（广东）粤人版六年级下册-Unit 3 A Lucky Day-Lesson 2-ppt课件-(含教案+视频+素材)-市级优课-(编号：3006f).zip

woke up late missed the bus forgot my homework lost my keys ( ( 看图片，站起来大声说出词组。看图片，站起来大声说出词组。 ) ) ate some cotton candy had fun with friends won the game got a gift ( ( 看图片，站起来大声说出词组。看图片，站起来大声说出词组。 ) ) He ate some cotton candy. She had a cold. They won the game. Did you have a good day or bad day yesterday? What happened? Gogo looks happy. What happened to Gogo? Did Gogo have a lucky day or unlucky day? A. Gogo had a lucky day. B. Gogo had an unlucky day. What happened? A. Gogo lost his keys and he didnt find them. B. Gogo lost his keys but he found them. ( (看动画，并选择。看动画，并选择。) ) His room The zoo The hospital His bag Where did Gogo go to look for his keys? First, GogoNext, Gogo Then, Gogo ( ) Gogo went to the zoo. ( ) Gogo found his keys . ( ) Gogo went to his room. ( 1) Gogo lost his keys. ( ) Gogo went to the hospital. ( ) Gogo looked at his bag. 2 3 4 5 6 ( ( 按故事排序。按故事排序。 ) ) （注意：语音、语调、情感 ） ( ( 小组分角色读故事。小组分角色读故事。 ) ) ( ( 故事配音。故事配音。 ) ) ( ( 组内复述故事。组内复述故事。 ) ) Gogo had a lucky day. He lost First, he Next Then Gogos Lucky Day Gogo had a _____ day yesterday. He lost his _____. First, he went to look for them in his _____, but they _______ there. Next, he went to the ____. He saw a _____. The tiger _______ on him. So he went to the ________, but he was lucky, he was _____. Then, he found his keys in his ____. Oh, Gogo! lucky keys room zoo tigerjumped hospitalfine bag werent zoo lucky hospital bag jumped fine room werent tiger keys ( ( 选词填空。选词填空。 ) ) good/bad/ lucky/unlucky FirstNextThen woke up late In the morningAfter school In the evening late for school went shopping lost my wallet had a cold My Bad Day Yesterday, I had bad day. In the morning, I woke up late. I was late for school. After school, I went shopping. I wanted to buy some fruit. But I lost my wallet. In the evening, I had a cold. I went to the hospital. Oh, what a bad day! I was sad. bad went to the hospital Did you have a good or bad day? What happened? good/bad/ lucky/unlucky FirstNextThen won the soccer game got a toy had fun with friends ate some cotton candy went to the fun park ate some ice cream had a party played games woke up late missed the bus forgot my homework lost my English book had a stomachache failed the test hurt my leg got a poor grade good daybad day I had a ___ day. First, I Next, I Then, I 1. Retell Gogos lucky day to your parents.（给家长复述（给家长复述GogoGogo的故事的故事。 ） 2. Write an essay according to the form.（根据表格内容，写一篇（根据表格内容，写一篇 短文。）短文。） Life is sweet. 生活是美好的。 Every dog has its day. 每个人都有走运的日子。