（广东）粤人版六年级下册-Unit 5 Being Helpful-Lesson 2-ppt课件-(含教案+音频+素材)-部级优课-(编号：6017c).zip

Unit 5 Being HelpfulUnit 5 Being Helpful Simon saysSimon says Simon says “ one” 1 Are they happy? 2 Why are they happy? Maybe because___________ Maybe because Gogo did good things. . Simon says “ one” 1 Where did the story happen? 2 Did Gogo do anything for the family? Task1: Read the pictures and answer. 3 Did Tony or Jenny help Mom do anything? 4 Who is helpful? Simon says “ one” 1 Where did the story happen? Task1: Read the pictures and answer. The story happened in the living room. Simon says “ one” 1 Where did the story happen? 2 Did Gogo do anything for the family? Task1: Read the pictures and answer. The story happened in the living room. Yes, he did. Simon says “ one” Task1: Read the pictures and answer. He can ________________. 2 hang up the clothes Simon says “ one” Task1: Read the pictures and answer. He can ______________. 4 put away the toys put away, put away, put away the toys put away, put away, put away the books put away, put away, put away the clothes Simon says “ one” 1 Where did the story happen? 2 Did Gogo do anything for the family? Task1: Read the pictures and answer. 3 Did Tony or Jenny help Mom do anything? The story happened in the living room. Yes, he did. No, they didnt. Simon says “ one” 1 Where did the story happen? 2 Did Gogo do anything for the family? Task1: Read the pictures and answer. 3 Did Tony or Jenny help Mom do anything? 4Who is helpful? The story happened in the living room. Yes, he did. No, they didnt. Gogo is helpful. Gogo is helpful. Mr. and Mrs. Green are proud of him. be proud of :以.自豪， 为.感到骄傲 ou/a/houseloudroudproudmouse Task2: Listen and number Simon says “ one” Task2: Listen and number A. -Look, Jenny! Im hanging them up for you now! -Thanks, Gogo. B. -Jenny, can you hang up your clothes, please? -Sure. Ill hang them up later. C. -Tony!Jenny! The room is very clean and tidy now! -Very good! D. -Tony, can you put away your toys? -Sure. Ill put them away later. E. -Sorry, we didnt do it. Gogo did it. -Thank you, Gogo. Were proud of you! F. -Look, Tony, Im putting them away for you! -Thanks, Gogo. 1. ( ) 2. ( ) 3. ( ) 4. ( ) 5. ( ) 6. ( ) Jenny, can you hang up your clothes, please? Sure. Ill hang them up later. Look, Jenny! Im hanging them up for you now! Thanks, Gogo. Tony, can you put away your toys? Sure. Ill put them away later. Look, Tony, Im putting them away for you! Thanks, Gogo. Tony!Jenny! The room is very clean and tidy now! Very good! Sorry, we didnt do it. Gogo did it. Thank you, Gogo. Were proud of you! Simon says “ one” Task2: Listen and number A. -Look, Jenny! Im hanging