冀教版（三起）四下Unit 1 Hello Again!-Lesson 6 Little Zeke-ppt课件-(含教案+视频+素材)-省级优课-(编号：00060).zip
义务教育教科书冀教版小学义务教育教科书冀教版小学 英语英语 四年级下册第一单元四年级下册第一单元 Lesson 6 Little Zeke Read loudly. Who is Little Zeke? 1 Read silently. 2 3 1.How many friends does Emma have? 2.How many friends does Little Zeke have? Emma has many friends. Tom , Nan and Jane are her friends. But Little Zeke has only one friendEmma. He hides in Emmas desk. But Little Zeke has only one friendEmma. He hides in Emmas desk. 仅仅，只有仅仅，只有 Follow and underline What does Little Zeke do? 4 5 helpful Sometimes , Little Zeke puts an apple on the teachers desk. In the morning , Mrs. Jones finds the apple on the desk. 找到，找回找到，找回 Oh,Oh, No!No! I I cantcant findfind mymy book.book. Sometimes , Little Zeke puts an apple on the teachers desk. In the morning , Mrs. Jones finds the apple on the desk. kind 体贴的体贴的 友好的友好的 ReadRead freelyfreely andand circlecircle 1. Tess hides in her books. Yes. No. 2. Little Zeke wants to help Emma. Yes. No. 3. Tess finds Little Zeke in her mouth. Yes. No. 678 ReadRead andand circlecircle 1. Tess hides in her books. Yes. No. ReadRead andand circlecircle 1.Tess hides in her books. Yes. No. 2. Little Zeke wants to help Tess. Yes. No. 3. Tess finds Little Zeke in her mouth. Yes. No. A new girl, Tess, comes to Emmas class. She feels sad and afraid. She hides behind her books. A new girl, Tess, comes to Emmas class. She feels sad and afraid. She hides behind her books. ReadRead andand circlecircle 2. Little Zeke wants to help Tess. Yes. No. Little Zeke wants to help Tess. He wants her to feel happy. He writes to her. helpful kind ReadRead andand circlecircle 3.Tess finds Little Zeke in her mouth. Yes. No. Tess finds Little Zeke in her desk. She finds him in her pencil box. She is so happy. Now, Little Zeke has two friends Emma and Tess. 1 2 4 6 5 3 Quiz time ! Little Zeke is a little little girl. Little Zeke helps Tess, he is kind. Little Zeke hides in Emmas desk. Little Zeke helps Emma find the pencil. . Emma puts the apple on the teachers desk. Tess feels happy at last(最后最后). LetsLets havehave a a rolerole play!play! Emma Little Zeke Tess Mrs. Jones SayingsSayings A life without a friend is a life without a sun. 人生在世无朋友，犹如生活无太阳。人生在世无朋友，犹如生活无太阳。 A friend in need is a friend indeed. 患难见真交。患难见真交。 Friendship is love with understanding. 友谊是爱加上谅解。友谊是爱加上谅解。 Everything is good when new, but friend when old. 东西新的好，朋友老的好。东西新的好，朋友老的好。 Make new friends, but keep the old, one is silver and the other gold. helpfulhelpful kindkind 1. Listen and read the story after class. 