人教版（新起点）六下英语Unit 6 Summer Vacation-Story Time-ppt课件-(含教案+素材)-公开课-(编号：80ba0).zip

1、 lio n zebr a giraff e cheeta h elephan t ostrich buzzar d eagl e 秃鹫秃鹫 snail What happened between these two animals? 1.What did they do? 2.Why did they want to go together? A lion and a snail were good friends. The snail was talking to his friend about a magic tree. The snail wanted to eat some fru

2、it from the tree. They wanted to find the tree, but the snail was too slow to go. The lion had a problem with his throat and could not speak. He couldnt ask directions. They agreed to go together. On their way, they met some friends. Who did they meet? Task 1 Match me! A lion and a snail were good f

3、riends. The snail was talking to his friend about a magic tree. The snail wanted to eat some fruit from the tree. They wanted to find the tree, but the snail was too slow to go. The lion had a problem with his throat and could not speak. He couldnt ask directions. They agreed to go together. They tr

4、avelled west. They soon got lost. In the afternoon, they met an elephant. Were looking for the magic tree. How can we get there? You need to travel forty more kilometers north. They walked all night. They got lost again. Then they met a friendly buzzard. Can I help you? Were looking for the magic tr

5、ee. Is it near here. No, its still a little far. Follow me. We will go south. They followed the buzzard. They were very tired, but by morning they reached the magic tree .My friend cant speak and I cant run. Your magic fruit can help us. Can we have some? Of course! Help yourselves. The tree gave th

6、em some magic fruit. Now the lion could speak. And the snail could run as fast as a horse! They went on walking north. In the evening, they met a zebra. Were looking for the magic tree. Do you know how far it is? Youre only twenty kilometers away. Go east from here. Task 2 Order me! Put the sentence

7、s in order ( ) The lion and the snail met an elephant. ( ) The lion and the snail followed the buzzard. ( ) The lion and the snail met a zebra. ( ) The magic tree gave them some of his fruit. ( ) The snail talked to the magic tree. ( ) The lion and the snail decided to look for the magic tree. 4 2 3

8、 6 5 1 Task 3 Write me! Would you write the route that the lion and the snail followed? wes t east nort h south Task 4 Guess me! If they didnt help each other, what would happen? 1. Would they find the magic tree? 2. Would they solve their problems in the end? 3. Who would they meet? 4. Would anyone

9、 help them? 5. . Picking Game Create a new story about if the lion found the magic tree alone what would happen? Retell the story according to the route Act out the story Create a new story about if the snail found the magic tree alone what would happen? What can we learn from this story? Homework:

10、1.Retell the story to your friends. 2.What can you learn from this story? Write a short passage about 指导思想与理论依据 英语课程标准的基本理念是“面向全体学生，注重素质教育；突出学生主体， 尊重个体差异”。小学英语课程首先要激发学生的学习兴趣，培养英语学习的积极性， 使他们建立初步学习英语的自信心。这要求教师在授课的过程中首先要了解学生，只 有这样才能更好的发挥学生的主体作用。六年级学生能够借助图片等提示听懂简单语 段，能就小学所学话题进行一般交流和简单陈述，能借助图片和老师的帮助读懂并讲

11、述，表演简单的故事；在学习中乐于参与，积极合作。课标倡导“任务型”的阅读， 学生通过思考、讨论、合作和表演等方式，学习和使用英语，完成学习任务。本课在 培养学生阅读技能的同时也关注学生的兴趣和学生的思维，学生根据自己的需要进行 理解性的自行阅读，结合六年级学生的年龄特点和需要，教师给予方法的支持。阅读 教学的主要侧重点在于引导学生的使用阅读方法和技巧，引导学生体验阅读的快乐。 同时本课课堂教学的设计力求通过各种任务引导学生体会运用新的语言材料，通过听 说读演等多样化的活动设计提高学生综合语言运用的能力，并让学生在学习语言的同 时体会精神，让学生产生合作的需求，体验合作的快乐。阅读教学的主要侧重

12、点在于 引导学生的使用阅读方法和技巧，引导学生体验阅读的快乐。本课课堂教学的设计力 求通过各种语言活动引导学生认识、体会和运用新的语言材料，为学生提供了大量的 语言输出机会，使学生在体验中自然地主动地习得语言，并注重语言教学的整体性和 层次性。 教学背景分析 一、教学内容分析： 新起点英语是人民教育出版社的从一年级起点的英语教材。本册教材是最后一 册，以复习为主。本课是六年级下册第 6单元 Summer Vacation 中的 Story Time，是学科融 合部分。本课是一节阅读课，通过与话题相关的趣味性故事，一方面复习词汇和功能 句，另一方面培养学生的阅读能力，提高其学习英语的兴趣。本课的