1 粤人粤人 2011 课标版三年级起点课标版三年级起点 六年级下册六年级下册 Unit 3 A Lucky Day (Story) 教学设计教学设计 一、教学内容分析：一、教学内容分析： 本节课教学内容是粤人 2011 课标版六年级下册 Unit 3 A Lucky Day 中 的 Story 部分。本节课是本单元的第二课时，课型为故事教学课。主要内 容是围绕“A lucky day”这个话题来开展，此内容贴近学生的生活和认知水 平，语言材料真实具体，易于激起学生对直接生活经验的体验，引起学生 学习的兴趣，促使学生能主动地参与到学习过程中。 二、学情分析：二、学情分析： 本课的教学对象是小学六年级学生。该年龄段的孩子在心理和生理方 面开始有根本性的发展，他们看待问题开始有独到的见解、具有初步独立 思维的能力、正在逐步形成自己的价值观和社会观。经过五年多的英语学 习，学生具备了一定的听说读写能力，能够就日常生活内容回应问题和提 出问题，能够在听完短文后回答问题甚至在老师的帮助下讲述简单的故事， 能够大声地朗读和理解文章，还能够写短的段落和文章。由于教材的系统 性，学生在六年级上册和本册前两个单元已经接触过一般过去时，积累了 不少相关的短语和语言知识点，对其语言功能有了一定的理解。本单元在 原来的基础上进一步巩固和完善描写过去发生的事情这一主题的学习，让 学生紧密与实际生活相联系，教师应该善于运用多种训练的素材，让学生 去感受和理解新的内容，结合自己的实际，进一步巩固动词一般过去时的 用法。 三、教学目标：三、教学目标： 2 1、知识目标：、知识目标： （1）学生能够灵活运用句型 What happened?来询问发生的事情并作 出正确的回答，进一步巩固一般过去时句子。 （2）通过学习，学生能够理解故事中出现的新词，并能借助图片、 文字、动画和录音听懂、读懂故事。 （3）进一步学会运用本课重点句型来描述自己的一天。 2、技能目标：、技能目标： （1）培养学生通过观察图片、阅读文字及回答问题理解故事的学习 方法。 （2）通过有感情地朗读故事及给故事配音，促进理解，提升学生的 语感。 （3）通过学习，学生的听说能力和发散性思维得到提高。 3、情感目标：、情感目标： （1）通过学习，培养学生热爱生活，关心生活大小事的情感，激发 学生探索生活的兴趣。 （2）通过谈论自己的一天，让学生人人都动口说，让学生体会到成 功的乐趣、参与的乐趣。 四、教学重点与难点：四、教学重点与难点： 1、让学生理解故事中的新词，理解并掌握故事的内容。 2、能运用本课重点句型来描述自己的一天。 五、教学资源：五、教学资源： PPT 课件、故事音频、故事视频及练习等。 六、教学方法：六、教学方法： 3 任务型教学法、情景教学法、多媒体辅助法 七、教学评价：七、教学评价： 通过观看视频选择故事主题；观看视频，口头回答问题；根据故事内 容排列句子；小组合作复述故事；读故事，按故事内容选词填空；在表格 内填上单词或短语并根据表格内容谈论自己的一天；根据表格内容，任选 一题把自己的一天写下来等练习检测学生对本教学内容的掌握情况。 八、教学过程：八、教学过程： Step 1 Warming up 1. Chant together: I had a lucky day Have students listen to the video and chant together. 【设计意图】吸引注意，唤起记忆。一首关于 lucky day 的节奏小诗，既 能把刚进入课堂的学生的注意力吸引过来，快速进入语言环境和学习状态， 又能唤起学生对上一课时已学知识的记忆，一举两得。 Step 2 Pre-reading 1. Magic eyes PPT show the pictures quickly, have students stand up and say the phrases, then read the phrases. 【设计意图】根据学生的年龄特点，利用游戏很好地把单词复习环节包装 起来，使原本枯燥的单词复习变得生动有趣，能最大限度地调动学生学习 的积极性。 2. Game: Look and guess Have students look at the pictures and guess what happened to the boy/ girl. 【设计意图】通过图片为学生创设说的环境，提供说的内容。用猜的方式 4 激起学生的好胜心及说的兴趣。运用第一课时的单词来说句子，更好地巩 固和灵活运用词组。 3. Ask and answer (1) Did you have a good day or bad day yesterday? (2) What happened? 【设计意图】对话学习前简单的问答，既能培养学生用英语思维的能力， 又能为接下来对话的学习作铺垫。 Step 3 While-reading 1. Leading-in T: What about Gogo? Gogo looks happy. What happened to him? Lets watch the video. 【设计意图】引入故事的开场很重要，让学生知道接下来他们要做的事情 并对故事产生兴趣。 2. Watch and choose Have students watch the video and choose: (1). Did Gogo have a lucky day or unlucky day? A. Gogo had a lucky day. B. Gogo had an unlucky day. (2). What happened? A. Gogo lost his keys and he didnt find them. B. Gogo lost his keys but he found them. 【设计意图】播放动画前的发问，激发学生的探究热情，引发探究学习的 兴趣，使学生观看动画时注意力集中，积极思考，引导学生初步了解故事 5 大意。 3. Watch and tick Have students watch the video again, answer the questions to find out: Where did Gogo go to look for his keys? His room The zoo The hospital His bag 【设计意图】通过 Watch and tick 环节引导学生理解故事细节，学生从听 问题到回答问题的过程中，达到了用英语思维的效果，也在积极主动的参 与中培养了听和说的能力。 