2. Try to retell the story to your classmate. 冀教版小学英语六年级下册 Lesson 6 Little Zeke 教学设计 一、教学内容分析一、教学内容分析 本课为冀教版四年级下册第一单元 Hello Again！的故事课。 本单元通过让学生掌握更多的标准用语和常用的教室内物品词汇， 旨在帮助学生更加了解自己和世界。本课是在前几课的基础上，对 本单元主题的进一步升华，通过 Little Zeke 这个人物故事的学习， 学生将进一步在知识层面拓展他们的认知和使用英语的能力，在精 神层面发展正确的自我意识，接受自己和同学都是有价值的人。本 课故事主要围绕 Little Zeke 逐渐认识新朋友展开，容量适中，难 度适宜，易于学生理解。 二、学习者特征分析二、学习者特征分析 四年级学生已经学了一年半年英语,储备了一定的词汇和英语 知识,能较好地展开话题,各抒己见。学生属于小学过渡年级段,学 生有自己的观点和看法,在英语学习上,他们不满足于书本上的知 识,更希望从英语学习中获得更多的知识和能力。 在学习本节课内容之前，学生已经学过一些教室用品的词汇， 还学过 beside,behind,in front of, in.等表示方位的介词。 此外，他们还掌握了介绍朋友的基本句型，这些知识都为学生理 解本课故事奠定了基础。 三、教学目标分析三、教学目标分析 1.1. 语言能力目标语言能力目标: : 1）能听懂并认读以下词汇：only，has,hides, helps, sometimes, find, afraid,helpful, kind； 理解并运用短语：write to 的用法。 2）学生能够读懂这个简单的故事，回答相关问题并复述故事； 学生能够借助语言支架进行自主或者小组合作中讲述本文故事。 2 2学习能力目标学习能力目标: : 1）学生能做到认真聆听，积极参与课堂教学活动；学生能在小组合 作中与其他同学积极合作。 2）学生能在上下文中探求关键信息，进一步提高默读、寻读、带感 情读及提炼信息的阅读能力和技巧。 3.3. 思维品质目标思维品质目标: : 1) 引导学生通过关键词、图片等语言支架自主复述故事。 2) 引导学生基于文本进行事实判断及角色扮演等语言输出。 4.4. 文化意识目标文化意识目标: : 通过学习 Little Zeke 的故事，让学生在学中感悟 friendship, 感悟 kind and helpful。增加学生的课外知识，引导学了解更多有 关 friend 和 friendship 的相关名言、视频等资料。 四、教学重难点：四、教学重难点： 学生能够准确理解故事并回答相关问题，用自己的语言复述故 事、表演故事。 五、教学策略五、教学策略: : 自主学习策略、思维导图策略、情感体验策略、小组合作策略 六、教学准备六、教学准备：多媒体、PPT、单词卡、人物头饰、实物教具等 七、教学过程：七、教学过程： （一）（一）Pre-readingPre-reading（3 3 minutesminutes） 1. Warm-up & Greeting Sing a song: The More We Get Together 设计意图：学生一起带动作演唱歌曲,激情引趣，在轻松愉悦的氛围 中进入本节课的探究主题. 2. Lead-in (1) T: Here , I have a new friend, Can you describe him ? 设计意图：在阅读故事之前先呈现故事的主要人物，对故事主人公 进行初步感知，激发学生的求知欲，为故事教学做好铺垫。 T:Okay, lets watch the video and try to get his name. 设计意图：学生认识故事的主要人物，并对尝试通过视频阅读获得 关键信息。 （二）（二）While-readingWhile-reading（20minutes20minutes） 1. Picture 1 Read picture 1 loudly and answer: Who is Little Zeke? 2.Picture2&3 1）Read picture 23 silently and answer more questions. How many friends does Emma have? How many friends does Little Zeke have? 2）Ss: Read silently and underline the sentence with “friend”. 设计意图：指导学生在阅读中抓取关键词的能力。 3）T: Little Zeke hides in Emmas desk. Hide， hide， now , look at the pictures, where are they? 4）T:Can you do an action “hide”? 设计意图：随文识词，在图片的辅助下理解 only,hide,并通过动作 及图片拓展延伸学会使用词汇。从的简单的文本阅读入手，培养学 生抓取关键信息的能力，由浅入深，使故事教学变得轻松愉悦。 3.Pictures 45 1） The students read after the video and underline “What does Little Zeke do?” 2） T:Little Zeke helps Emma find the pencil. So , he is helpful. 设计意图：随文识词，在图片的辅助下理解 sometimes,find, helpful。通过拓展知识深入理解词汇。学生在读中感悟，从而为达 到情感态度目标做足铺垫。 4.Pictures 6 、7 & 8 1）T: We know Little Zeke is help and kind, he helps Emma and the teacher.Guess, will he help others? 2）Students read freely and circle . 