（广东）粤人版六年级下册-Unit 1 A Parade Day-Lesson 6-ppt课件-(含教案+素材)--(编号：401eb).zip
姓名： _ A Happy DayUnit 1 A Parade Day What did you do yesterday? Sharp eyes Lets say 1) A: What _ you _ yesterday? B: I _. 2) A: What _ she _ last night? B: She _. 3) A: What _ this morning? B: _. 4) A: _ last Sunday? B: They _. diddo used the computer diddo studied English did he do He studied math What did they do watched the parade Listen and finish the mind map On Monday, the children are in their classroom. Gogo: Hi, Ben. You look happy. What did you do yesterday? Ben: Hi, Gogo. I played basketball with my friends. What did you do, Peter? Peter: I played the trumpet in my extra-class. Gogo: What did you do yesterday, Lisa? Lisa: I ran and jumped on the playground. Gogo: What did you do yesterday, Tony? Tony: I played the drum. What about you , Jenny? Jenny: I studied English. Then I sang and danced. What did Dad and Mom do yesterday? Tony: He used the computer. And mom cleaned the window and visited grandma. Ben, Peter: What did you do, Gogo? Gogo: I watched a parade, I ran after the parade. A Happy Day Finish the mind map in group of four.Finish the mind map in group of four.Finish the mind map in group of four.Finish the mind map in group of four.四人小组完成思维导图。四人小组完成思维导图。四人小组完成思维导图。四人小组完成思维导图。 A Happy Day ran jumped played basketball sang danced played the drum played the trumpet talked to my mom visited my grandparents cleaned the window used the computer studied English studied math watched the parade A Happy Day ran jumped played basketball sang danced played the drum played the trumpet talked to my mom visited my grandparents cleaned the window used the computer studied English studied math watched the parade What did you do yesterday? I What did he/she do yesterday? He/She A Happy Day ran jumped played basketball sang danced played the drum played the trumpet talked to my mom visited my grandparents cleaned the window used the computer studied English studied math watched the parade What did you do yesterday? I What did he/she do yesterday? He/She In the morning, In the afternoon, In the evening, the day before yesterday last night last Sunday A Happy Day I had a happy day yesterday. In the In the In the In the morning,morning,morning,morning, I ran and jumped on the playground. I played basketball. In In In In the afternoon, the afternoon, the afternoon, the afternoon, I sang and danced. In In In In the evening,the evening,the evening,the evening, I talked to my grandparents. I studied English. What about you? Homework 1. 基础题：用思维导图形式思维导图形式思维导图形式思维导图形式归纳本单元的 词组和重点句子。 2. 选做题：用思维导图形式思维导图形式思维导图形式思维导图形式归纳本单元 及与本单元相关的词组和重点句子。 3. 根据自己的实际，写成小作文“A Happy Day”.1 课题课题 Unit1A Parade Day Period 5个人修改个人修改 教学教学 目标目标 1.Be able to consolidate the new phrases and dialogues. 2.Be able to use the past tense to inquire the activities and answer. 3.Be able to talk about a days activities in past tense. 