（广东）粤人版六年级下册-Unit 3 A Lucky Day-Lesson 2-教案、教学设计--(配套课件编号：21150).docx

1、1 - Unit 3. A Lucky Day 一、 教学内容一、 教学内容： 粤人2011课标版三年级起点六年级下 （Book 8）Unit 3. A Lucky Day 中的 Story 部分。故事讲述了 Gogo 幸运 的一天： 他的钥匙丢了。 首先， 他到房间里面找， 但是没有找到； 然后他去了动物园找（仍然没有找到） ，而且在动物园一只老虎 向他扑去，所以他去了看医生，幸运的是护士说他没事；最后， 他在自己的书包里面找到了钥匙。 二、学情分析二、学情分析 本课的授课对象是六年级学生，他们从一年级开始学英语， 掌握了一定的词汇量，具有一定的语法知识，现在正处在学习巩 固一般过去时的阶段

2、； 他们具有一定的英语学习的积极性与主动 性，也有一定的语言运用能力，求知欲强。同时，他们还处于青 少年时期，生活习惯和行为习惯正在养成，思想领域需要指引。 因此，在知识的传授时，教师要尽可能多的给学生创造良好的语 言环境，同时渗透思想教育，给学生充足的语言“习得”机会， 让学生在学习中积极参与、 大胆发言， 从而形成积极的情感态度、 养成良好的行为习惯和提高自主学习的能力。 三、 教学目标教学目标 (一一) 知识目标知识目标 1.能听懂并会说单词、短语和句子： first, next, then, jump on, Im sorry to hear that. - 2 - 2.能读懂图片和文

3、本，理解故事大意；。 3.能听懂、 会说、 会读、 会运用核心句型： First, I went to to/Next，/ Then/ Im sorry to hear that. (二二) 能力目标能力目标 1. 能用正确的语音语调朗读课文。 2.能根据图片以及提供的关键词复述故事内容。 3.能运用句子“I went to to”描述自己的经历。 4.能运用句子“Im sorry to hear that.”表达自己的情感。 (三三) 情感目标情感目标 通过本故事的学习，能学会用英语向他人表达自己的关心， 能思考自己的生活习惯是否良好；了解遵纪守法的重要性。 四、教学要点分析四、教学要点分析

4、 (一一)、教学重点：、教学重点： 用正确的语音语调朗读故事，读懂故事，学会使用“First I went to/ Next/ Then./ Im sorry to hear that.”等几个核心句型，表达自 己对故事内容的理解。 (二二)、教学难点：、教学难点： 1.能用正确的语音语调朗读并复述故事：Gogo had a lucky day 2.能正确运用: Im sorry to hear that . 五、教学用具五、教学用具 多媒体课件、视频、图片。 六、教学步骤六、教学步骤 - 3 - Step 1.Warm-up 1.Revision T: Look ! This is Jenn

5、y. Jenny had a lucky day. What happened to her? S1: First, she had fun with friends. Next, she won the game. After that she got a nice gift. 1.Free talk T: Did you have a good day or a bad day yesterday? S2: I had a good day. First, I Next, I . After that I. 【设计意图】 通过复习 Jenny 的故事，为学生讲述自己的故事奠定基础，并能自然

6、 地将话题过渡到 Gogo 的故事。 Step 2. Presentation and Listening 1.呈现 T: Today well learn Gogos story. 2.思考 T: Did Gogo have a good day or a bad day? What happened? 课件显示 Gogo 图片并附如下问题： a. Did Gogo have a good day or a bad day? b. What happened? c. What did he do then？ 【设计意图】 通过谈论自己的美好或倒霉的一天，抛出 Gogo 的话题，衔接比较自 -

7、 4 - 然，激发学生的探索欲望，激起学习兴趣。 3.听录音、找答案 T: Now lets listen to the tape and find the answers. (Have Ss listen and watch the video twice) 4.回答问题： Have the volunteers answer the questions. T: Did Gogo have a good day or a bad day? S3: He had a good day. T: What happened to Gogo? S4: He lost his keys. T: Wha

8、t did he do then? S5: He looked for his keys. 【设计意图】播放两次教学视频，照顾到各个层面的同学，让他们更好 地感知故事梗概， 作好更充沛的语言语音的储备， 更简单地获取问题的答 案。 Step 3.Detail Reading 1.读一读、找一找 T: Gogo lost his keys. So he looked for his keys. Where did he go to look for his keys? a. Have Ss listen and read the story silently by themselves with

9、 the question: Where did he go to look for his keys first? 2.回答问题 - 5 - T: Where did Gogo go first? S6: He went to his room to look for his keys. (课件显示：箭头指向 Gogo 的房屋) T: Were they in the room? S7: No, they werent there. a.板书： First went to the room look for b. Have Ss read the sentence “I went to my

10、 room to look for them.” 【设计意图】 课件使用箭头更有导向性，简单明了，学生易理解易掌握； 让同学 通读句子“He went to his room to look for his keys.” ，为更熟练 地使用该句式打好基础。 T: So where did he go next? S8: He went to the zoo to look for his keys. (板书：went to the zoo look for) T: Did he find his keys? S9: No, he didnt. T: Where did he go then?

