冀教2011课标版一年级起点-五年级下册（2014年12月第1版）-小学英语-Unit 3 We Love Sports-Lesson 18 A Famous Football Player-ppt课件-(含教案+视频+音频+素材)--(编号：609c1).zip

Lesson 18 A Famous Football Player PelePele 贝贝贝贝利利 3. W-want to know 2. K-know Why did he use boxes and bottles as footballs? op timistic 乐观乐观 的 The coach gave the boy a football as a gift. Why did the coach give the boy a football as a gift? He thought the boy would be a good player. I cant buy you a Christmas gift. But I can dig a hole for your Christmas tree. This is the best Christmas gift! grat eful 知恩图报图报 的 In 1958, the 17-year-old boy and his team won the World Cup. 4. L- have learned No pains, no gains. 一份耕耘一份收获获 Let s share！ Book Ball Report about Pele 1.T-title 2.K-know 3.W-want to know 4.L-have learned 5.C-color 6.S-symbol 7.I-image 8.W-word master 10.S-summerize 9.S-sentences bank 12.D-your dream 11.P-other famous player1 1、教学内容教学内容 本课教学内容是冀教版六年级下册第六课，是一节故事阅读课。第一 单元主要围绕有关运动的话题展开，本节课讲的是贝利成长为“一代球王”的 故事，与学生实际生活相关联，孩子很感兴趣。 学情分析学情分析 本课的教学对象是小学六年级的学生，这些孩子从一年级开始学习英语， 已经掌握了一定的英语基础知识，有了自主学习和阅读的能力。本节课的故事 内容不长，学生对于故事的理解问题不大，在此基础上添加了一些开放性的问 题，让学生与自己的实际生活相联系，引发思考，结合自己的生活经验，多表 达自己的观点。 2 2、设计思路设计思路 课前，从孩子们的实际生活出发，让孩子们制作了 KWL 表格，填写 K 部分： 对于贝利，你都有那些了解呢？W 部分：你想了解贝利的什么信息呢？同时裁 剪了“Book Ball Report”所需要的 12 个小圆片。 教学目标教学目标 1.语言知识与技能目标 （1）学生能理解文本，提升阅读技能； （2）学生能结合自身生活经验，对于教师提出的问题，进行深度思考，训练思 维能力。 2.学习策略目标 通过看图，看录像，速读文本，精读文本的方式培养学生获取信息的能力。 学生积极运用英语进行表达和交流。 3.情感态度目标 （1）学生敢于开口，表达中不怕出错误。 （2）体会球王的精神，初步感悟“一分耕耘一分收获”的道理。 3 3、教学重难点教学重难点 能在图片和老师的帮助下读懂故事，表达自己的观点。 4 4、教学准备教学准备 1.教学配套资源：冀教版； 2.自主创新资源：教学课件、 “Book Ball Report”教学视频等。 5 5、教学过程设计教学过程设计 Step1 Warming up 渲染气氛,激发学习兴趣。 T：Good morning. Lets enjoy a video. What is it about? S1: Football! S2: Football player! S3: World Cup! T: Do you like playing football? I think maybe you know a lot of football players! Who do you know? S1: 罗纳尔多. T: I know him. He is very handsome! Today lets meet another football player! Whos he? Ss: Pele! T: You are so great! Ill give you a small football as gift. 【设计意图】 通过观看巴西世界杯视频的方式，激发课堂兴趣，进而引入足球主题以及故事 主人公，公布奖励机制-小足球，鼓励学生积极表达自己的观点。 Step2 Pre-reading. T: What do you know about him? S1: He is the king of football. S2: He is from Brazil. T 板书 KWL（K） T: What do you want to know about him? S1: When did he win the World Cup? S2: Why did he love football?. T 板书 KWL（W） 【设计意图】 让孩子说一说对于贝利的了 解，以及你想了解什么，在 这个过程中锻炼孩子的口语 表达能力和认真倾听的能力， 还有互换信息的能力。针对 于孩子提出的问题，进而过 渡到对于文本的初步阅读。 Step3 While-reading. 1.速读课文，获取主要信息。 S/T: When did he win the World Cup? Ss: In 1958. T: How old was he? Ss: 17. T: Hes young! How could he be so successful? Lets read his story together! 【设计意图】 快速浏览文本，初步感知，获取信息。通过发放奖励卡片，提高阅读速度，提 升阅读技能。 2.精读课文，随文识字，深入解读文本。 