广东版六年级上册Unit 1 Feeling Sick-Lesson 2-ppt课件-(含教案+素材)-市级优课-(编号：50340).zip

Unit1 Feeling Sick game stay in bed and rest line down and rest have a good rest wear warm clothes drink a lot of water drink some hot water with salt put some medicine on the cut take your temperature 温度 stick a band-aid 创可贴 学情介绍学情介绍 授课对象在开学前两周已经系统地完成了整册书词汇的学习，为后续 课文的预习及学习扫清了障碍。近一年来，乘着鹤山市生本教改的东风， 学校切实开展省级课题研究“网络环境下小学生英语自主学习能力的培养”， 学生人手一张课文光盘、一个“口语 100”平台学习帐号，坚持前置小研究、 课前三分钟单词卡游戏、小组排演等，具有一定的学习能力。 教材分析教材分析 一、教学内容：本节课教学内容定位为单元的第二课时，在 学生基本掌握单元词汇及重点句型后，以话题故事为契机进一步 拓展学习。 二、教学目标 1、能力目标：1）学会用英语描述个人身体状况及病症； 2）能用所学语言大胆、流畅地与同伴对话。 2、语言知识目标：1）词汇复习； 2）巩固本单元重点句型： Whats wrong with you? I Please 3）所学语言的拓展与运用。 3、教学重难点：激发不同层次的学生积极投入学习，促其 敢说、乐说、爱说、会说。 4、情感态度： 1）在教学过程中培养学生学习兴趣，帮助他们树立信心。 2）培养学生合作互助、关爱他人的品格。 5、学习策略：培养学生超前预学能力、自主探究能力及在 小组合作学习中习得语言并灵活运用的能力。 三、教学准备：前置小研究、单词卡片、PPT、练习纸等。 教学设计教学设计 具体步骤具体步骤设计意图设计意图 StepStep 1 1 Warming-upWarming-up 1）Play a word game. 2）Discuss the worksheet in groups. 3) Sum-up the rules of the words in Part B. And share more words about illness. 充分调动学生的积 极性。 激活已学，拓展新 知，为故事学习做 铺垫。 Step 2 Presentation 1) 带着问题整体感知故事。 T: Before reading the story today, we have two questions here. Try to find out the answers after watching the video. 生动呈现学习内容， 激发学生通过自主探 究，巩固语言点，进 而熟悉课文内容。 附附 1 1：板书设计：板书设计 Unit 4 Feeling Sick Whats wrong with Team Work Word Bank Please (粘贴小组创编的剧本) （罗列学生自主习得的词汇） Questions: What are they doing? Whats wrong with Gogo? Discuss the questions in groups. 2)细读故事。 T: This time, lets read the story again, but there are some missing words. Have a try! Read the story page by page, and talk more about the key points: digging, easy, dont worry. Whats wrong with You should Talk about the pictures with your partner. Step 3 Practice Role play. 1)Practice in groups. 2)Show time. 激发学生英语学习的 兴趣，促进组员之间 的情感交流。 Step 4 Production 创编课文，小组汇演。 (Worksheet) Choose the pictures to creative a new story in groups and then act it out. 根据预先抽签的关键 词，学生仿照单元故 事，小组合作编好新 剧本，堂上提供广阔 平台，进行汇演，让 学生在模拟真实情境 中运用语言。 Step 5 Sum-up T: Today we focus on learning in groups, speaking, reading and acting. You did a good job. I really enjoy your interesting stories. Now lets see which group is the winner today. 总结归纳课时重点， 评价各小组在学习活 动中的表现。 Step 6 Homework 1) Listen and read for ten minutes. 2) Write your own story. 口头与笔头相结合。 通过个人独立创编， 培养发散性思维能力 及书面表达能力。 You should Be careful next time. 附附 2 2：课后反思：课后反思 俗话说：“授之以鱼不如授之以渔” 。在这堂课中，我运用以演促说故事教 学法，通过生动有趣的画面，引领学生进行文本故事阅读，以小组合作学习为 核心手段，在角色扮演中感悟课文知识点，在创编故事分享中升华课文学习。 在此过程中，全方位训练学生听、说、读、演的能力，充分体现了新课标的精 神。作为教师，我始终把学生作为学习的主体，以多媒体辅助教学，充分发挥 学生的发散性思维能力，给予学生广阔平台进行小组研讨、语言的运用及展示， 大面积激发学生敢说、乐说、会说的语言技巧。在本节课的教学设计与实际操 作中，学生能出色地完成以演促说的课文学习活动。 Unit 1 Feeling Sick Class _ Name_ Words & Phrases 1、 根据中文，补充短语。根据中文，补充短语。 have a _ 头疼头疼 have a _ 牙疼牙疼 have a _ 肚子疼肚子疼 _ my foot 受伤受伤 你还知道哪些关于病症的词呢？你还知道哪些关于病症的词呢？ _ _ 观察所填单词，你发现什么？观察所填单词，你发现什么？ _ _ _ Story 1、 1、朗读背诵、朗读背诵 Story。 2、写出你认为较难的句子或你喜欢的句子。、写出你认为较难的句子或你喜欢的句子。 Picture1: Picture2: Picture3: Picture4: Picture5: Picture6: Extension 1、 When were sick, what should we do? Please write down some advice. _ _ _ _ _ _ _ _ _ _ _ _ Ss:Whats wrong with you? / Whats the matter with you? S1: I have What should I do? S2-6: You should/shouldnt S1:Yes, youre right. Thank you very much! Ss:Whats wrong with you? / Whats the matter with you? S1: I have What should I do? S2-6: You should/shouldnt S1:Yes, youre right. Thank you very much! Ss:Whats wrong with you? / Whats the matter with you? S1: I have What should I do? S2-6: You should/shouldnt S1:Yes, youre right. Thank you very much! Ss:Whats wrong with you? / Whats the matter with you? S1: I have What should I do? S2-6: You should/shouldnt S1:Yes, youre right. Thank you very much! Ss:Whats wrong with you? / Whats the matter with you? S1: I have What should I do? S2-6: You should/shouldnt S1:Yes, youre right. Thank you very much! Ss:Whats wrong with you? / Whats the matter with you? S1: I have What should I do? S2-6: You should/shouldnt S1:Yes, youre right. Thank you very much!