1、1 一、一、 教学设计教学设计 二、 学段：学段：六年级 三、 教学内容：教学内容：广东版开心学英语六年级下册 Unit3 A lucky day 的 Story 四、四、 教学设计教学设计 1. 教学目标定位教学目标定位 （1） 能通过观察图片、人物表情和教师的问题引导来理解故事大意：Gogo 幸 运的一天。 （2） 能使用顺序词和动词短语有条理地叙述过去所发生的事情。 （3） 能通过整体阅读故事把握故事的发展并对故事结局进行预测或合理想象。 （4） 能借助板书和关键词对文本进行复述。 （5） 能在拓展活动中正确叙述过去所发生的开心或不开心的一天。 （6） 能通过阅读故事体会到阅读的快乐，保
2、持积极乐观的生活态度。 2. 教学重点和难点教学重点和难点 （1）能使用顺序词和动词短语有条理的叙述过去所发生的事情。 （2）能通过整体阅读故事把握故事的发展并对故事结局进行预测或合理想象。 3. 教学策略选择（教学方法、辅助手段等）教学策略选择（教学方法、辅助手段等） 教学方法：PWP 教学策略，任务型教学法，合作学习法等 辅助手段：电脑，头饰， PPT，阅读材料，相关练习 4. 教学过程（说明意图及依据）教学过程（说明意图及依据） Step 1 Pre-story 1、 Guess what the teacher did on May Day. T: What did I do in t
3、he morning/ in the afternoon/in the evening? Show some pictures and tell the students what the teacher did on May Day： The teacher had a lucky day. 2、 Free talk. What did you do on May Day? (设计意图： 通过猜测老师在五一劳动节那天做了什么和介绍学生自己在五一那 天所做的事情，让学生在放松的状态中进入学习，并激活学生已有的知识，尽 快地打开思维， 同时激活本课的重点单词“lucky”、“First” 、“N
4、ext”和 “Then”。 ) 3. Look and guess. Show the pictures of the text and have students guess: Did Gogo have a lucky day or a bad day? Why? (设计意图：通过观察图片情景和人物表情来猜测 Gogo 有幸运的一天还是不好 的一天，锻炼学生的观察图片预测故事的能力。) Step 2 While-story 1. Task 1: Watch and check: Did Gogo have a lucky day or a bad day? 2. Task 2：Watch
5、again and answer: What happened to Gogo yesterday? 2 3. Task 3: Read and find 1) Where did Gogo go? 2) What happened in these places? 4.Task 4: Read and think. Did Gogo go to these places to look for（寻找）（寻找） his keys? 5. Task 5: Read and answer Where did Gogo find his keys? 6. Task 6：Fly your imagin
6、ation！ 1) Continue with the story. “Gogo, why did you go to the zoo to look for your keys?” 2) Discuss in groups: What happened to Gogo in the zoo? First Next Then Then show Gogos answer: First, I played basketball with a giraffe. I won the game. Next, I ate ten hamburgers. Then, I took a photo with
7、 a tiger. But I found I lost my keys in the afternoon! (设计意图：读中活动通过设计层层递进的任务，引导学生通过故事线索来一步 步理解和梳理故事大意，学会整理和归纳信息的能力，并通过思考 Gogo 去这 些地方的目的， 进一步引导学生理解故事。 然后通过续篇故事， 提出问题，“Gogo, why did you go to the zoo to look for your keys?” 让故事更合理和完整。 同时让学 生发挥想象，小组说说 Gogo 在动物园可能会发生的事情，进一步在情境中训 练本节课的重点句式，“First Next Th
8、en”锻炼学生的思维品质和英语表 达能力。) Step 3 Post-story 1. Read after the teacher. Guide students to do actions at the same time to understand the story better. 2. Act out the story. Guide the students to create a possible ending by themselves if they can while acting. 3. Lets retell and think. Did Gogo really （真的
9、）（真的） have a lucky day? What do you think? 4. Discuss and give an emotional education. What do you think of Gogo? A. positive（乐观的）（乐观的） B。careless (粗心的）粗心的） C. negative（悲观的）（悲观的） D._ We should not be careless. （我们做事不要粗心大意。 ）（我们做事不要粗心大意。 ） And we should keep positive attitude towards life. （对生活保持乐观的心
10、态。 ）（对生活保持乐观的心态。 ） (设计意图：故事后通过跟老师朗读以及表演环节，对故事进行巩固。再通过 3 利用板书进行复述故事的同时，引导学生对故事展开思考：Did Gogo really （真的）（真的） have a lucky day? What do you think? What do you think of Gogo? 这样，有助于学生的批判性思维的培养。同时引导学生培养正确的生活观。) Step 4 Extension Pair-work: Make a play. The audition is coming. We need to make a play about
11、a lucky day or a bad day. A: You look_ today. B: Yes, I had a _ day yesterday. A: What happened? B: First,_. Next,_. Then,_. A: Wow, you are really _! (设计意图：拓展环节通过设计真实的任务让学生发挥想象力，同时有效运用 本节课所学的知识，条理地进行一天活动的描述。小舞台海选的任务背景让 学生更有兴趣和动力来创编剧本。读后任务与文本话题有关联性并有趣味 性。) Step 5 Homework 1. Read the story and share
12、 it with your family. 2. Retell the story and fill in the blanks. Gogo looks _ today. Because Gogo had a _ day yesterday. He _ his keys . _,he went to his _ to _ them, but they _ there._, he went to the_ , but a tiger _ him . _, he went to the _ , Gogo was , he was . At last , Gogo his keys in his . Gogo thought he was _ yesterday! (设计意图：通过作业的布置，再次巩固本节课所学内容。)
