陕旅版六年级下册英语Unit 4 At the Sports Meeting-Part C-ppt课件-(含教案)--(编号：b1e0e).zip

Unit4 At the Sports Meeting 陕旅版 六年级下册 Look and imagine Presentation What sport did they take part in ? Who was the first at the sports meeting? Read a story Presentation The animals had a sports meeting last week. Many animals took part in it. Read a story Presentation The first game was the 1000-meter race. “Ready? Go!” All the animals started to run. Finally, the tiger won the race. Read a story Presentation The second match was throwing. The bear did well at first, but the elephant won. Read a story Presentation The third sport was tree climbing. Who won the game? Of course the monkey did. He climbed very high. Read a story Presentation The panda said, “Wed better play sports every day. Lets be faster, higher and stronger!” Read, then ask and answer Presentation Who had a sports meeting last week? Who won the 1000-meter race? Did the bear won the throwing match? Who won the tree climbing? The animals. The tiger. No, it isnt. The elephant won. The monkey won the tree climbing. Read together. (齐读齐读) Read in roles. （分角色读）（分角色读） Read a story Practice 1 2 Practice Look at the pictures and order the story 1 2 3 4 5 Order the sentences. Practice ( )We have a sports meeting once a year. ( ) When do you usually have it? ( ) What sport do you usually take part in? ( ) How often do you have a sports meeting? ( ) We usually have it in May. ( ) I usually take part in the 100-meter race. 2 3 5 1 4 6 Read and choose Practice win when well boys take jump first about A: Li Fan, _ did you have the sports meeting? B: We had it last week. A: What sport did you _ part in? B: I took part in the high _ and the _ 100 -meter race. A: Did you _ the high jump? when take jump boys win Read and choose Practice B: Yes, I did. A: How _ the 100-metre race? B: I was the _, too. A: You did really _. B: Thank you. win when well boys take jump first about about first well Summary He Retell the story according to the pictures ： 1 2 3 4 5 Unit4 At the Sports Meeting 第第 4 课时教学设计课时教学设计 【内容来源内容来源】陕西旅游出版社六年级下册 Unit4 Read a story, Order and act, Read and choose 【课课 时时】第 4 课时 一、教学目标一、教学目标 1. 能听懂并理解 Read a story 部分的内容，并能熟练地朗读故事。 2. 能独立完成 Part C 部分所剩余的练习。 3. 培养学生的体育意识，引导学生养成良好的学习习惯。 二、教学准备二、教学准备 1. 教师准备 Read a story 部分的教学视频课件。 2. 教师准备 PPT 课件（运动会场景）或教学挂图。 3. 教师准备 Read a story 部分的教学音频。 三、教学方法建议三、教学方法建议 Leading In (1)课前问答 T: Nice to see you! S: Nice to see you, too! T: After the video, how are you feeling? Are you happy? (观看有关运动视频) S: Yes. T: The sports can make us happy. So many people like to have sports meeting, and the animals like sports meeting, too. Last week, the animals had a sports meeting in the forest. Now look at the pictures, then guess and image. (2)新课导入 1. 教师借助 PPT 展示 sports meeting 的图画，让学生看图描述运动场上的 场景。教师可以这样引导： T: What sports did the animals take part in the sports meeting? Who was the first at the sports meeting? S1: I think maybe the tiger was first. S2: I think maybe the elephant was first. S3: I think maybe the monkey was first. . Presentation (1) Part B Read a story 1. 引故事：Many animals took part in the sports meeting. Who was the first in the end? Lets listen to the tape now. 2. 听故事：教师播放本部分的录音，让学生通过“听”的输入了解故事大 意。教师可以请学生说一说听到有哪些动物、哪些词汇或哪些句子，帮助学生 理解。 3. 看故事：教师播放所准备的本部分的教学课件，让学生观看完整的故事 情节。画面与声音的结合，能促进学生更直观地理解故事内容。 4. 读故事：学生自己读完一遍故事，并在疑惑的地方做标注。要求出声读， 以锻炼学生的语音及阅读能力。 5. 解疑惑：教师可就 Read, then ask and answer(PPT 展示)中问题进行讲解。 问题如下： Who had a sports meeting last week? Who won the 1000-meter race? Did the bear won the throwing match? Who won the tree climbing? Practice： (1) Read a story Read together. (齐读) Read in roles. (分角色读） 将学生分为若干小组，并在组内分段分任务进行故事朗读活动，以此来锻 炼学生的语音、语调和朗读能力。然后随机指出几组学生进行朗读表演，并给 予适度的指导和积极的评价。 (2) Look at the pictures and order the story 以此来了解学生对故事的理解情况，从而给学生渗透热爱体育的思想。 Consolidation: (1) Part C Order and act 1. 让学生朗读句子，熟悉句意。 2. 自主完成句子排序，注意要使语意流畅通顺、符合逻辑。 3. 随机选出几组学生，让他们分角色朗读。 参考答案：2，3，5，1，4，6 (2) Part C Read and choose 1. 学生自主默读对话，边读边试着将所缺的词汇填入。 2. 把全班学生分做 A、B 两部分齐声朗读对话。 参考答案：when, take, jump, boys, win, about, first, well （3）Retell the story。 （这一环节也可根据时间及学生学情让学生 retell for their friend） 在此环节中，教师要注意积极评价语言表达较为丰富的学生，并鼓励更多 的学生勇于开口，积极表达。