重点重点 words: used the computer studied English/math, played basketball/, visited grandma/, ran on the playground, talked to my mother/, jumped, cleaned the window, played the trumpet/drum, sang and danced, ran after the parade. Dialogues: What did you/he/she do yesterday/ the day before yesterday/ last night/ last Sunday? I 难点难点 Use the mind map to sum up the knowledge in this unit. 教具教具PPT, word cards, etc. 教教 学学 过过 程程 Step 1 Brain storm 1. TPR: T show pics, Ps act and say out the phrases: 2. Look , read and fill in the blanks. (review the target) Step 2 Presentation (PPt, show some children in a picture. T: Youre so active, Look, theyre active, too. they had a great day. Lets see What happened.) 2 1 Listen and get to know the dialogue. On Monday, the children are in their classroom. Gogo: Hi, Ben. You look happy. What did you do yesterday? Ben: Hi, Gogo. I played basketball with my friends. What did you do, Peter? Peter: I played the trumpet in my extra-class. Gogo: What did you do yesterday, Lisa? Lisa: I ran and jumped on the playground. Gogo: What did you do yesterday, Tony? Tony: I played the drum. What about you , Jenny? Jenny: I studied English. Then I sang and danced. What did Dad and Mom do yesterday? Tony: He used the computer. And mom cleaned the window and visited grandma. Ben, Peter: What did you do, Gogo? Gogo: I watched a parade, I ran after the parade. 2 Read and find out “What did they do?” (Ps underline the phrases) Step 3 Practice 3 Discuss in groups of four, and finish the Mind-map. 4 Read the dialogue again. Step 4 Consolidation 1 T show the mind map(activities and target), Ps retell the dialogue. 2 Discuss “What did you do yesterday/the day before yesterday/last night/last Sunday?”(Ps choose one time to discuss, T gave some activities for them to choose) 3 Give a report each group. 4. Lets sing.”What did you do yesterday?” (Ps change the words to make their own song). Homework: 1 Read the dialogue. 2 Finish the Mind-map of the dialogue. 3. Make a survey in groups, and make a mind-map in groups. 3 布置作布置作 业业 1 Read the dialogue. 2 Finish the Mind-map of the dialogue. 3. Make a survey in groups, and make a mind-map in groups. 板板 书书 设设 计计 Unit 1. A Parade Day 4 教学教学 后记后记 上课前老师已经利用自习课给学生看过了上课前老师已经利用自习课给学生看过了如何绘制思维导图如何绘制思维导图的微课视频，的微课视频， 并简单进行了解释。本节课是第一次引入思维导图进行单元知识概括的课堂，还并简单进行了解释。本节课是第一次引入思维导图进行单元知识概括的课堂，还 在初探索的阶段，不敢完全放手让学生自己去总结，于是采用了老师带领学生一在初探索的阶段，不敢完全放手让学生自己去总结，于是采用了老师带领学生一 步一步进行复习归纳的方式。步一步进行复习归纳的方式。 在课前的在课前的 warm up 阶段，老师用思维导图图式进行了阶段，老师用思维导图图式进行了 TPR 的活动，意在复习的活动，意在复习 词组，同时给学生一个思维导图框架，形成一种意识，让学生感知和初步接触。词组，同时给学生一个思维导图框架，形成一种意识，让学生感知和初步接触。 学生在此环节，因对看图说出词组掌握比较好，没有什么难度，动静相宜，气氛学生在此环节，因对看图说出词组掌握比较好，没有什么难度，动静相宜，气氛 比较热烈。比较热烈。 为提升难度，引出目标语言，老师在第二个步骤中采用了对话教学的形式，要为提升难度，引出目标语言，老师在第二个步骤中采用了对话教学的形式，要 求学生能在对话中自己找出所有活动词组，进行归纳。并以小组形式归纳到作业求学生能在对话中自己找出所有活动词组，进行归纳。并以小组形式归纳到作业 纸上。纸上。 （采用小组合作完成形式，意在通过（采用小组合作完成形式，意在通过“优带差优带差”形式，帮助个别学困生理解形式，帮助个别学困生理解 和掌握思维导图的操作方法。和掌握思维导图的操作方法。 ）接着，老师要求学生们再次阅读对话后，进行复）接着，老师要求学生们再次阅读对话后，进行复 述。