Unit 1 The lion and the mouse-Sound time, Culture time & Cartoon time-ppt课件-(含教案+视频+素材)-县级公开课-新牛津译林版六年级下册英语(编号：20f60).zip

6B Unit1 The lion and the mouse【教学内容教学内容】Cartoon time、 Sound time & Culture time 【教学目标教学目标】1、能流利朗读、正确理解 Cartoon time，能读懂其中的趣味之处，能在教师的指导下表演故事。能听懂、会说、会读和会拼写单词和词组: be good at。能听懂、会说、会读单词和词组: finally、deep、reach、hole、quickly、cheer for、Aesops Fables、a Chinese idiom book、hit the ball hard、pour into 2、用正确的语音语调朗读歌谣。能够体会、了解特殊疑问句的韵律降调。3、了解 Aesops Fables 和 a Chinese idiom book 的相关内容。通过本课的学习，能够了解中西方寓言的相同之处。并引导学生养成多读书的好习惯。【教学重点教学重点】1. 能正确朗读、理解 Cartoon time，能读懂其中的趣味之处，并能进行角色扮演和交流。2. 能体会并理解特殊疑问句的语调，能和一般疑问句用升调相区分，并能正确地朗读出来。3.能准确朗读 Aesops Fables 和 idiom 等单词的读音并适当拓展。 。【教学难点教学难点】1. 能正确理解、朗读 Cartoon time 中的故事，能读懂其中的趣味之处，能在老师的指导下表演故事并能流利地交流。2. 能读准 Aesops Fables 和 idiom 单词的读音并理解其意思。3. 能理解并体会特殊疑问句所用的语调，并能正确地读出来。【教学准备教学准备】PPT、西沃 5、头饰、窄口花瓶、彩色球、乒乓球及球拍、水、棒棒糖【教学过程教学过程】 Step 1： Warming-up1T: Hello, boys and girls. Im happy to be here with you. Are you happy today?Ss: Yes!T: I think we will have a happy afternoon today. Now lets continue learning Unit 1The lion and the mouse.（屏幕上呈现隐藏好的本课课题）Here are our learning aims. 1. We can read and understand the story of Cartoon time. 2. We know the intonation(语调) of Wh-questions. 3. We know many animal stories in Aesops Fables and Chinese idiom books.T: Are you ready?Ss: Yes, we are ready!2 T: Lets go. Today, I bring you a bottle with some colorful balls in it. They are very beautiful. Do you want the balls? Can you try to reach it? Can you reach it?(学生尝试取出球)Ss: No, I cant.T: I cant reach the ball either. But dont worry. I have some water! Each time you complete a task， you can pour some water into the bottle. Then you may get the balls out. Are you ready?Ss: Yes!T: OK，lets go!【设计意图：通过对学习目标的呈现，学生能了解本节课的学习重点。培养学生的目标意识。然后呈现本节课的主线，每成功完成一项任务，往瓶子中注水，直至取出彩球，学生对此很感兴趣。 】Step 2： Revision1.T: Here comes our first task! Do you remember The lion and the mouse? Work in twos or threes. Lets fill in the blanks together!One day, a _ mouse woke up the _ lion. The lion caught the mouse and wanted to eat him. However, the lion _ the mouse go.The next day, the lion was _ by men. The mouse made a hole and saved the lion.From _ on, the lion and the mouse became friends. T: You are great! Lets read it together!2T: Well done! You have completed task one! Lets pour some water into it! Can you help me? Thank you very much!3T: You are my good friend.（展示之后与生握手）Now we know that the lion and the mouse became good friends right? Do you remember our mouse friend Bobby? Ss：Yes.【设计意图：通过交互式课堂活动，请学生操作拖动答案至横线处，达到师生、生生互动，全体参与。从学生所熟悉的 story time 情境入手，根据学生已有的认知水平，导入本节课的新授内容。通过小组合作的方式降低难度，给学生足够的思考与准备时间。 】Step 3： Cartoon Time1 T: Do you like stories? I have a picture book for you today. After looking at the pictures，answer the questions: how many characters are there in the pictures? Who are they?Ss: Four. Theyre Sam、Bobby、Billy and Willy. 【设计意图：通过对图片的快速阅读，了解故事的脉络并理清人物的关系，并预测故事的情节，提高学生的读图能力。学生回答出问题后，逐步擦掉图片上的蒙层，呈现出四个人物，既有趣又神秘，激发学生的学习兴趣。 