13、功能句就是一般 过去时的运用。 二、学情分析： 本册教材适用于六年级下半学期的学生。他们正处于高年级阶段，通过几年的英 语学习，学生已基本感知并掌握了一些有关运的词汇和句型，有较好的语音、语调基 础。学生初步掌握了一些阅读的基本技能，能自己阅读并大致理解内容含义，通过阅 读简要的叙述故事。大部分学生学习英语的积极性较高，上课的参与度较高，积极回 答问题的学生较多，学生英语水平居年级中上游。但是两极分化比较严重，对一般过 去时的运用还有些欠缺，有时候不能恰当的运用。 教学目标 教学目标： 1、能够读懂并理解本篇阅读短文，从中提取相关信息。 2、能够理解 buzzard 等词的含义从而完成阅读,能

14、理解并运用一般过去时。 3、能够在多次阅读文章的基础上，层层深入，提高学生的快速阅读和深层理解能 力。 4、能够在良好的氛围中，用英语有效交流，体验交流的乐趣。 5、能够在图片和关键词的提示下，复述、表演或者改编本课的小故事。 6、通过故事明白合作的重要性。 教学重点： 能够读懂并理解本篇阅读短文，从中提取相关信息，能根据图片等提示自己复述 或表演本课的小故事。 。 教学难点： 能够在多次阅读文本的基础上，层层深入，完成不同的任务，并且能通过故事的 学习明白合作的重要性。 教学资源 教学课件，幻灯片课件，阅读任务单等。 教学流程示意图 Warm up Guess, where is this

15、picture? What kinds of animals do you know there? Ask some questions about characters in this story 引出本课故事中的主角，猜测一 下会发生什么，训练口语表达。 引发思考，自主发言，为引出本 单元的故事做准备。 教学过程 Step 1 WarmWarm upup 1、Look at this picture, do you know where is it? 2、What kinds of animals do you know there? Presentation Summary&homewo

16、rk Read first time，who did they meet? Read second time,match the pictures and paragraphs. Watch the video of this story,listen and watch. Read again and try to write the route. Discuss what will happen if they didnt help each other. 自然情境引入，猜测图片内容， 为即将进行的故事学习做铺垫。 第一遍阅读，泛读，找出来路上遇见了谁？ 第二遍完成第一个阅读任务，讲图片和

17、语 段连线，对文章有一个整体感知。 巩固新知，提供练习机会，延伸 课堂，升华文章。 语音输入，边听边看，完成第二个阅读 任务，Part B, 将句子排序，对文章有一 个跟深入的了解。 再次精度课文，准确写出故事中 的寻找路线。 小组讨论，发散思维，根据故事创设不 同情境，引入朋友需要互相帮助这一主 旨。 Show the first two pictures and ask some questions about these two pictures. Summary&homework Picking Game Show Time 小组合作讨论，抽取不同的任务 卡，组员相互合作共同完成。 分

18、小组展示各个小组的任务，训 练口语表达能力和小组合作能力。 Production Listen to the radio of the first two pictures, and answer the questions. Practice 听力引入，听故事的前两段，检 查自己的猜测是否正确。根据课 文内容回答问题。 （设计意图:由图片引出今天的故事，通过问问题的形式激发学生的好奇心。有 意识的让学生回忆相应的动物，并且将本课出现的新的动物名称导入，以文字加语 音的形式让学生深刻记忆，既复习了旧知，又引入了新知。 ） Step 2 PresentationPresentation 1、Af

19、rica is very beautiful. There are many stories happened. Todays two characters are them? Can you guess? Who are they? What happened between them? （设计意图:自然过渡，因为本故事发生在非洲，所以由非洲引入今天的故事主人 公，先猜测一下他们是谁，再猜测一下他们之间发生了什么。发散学生的思维，训练 学生的口语表达能力。学生回答问题的时候教师可以根据实际情况提供一些关键词以 降低难度。 ） 2、Show the first two pictures. Wh

20、at can you see in this pictures? (设计意图：先观察图片描述图片，激发学生对故事的兴趣。同时也训练学生的口 语表达能力。 ） 3、Listen to the radio of the first two pictures. And try to answer these two questions: What did they do? Why did they want to go together? （设计意图：教师提问两个跟文段相关的问题，让学生听听力找答案，从听导入文 本符合学生学习的规律，训练学生的精听能力。听完以后，试着回答问题，在 PPT 中 显示文

21、段内容，学生可以检查自己的答案，听力相对薄弱的同学可在文本中找答案。 教师带着环游两副图片，为后面学生自己阅读打基础。 ） Step 3 PracticePractice 1、On their way, they met some friends.Who did they meet? Read and find the answer.Read the passage again and try to match the pictures and paragraphs. （设计意图：第一遍泛读，根据图片提示找出来在路上先后遇见了谁，在黑板上形 成一个简单的路线。第二遍读故事，完成任务一，将图片与