在此环节中，效果不太好，学生要边看对话边复述，花时间较多，不够流利。述。在此环节中，效果不太好，学生要边看对话边复述，花时间较多，不够流利。 如果老师把作业纸上的思维导图更细化：归纳活动的同时，要求学生填出相应的如果老师把作业纸上的思维导图更细化：归纳活动的同时，要求学生填出相应的 人物，会更有利于学生流利地复述。人物，会更有利于学生流利地复述。 “学以致用学以致用”，第四个环节老师要求学生联系自己的实际，运用对话小组讨论，第四个环节老师要求学生联系自己的实际，运用对话小组讨论 “What did you do yesterdaythe day before yesterday？”，学生自由选时间、选，学生自由选时间、选 活动进行问答，并口头归纳做汇报。目的在于让学生运用对话，谈论过去，并组活动进行问答，并口头归纳做汇报。目的在于让学生运用对话，谈论过去，并组 织语言叙述自己过去某一天的活动，也是引入一个口头小作文。这个环节学生表织语言叙述自己过去某一天的活动，也是引入一个口头小作文。这个环节学生表 现比较好，基本都能流利问答，并以小作文形式介绍自己的某天。现比较好，基本都能流利问答，并以小作文形式介绍自己的某天。 第五个环节是为了让学生放松一下，以歌谣形式结束本节课。第五个环节是为了让学生放松一下，以歌谣形式结束本节课。 作业布置上采用半开放与开放形式，要求学生每人根据对话完成作业纸上的作业布置上采用半开放与开放形式，要求学生每人根据对话完成作业纸上的 思维导图，这个作业所有同学都完成很好，老师应该增加两栏让学生根据思维导图，这个作业所有同学都完成很好，老师应该增加两栏让学生根据 ppt 所所 教补充本单元的目标语言，学生应该可以做到。教补充本单元的目标语言，学生应该可以做到。 （老师低估了学生的能力。（老师低估了学生的能力。 ）而第）而第 三个作业，主要在于考察学生的归纳总结能力，除了要调查生活中的活动，总结三个作业，主要在于考察学生的归纳总结能力，除了要调查生活中的活动，总结 归纳，可能还会产生书本上没有学到的活动，要求学生自己会去找出这些活动的归纳，可能还会产生书本上没有学到的活动，要求学生自己会去找出这些活动的 英文表达方式一起归纳，并要求学生写出自己调查中所用到的目标语言，思维导英文表达方式一起归纳，并要求学生写出自己调查中所用到的目标语言，思维导 图的图式也可以采用自己喜欢的图式。小部分学生在这方面挺有创意，但出现的图的图式也可以采用自己喜欢的图式。小部分学生在这方面挺有创意，但出现的 新词组较少，归纳之前学过的旧知识的学生倒不少，也起到了新词组较少，归纳之前学过的旧知识的学生倒不少，也起到了“温故知新温故知新”的作用的作用 吧。吧。 从作业来看，老师对学生理解什么是思维导图的预想太完美，事实上大部分从作业来看，老师对学生理解什么是思维导图的预想太完美，事实上大部分 学生把重点放在了写出词组和目标语言，创意画画，而忽视了思维导图的中心主学生把重点放在了写出词组和目标语言，创意画画，而忽视了思维导图的中心主 题与子主题及各分级的层次关系，在后面的复习教学中老师要重视强调这种层次题与子主题及各分级的层次关系，在后面的复习教学中老师要重视强调这种层次 5 关系的解释。关系的解释。 6
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姓名： _____________________________ A Happy DayUnit 1 A Parade Day What did you do yesterday? Sharp eyes Lets say 1) A: What ______ you _____ yesterday? B: I ______________. 2) A: What ______ she ______ last night? B: She _____________. 3) A: What _______________ this morning? B: ____________________. 4) A: ___________________ last Sunday? B: They __________________. diddo used the computer diddo studied English did he do He studied math What did they do watched the parade Listen and finish the mind map On Monday, the children are in their classroom. Gogo: Hi, Ben. You look happy. What did you do yesterday? Ben: Hi, Gogo. I played basketball with my friends. What did you do, Peter? Peter: I played the trumpet in my extra-class. Gogo: What did you do yesterday, Lisa? Lisa: I ran and jumped on the playground. Gogo: What did you do yesterday, Tony? Tony: I played the drum. What about you , Jenny? Jenny: I studied English. Then I sang and danced. What did Dad and Mom do yesterday? Tony: He used the computer. And mom cleaned the window and visited grandma. Ben, Peter: What did you do, Gogo? Gogo: I watched a parade, I ran after the parade. A Happy Day Finish the mind map in group of four.Finish the mind map in group of four.Finish the mind map in group of four.Finish the mind map in group of four.四人小组完成思维导图。四人小组完成思维导图。四人小组完成思维导图。四人小组完成思维导图。 