3）T:Emma is a new girl ,how does Emma feel? Why do you say that? S1: She feels sad. S2: She feels afraid. S3: She feels lonely. S4: She feels unhappy. S5:. Ss: Because she hides behind her desk. T: Lets read picture 6 in a sad voice. 4）T:Will Little Zeke help Emma? If you were Little Zeke, how will you help her? S1: Play a game with her. S2:Give her a friendly smile. S3:Give her a pencil. S4:Play football with her. S5:Read a book with her. S6:. 5）T: Look at picture 8, how does Emma feel now ? 设计意图：通过设身处地的角色互换，激发学生互帮互助的友爱意 识，通过多样化阅读方式让学生在阅读的同时，掌握阅读的基本技 能，提升阅读能力。 让学生根据故事的情景猜测人物的相关活动， 并要求他们体会剧情的变化以及人物的心情，以便声情并茂地朗读 故事中的对话。 5.Read picture 9 together . Ss read the picture in a happy voice. （三）（三）AfterAfter ReadingReading：(16(16 minutes)minutes) 1. Ss retell the story according to the pictures and key words. 2. Quiz time! Ss say “Yes”or “No”according to the story. 3.Have a role play. 设计意图：通过对 Little Zeke 信息的选择及角色扮演，使学生对 故事有更深入的理解，同时，在小组合作中培养了学生的合作意识、 想象力以及综合语言运用能力。 4.Share some sayings about “friend”. 5.Share a video about “Friendship”. T: Boys and girls, we must cherish our friend because “Everything is good when new, but friend when old”. So, try to be kind and helpful , and make new friends but keep the old, because one is silver and the other gold. 设计意图：通过与主题相关的谚语、视频等拓展形式，进行情感的 渗透，进而升华主题，达到师生精神的共鸣。 （四）（四）HomeworkHomework（1 1 minuteminute） 1. Listen and read the story after class. 2. Try to retell the story to your classmates. 设计意图：分层布置作业，在夯实故事内容的同时，再次加深了学 生对故事的理解。复述的过程是学生综合能力提升的过程，在综合 输出中，再次体验主题意境，达到精神的共鸣。 （五）板书设计（五）板书设计 LessonLesson 6 6 LittleLittle ZekeZeke 设计意图：利用关键词及图片，充分构建语言支架，为学生的正确、 充分的输出保驾护航。 helpful kind little has only helps puts friends writes finds hides
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义务教育教科书冀教版小学义务教育教科书冀教版小学 英语英语 四年级下册第一单元四年级下册第一单元 Lesson 6 Little Zeke Read loudly. Who is Little Zeke? 1 Read silently. 2 3 1.How many friends does Emma have? 2.How many friends does Little Zeke have? Emma has many friends. Tom , Nan and Jane are her friends. But Little Zeke has only one friendEmma. He hides in Emmas desk. But Little Zeke has only one friendEmma. He hides in Emmas desk. 仅仅，只有仅仅，只有 Follow and underline What does Little Zeke do? 4 5 helpful Sometimes , Little Zeke puts an apple on the teachers desk. In the morning , Mrs. Jones finds the apple on the desk. 