them up for you now! -Thanks, Gogo. B. -Jenny, can you hang up your clothes, please? -Sure. Ill hang them up later. C. -Tony!Jenny! The room is very clean and tidy now! -Very good! D. -Tony, can you put away your toys? -Sure. Ill put them away later. E. -Sorry, we didnt do it. Gogo did it. -Thank you, Gogo. Were proud of you! F. -Look, Tony, Im putting them away for you! -Thanks, Gogo. 1. ( ) 2. ( ) 3. ( ) 4. ( ) 5. ( ) 6. ( ) AB DF CE Role play reading! Task 3:Discuss and say. Action speaks Action speaks Action speaks Action speaks louder than wordslouder than wordslouder than wordslouder than words ！ 行动胜于言语！行动胜于言语！行动胜于言语！行动胜于言语！ If you are Tony or Jenny, what will you do tomorrow? Ill help Mom/ Dad_________________. Simon says “ one” Task 4: Color and show out the story. Level 1: (3 scores) 1.Color out the sentences one by one 2.Read out the story Level 2: (6 scores) 1.Color out the sentences one by one 2.Show out the story with actions Simon says “ one” Task 4: Color and show out the story. Simon says “ one” Task 4: Color and show out the story. (Different sentences,different colors) Simon says “ one” Task 4: Color and show out the story. Level 1: (3 scores) 1.Color out the sentences one by one 2.Read out the story Level 2: (6 scores) 1.Color out the sentences one by one 2.Show out the story with actions Simon says “ one” Homework:Homework:Homework:Homework: 1. Read the story on P56 loudly. 大声朗读56页的故事。 2. Do something for your parents. 为自己的父母做些事。 Simon says “ one” Thank you!Thank you!Thank you!Thank you!Unit 5 Being Helpful 学而不思则罔，思而不学则殆。在教学的岗位上也如此。要不断地思考， 钻研才能在自己的教学道路上不断地碰出火花。本堂课属于一堂故事阅读课。 在上这节课之前，我上的故事课一般就是常规地听录音，抛问题，读，表演。 但这节课，我打破常规，思考，琢磨，碰出以下几点火花。 1. 打破常规用“倒叙”。 引导学生对故事最后一幅图的观察 ，旨在发散学生思维，拓展学生语言。 本课设计打破常规，大胆采用新颖的故事教学方法-倒叙，把故事的结局提 到前面，这种时序的使用容易产生吸引学生注意力的效果，从而激发学生 去阅读故事的兴趣。 2. 将“图片环游”与文字阅读相结合。 阅读不仅要培养学生方法，也要培养学生一种能力和素养。在故事阅读 中不仅要学会读文字，也要学会读图。通过图片，故事中主要角色的表情 是可以被观察到的，而且情绪状态的观察如果通过图片来实现，效果会非 常直观，这是文字所无法比拟的。在第一次读的时候就先以“Picture Tour（图片环游）”的方式让学生先跟着图片把整个过程先浏览一次，同时 以问题作为引导，带领学生去观察图中细节，学会“读图”，然后再在“读图” 的第一次理解的前提后，进行第二次的“读文”。 3. 注重文化品格的培养。 这是一个关于 Gogo 乐于助人的故事。Jenny 和 Tony 在妈妈和爸爸的 提示下收拾衣物和玩具，虽然答应了去做，但未能及时地去做。相对比 Gogo，不多说，却及时行动地去收拾好衣服和玩具，自然引出情感教育 ” Action speaks louder than words!”行动胜于言语！从而引导孩子在平时的生 活中，也要向 Gogo 学习。 4. 课文故事主旨潜移默化渗透 故事中要让学生理解 being helpful 和 be proud of 的意思，我不是特意 抽出来解释，而是在教学过程中通过让学生帮忙板书，从而自然引出 helpful 和 be proud of，让学生还没学之前就对这两个词有初步概念，到点 到时就可以达到一点就通的效果。 5. 寓教于乐 在教授故事中的句子时，结合了韵律读 、说唱、表演等方式，激发学生的 学习兴趣。在输出环节，进行分层设计，并结合动手涂画来检测学生对课文 的熟悉度，寓教于乐。 6. 前后呼应 上课时，介绍竞争机制就提到 : If you did a good job, you can go to Tony s home to have a party.总结时，在找出第一名的组后，结合整堂课的表现，我 总结到: I think all of you have done a good job. So all of you can go to Tony s home to have a party.