容。 4、教学目标教学目标 【语言知识目标语言知识目标】 1、能够听、说、读、写本课的核心句型：-First, I (had fun with friends).-Next, I (won the game).-After that, I (got a nice gift). 2、能够在语境中理解新词组的意思，并能正确发音。 3、了解字母 o 在单词中的发音规律，并正确拼读含有字母 o 的单词。 【语言能力目标语言能力目标】 1. 能够听、说、读、写并在情景中恰

9、当运用重点句型。 2. 能够按照正确的意群及语音、语调朗读对话。 3能够简单询问和介绍一天发生的事情。 4能运用已有的语音知识进行正迁移拼读新单词。 【情感态度目标情感态度目标】 1. 激发学生学习兴趣，寓思想教育于英语课堂活动中。激励学生善思乐行， 提高学习积极性和主动性。 2. 通过同伴间合作学习，培养学生积极参与小组合作，乐于用英语表达， 体验学习的乐趣和成就感。 3. 培养学生常怀感恩之心，勇敢地面对困难，懂得希望在明天。 【学习策略目标学习策略目标】 1. 注重新旧知识融汇贯通，培养自主学习的能力、 2. 培养学生的观察，归纳和自主探究能力，激发多元思维。 【文化意识目标文化意识目标

10、】 依据国家正式发布的“学生发展核心素养”理念，本课时的教学是围绕 “学生发展核心素养”理念进行思考与编排。从学生学习兴趣、生活经验、 认知水平出发，倡导体验、参与、实践、合作和交流的学习方式，发展学生 综合语言运用能力。综合运用听说法、情景交际法、任务型教学法、小组合 作学习法、多媒体辅助法及 Core dialogue（核心对话）等多种教学方法。 旨在让学生随着话题的展开把储备的知识提取再现，达到有效地交际目标。 1.基本策略：运用听说读写四项语言技能获取、处理和传递所需信息。 在完成复习已学知识和新知识拓展的同时积极与他人互动、合作，共同完成 学习任务。通过这节课，引导学生学会观察，思考

11、和总结。 2.认知策略：在熟练掌握本课的重点短语和重点句型后，能在具体语 境下开展有效交流,融会贯通。 3.调控策略：课始，引导学生明确本课学习目标及基本课堂要求；课 中，对已学知识熟练掌握的基础上拓展知识点，注重及时评价；课末，进行 评价总结，需要填写自我反思表。整一节课，处于有效的调控状态中。 4.交际策略：充分利用每个课堂游戏及活动，培养学生发现问题，能主 动寻求帮助，有自己独特见解，独立思考，通过小组合作交流，共同学习分 享，自主获取信息，最后顺利完成学习任务。 5.资源策略：基于教材，选取贴近学生生活的素材，结合学生熟悉的学 校老师、同学图片以及喜爱的游玩、体验活动等进行整合，通过网

12、上下载的 图片、语音视频自制微课、自编 chant、学生视频等鲜活立体的学习资源构 成课件，营造贴近生活的真实语言环境，引导学生有效地提取信息，达成教 学目标。 【信息技术手段】:本课视频是本班学生运用手机软件录制;微课运用 Camtasia8 录屏软件进行课中微课的录制和后期制作。 5 5、教学过程教学过程 StepStep I.I. WarmingWarming -up-up 1、Greeting T：Now, lets read a chant together. 【设计意图】通过唱英文歌，调动学生的学习激情以及复习之前所学的词汇和 句型。 2 2、PlayPlay a a guessi

13、ngguessing game.game.(Read and judge.) Say“Yeah, Yeah, Yeah” if you think its true. Say“ No, No, No”if you think its false. a.It was cold yesterday. b.First, I read a book last night. c.Next, I sang a song. d.After that, I drank some juice.(No, I ate a cake.) e. I had a lucky day. T：Yes, I had a luc

14、ky day. How about you? Now, boys and girls, today we are going to learn Unit3 A Lucky Day. Read after me, please. A Lucky Day. 【设计意图】借助猜测教师信息集中学生注意力，师生进行对话，创设轻 松愉快的学习氛围，自然引入话题A Lucky Day。 Step. Presentation 1、T：Today, we are going to meet a new friend, Peter. He is Gogos friend. Listen! Who is calli

15、ng? Oh, its Peter! Peter was in Canada last weekend. Was he happy? S:No, he had a bad day. T: Now, lets open his diary. 2、Open Gogos diary, Teach: First, I wake up late. The room form of woke is wake. Next, I forgot my homework. The room form of forgot is forget. After that, I lost my keys. Oh ,Gogo

16、, what a bad day. 【设计意图】通过观看 Peter 的日记，自然的引出本课的重点情景对话，调动学 生的学习激情,学习 Unit3 的主要句型，培养学生自主合作学习的能力，提高英 语口语水平。 3、 Teach Phonics “O”, T: Can you find the rule? Watch the video please. T: Can you read? 【设计意图】引导学生发现发音规律，用多种活动形式学习 o 发音。培养学生 的归纳总结思维，学会自己发现规律。 4、 T: Look, Gogo can do magic! Listen, what is Gogo

