人教版（新起点）六下英语Unit 1 Visiting Canada-Project Time-ppt课件-(含教案+视频+音频+素材)-部级优课-(编号：81124).zip

Boys and girls, eyes on me A teacher from Yichang, that is me Wow, Yichang, a beautiful city A city with the dam in my dream A city with fish swim in the river. Boys and girls, eyes on me Colorful Canada, have you been Wonderful violin, I won prize A girl with energy, that is me Wow wow, how about you. Lets rap All About Me Watch and answer Q1:When was he born? Q2:Where does he study? Q3:Whats the name of his pet? Whats the name of his pet? When was Kitty born? What does Kitty look like? please take care of us Listen and choose Q1:What does his father do? A.farmer B.engineer C.policeman D.scientist Q2:What is his favourite season? A.spring B.summer C.autumn D.winter Read and fill Q1:There is a living room and _ bedrooms. Q2:He won a prize for_. Disscuss and say whyPresident Xi We are dream chasers. Everyone should strive for a dream. Think and retell All About Me pets families school seasons rooms age hobbies dreams class transportations travels favorite food . Make a book job Time for you to make a book. Lets share The most difficult thing is to know yourself and achieve yourself. -The Greek Homework 1.Share the book written by yourself with the parents. 2.Read one biography. Thank you! ALLABOUT ME By_ ALLABOUT ME By_ ALLABOUT ME By_ ALLABOUT ME By_ When were you born? 1 When were you born? 1 When were you born? 1 Where do you study? 2 Where do you study? 2 Where do you study? 2 Where do you study? 2 Whats your pets name? 3 Whats your pets name? 3 Whats your pets name? 3 Whats your pets name? 3 What does your father/mother do? 4 What does your father/mother do? 4 What does your father/mother do? 4 What does your father/mother do? 4 Whats your favourite season? 5 Whats your favourite season? 5 Whats your favourite season? 5 Whats your favourite season? 5 How many rooms are there in your home? 6 How many rooms are there in your home? 6 How many rooms are there in your home? 6 How many rooms are there in your home? 6 What did you do ? 7 What did you do ? 7 What did you do ? 7 What did you do ? 7 8 8 8 8 9 9 10 10 六年级学生思维处于具体形象思维占主导地位的阶段，感知性强。容易被 外界新奇的事物吸引注意力。但此时孩子们的抽象思维能力也逐渐凸显，对于 思维导图总结文本这一方式具有很强的好奇心和适应力。 教师此时应当采取新颖的开课方式，牢牢抓住六年级学生注意力。利用活 动，触碰学生最近的发展区，以旧知导新课、以新形式促吸收。因此老师贴近 文本自创 ALL ABOUT ME 的 rap,用教师个人热情感染学生尽快投入课堂。 2）认知基础分析）认知基础分析 通过小学六年级的学习，学生具备一定的英语听说读写能力。在此期间， 学生还额外学习培生英语绘本系列丛书、坚持每周口语检测、每月作文辅导以 及每季度学情检测。学生们的输入量其实是比较大的，积累了一定的词汇量及 话题语料库。并且，由于我校坚持做口语检测，学生们敢于开口，遇到生词都 能借助自然拼读大声朗读，遇见问题可以小组合作讨论完成，有着较强的理解 能力和认知能力。 学过的与本单元相关的话题作文有：self-introduction, my family members, my pet, my dream, my hobbies 等。 