】2 T: Sam、Bobby、Billy and Willy are very lovely. What happened to them today? Are they happy? Well watch the cartoon and then complete task 2. Lets look at the screen. caughtlargesmallletthen( ) 1. Sam is good at table tennis.( ) 2. Bobby hits the ball hard.( ) 3. Sam and Bobby find a hole in the playground.( ) 4. Sam can reach the ball in the hole.T: OK，lets enjoy!T: Do you like the story? Im glad to hear that! I like it too! Lets do true or false. You can discuss in groups first. a. T (Group 1 read and answer.) b. F Do you know how to correct this sentence? Who hits the ball hard? Great! Its Sam! Sam hits the ball hard. Here is a new word for you. Hit.Read one by one.(Group 2 read and correct.) Can you hit the ball hard? Can you hit the ball hard? (请同学表演 hit the ball hard 并板书。) c. F They find a hole in the Right! in the playground! Do you remember the meaning of playground? Can you guess what the ground means? This is the ground.(指着地面示意，然后板书。)Read group by group. (Group 3 read and correct.) d. F Can Sam reach the ball in the hole? Ss: No, he cant!T: Look! I cant reach the ball in the bottle either!（实物展示 reach 的意思并板书。） Can you guess the meaning of reach?Read one by one. (Group 4 read and correct.)T: Sam cant reach the ball. Why? Just like that I cant reach the ball in the bottle. Why?Ss: Because the hole is too deep. （实物展示 deep 的意思并板书。 ）Read deep group by group (Group 5 read and correct.)T: Wow! Task 2 is cleared! Can you pour some water into the bottle? Thank you!【设计意图：在阅读图片书的基础上，通过观看动画整体认知文本，了解故事大意。以“个人小组全班”的模式学习新授内容，逐步以学生不同的掌握情况为基础，促进不同层次学生的发展。 】3 T: Here comes our third task：Read and Answer. Please read by yourselves and underline the answers. Now please open your books and turn to page 12.Read and underline:a. What do Billy and Willy do near the table? b. What is Sams idea?T: You have 2 minutes. Go!T: Who can have a try? a. They cheer for Sam and Bobby loudly. Look at the picture. What do they say? Ss: They say Hooray! T: Please follow me. Hooray! Do the action with me! Hooray! So cheer for means（表演并板书 cheer for） Read cheer for one by one. (Group 6 read and answer.) b. He brings some water quickly and pours it into the hole. T: We just poured some water into the bottle right? Read pour into group by group.（表演并板书） T: We have completed task3! Can you help me pour some water into the bottle? Thank you. Youre great!【设计意图：在学中用，在用中学。通过对一系列生词的学习与演绎，能更好地促进学生对新知识的理解。通过阅读、画出答案并回答，学生在合作中互相学习、给出学习建议，共同完成任务，在阅读的过程中学习如何根据图片或是上下文来猜测新知的含义，学生在任务中体会有效的学习方法。然后通过图片与文字的结合，学生自行猜测出词意，教师课件和板书及时呈现，一方面可以检测猜测是否正确，一方面又锻炼了学生理解上下文的能力，并为后面的课文表演做好了铺垫。 】4 T: We just read the dialogue by ourselves. Your voice is very sweet. Now，lets read after the tape. Try to imitate the pronunciation and pay attention to the rising and falling tones. Please let me hear your beautiful voice. Ok？Go! 【设计意图：通过跟读 story time 的音频来调动学生的视觉、听觉和记忆力来参与语言活动。看着文字信息跟读，在真实的情境中完成语音的模仿。既要模仿语音语调也要关注升降调。 】5 T: You can read it very well! Lets try to act it out this time. You can act in different ways: 1、Read in roles. 