17、 talking about. S:Gogo can help Peter get a lucky day. T: Yes, now lets enjoy a video. Teach: First, he won the game.Next, he had fun with friends. After that, he got a gift. Wow! Hes really lucky. Thats Peters lucky day. 【设计意图】通过观看 Peter 的故事视频，学习 won the game、had fun with friends、got a gift 的新词组，再用

18、图片和实物来拓展词汇，使学生更易接受新 内容和学会应用。 5、 T：Just now we had learn peters day. Now can you tell me what else can you think about a lucky day or a bad day? For example: S：I got a good grade, I had a lucky day. S: I saw a snake, I had a bad day. 【设计意图】进行“头脑风 暴”，让学生尽可能的使用新旧知识，想出更多的句子和词组来描述自己的一 天，为下面的操练环节做好铺垫。 Ste

19、p. Practice T: Boys and girls, Gogo can do magic, but he lost his magic keys, do you want to help him? Here are 5 challenges. If you can pass all 5 challenges, you can get the key to open the magic box. Are you ready? Lets go! 1、Challenge 1. Play a game (lucky wheel and lucky shooting game). Each gr

20、oup choose one phrase ,and read it out. 【设计意图】通过猜谜游戏，激发学习兴趣，培养小组合作的精神，最终 巩固相关的句型和词汇，并为下一步 Activity 做铺垫，并继续调动学生的 学习激情。 2、Challenge 2. Watch the video about Nicks day and answer the questions. T：Now, we come to challenge 2. First, please enjoy a play. Watch carefully,please. T：OK , the play is over. D

21、o you like this play? Look, here are some questions for you. Lets enjoy Nicks day again, while you watching, please think about the questions. Ok, who can answer the question one.What happened to Nick ? Did he play football this morning? What should he do? Lets check the answer. 【设计意图】从身边取材，利用学生自己录制

22、的视频吸引同学们的学习兴趣， 通过认真阅读视频对话，引导学生运用本节课学习的知识来回答问题，化繁为 简，攻克英语阅读的难关。 Step. Development 1、Challenge 3.Lets talk about your day. T: Now, we come to challenge 3. Lets talk about your day. Please find your partner and talk about what happened to you? Did you have a lucky day or a bad day. For example, who can

23、 be my partner? S: First, I had fun with my friends. Next, I ate a pizza. After that, I got a nice gift. T: Do you understand? Now, please go around the classroom and find your partner. 【设计意图】调动学生思考的积极性。通过展示如何用动作或者图片进行展示 自己的一天，让学生在小组内进行操练，培养学生解决问题的能力。 3、Challenge 4. Make your own diary. And share yo

24、ur diary in your group and read them to your group members. T: Now, we come to challenge 4. Make your own diary. Look, this is my diary.(展示老师的日记本) Please take out your mini book,Write down a day and your name.Then write down the date , and weather. After that choose the pictures you like. Stick it o

25、n the paper. According to the pictures, write down your diary. T:Times up, please share your diary in your group and read them to your group members. 4、Challenge 5. Please share your diary to our class! 【设计意图】通过完成自己的日记本，以“写”的形式完成拓展练习，并 进行展示。以此提高学生们的语言综合运用能力和培养他们的合作意识与创新 思维。 Step. Summary and Homewor

26、k. 1、 Summary 教师与学生共同回顾本节课的内容，并让学生懂得如何把所学的相关知识 进行综合运用，并赋予实践中。然后进行思想与健康教育: No matter you meet, you lose,Please remember,Smile every day! Be happy every day! Everyday is a lucky day! What have we learnt today? 2、Homework. Share your diary to your family. Write a short passage about ones lucky or bad d

27、ay. 【设计意图】通过小组合作完成作业，培养合作意识和创新思维，提高语言综 合运用能力，进一步巩固本课所学的知识。 6 6、板书设计板书设计 七、教学评价七、教学评价 （一）师生评价 1. 学习小组评价： 全班分为三个大组，六个学习小组，在纪律和上课积极性综合表现良好的小组 可以有机会得到礼物。 2. 老师对学生的个人评价： 每个学生回答问题后老师就学生的回答进行评价，教师多使用鼓励性用语例如 “good,excellent”鼓励学生，另外就学生回答的问题进行具体评价并提供意 见建议。 （2）生生评价 1. 学生自我评价： 学生利用自我评价表格评价自己本节课的表现，根据自己的上课积极性，回答 问题次数，学习到的东西，不熟悉的知识点给自己打分。 2. 学生之间的评价： 对同伴的作品展示进行评价并提出建议。won the game rode my bike ate a pizza lost my money woke up latehad a cold got a gift watched TV had fun with friends had a toothache forgot my homework lost my keys