课前对教学目标的调研： 调研对象：六年级学生 调研人数：24 人 本节课应重视语言的充分输入及学生的自我输出，包括口语输出及写作输出。 2.单元课时计划单元课时计划 本册书主要为复习整合，以 Bill 去加拿大为主线索，创设场景完成 1-5 年级 知识点的贯穿复习。因此在本单元课时计划中，教师重视知识点间的整合，尤 其是本单元知识和前几册书间的联系。第一课时安排了情景创设，自然过渡到 6B 学习，打好词汇、句子及话题基础。第二课时按照书本内容，完成知识点。 第三课时参照第二课时，但更加注重知识点间的整合，尤其是我班学生掌握较 弱的 my dream 和 pets 等，融合知识点再教授。最后一课时是本节课内容，以做 书的方式将所有话题重新过一遍，并在前期输入的基础上，加强知识点再次输 入，最终实现学生的自我输出。 第三部分：课时教学设计第三部分：课时教学设计 课题PROJECT TIME-ALL ABOUT ME 1.指导思想与理论依据指导思想与理论依据 义务教育阶段小学英语课程标准（2011 年版）中对英语课程任务提出： 激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和 形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英 语基础知识和听说读写技能，形成一定的综合语言应用能力；培养学生的观察、 记忆、思维、想象能力和创新精神，培养爱国主义精神，形成健康的人生观。 指明了由主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略等 六要素构成的课程内容以及英语学习活动观。 具体而言，指向学生学科核心素 养的英语教学应以主题意义为引领，以语篇为依托，整合语言知识、文化知识、 语言技能和学习策略等学习内容，创设具有综合性、关联性和实践性的英语学 习活动，引导学生采用自主、合作的学习方式、参与主题意义的探究活动。 基于此，本节课采用小组合作式学习模式，引入“追梦人”，指导组员间 互帮互助完成创意做书活动。除此之外，将 rap、视频融入听说读写教学环节， 既提高学生英语学习兴趣，让知识点间相互渗透，注重知识应用，提升英语学 科综合素养。 2.内容分析内容分析 本节课是人民教育出版社义务教育教科书英语（一年级起点）六年级 下册 Unit 1. Visting Canada 为最后一个课时，知识点涵盖了前几册的内容。 3.学习者分析学习者分析 六年级学生思维处于具体形象思维占主导地位的阶段，感知性强。容易被 外界新奇的事物吸引注意力。但此时孩子们的抽象思维能力也逐渐凸显，对于 思维导图总结文本这一方式具有很强的好奇心和适应力。 通过小学六年级的学习，学生具备一定的英语听说读写能力。我校学生一 年级开始接触英语，一直以来，学生除了教材讲授外，还额外学习培生英语绘 本系列丛书、坚持每周口语检测、每月作文辅导以及每季度学情检测。学生们 的输入量其实是比较大的，积累了一定的词汇量及话题语料库。并且，由于我 校坚持做口语检测，学生们敢于开口，遇到生词都能借助自然拼读大声朗读， 遇见问题可以小组合作讨论完成，有着较强的理解能力和认知能力。 长时间的英语学习和积累，让本班学生已经具备一定的英语阅读和会话能 力，能够清楚指导课堂英语指令，学生灵活性强，知识点掌握较快。因此教师 在设计课堂时，往往将课堂交还学生，促进学生自己开口说、自己动作做，让 学生享受学英语，更享受用英语。 4.教学目标（含重难点）教学目标（含重难点） 教学目标教学目标 1. 引导学生借助图片读懂项目制作成品，并尝试进行小制作。 2. 引导学生完成项目制作任务，开阔其视野,为其提供更为丰富的学习资源。 3. 让学生在同伴间分享各自的学习成果,体验成功的快乐。 教学重点教学重点 1. 指导学生综合运用所学知识进行语言输出，培养其用英语做事情的能力。 2. 让学生学会自己总结思维导图，并用思维导图复述文章主要内容。 教学难点教学难点 1. 根据思维导图，进行文本内容的复述，提升学生英语思维品质。 2. 渗透习近平总书记我们都是追梦人讲话内容，引导学生说出自己的梦想，并 认识到实现梦想需要脚踏实地努力奋斗。 5.教学过程与教学资源设计教学过程与教学资源设计 环节一环节一 热身热身 Warm-up 1. 师生 TPR 共唱教师自创 rap Boys and girls, eyes on me A teacher from Yichang, that is me Wow, Yichang, a beautiful city A city with the dam in my dream A city with fish swim in the river. Boys and girls, eyes on me Colorful seasons, do you like Wonderful violin, I won prize A girl with energy, that is me Wow wow, how about you. 学生老师一起手举过头顶打节奏 【设计意图：通过调查问卷了解到学生最喜欢 rap，通过将孩子们的兴趣点与文 本主题相结合的形式，让学生尽快进入上课状态，也为本节课内容做了铺垫。 】 2. 师生 rap 内容互问 T：Wow wow how about you? Where do you come from? S: I come from EnshiDangyang. T: Did you win a prize before? S: Yes./NO T: What did you win prize for? S: I won prize for. 【设计意图：与 rap 最后一句词呼应，师生问答使学生迅速进入思考状态。通过 老师示范提问，为下一环节读前预测做铺垫，将学生思维训练做扎实。】 