（广东）粤人版六年级下册-Review 1-Lesson 2-ppt课件-(含教案+视频+素材)-市级优课-(编号：a0442).zip

Review 1 Reading and writingReview 1 Reading and writingReview 1 Reading and writingReview 1 Reading and writing A boy who shouted “WolfA boy who shouted “WolfA boy who shouted “WolfA boy who shouted “Wolf!” !” !” !” 粤人版小学英语六年级下册 sheep Lets sing!Lets sing!Lets sing!Lets sing! cow rooster hen chicks horse pig dog Old Mac Donald Had a Farm What animals can you see on the farm? Peter worked on a farm. He took care of the sheep. 1 Read Part 1Read Part 1Read Part 1Read Part 1 One day, when Peter was working, a big wolf jumped out . Read Part 5Read Part 5Read Part 5Read Part 5 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. 8 1 Did the wolf hurt the sheep? 2 Did Peter ask for help? 3 What did Peter shout? Read Part 4 Read Part 4 Read Part 4 Read Part 4 Fast reading. (快速浏览) How many times did Peter shout “Wolf”? Read Part 2-4Read Part 2-4Read Part 2-4Read Part 2-4 Detailed reading. (在重点句子下划线) 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 1st time What happened when Peter shouted ? Read and circleRead and circleRead and circleRead and circle . . . . (在第2段圈出表示动作的词语) -ugh enough cough laugh 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. What happened when Peter shouted ? Read and circle.Read and circle.Read and circle.Read and circle. (在第3段圈出表示动作的词语 ) laugh laughed laughing The 2nd time 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. The people were cheated（欺骗）again . Read and complete.Read and complete.Read and complete.Read and complete. (从第3段中找到一个词填空) ____ . 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. What happened when Peter shouted ? Read and Read and Read and Read and writewritewritewrite . . . . The 3rd time (在第4段圈出表示动作的词语) A boy who shouted “WolfA boy who shouted “WolfA boy who shouted “WolfA boy who shouted “Wolf!” !” !” !” Listen to the story.Listen to the story.Listen to the story.Listen to the story. Fill in the blanks on Page41.Fill in the blanks on Page41.Fill in the blanks on Page41.Fill in the blanks on Page41. took shouted camelaughed hurt (用动词的过去式填空) Writing: Task 1Writing: Task 1Writing: Task 1Writing: Task 1 Be a wolf and retell the story. (化身大灰狼，讲故事。) My Lucky Day Hello, everyone. Im the big wolf. I like eating sheep. I often went to the farm. But Peter ___________the sheep. One day, Peter_______, “Wolf! Wolf!” Many people___________, but there was no wolf. Peter_________. The people were angry and ______ home. The next day, Peter did it again. People _______to help, but not many. So on the third day, I________ out and ______ the sheep. Nobody came to help this time. I ate many sheep. Hey! I had a lucky day! Writing: Task 2Writing: Task 2Writing: Task 2Writing: Task 2 Be Peter and retell the story. (化身Peter，讲故事。) My Bad Day Hello, everyone. Im Peter. I ______ on the farm. I _________ the sheep. How boring！ One day, I _______, “Wolf! Wolf!” Many people ___________, but there was no wolf. I _______. The people were angry and _________. The next day, I did it _______. People came to help, but not many. On the third day, a big wolf _______ and ____ my sheep. I shouted, “Wolf! Wolf!” ______ came to help this time. I was scared. Oh! I had a bad day! Once upon a time, there was a boy, Peter. He took care of the sheep on a farm. He was bored. One day, he shouted, “Wolf! Wolf!” People came to help. Writing: Task 3Writing: Task 3Writing: Task 3Writing: Task 3 Look at the pictures and write a story. (看图写故事。) Writing Task 3Writing Task 3Writing Task 3Writing Task 3 __________________ __________________ __________________ __________ __________________ ______________ __________________ ______________ Look at the pictures and write a story. (看图写故事。) __________________ __________________ __________________ __________ __________________ __________________ __________________ __________ Look at the pictures and write a story. (看图写故事。) Lets think.Lets think. If you were one of the people there, would you come to help on the third day ? (如果你 是村民，第三天，你会跑过来帮忙吗？) Think and share.Think and share.Think and share.Think and share. Write the story according to the key words. (（看图写小故事。 ） WritingWritingWritingWriting He said, “ Dont tell lies. Its not funny!” One day, Sam didnt go to school. He ____ to a park. There was a small lake in the park. Sam was bored. He jumped into the lake and ______, “Help, help!” A man heard this. He ____ to Sam and ______ into the lake, too. But Sam _______. The man was all wet. And he was angry. He said, “ Dont tell lies. Its not funny!” Sam ___, “Sorry, I wont do this ______.” Write the story according to the key words. (（看图写小故事。 ） 1.Write the story according to the key words. (（看图写小故事。 ）) 2. Retell the story to your parents. （讲故事给家长听。） 3 Read more，like The Horse and the Donkey. （读更多的伊索寓言。） HomeworkHomeworkHomeworkHomework小学英语六年级阅读课 A boy who shouted “Wolf!”教学设计 一、 教学内容 本节课的标题是 A boy who shouted “Wolf!” 。本课运用一般 过去时介绍 Peter 和 people 之间发生的故事。教师 将引导学生 运用多种阅读方法，充分理解文本内容，最后 化身大灰狼或 Peter 讲述故事。 二、学情分析 本节课的教学对象是小学六年级学生，他们有了一定的英语知识 储备，且具备了一定的逻辑思维能力。在英语阅读方面，学生对故 事性强的文章比较感兴趣。 狼来了的故事，孩子们很熟悉 ，但是在 感知 Peter 和 people 的情绪变化方面仍有 一定的难度。本节课将 通过三读三做，结合演绎故事，从人文关怀的角度去解读故事，尝 试激发学生对弱势群体羊群的怜惜之情， 即使被 Peter 愚弄， 也愿意做热心肠的村民，及时赶到农场救出羊群。阅读材料中涉及 的一般过去时态学生已在六年级上册开始学习，但是动词过去形式 的不规则变化仍是难点。 三、教学目标 1. 语言能力 （1）了解故事文本大意，感知 Peter 和 people 的情绪变化； （2） 理解 take care of , came to help, jumped out, hurt his sheep, shout , laugh 和 again 等词的意思； 2. 学习能力 （1）通过阅读活动，能掌握一定的阅读技巧，如速读、获取细 节信息。 （2）正确使用一般过去 时态和常见短语进行有效的语言输出， 从而提升语言运用能力。 3. 思维品质 （1）培养学生自主思考及发散性思维能力，鼓励 学生做一个热 心肠的人； （2）通过构建思维导图，能发展逻辑思维和理性表达的能力。 4、文化品格 通过挖掘文本的情感内涵，引导学生懂得如何正确应对身边的 突发事件。 四、教学重难点 1、教学重点： （1）教学重点：能听懂、理解、会说文本的重点词汇： 理解 take care of , came to help, jumped out, hurt his sheep, shout , laugh 和 again 等词的意思； （2）学生能充分理解文本内容，最后 化身大灰狼或 Peter 讲述 故事。 2、教学难点： （1）感知 Peter 和 people 的情绪变化； （2）动词过去形式的不规则变化，taketook, comecame, hurthurt，gowent 五、教学准备 多媒体课件（教学幻灯片、课文录音等） 、学生练习纸和板书所需 图案等。 六、教学过程 Step1 Pre-reading 1. Free talk. 2. Lets sing. Old Mac Donald Had a Farm Step2 Lead-in There are so many animals on Old Mac Donalds farm. But Old Mac Donald was old. He need someone to take care of the sheep. Step 3 While-reading 1. Read Part 1 and Part 5 2. Read Part 4 Fast reading and answer: Did the big wolf hurt the sheep? Did Peter ask for help? What did Peter shout? 2. Detailed reading: 1) Read Part 2-4 and answer How many times did Peter shout “wolf”? Underline the sentences. 2) Read Part 2 and circle the key words At the first time, what happened when Peter shouted? 3) Read Part 3 and circle the key words At the second time, what happened when Peter shouted? 4) Read Part 3 and complete The people were cheated again. 5) Read Part 4 and circle the key words At the third time, what happened when Peter shouted? Step 4 Post-reading: 1. Listen to the story. 2. Fill in the blanks. 3. Retell the story. Students can choose Task1, be a big wolf and retell the story. They can also choose Task2, be Peter and retell the story. Use the mind map and fill in the blanks. Give a speech. Some students can choose Task3, look at the pictures and write a story. They can get the paper from the teacher after class. 4. Lets think. At last, nobody came to help. Why? 5. Think and share. If you were one of the people there, would you come to help on the third day? 6. Extension Write the story according to the key words. 七、板书设计 八、作业 1. Write the story according to the key words. （看图写小故事。 ） 2. Retell the story to your parents.（讲故事给家长听。） 3. Read more，like The Horse and the Donkey.（读更多的 伊索寓言。） 九、教学反思 本节课属于高年级阅读教学课。话题围绕牧羊人 Peter 三次喊狼 来了展开。教师注重借助问题讲述故事情节：1 Did the wolf hurt the sheep? 2 Did Peter ask for help? 3 What did Peter shout? 4 How many times did Peter shout “Wolf”? 5What happened when Peter shouted? Peter 第一次、第二次和第三次喊狼来了 ， 分别发生了什么？请学生圈出表示动作的单词，教师 将每一个重要 语言点都通过词条呈现在黑板上。 狼来了的故事，孩子们很熟悉 。在阅读完 Peter 第二次喊狼来 了的文段后，教师板书重点的动词。接着引导学生比较 Peter 第一 次喊狼来了所用到相同的动词 shouted 和 laughed(laughing)， 用一句 Peter did it again.来概括文段大意。然后，教师启发学生 运用这个词来概括 The people were cheated（欺骗）again . 这 样不仅为后面的复述故事环节做好铺垫，更 是帮助学生充分理解文 本内容的“画龙点睛”之笔。 根据故事情节发展的特点， 本节课的教学设计选用思维导图之 一流程图。在“阅读中”这一阶段教师提出不同的问题，学生采用不 同的阅读方法，如速读、细节阅读 。教师在引导学生获取文本信息， 理解文本内容的同时，还通过感知、体验等方式提升学生的思维能 力。如 Peter 第三次喊狼来了的情绪是怎样的？教师自己扮演 Peter 喊狼来了，提问学生：“Peter is happy?” 有的学生能说出： “No，he is scared.” 教师接着请学生来扮演第三次喊狼来了的 Peter，坐在座位上的学生念旁白。 “阅读中”是一个多方面引导学生 主动、积极思考的过程 。 当然，本节课的教学也有需要改进的地方。由于 录课现场学生 一开始感到紧张，举手回答问题 不够活跃，集体回答时才发现学生 大部分都能找到表示动作的重点单词。此外，一些环节的教学设计 还需要更加细致。 Choose one task.以下两个任务，选一个在课堂上完成。 选择任务 3，看图写句子。 Task 3 Writing Look at the pictures and write a story. (看图写故事。)