（广东）粤人版六年级下册-Review 1-Lesson 2-ppt课件-(含教案+音频+素材)-公开课-(编号：60722).zip

Re eviewiew 1 Readingeading andand writingwriting 开心学英语六年级下册开心学英语六年级下册 A boyoy whowho shoshoutedted wolfwolf 老师说单词，同学们做动作。当老师说老师说单词，同学们做动作。当老师说 “stop”时，同学们时，同学们停停下来，谁下来，谁动动了就要了就要回答回答老师老师 的问题。的问题。 Game Wooden man are is take have come gosee hurt shout laugh 谁谁最最快快能说出能说出以以下下动动词的词的过去式过去式 wolf ListenListen andand guessguess. . C.A boyoy whowho shoshoutedted wolfwolf. B.Littleittle redred ridingriding hoodhood. A.Snownow whitewhite. Listenisten andand choosechoose. (听故事，选一选。）听故事，选一选。） C.A boyoy whowho shoshoutedted wolfwolf. B.Littleittle redred ridingriding hoodhood. A.Snownow whitewhite. Listenisten andand choosechoose. (听故事，选一选。）听故事，选一选。） A boyoy whowho shoshoutedted wolfwolf whatwho 课前预测 Task 1 Listen, read and answer: 3. How many times did Peter shout “wolf”? 2. Did the wolf come at the first two times? 次数 1.Where did the story happen？ A boyoy whowho shoshoutedted wolfwolf Peter worked on a farm. He took care of the sheep. One day, Peter was bored. He had an idea. “Wolf! Wolf!” he shouted. Many people came to help him, but there was no wolf. Peter laughed. All the people were angry and went home. The next day, Peter did it again. “Wolf! Wolf!” he shouted. Again, people came to help, but not many. They saw Peter laughing, so they went home. On the third day, when Peter was working, a big wolf jumped out and hurt his sheep. “Wolf! Wolf!” shouted Peter, but nobody came this time. Task 1 Listen, read and answer: 3. How many times did Peter shout “wolf”? 2. Did the wolf come at the first two times? Three times. 次数 No, he didnt. On the farm. 1.Where did the story happen？ Task 2 Read it again and underline the answers .(阅阅读故事读故事,划划出出正确正确的的答案答案.) 1.What did Peter do on the farm? 2. Why did Peter shout at the first two times? 3. What happened on the third day? 4. Did the people help Peter at last? 1.What did Peter do on the farm? 2. Why did Peter shout at the first two times? 3. What happened on the third day? 4. Did the people help Peter at last? Group work (选择自己喜欢的方式小组朗读故事） A 小组有感情朗读。 B 分角色朗读。 C 分角色扮演和朗读。 Task 3 Fill in the blanks. （补充完整句子） (完成后，请小组长检查。） Peter care of the sheep on the farm. One day, he was . He “Wolf! Wolf!” Many people to help. There was no wolf. He . The next day, he again. Not many people to help. He again. On the third day,a big wolf the sheep. He again. But nobody . Peter care of the sheep on the farm. One day, he was . He “Wolf! Wolf!” Many people to help. There was no wolf. He . The next day, he again. Not many people to help. He again. On the third day,a big wolf the sheep. He again. But nobody . took bored came laughed shouted came shouted came laughed shouted hurt Lets retell the story ! (一起复述故事。） What did you learn from the story？ 学了故事你有什么收获？ When liars tell the truth，nobody believes them. 当说谎的人说出真相时，没有人相信他们。 Dont tell lie. 不要说谎。 To be honest.做人要诚实。 G Gu ue es ss s: : WWh ha at ts s t th he e s st to or ry y t ta ak ki in ng g a ab bo ou ut t? ? axe The Golden Axe And Silver Axe Task 4 Read and Number the pictures, make a story book. (看图排序。看图排序。) ( )Tom was a poor boy. One day,he cut wood in the forest. 