环节二环节二 图片环游图片环游 预设提问预设提问 Prediction T：Today, were going to talk about All About Me. Look at my friend, he is Larry. He writes a book. Do you want to read it? S: Yes. T: Can you guess what does he write in this book? You can look at the pictures here, they are all from the book. Discuss in groups. 引导学生通过浏览黑板上张贴的图片，小组讨论，预设问题，自主提问。学生 边提问题，教师边总结反馈。 问题如下： 1. When was he born? 2. Where does he study? 3. Does he have a pet? 4. What does his father do? 5. Whats his favorite season? 6. How many rooms are there in his home? 7. Did he win a prize? 8. Whats his dream? 【设计意图：运用图片环游，让学生通过图片了解文本大致内容，并通过图片 提出相应问题，训练学生的思考能力。提出问题之后并对问题种类进行总结， 提升英语总结归纳能力，了解 Larry 是从 8 个方面写自己的。为后面写自己或写 他人可以从哪些方面进行做好铺垫。】 环节三环节三 观看影片观看影片 找寻答案找寻答案 Watch and answer T：Now, lets watch his video carefully, and find out these answers. Question one: When was he born? Question2: Where does he study? Question three: Does he have a pet? T: Are you ready? S: Yes. 教师播放视频，学生安静解答。 T：Okay, who knows the answers, please hands up. T: How about you? Can you tell us the answers? T: Yes or no, ok, big hands for him S: He was born on August 12, 2004. T: Great. And how old is he now? S: He is 15 now. T: How old are you now? S: I am eleven. T: And when was your birthday? S: It was on . T: Did you celebrate your birthday at home? S: Yes/No 此段结束，强化 age（为后期总结描述人时可涉及哪些方面做铺垫） T：Where do you study? S: I study in. 此段结束，在图片环游处强化 school（为后期总结描述人时可涉及哪些方面做铺 垫） T: When was Kitty born? S: She was born in May. T: What does she look like? S: She has. T: Do you have a pet? S: Yes, . T: I also have a pet, you may choose one here, but remember one thing, please take good care of us. 此段结束，在图片环游处强化 pets（为后期总结描述人时可涉及哪些方面做铺垫） 【设计意图：解构文本内容，在解答学生上一环节提问的同时，在课堂上大量 输入补充的相关内容，例如 What does your pet look like?将六册知识点融会贯通， 让学生学会理解应用与表达。 】 环节四环节四 听音辨音听音辨音 选择答案选择答案 Listen and choose T： Weve known his age, school and pet, do you want to know more about him? S: Yes. T: Okay, this time please listen carefully and choose the correct answers. T: Who gets the answers? Hands up. Yes, you please. T: Really? You can think it again. Wonderful, highfive, you did a good job. T: What does your uncle do? S: He is. T: Do you think he is great? S: Yes. T: My grandpa is a farmer. I also think he is great. Every job is important to us, so we need to respect them. 此段结束，在图片环游处强化 families（为后期总结描述人时可涉及哪些方面做 铺垫） T: Can you guess why does he like summer? Please look at the pictures. S: Maybe because. T: Perfect. Whats your favourite season? S: My favourite season is. T:Why do you like it? S: Because I . 此段结束，在图片环游处强化 seasons（为后期总结描述人时可涉及哪些方面做 铺垫） 【设计意图：解构文本内容，在解答学生上一环节提问的同时，在课堂上大量 输入补充的相关内容，例如 Why do you like it, what can you do?将六册知识点融 会贯通，让学生学会理解应用与表达。 