A Happy Day ran jumped played basketball sang danced played the drum played the trumpet talked to my mom visited my grandparents cleaned the window used the computer studied English studied math watched the parade A Happy Day ran jumped played basketball sang danced played the drum played the trumpet talked to my mom visited my grandparents cleaned the window used the computer studied English studied math watched the parade What did you do yesterday? I What did he/she do yesterday? He/She A Happy Day ran jumped played basketball sang danced played the drum played the trumpet talked to my mom visited my grandparents cleaned the window used the computer studied English studied math watched the parade What did you do yesterday? I What did he/she do yesterday? He/She In the morning, In the afternoon, In the evening, the day before yesterday last night last Sunday A Happy Day I had a happy day yesterday. In the In the In the In the morning,morning,morning,morning, I ran and jumped on the playground. I played basketball. In In In In the afternoon, the afternoon, the afternoon, the afternoon, I sang and danced. In In In In the evening,the evening,the evening,the evening, I talked to my grandparents. I studied English. What about you? Homework 1. 基础题：用思维导图形式思维导图形式思维导图形式思维导图形式归纳本单元的 词组和重点句子。 2. 选做题：用思维导图形式思维导图形式思维导图形式思维导图形式归纳本单元 及与本单元相关的词组和重点句子。 3. 根据自己的实际，写成小作文“A Happy Day”.1 课题课题 Unit1A Parade Day Period 5个人修改个人修改 教学教学 目标目标 1.Be able to consolidate the new phrases and dialogues. 2.Be able to use the past tense to inquire the activities and answer. 3.Be able to talk about a days activities in past tense. 重点重点 words: used the computer studied English/math, played basketball/, visited grandma/, ran on the playground, talked to my mother/, jumped, cleaned the window, played the trumpet/drum, sang and danced, ran after the parade. Dialogues: What did you/he/she do yesterday/ the day before yesterday/ last night/ last Sunday? I 难点难点 Use the mind map to sum up the knowledge in this unit. 教具教具PPT, word cards, etc. 教教 学学 过过 程程 Step 1 Brain storm 1. TPR: T show pics, Ps act and say out the phrases: 2. Look , read and fill in the blanks. (review the target) Step 2 Presentation (PPt, show some children in a picture. T: Youre so active, Look, theyre active, too. they had a great day. Lets see What happened.) 2 1 Listen and get to know the dialogue. On Monday, the children are in their classroom. Gogo: Hi, Ben. You look happy. What did you do yesterday? Ben: Hi, Gogo. I played basketball with my friends. What did you do, Peter? Peter: I played the trumpet in my extra-class. Gogo: What did you do yesterday, Lisa? Lisa: I ran and jumped on the playground. Gogo: What did you do yesterday, Tony? Tony: I played the drum. What about you , Jenny? Jenny: I studied English. Then I sang and danced. What did Dad and Mom do yesterday? Tony: He used the computer. And mom cleaned the window and visited grandma. Ben, Peter: What did you do, Gogo? Gogo: I watched a parade, I ran after the parade. 