(这意味着大家都可以得到老师的奖励 )顿时，Its party time.音乐就响起来了，孩子们在轻快的音乐中快乐地结束本堂课。 整堂课下来，学生的参与度高、兴趣浓、输出也高效。通过这堂课，从思 考、备课、上课，我感触很深，教育任重道远，当初也是因为喜爱才踏上教学 之路，要不忘初心，积极思考，不断钻研，勇往直前！ 当然，也有不足之处： 1.大部分孩子对 be proud of 掌握了，但还有个别孩子对 proud 的发音不准，在 教授 proud 发音时，要关注后进生，个别抽查。Unit 5 Being Helpful 教教学学设设计计 一一、教教学学内内容容分分析析： 1. 教学内容 本次教学内容是以粤人版六年级下册 Unit 5 Being Helpful 为主题的故事阅读课。 2）教学内容分析 这是一个关于 Gogo 乐于助人的故事。Jenny 和 Tony 在妈妈和爸爸的提示下收拾 衣物和玩具，虽然答应了去做，但未能及时地去做。相对比Gogo，不多说，却及 时行动地去收拾好衣服和玩具，自然引出情感教育 ”Action speaks louder than words!”行动胜于言语！从而引导孩子在平时的生活中，也要向Gogo 学习。 在整个故事阅读教学中， 我们也可以清楚地感受到一个非常浅显的语言学习的道 理。那就是语言的输出是建立在大量的、正确的语言输入的基础上的。有了足够 的、正确的听和读，我们才有可能获得可期待的说和写。 二二、学学生生情情况况分分析析: 六年级的孩子在英语学习方面有了一定的积累，具备基本的听、说、读、写的习 惯和语言基础。对于故事阅读，六年级的学生有独立阅读与知识水平相当的英语 短故事的能力，且在阅读过程中具备了一定的预测能力，理解能力，分析能力和 总结能力。 三三、教教学学目目标标： 1. 知识目标： 1）阅读并理解“Being Helpful”全文，并通过阅读理解其中的生词：be proud of . 2）能根据给出的故事图，涂画出故事中的句子，并能够朗读，进而表演出来 。 2.能力目标： 1）通过故事的阅读，学生能掌握一定的阅读技巧：如通过快速浏览获取主要信 息等。 2）通过读与演活动的相结合，学会生动地朗读和表演。 3.学习策略： 1）通过让学生帮忙贴图片和词条，自然灌输 helpful 和 be proud of 的意思。 2）通过拓展性问题的形式，鼓励学生大胆想象，培养学生发散性思维。 3）通过歌谣的形式教词组的不同用法，形象易懂，朗朗上口，激发学生的学习兴 趣 4.情感目标： 1）通过文中 Gogo 多做少说与 Jenny 和 Tony 对比，从而升华到情感教育 ”Action speaks louder than words!” 行动胜于言语！ 四四、教教学学重重点点、难难点点: 1）重点： A) 学习并理解新词汇 be proud of,以及动词词组 hang up your clothes 和 put away your toys 的不同用法。 B) 学生能够涂画出故事中的句话并朗读故事。 2) 难点：学生能够把故事表演出来 。 五五、学学习习策策略略: 1）以发散思维的方式去思考学习中和生活中的问题。 2）学会读文字，也要学会读图。 六六、教教学学理理念念设设计计: 1. 打破常规用“倒叙”。 引导学生对故事最后一幅图的观察 ，旨在发散学生思维，拓展学生语言。本课设 计打破常规，大胆采用新颖的故事教学方法-倒叙，把故事的结局提到前面，这 种时序的使用容易产生吸引学生注意力的效果，从而激发学生去阅读故事的兴趣。 2. 将“图片环游”与文字阅读相结合。 阅读不仅要培养学生方法，也要培养学生一种能力和素养。在故事阅读中不仅要 学会读文字，也要学会读图。通过图片，故事中主要角色的表情是可以被观察到 的，而且情绪状态的观察如果通过图片来实现，效果会非常直观，这是文字所无 法比拟的。在第一次读的时候就先以“Picture Tour（图片环游）”的方式让学生先 跟着图片把整个过程先浏览一次，同时以问题作为引导，带领学生去观察图中细 节，学会“读图”，然后再在“读图”的第一次理解的前提后，进行第二次的“读文”。 3. 注重文化品格的培养。 这是一个关于 Gogo 乐于助人的故事。Jenny 和 Tony 在妈妈和爸爸的提示下收拾 衣物和玩具，虽然答应了去做，但未能及时地去做。相对比Gogo，不多说，却及 时行动地去收拾好衣服和玩具，自然引出情感教育 ”Action speaks louder than words!”行动胜于言语！从而引导孩子在平时的生活中，也要向Gogo 学习。 七七、教教辅辅手手段段： 本节课用到的教辅手段有课件、图片、词条、道具等。 8、教教学学过过程程： StepsTeachers ActivitiesPurpose Pre - reading Warming up 1. Greeting with students. 2. Game: Simon says 拉近师生的距离。活跃课堂 气氛。 Lead-in 1. Divide the students into six groups. 2.Look at the last picture and answer 1) Are they happy? 2)Why are they happy? 1、通过图片引出主人翁。 2、通过观察图片来理解人物 情绪，从而引入故事。 While-reading While-reading Task1: Read the pictures and answer. 1. Where did the story happen? 2. Did Gogo do anything for the family? 3. Did Tony or Jenny help Mom do anything? 