1 ( ) At last,the old man gave an iron axe to him.He was excited. ( ) The old man gave a golden axe to Tom , but he didnt want it. ( ) Tom cried and an old man came out to help. ( ) But his axe fell into the river. ( ) Then the old man gave a silver axe to him , but he didnt want it. ( ) Because of his honest,he got three axes and went home. Read and Number the pictures.(看看图图排排序序。) 2 34 5 6 7 Make a mind map.(提取关键词制作一个思维导图) cut Task 5 shouted“Help, help!”ran to the lake laughed Dont tell lies! Homework: A、Lets write！ A boy who shouted“Help！” 仿照仿照P40文章文章，看，看图图写写6个个句子句子，请用上请用上提示的单词提示的单词。 One day，Tom was bored. He ____________ . ___________________ . ____________________. ___________________ .___________________ . B、仿照、仿照P40文章文章，编小编小故事故事。 swam1 一、学生分一、学生分 析析 1. 本课教学对象是六年级学生,有一定 的英语口语表达能力，已掌握了动词过去式 的变化规律。课堂中能较灵活地运用语言材 料，能在虚拟的情景中进行真实的语言交流。 2. 鼓励学生通过体验、实践、讨论、合 作、探究等方式，发展其听、说、读、写的 综合语言技能。 二、教材分二、教材分 析析 1.此教学设计是广东人民出版社开心 学英语六年级下册的 Review 1 Reading and writing 的新授课设计。 2. 本课的内容是故事 A boy who shouted wolf。学生已初步掌握了动词过去式的变化 规律，及特殊疑问句和一般疑问句的用法。 3.本课的难点是加强学生对动词过去式 一般句型的实际运用，重点是针对语言的运 用这一问题为学生创设情景，让学生能在轻 松的环境下学习语言、运用语言。 三、教学目三、教学目 标标 教学内教学内 容容 （一）语言知识目标： （1）巩固和正确运用动词的过去式。 （2）能在所设的情景中运用本课的重 点句型及回答. （二）语言技能目标: （1）理解并灵活运用本课所学单词及 句型。 （2）理解并读出自己所编的小对话。 （三）情感态度目标： （1）提高学生的英语学习积极性，培 养学生合作探究创新精神。 （2）培养学生诚实做事的情感态度。 （四）学习策略目标 （1）学会小组合作，与他人交流。 （2）积极运用英语与同伴合作交流并 能顺利完成学习任务。 四、教学策四、教学策 “掌握一定的英语基础知识和听、说、 读、写技能，形成一定的综合语言运用能力。 ”是基础教育阶段英语课的主要任务。根据 2 这一任务要求，我充分利用我主要开展以学 生为主体的活动，如：个体阅读、小组讨论、 小组制作故事书、合作编对话等，让学生学 以致用，培养学生的英语思维能力和应变能 力。 课前准备：PPT 演示文稿、课外对话材 料、story book 等。 五、教学过五、教学过 程程 .Warming up 1. Greeting. T: Good morning, boys and girls. Ss: Good morning, Miss He. 2. Review. (1) Game: Wooden man. T: Look at my flick book, say the words and do the actions, when I say “stop”, you cant move. If not, you should answer my questions. Ready, go. （2）Game: Look and say. T:Look at the words and say the past tense. （采用gamegame的形式，使教师和学生之间的关 系融洽，调动学生的情感投入。 ） .Presentation 1. Lead in. T:Come-came.Come-came . And do you know who came here. Listen , Ss: The wolf. T: Yes, the wolf came ,the rabbit shouted “wolf”. S1: The wolf came, the monkey /sheep shouted “wolf”. （通过听音引出 wolf and sheep ,解决课文要 点 came/shouted 为下文作铺垫。） 2. Reading. (1) The first reading. T: What are they? What happened ?Today I will tell you a story .But whats the title of the story? Lets listen and choose. (播放课文录音，初步检查学生对课文的中 心内容理解程度。) (2)The second reading. 3 T: Yes, today we will learn the story “A boy who shouted wolf”. Read after me please. S1: “A boy who shouted wolf”. T: Look at the title,.Who in the story? What happened? S1: The boy. Shouted wolf. T: OK,now let me tell you the story again. T: 1.Where did the story happen？ 2. Did the wolf come at the first two times? 3. How many times did Peter shout“wolf”? Ss:. （看图听讲故事，进一步加深对课文的理解。 而带着问题看故事，符合任务驱动型教学的 要求。 ） (2) The third reading. T: Good!Read it again and underline the answers , 2 minutes for you. 1.What did Peter do on the farm? 2. Why did Peter shout at the first two times? 3. What happened on the third day? 4. Did the people help Peter at last? Ss: . （在师生问答的同时，自然的解决课文难点、 重点，体现教学的无痕。 ） .Practice and consolidation 1. Read and act. T：Now，lets read the story together. T: You are so clever. Now, please read the story in groups and act it, 3 minutes for you. T: Volunteers? (分角色朗读并表演.) 2. Retell and make a story book. (1) Retell T:Well done.Lets fill in the blank.