4. Read and order ( ) Gogo went to the zoo. ( ) Gogo found his keys . ( ) Gogo went to his room. ( 1 ) Gogo lost his keys. ( ) Gogo went to the hospital. ( ) Gogo looked at his bag. 【设计意图】简单的排序小练习可更好地理清故事梗概，帮助程度差些的 学生更清楚故事内容。 5. Read the story Have students open the books, read the story after the tape. Then read together. 6 6. Group work: Role read the story Have students role read the story in groups, then ask some groups to role read the story. 7. Voice acting Have students voice act the story together, then ask some students to voice act the story. 【设计意图】多种形式的读，帮助学生读懂故事，并培养学生的语感。 8. Group work: Retell the story Have students look at the pictures and the key words, retell Gogos lucky day in groups. 9. Read and choose. Have students fill in the blanks according to the story, then check the answers and read the passage. zoo lucky hospital bag jumped fine room werent tiger keys Gogos Lucky Day Gogo had a _______ day yesterday. He lost his _____. First, he went to look for them in his _____, but they _______ there. Next, he went to the _______. He saw a ______. The tiger _______ on him. So he went to the ________, but he was lucky, he was ______. Then, he found his keys in his ____. Oh, Gogo. 【设计意图】口头复述练习和短文填空的笔头练习，既可以检查学生对故 事内容掌握的程度，进一步巩固故事，又能引导学生掌握如何运用 First 、Next 和 Then 陈述过得开心或伤心的一天，为说和写打下基础。 7 Step 4 Post-reading 1. Make a model Teacher make a model to describe a bad day: Yesterday, I had a bad day. In the morning, I woke up late. I was late for work. After school, I went shopping. I wanted to buy some fruit. But I lost my wallet. In the evening, I had a cold. I went to the hospital. Oh, what a bad day! I was sad. 【设计意图】老师谈论自己的一天，为说和写提供了很好的范文。 2. Fill in the form Have students finish the forms with some key words about their days. 3. Share the day (1). Have students look at the form share their days in groups. Yesterday I had a day. First, I Next, I Then, I 【设计意图】然后让学生填表，并根据表格内容在小组内谈论自己的一天， 在给出的框架下组织文章，对于如何组织作文给予了一定指导，特别对于 中下生来说，难度大大降低，使他们学有所获。 (2). Have students stand up and talk about their days. 【设计意图】我们知道，语言来源于生活，又实践于生活。由谈论别人的 一天转入到谈论自己一天，学生会劲头十足， 这样人人都动口说，尽管 有的同学说得不够准确，但他们也体会到成功的乐趣、参与的乐趣。 Step 5 Homework 1. Retell Gogos lucky day to your parents. 2. Write an essay according to the form. 8 【设计意图】家庭作业主要是起到一个课后的复习和课堂教学延伸的效果。 从课堂上的听说，过渡到课后的写，输入信息到一定量就创设情景让学生 自然输出，让学生了解描述一天的步骤，达到对知识的灵活运用。 五、板书设计：五、板书设计： 3 A Lucky Day Namegood/bad/lucky/unluckyFirstNextThen Gogo lucky lost his keys found them went to his room werent there went to the zoo jumped on hospital in his bag found them