4. Who is helpful? Task2: Listen and number 1)Check the answer A. -Look, Jenny! Im hanging them up for you now! -Thanks, Gogo. B. -Jenny, can you hang up your clothes, please? -Sure. Ill hang them up later. C. -Tony!Jenny! The room is very clean and tidy now! -Very good! D. -Tony, can you put away your toys? -Sure. Ill put them away later. E. -Sorry, we didnt do it. Gogo did it. -Thank you, Gogo. Were proud of you! F. -Look, Tony, Im putting them away for you! -Thanks, Gogo. 2) Role play reading Task 1：通过“图片环游” 的方式让学生先跟着图片把 整个过程先浏览一次，同时 以问题作为引导，带领学生 去观察图中细节，学会 “读 图”。 2）通过 chant 的形式教词组， 形象易懂，朗朗上口，激发 学生学习的兴趣。 Task 2： 1）通过“听”整体输入故事 内容，培养孩子“听”的能 力，从而在“听”与“读图” 的结合下排序完成整篇故事。 2）通过自学和组学相结合， 培养学生自主学习的能力和 小组合作能力。 3）通过结对检测和小组分角 色检测相结合，层层递进， 多次创设“读”的环境。 Task 3：通过前面的学习， 进行情感教育 “Action speaks louder than words!” 行动胜于 言语。从而让学生发散思维， 九、板书设计：九、板书设计： _ Task 3:Discuss and say. If you are Tony or Jenny, what will you do tomorrow? Ill help Mom/ Dad_________________ 为学生创设了“思考”与 “说” 的环境。 Post-reading Post-reading Task 4: Color and show out the story. Level 1: (3 scores)1.Color out the sentences one by one 2.Read out the story Level 2: (6 scores) 1. Color out the sentences one by one 2. Show out the story with actions Task4：把整个故事内容设计 成太阳,结合故事内容，“乐 于助人”就像太阳一样散发 出光芒。让学生通过涂画句 子的形式画出图片的内容， 检测学生是否理解故事。分 层设计，让学生个性化输出， 有朗读，有表演。 Homework 1. Read the story on P56 loudly. 2. Do something for your parents. 通过完成作业，温习本节课 的内容，从而将本节课所学 的知识延伸至课外。 Brown bear 1 4 2 5 3 6Unit5 Being Helpful hang up your clothes Canyou please? Sure.Ill later. Were proud of you! put away your toys Ill=I will Im=I am Were=We are didnt=did not hang them up put them awayUnit 5 Being Helpful Name:_______________ Class:__________ Team:_________ Task1: Read the pictures and answer.(任务任务 1： 阅读图片并回答问题）阅读图片并回答问题） Task2: Listen and number（任务（任务 2： 听录音给图配句。听录音给图配句。 ） （接着与组员检查答案并大声朗读出来，老师会每组随机抽查两位同学展示喔！ ） A. -Look, Jenny! Im hanging them up for you now! -Thanks, Gogo. B. -Jenny, can you hang up your clothes, please? -Sure. Ill hang them up later. C. -Tony!Jenny! The room is very clean and tidy now! -Very good! D. -Tony, can you put away your toys? -Sure. Ill put them away later. E. -Sorry, we didnt do it. Gogo did it. -Thank you, Gogo. Were proud of you! F. -Look, Tony, Im putting them away for you! -Thanks, Gogo. 1.( ) 2.( ) 3.( ) 4.( ) 5.( ) 6.( ) Task 3:Discuss and say.（任务（任务 3： 讨论并说说）讨论并说说） （提示：可以根据给出的图片进行说话，也可以自由发挥说图片以外的事情。 ） If you are Tony or Jenny, what will you do tomorrow? Ill help Mom/ Dad_________________. Task 4: Color and show out the story.（任务（任务 4：涂一涂并把故事展示出来）：涂一涂并把故事展示出来） （提示：找出故事中出现的句子，并用不同颜色的笔把每一句话涂画出来） Level 1: (3 scores)1.Color out the sentences one by one 2.Read out the story 第一级别：（3 分）1.涂出句子 2.读出整篇故事 Level 2: (6 scores)1.Color out the sentences one by one 2.Show out the story with actions 第二级别：（6 分）1.涂出句子 2.带动作把故事表演出来