2 Read and find out “What did they do?” (Ps underline the phrases) Step 3 Practice 3 Discuss in groups of four, and finish the Mind-map. 4 Read the dialogue again. Step 4 Consolidation 1 T show the mind map(activities and target), Ps retell the dialogue. 2 Discuss “What did you do yesterday/the day before yesterday/last night/last Sunday?”(Ps choose one time to discuss, T gave some activities for them to choose) 3 Give a report each group. 4. Lets sing.”What did you do yesterday?” (Ps change the words to make their own song). Homework: 1 Read the dialogue. 2 Finish the Mind-map of the dialogue. 3. Make a survey in groups, and make a mind-map in groups. 3 布置作布置作 业业 1 Read the dialogue. 2 Finish the Mind-map of the dialogue. 3. Make a survey in groups, and make a mind-map in groups. 板板 书书 设设 计计 Unit 1. A Parade Day 4 教学教学 后记后记 上课前老师已经利用自习课给学生看过了上课前老师已经利用自习课给学生看过了如何绘制思维导图如何绘制思维导图的微课视频，的微课视频， 并简单进行了解释。本节课是第一次引入思维导图进行单元知识概括的课堂，还并简单进行了解释。本节课是第一次引入思维导图进行单元知识概括的课堂，还 在初探索的阶段，不敢完全放手让学生自己去总结，于是采用了老师带领学生一在初探索的阶段，不敢完全放手让学生自己去总结，于是采用了老师带领学生一 步一步进行复习归纳的方式。步一步进行复习归纳的方式。 在课前的在课前的 warm up 阶段，老师用思维导图图式进行了阶段，老师用思维导图图式进行了 TPR 的活动，意在复习的活动，意在复习 词组，同时给学生一个思维导图框架，形成一种意识，让学生感知和初步接触。词组，同时给学生一个思维导图框架，形成一种意识，让学生感知和初步接触。 学生在此环节，因对看图说出词组掌握比较好，没有什么难度，动静相宜，气氛学生在此环节，因对看图说出词组掌握比较好，没有什么难度，动静相宜，气氛 比较热烈。比较热烈。 为提升难度，引出目标语言，老师在第二个步骤中采用了对话教学的形式，要为提升难度，引出目标语言，老师在第二个步骤中采用了对话教学的形式，要 求学生能在对话中自己找出所有活动词组，进行归纳。并以小组形式归纳到作业求学生能在对话中自己找出所有活动词组，进行归纳。并以小组形式归纳到作业 纸上。纸上。 （采用小组合作完成形式，意在通过（采用小组合作完成形式，意在通过“优带差优带差”形式，帮助个别学困生理解形式，帮助个别学困生理解 和掌握思维导图的操作方法。和掌握思维导图的操作方法。 ）接着，老师要求学生们再次阅读对话后，进行复）接着，老师要求学生们再次阅读对话后，进行复 述。在此环节中，效果不太好，学生要边看对话边复述，花时间较多，不够流利。述。在此环节中，效果不太好，学生要边看对话边复述，花时间较多，不够流利。 如果老师把作业纸上的思维导图更细化：归纳活动的同时，要求学生填出相应的如果老师把作业纸上的思维导图更细化：归纳活动的同时，要求学生填出相应的 人物，会更有利于学生流利地复述。人物，会更有利于学生流利地复述。 “学以致用学以致用”，第四个环节老师要求学生联系自己的实际，运用对话小组讨论，第四个环节老师要求学生联系自己的实际，运用对话小组讨论 “What did you do yesterdaythe day before yesterday？”，学生自由选时间、选，学生自由选时间、选 活动进行问答，并口头归纳做汇报。目的在于让学生运用对话，谈论过去，并组活动进行问答，并口头归纳做汇报。目的在于让学生运用对话，谈论过去，并组 织语言叙述自己过去某一天的活动，也是引入一个口头小作文。这个环节学生表织语言叙述自己过去某一天的活动，也是引入一个口头小作文。这个环节学生表 现比较好，基本都能流利问答，并以小作文形式介绍自己的某天。现比较好，基本都能流利问答，并以小作文形式介绍自己的某天。 第五个环节是为了让学生放松一下，以歌谣形式结束本节课。第五个环节是为了让学生放松一下，以歌谣形式结束本节课。 作业布置上采用半开放与开放形式，要求学生每人根据对话完成作业纸上的作业布置上采用半开放与开放形式，要求学生每人根据对话完成作业纸上的 思维导图，这个作业所有同学都完成很好，老师应该增加两栏让学生根据思维导图，这个作业所有同学都完成很好，老师应该增加两栏让学生根据 ppt 所所 教补充本单元的目标语言，学生应该可以做到。教补充本单元的目标语言，学生应该可以做到。 （老师低估了学生的能力。（老师低估了学生的能力。 ）而第）而第 三个作业，主要在于考察学生的归纳总结能力，除了要调查生活中的活动，总结三个作业，主要在于考察学生的归纳总结能力，除了要调查生活中的活动，总结 归纳，可能还会产生书本上没有学到的活动，要求学生自己会去找出这些活动的归纳，可能还会产生书本上没有学到的活动，要求学生自己会去找出这些活动的 英文表达方式一起归纳，并要求学生写出自己调查中所用到的目标语言，思维导英文表达方式一起归纳，并要求学生写出自己调查中所用到的目标语言，思维导 图的图式也可以采用自己喜欢的图式。小部分学生在这方面挺有创意，但出现的图的图式也可以采用自己喜欢的图式。小部分学生在这方面挺有创意，但出现的 新词组较少，归纳之前学过的旧知识的学生倒不少，也起到了新词组较少，归纳之前学过的旧知识的学生倒不少，也起到了“温故知新温故知新”的作用的作用 吧。吧。 从作业来看，老师对学生理解什么是思维导图的预想太完美，事实上大部分从作业来看，老师对学生理解什么是思维导图的预想太完美，事实上大部分 学生把重点放在了写出词组和目标语言，创意画画，而忽视了思维导图的中心主学生把重点放在了写出词组和目标语言，创意画画，而忽视了思维导图的中心主 题与子主题及各分级的层次关系，在后面的复习教学中老师要重视强调这种层次题与子主题及各分级的层次关系，在后面的复习教学中老师要重视强调这种层次 5 关系的解释。关系的解释。 6
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