(Team leaders check the answers. T: Can you retell the story according to the key words on the blackboard. Lets do it. 4 T: Who can?(引导学生复述story) ( 让孩子更好归纳课文，为下一个活动作 铺垫。） (2 )Think about it. T: Is Peter good? Ss: No. T: Why？What do you learn from the story？ T:When liars tell the truth，nobody believes them. Dont tell lie. To be honest. （鼓励学生说出自己心中所想，教育学生要 做一个诚实的孩子。） IV. Production. 1. Lead in. T: You are good boys and good girls，just like my friends Tom. 2. Look and answer. T：Look at these pictures , whats the story talking about? S1: Axe （有趣的课外拓展既吸引了学生，激发学生 的学习兴趣，同时也为提高学生对语言综合 运用的能力搭建舞台。 ） （2）Make a story book. T: Yes, its an old story“A golden axe and a silver axe.” Lets read and number the pictures, and make a new story book. T: Now ,lets read again and write down the key words on the mind map. 5minutes for you. (进一步地理解课文,作有效的输出。) V. Summary. VI: Homework. 1. Tell the stories to your parents. 5 2. Make a new story. (根据孩子的能力选择不同的作业，巩固 所学知识。 ） 附件： 学生练习卡 2.Task2.Task 3 3 FillFill inin thethe blanks.blanks. （补充完整句子）（补充完整句子） Peter ________ care of the sheep on the farm. One day, he was_______. He ________“Wolf!Wolf!” Many people _________ to help. There was no wolf. He ________ . The next day, he __________ again. Not many people ________ to help. He________ again. On the third day,a big wolf _________ the sheep. He ________ again. But nobody_________ The Golden Axe And Silver Axe 3.Read and Number the pictures.(看图排 序。) ( )Tom was a poor boy. One day,he cut wood in the forest. 6 ( )Tom cried and an old man came out to help. ( )But his axe fell into the river. ( )At last,the old man gave an iron axe to him. He was excited. 7 4.Make a mind map.(提取关键词制作一个思维 导图) ( )The old man gave a golden axe to Tom , but he didnt want it. ( )Because of his honest, he got three axes and went home. ( )Then the old man gave a silver axe to him , but he didnt want it. 1.__ ____ _ 2.____ ___ 3.____ ___ 4.____ ___ 5.____ ___ The Golden Axe And Silver Axe _______ 8 5.Homework.5.Homework.（ ChooseChoose A A oror B.)B.) A. 小组合作分工写作：仿照 P40 文章，看图写 6 个句子，可 以用上提示的单词。 One day，Tom was bored. He ____________ . ___________________ . ____________________. ___________________ .___________________ . B. 仿照课文内容，写一个关于诚信的故事。 板书设计板书设计 shouted“Help, help!”ran to the lake laughed Dont tell lies! 6.___ ____ 7.___ ____ 8.___ ____ 9 教学反思教学反思: : 这是一节阅读课。教学中以阅读形式复习动词的过这是一节阅读课。教学中以阅读形式复习动词的过 去时在实际交际的用法为主要内容，以提高学生运用本单去时在实际交际的用法为主要内容，以提高学生运用本单 元所涉及的知识和解决问题的能力为主要设计原则。元所涉及的知识和解决问题的能力为主要设计原则。 在整在整 节课的教学过程中节课的教学过程中, ,教学目标清晰明确，活动过程丰富有效，教学目标清晰明确，活动过程丰富有效， 教学方法新颖灵活，学生学习兴趣浓，积极性高。并始终教学方法新颖灵活，学生学习兴趣浓，积极性高。并始终 围绕相应的语言知识目标、文化意识目标和情感目标，设围绕相应的语言知识目标、文化意识目标和情感目标，设 计教学活动，体现活动的层次性与递进性，巧妙地突破了计教学活动，体现活动的层次性与递进性，巧妙地突破了 重难点。所设计的教学活动，能充分结合学生的年龄特点重难点。所设计的教学活动，能充分结合学生的年龄特点, , 引导学生一步一步循序渐进地习得英语知识，以引导学生一步一步循序渐进地习得英语知识，以“Pre-“Pre- reading.reading. While-reading,Post-reading”While-reading,Post-reading”为主线，设计了为主线，设计了 I I cancan guess,guess, retellretell storystory、makemake a a storystory book.”book.”等生动语等生动语 言综合运用能力。教学过程评价运用恰当，有效激发学生言综合运用能力。教学过程评价运用恰当，有效激发学生 的参与热情，教学效果良好。的参与热情，教学效果良好。 但在这节课的教学当中，我觉得有以下几方面需要提升：但在这节课的教学当中，我觉得有以下几方面需要提升： 这节课由于我的一些课堂用语不够简洁，有些活动的步骤这节课由于我的一些课堂用语不够简洁，有些活动的步骤 跟学生解释得不是很清楚，学生听起来可能会有点吃力。跟学生解释得不是很清楚，学生听起来可能会有点吃力。 由于学生在年龄、性格、认知方式、生活环境等方面存在由于学生在年龄、性格、认知方式、生活环境等方面存在 差异，他们具有不同的学习需求和学习特点。我觉得这节差异，他们具有不同的学习需求和学习特点。我觉得这节 课还没有最大限度地满足个体需要课还没有最大限度地满足个体需要