】 环节五环节五 大声朗读大声朗读 挖词填空挖词填空 Read and fill T: I still want to know more about him, can we read together? S: Yes. T: This time, please read loudly and fill in the blanks. Ready? Go go go. T: Do you get the answers? Share with us. S:. T: Amazing, you are a good reader. 此段结束，在图片环游处强化 rooms,hobbies。（为后期总结描述人时可涉及哪 些方面做铺垫） 【设计意图：解构文本内容，回答课前学生的问题预测。因内容比较简单，则 此部分一带而过。让学生们通过老师的教学能自我认知重难点，培养学习习惯 及思维习惯。 】 环节六环节六 自由讨论自由讨论 大胆抒发大胆抒发 Discuss and say T： Can you tell me what his dream is ? S: He wants to be a doctor. T: Fabulous. T: Can you guess why? S:Maybe he wants to help people get fit. T: Wonderful answer. T: My dream is to be a scientist. How about yours? S: I want to be. T: Wow, a nice dream. Why do you want to be. 此段结束，在图片环游处强化 dreams。（为后期总结描述人时可涉及哪些方面 做铺垫） 引导学生们说出自己的梦想，并给出理由。联系当下热点，我们都是追梦人， 重温习主席讲话精神。 【设计意图：解构文本内容，回答课前学生的问题预测。同时课前调查问卷显 示，学生对该话题很不熟练，因此教师应多花时间操练此话题。过程中注重学 生发散性思维培养，以书本为依托，拓展更多知识点，让输入更充足更高效， 为输出做准备。同时让教学有人文关怀和国家情怀，注重保护孩子们的梦想， 更加注重提示实现梦想的方式在于不懈奋斗。 】 环节七环节七 思维导图来巩固思维导图来巩固 重述故事学操练重述故事学操练 Drill and consolidation TPR 教学法，要求学生合上书本，回顾鱼骨图，复习文本主要内容，学生回答 问题时，翻转问题检查答案，同时老师给全班同学展示答案，以点带面全班复 习。 T：When was he born? S： He was born on August 12, 2004.(学生边回答边翻鱼骨头） 成如下问题回顾： Where does he study? Does he have a pet? What does his father do? Whats his favourite season? How many rooms are there in his home? Did he win a prize? Whats his dream. 【设计意图：重构文本，让学生动起来自己去翻答案验证答案，实现“大胆猜测- 小心验证”，注重培养学生严谨的思辨能力。 】 1. 小组讨论，利用关键词复述整个故事。 T: Can you retell the story? S:. T: I want to give you a hug. Amazing. You are a good thinker. 【设计意图：重构文本，发挥思维导图的作用，注重学生英语学科素养的培养。 】 2. 图片环游回顾描述人的不同角度，拓展写作 T： Look here, Larry writes himself from these aspects, age, school, hobbies, family, home and dreams. If you were Larry, what can you write for more information? S: . 老师点两个学生起来回答问题，并补充在图片旁。 【设计意图：提升学生整体思维及认知能力，拓展写作，将六册内容融为一体， 注重知识综合应用。 】 3. 教师书本展示，为学生自己动手做示范。 T： This is a book written by me. I write one more page about myself, can you read together? S: I love my job now, being a teacher is a happy thing. I love to see your smiles. T: Terrific. So, be happy ok? S: OK. 【设计意图：教师明确示范，学生做起来更有效率。同时，通过教师示范让学 生了解到写 All About Me 不要受文本禁锢，固化思维，可以根据实际情况增添 一些内容。】 环节八 巩固操练 落实重点 Output 1. 学生自由完成自己的书，教师随时指导批阅。 2. 选学生上台分享，利用希沃投影设备在全班展示。 T： Can you share with us? S: Yes. T: Ok, please come to the front with your book. S:. T: Does he like.? S: Yes.No. 【设计意图：应用信息技术，注重培养学生独立写作能力及语言组织能力，并 通过展示环节，增加同学间学习交流的机会。】 家庭作业 Homework 1.Share the book written by yourself with the parents. 2.Read one biography. 【设计意图：将学习成果和家人分享，促进家人间沟通交流，呼应本册本单元 话题重点。同时，让孩子阅读一本名人传记，可了解别人是如何深入介绍自我、 剖析自我并实现自我的。】 6.课堂评价机制课堂评价机制 每组发放三板贴画，答对一题组长负责拿一个贴画。最后所得的这些贴画 将成为小组制作书时的装饰材料，和书本一起参加评优。 7.板书设计板书设计 对学生读错单词进行板书