2、Read together. 3、Act in roles. You have 2 minutes to prepare. Please act in your groups. Go! (Choose 3 groups to act.)【设计意图：在较为真实地情境中运用语言，使用语言，即引导学生在用中学,在学中用。学生通过表演，再次巩固新学内容。学生选择表演书上的原文或者是自己改编的故事，给予学生选择权与创造权，让他们在表演的过程中将自己最喜欢的表现形式展示出来，充分发挥主观能动性。在演中学、在学中演。并不是单调地反复，而是有意义地运用。学生在使用英语进行交流中，感受成功的喜悦，培养英语思维能力。 】Step 4: Sound time1 T: There are so many balls in the hole. Look! I have some balls too! They are colorful and beautiful，right? What do they look like?Ss Ss: Lollipops! (Read lollipops together and show the lollipops to the students.) T: If you want some lollipops, where would you go? Ss: To the sweet shop! T: Right! Lets go to the sweet shop. Read after the tape. Try to find how to read these sentences? （指导学生跟读动画原声，模仿其语音语调。 ） T: Yes，we should use the falling tone.Where are you going? What do you want to buy? Who is it for? What will he say? 2 T: Lets read together! Good job! Do you know? When do we use the falling intonation? Ss: 以特殊疑问词开头的特殊疑问句T：Yes, theyre Wh- questions. What are they?Ss: Where、 What、Who（板书）T: What other words do you know?Ss: Which、When、Why、 How（板书）3. T: Great! I think you can pour the water again!【设计意图：学生通过边模仿原声中的语音语调，边跟着动画标记升降调。一方面训练了学生的语音语调，另一方面也可以体会、归纳和总结使用降调的句子的类型。不仅能发现书本中所出现的特殊疑问词，还能举一反三总结出同类的其他词语。 】Step 5： Culture Time1T: If we want lollipops，well go to the sweet shop. If we want books，where will we go? Ss: A book shop!2T: Here is a story book from the book shop. There are many interesting stories in it. Do you know where these stories are from? Ss: Aesops Fables(带读并板书呈现图片) Read one by one. T: Here is another book. There are also many stories in it. Its Ss: A Chinese idiom book. T: Do you like them? Ss: Yes!3. T: Can you find something in common? Discuss in pairs.Ss： T: Yes. These stories are all about animals!4. T: Lets listen to Mike and Yang Ling. Then read after them. Girls act Yang ling and boys act Mike. OK?.5 T: The books about animals are very interesting. Do you like reading books? I like reading books too. Because a good book is a good friend. You can make friends with your books. They can tell you many useful things. Please read more，OK?You did a very good job today! Big hands for you! Who helps me pour the water? 【设计意图：通过本版块的学习，学生能够了解中西方寓言的相同之处，初步了解中西方文化的相似之处，并引导学生多读书，鼓励学生养成多读书的好习惯。 】Step 6：Conclusion Today，we get much knowledge. How about our learning aims? Can you get them now?T: Congratulations to you all! You get the balls out! Can you reach the ball? Here you are! Can you reach the ball? Here you are【设计意图：通过对本节课内容的回顾，呈现了本节课的教学脉络，再现了本节课的教学重点。学生能清晰地了解本节课所学的内容。 】Step 7： Homework1. Act Cartoon time to your parents. Try to imitate the recording.2. Tell one animal story to your friends .【设计意图：家庭作业紧扣本课的教学目标，围绕教学要求设计本课家庭作业，巩固本课所学内容。把握“最近发展区” ，布置稍高于学生现有水平的作业，让学生需要经过一定的努力才能完成。训练学生的语言思维能力。 】 【板书设计板书设计】What.?Where.? What Who.?How.?playhappilyhit the ball hardpourintocheer forloudlyUnit1 The lion and the mouseWhen?Which.?Why.?