22、语段连线，让学生对故事 有个大致了解和整体感知。完成以后对答案，再巩固一遍路线。 ） 2、Watch the video of this story and try to finish task 2 order the sentences. （设计意图：通过放视频的方式为学生整体感知阅读文本提供语音和视频上的资源， 把听力训练和文本的出现有机结合，带着任务来看视频听听力，能集中学生的注意力。 为学生最终全面的感知、理解、掌握全篇内容打基础。） 3、T: OK, boys and girls, you did very well. Now if you wanted to find the ma

23、gic tree, how can you get there?Read the text third time try to finish task 3 write a route that the lion and the snail followed. （设计意图：创设情境，通过学生细读文章，自己发现问题的答案，自己写出路线 图，然后教师带着学生对答案，共同完成路线路，让学生对文章有个更深入的了解。 体现学生先学，而后教师有目的引导的过程，有效引导学生开展自主学习，培养学生 自主解决问题的能力。 ） 4、T: We have known that the lion and the sna

24、il helped each other, and the found the magic tree finally. But if they didnt help each other, what would happen? Discuss in your group. （设计意图：创设情境，通过学生小组讨论的形式，交换意见，发散思维，给学生 自由想象自由讨论自由陈述的时间和空间，升华本课内容，提出朋友之间互相帮助的 重要性。学生自由陈述的形式既能锻炼学生的口语表达能力，又能够培养学生的思考 问题的能力，注重学生思维的训练。） Step 4 ProductionProduction 1 1、

25、Pinking Game. Every group need to choose one task card. Different groups have different tasks. （设计意图：分小组完成任务，通过抽取任务卡的方式选取自己小组的任务，教师 分成四个不同的任务，一个是表演，一个是复述，还有两个是编写两个故事。抽取 不同的任务卡可以激发学生的兴趣，小组合作完成任务培养学生的小组合作能力， 让学生对本课故事有一个更深刻的了解。开放性的任务形式可以激发学生的思维能 力，教师可以根据不同的组提供一些帮助。 ） 2.Show Time Ask groups to show thei

26、r tasks. (设计意图：小组展示，不同的任务可以让学生从中学到不同的内容，最后再升华 一下故事内容，突出互相帮助的重要性。不同小组的展示可以让同学们交换信息，内 化语言，检查学生对文章的理解程度，也可以提高学生的口头表达能力，还能培养学 生善于积累的习惯，为了提高语言运用能力和培养语感奠定基础。在黑板上的图片、 文字和练习环节中完成的表格以及老师的帮助下，即使是困难的学生也能开始表达。) Step 5 SummarySummary andand homeworkhomework Summarize the story and tell them homework. 1.Retell th

27、e story to your friends. 2.What can you learn from this story? Write a short passage about this story. （设计意图：通过总结引导学生回顾本节课的收获，因为不同学生的收获和关注点 不会相同，教师进行总结，并且让学生课下再思考。最后的作业设计把学生课堂上简 单的知识和有难度的知识结合起来，做到作业有梯度。既巩固新知，又能够发散思维 完成小短文的书写，有效地延伸课堂。 ） 板书设计 Unit 6 Summer Vacation 学习效果评价设计 1、教师、学生通过语言、体态语、眼神等，对学生的课堂表

28、现给予积极地及时性评价， 教师在课堂教学中鼓励学生能够用发展的和心善的眼光看他人，让学生在同班同学欣 赏的眼光中感受成功，自我认同，建立自信。 2. 1） 预热环节：利用学生熟悉的场景输入语言知识，激发兴趣。 2） 呈现环节：通过放录音和视频的方式为学生整体感知阅读文本提供语音上的资源， 从听导入文本符合学生学习的规律，把听力训练和文本的出现有机结合，恰到好处的 引出全文，使为学生最终全面的感知、理解、掌握全篇内容打基础。 3） 操练环节： 通过做阅读任务单、问答等方式把握学生的阅读效果。 4） 输出环节： 首先让学生在读完文章之后，根据图像、问题、表格等线索，通过小 组合作的形式完成不同的任

29、务，展示了全班学生对故事的掌握程度。 write the route that the lion and the snail followed write the route that the lion and the snail followed A lion and a snail were good friends. The snail was talking to his friend about a magic tree. The snail wanted to eat some fruit from the tree. They wanted to find the tree, b

30、ut the snail was too slow to go. The lion had a problem with his throat and could not speak. He couldnt ask directions. They agreed to go together. They travelled west. They soon got lost. In the afternoon, they met an elephant. Were looking for the magic tree. How can we get there? You need to trav

31、el forty more kilometers north. They walked all night. They got lost again. Then they met a friendly buzzard. Can I help you? Were looking for the magic tree. Is it near here. No, its still a little far. Follow me. We will go south. They followed the buzzard. They were very tired, but by morning the

32、y reached the magic tree .My friend cant speak and I cant run. Your magic fruit can help us. Can we have some? Of course! Help yourselves. The tree gave them some magic fruit. Now the lion could speak. And the snail could run as fast as a horse! They went on walking north. In the evening, they met a zebra. Were looking for the magic tree. Do you know how far it is? Youre only twenty kilometers away. Go east from here.