Picture 1: T: Whos he? Ss: Pele! T: Hes cute! Whats he doing? S1: Hes playing with a bottle. T: Why? Was he naughty? S1: Hes poor. He loves football. T: Is he right? Lets read it (Picture 1). S1: Hes from a poor family. S2: He liked to play football. S3: He couldnt buy a football. T: Was he sad? How do you think of him? S1: Happy! S2: Positive! T: I agree with you, I think he is very optimistic. (板书 L 部分) Picture 2: T: Look. Whats he kicking now? Ss: A football. T: Hes very poor. Who gave it to him? Ss: A coach. T: Yes. One day a coach saw him and gave him a football as a gift. (贴板书) T: Why did the coach give him a football? Who can be little teacher and read it for us? (Picture 2) Ss: He thought he would be a good player. T: If you were the boy. What would you do? S1: Get up early to practice. S2: Played hard. T: You have the same idea with Pele. He played harder. Picture 3: T: How time flies! Listen! When is it? Ss: Christmas! T: Christmas coming! Pele wanted to give the coach a gift. What might he give? S1: He might give him beautiful flowers! S2: He might give him a hug! S3: He might give him football boots. T: If I were the coach, I would be very moved. T: What did Pele do? Ss: Dug a hole. T: If you were Pele, what would you say? You can talk with your partners. Pair work T: Who wants to share? Ss: (Pele)Thank you my dear coach. I will dig a hole for you! Do you like it? (Coach)I like it very much. Are you tired? Come to drink some juice!. T: What did they say? Lets read it together! Why did the coach say thats the best Christmas gift? Ss: He thought Pele has a beautiful heart. T: Wonderful! So I think hes a grateful boy. Do you agree? (板书补充部分) We should be a grateful man, everyone likes to help the grateful person! So the coach liked him so much. He asked Pele to be a player on his team. Picture 4: T: What happened? Ss: He won the World Cup! T: At last, he became a famous football player.(帖标题) 【设计意图】 精读文本，随文识字，通过分析同年贝利的经历，引发学生思考，通过深度思 考，让学生各抒己见，总结出贝利身上的精神：乐观、懂得感恩、永不放弃， 为下一步让学生谈一谈自己的感受做好铺垫。 Step4 After-reading. T: Was it easy to win? Ss: No! T: From the story, what can you learn from Pele? You can talk with your partners. Pair work S1: We should work hard. S2: Everyone has a dream, we should never give up!. T: I want to share this sentence with you “ No pains, no gains.” T: Then, well talk about your ideas with “ C S I”. What color will you give to this story? What symbol would you like to draw? What image do you like best? S1: I will the color green to it, because I think it is about dream. S2: I will draw a football. Because it is about football. S3: I like part3 best, I know Pele is a helpful boy. 【设计意图】 通过球王贝利的故事，学生分享自己的想法，各抒己见，教师进行情感提升， 让学生们明白“一分耕耘一分收获” ，在实现梦想的道路上永不放弃。 Step5 Sum up and homework. T: You are so interested in this story. Weve talked about “ T K W L C S I”. After class, youll finish them all. Then make a book ball report like this! Lets see how to make it! 【设计意图】 制作“Book Ball Report”十二面球，总结十二个方面，梳理故事梗概，同时 积累单词和好句，搜集其余球星的故事，与学生的生活相结合，谈一谈自己的 梦想是什么？怎么去实现它呢？ 六六. . 教学反思教学反思 这是一节主题阅读课，讲的是贝利成长为“一代球王”的故事， 通过本课，孩子们感知故事、理解文本，谈一谈自己的感受，明白 “一分耕耘，一分收获”的道理，坚持梦想永不放弃！最终以 “Book Ball Report”十二面球的形式，让孩子们把在本课中学到 的知识进行总结和梳理以及提升。 课前，我布置了裁剪制作十二面球的任务，同时让孩子们完成 部分。 阅读前，通过“巴西世界杯”视频引入，振奋人心，提炼出 football 这个主题，进而引入 football player，与孩子生活相结 合，通过谈话的形式，追问他喜欢的球星，激发兴趣。 阅读中，通过一些驱动型问题，带领孩子细读分析文本，联系 孩子的生活实际以及经验，发散思维，进行个性表达。引导孩子成 为积极乐观并且心存感激的人，最后进行交流分享以及提升。 本课我的不足：我应该更丰富自己的语言，对于学生的回答应 该做到针对性的点评；最后应该让孩子再更加充分地表达自己的观 点，说一说自己学到的单词、句子，有什么收获？结合自己的生活， 谈一谈自己的理想，该怎样实现理想，多让孩子表达自己的真实想 法。