11、S10: He then went to the hospital. T: To look for his keys? S10: No. He went to see the doctor. （板书： went to the hospital see the doctor） 【设计意图】 - 6 - 学生通过对问题的思考， 能更好地理解故事， 教师抓住主旨通过层层 递进的方式发问，让学生更深入地探讨故事，了解作者意图。 3.字、词的解释 解释 “jump on” T: Why did he see the doctor? S11: Because a tiger jumped on him i

12、n the zoo. T:Supose the desk is a tiger. （教师跳跃并扑向某一桌子） T: What did I do? Ss: You jumped on the tiger. T: Yes. So what does it mean? Ss: 扑向。 【设计意图】 老师利用身体动作肢体语言解释“jump on”,让学生更直观地理解该 短语的意思。 解释、运用 “Im sorry to hear that.” T: Hearing that a tiger jumped on Gogo, what did Jenny feel? S12: She was sad. T

13、: Why do you know that? S12: Jenny said “Im sorry to hear that.” T: What does the word “sorry”mean? Ss: 对不起。 - 7 - T: Does Jenny do wrong? Ss: No. S13: 难过。 a.创设情景、同桌操练 T: I had a bad cold yesterday. Ss: Im sorry to hear that.(With the teachers help.) T: Lets have pair work. 1)A: I had a cold yesterd

14、ay. B: Im sorry to hear that. 2)A: I lost my kitten. B: Im sorry to hear that. b.拓展 T: Hurray! I won the basketball game. S14： Im sorry to hear that. T: I won the game. You are sad? Ss: No. T: What would you say? Ss: Im happy to hear that. T: Good. And we can say Congratulations!,too. (Have Ss read

15、Congratulationsafter the teacher) 【设计意图】 创设情景， 让学生能更深刻地体会并理解 “I m sorry to hear that.” - 8 - 的含义，并能正确运用。 5.思考 T:Did the tiger hurt Gogo ? Ss: No. S15: Because the nurse said “Youre lucky. Youre fine.” T: Did he find his keys at last? Ss: Yes. T: Where did he find? S16: He found them in his bag. 6.听录

16、音并跟读 Have Ss listen to the tape and repeat. 7.朗读课文 a. Have Ss take the roles to read the story in groups of four. b. Have the volunteers take the roles to read the story out. 【设计意图】 学生模仿跟读课文， 加深对课文的理解， 同时在故事教学中培养学生 归纳复述课文的能力。 8.排序 (课件显示： 顺序凌乱的 6 张课文配图) Have Ss put the pictures into the right order.

17、T: Now lets put the pictures into the right order. (Have the volunteers give the right answers.) - 9 - 9.复述 a. Have Ss retell the story with the pictures with the key words in pairs. b. Have the volunteers retell the story. 【设计意图】 让学生根据关键词复述故事， 不仅能复习巩固本节课所学的知识， 也 能锻炼学生的口语表达能力， 为提高学生的语言运用能力打下夯实的基础。 S

18、tep 4.Post-reading 1.想一想，说一说 T: Why do we say Gogo was lucky? S17: Because he lost his keys and found his keys in the bag. T: What else? S18: A tiger jumped on him. But he was lucky. He was fine. 【设计意图】 围绕文章主题“Gogo had a lucky day.”展开活动，再次点明主题， 培养学生的概括归纳能力。 2.观看录像 T: Gogo was lucky. He was very clos

19、ed to the tiger, the ferocious animal.He was fine. But not everybody was so lucky. Let s watch a video. (Have Ss watch the video.) 3.总结 - 10 - a.教育学生外出游玩遵守规则，不要随意靠近凶猛的动物； T: So we should obey all the rules anytime and anywhere! b.教育学生要养成良好的行为习惯，东西不要随意乱放。 T: We should put the things back in its usual

20、 places. 【设计意图】 通过本课故事教学， 让学生明白不要把东西随便乱放， 要养成东西放 回原处的好习惯； 通过观看北京动物园老虎伤人事件， 让学生了解遵守规 则的重要性。 Step 5. Homework 1.讲述自己幸运或不幸的一天； 2.有感情地朗读课文。 【设计意图】 课后进行写作，有助于学生将所学的语言加工运用，提升写作能力； 课后朗读有利于学生巩固所学语言知识。 七、板书设计七、板书设计 Unit 3. A Lucky Day Look for 寻找 Gogo a lucky day found his keys find/ found 找到 First went to t

21、he room look for the keys sorry =sad Next went to the zoo look for the keys Congratulations Then went to the hospital see the doctor ( jumped on him) were not = werent 八、教学反思：八、教学反思： - 11 - 本节课的教学目标明确， 教学活动设计合理， 兼顾了阅读能力的训练 和思维品质的培养，教学效果良好。 1.阅读能力的训练 教师在阅读前阅读中通过提问的方式， 引导学生带着问题去阅读故事， 思考问题， 设置情景让学生去猜测词

22、组和句子的意思， 并在对话中运用这 些句子， 这些活动有效地训练了学生的语言运用能力和获取信息和处理信 息等综合阅读能力。 2.思维品质的培养 本节课有推测活动，有效激发学生的思维能力，并通过对 Gogo 行为 的思考判断，激发学生思考故事的寓意，从而培养其评判性思维能力。 九、课后评析九、课后评析 本节课是故事教学， 教师对文本素材的挖掘、 处理和应用也极富创造 性，教学目标明确，课堂教学设计新颖，教学活动方式多样，有效达成了 预定的目标。 1.基于情节设问，推动思维发展。 教师能巧妙地利用故事情节发展的每个情节和转折点，设置悬念， 设计问题，为学生提供了足够的思考空间。 2.巧妙创设情景，重视语言训练。 教师能利用故事中出现的新词、句子，创设情景，操练句子，理解 领悟含义，并使用句子进行对话，有效进行了语言训练。 3.挖掘故事寓意，渗透思想教育 教师挖掘故事中的寓意，有效引导学生捕捉 Gogo 的不良生活习惯， - 12 - 并教育学生养成良好的生活习惯和和懂得遵纪守法的重要性。 但是在本节课的授课中， 教师选择课外视频的时候， 没有注意使用有 英语的视频，在引导学生养成把东西放回原处的习惯不够充分。