找到，找回找到，找回 Oh,Oh, No!No! I I cantcant findfind mymy book.book. Sometimes , Little Zeke puts an apple on the teachers desk. In the morning , Mrs. Jones finds the apple on the desk. kind 体贴的体贴的 友好的友好的 ReadRead freelyfreely andand circlecircle 1. Tess hides in her books. Yes. No. 2. Little Zeke wants to help Emma. Yes. No. 3. Tess finds Little Zeke in her mouth. Yes. No. 678 ReadRead andand circlecircle 1. Tess hides in her books. Yes. No. ReadRead andand circlecircle 1.Tess hides in her books. Yes. No. 2. Little Zeke wants to help Tess. Yes. No. 3. Tess finds Little Zeke in her mouth. Yes. No. A new girl, Tess, comes to Emmas class. She feels sad and afraid. She hides behind her books. A new girl, Tess, comes to Emmas class. She feels sad and afraid. She hides behind her books. ReadRead andand circlecircle 2. Little Zeke wants to help Tess. Yes. No. Little Zeke wants to help Tess. He wants her to feel happy. He writes to her. helpful kind ReadRead andand circlecircle 3.Tess finds Little Zeke in her mouth. Yes. No. Tess finds Little Zeke in her desk. She finds him in her pencil box. She is so happy. Now, Little Zeke has two friends Emma and Tess. 1 2 4 6 5 3 Quiz time ! Little Zeke is a little little girl. Little Zeke helps Tess, he is kind. Little Zeke hides in Emmas desk. Little Zeke helps Emma find the pencil. . Emma puts the apple on the teachers desk. Tess feels happy at last(最后最后). LetsLets havehave a a rolerole play!play! Emma Little Zeke Tess Mrs. Jones SayingsSayings A life without a friend is a life without a sun. 人生在世无朋友，犹如生活无太阳。人生在世无朋友，犹如生活无太阳。 A friend in need is a friend indeed. 患难见真交。患难见真交。 Friendship is love with understanding. 友谊是爱加上谅解。友谊是爱加上谅解。 Everything is good when new, but friend when old. 东西新的好，朋友老的好。东西新的好，朋友老的好。 Make new friends, but keep the old, one is silver and the other gold. helpfulhelpful kindkind 1. Listen and read the story after class. 2. Try to retell the story to your classmate. 冀教版小学英语六年级下册 Lesson 6 Little Zeke 教学设计 一、教学内容分析一、教学内容分析 本课为冀教版四年级下册第一单元 Hello Again！的故事课。 本单元通过让学生掌握更多的标准用语和常用的教室内物品词汇， 旨在帮助学生更加了解自己和世界。本课是在前几课的基础上，对 本单元主题的进一步升华，通过 Little Zeke 这个人物故事的学习， 学生将进一步在知识层面拓展他们的认知和使用英语的能力，在精 神层面发展正确的自我意识，接受自己和同学都是有价值的人。本 课故事主要围绕 Little Zeke 逐渐认识新朋友展开，容量适中，难 度适宜，易于学生理解。 二、学习者特征分析二、学习者特征分析 四年级学生已经学了一年半年英语,储备了一定的词汇和英语 知识,能较好地展开话题,各抒己见。学生属于小学过渡年级段,学 生有自己的观点和看法,在英语学习上,他们不满足于书本上的知 识,更希望从英语学习中获得更多的知识和能力。 在学习本节课内容之前，学生已经学过一些教室用品的词汇， 还学过 beside,behind,in front of, in.等表示方位的介词。 此外，他们还掌握了介绍朋友的基本句型，这些知识都为学生理 解本课故事奠定了基础。 三、教学目标分析三、教学目标分析 1.1. 语言能力目标语言能力目标: : 1）能听懂并认读以下词汇：only，has,hides, helps, sometimes, find, afraid,helpful, kind； 理解并运用短语：write to 的用法。 2）学生能够读懂这个简单的故事，回答相关问题并复述故事； 学生能够借助语言支架进行自主或者小组合作中讲述本文故事。 2 2学习能力目标学习能力目标: : 1）学生能做到认真聆听，积极参与课堂教学活动；学生能在小组合 作中与其他同学积极合作。 2）学生能在上下文中探求关键信息，进一步提高默读、寻读、带感 情读及提炼信息的阅读能力和技巧。 3.3. 思维品质目标思维品质目标: : 1) 引导学生通过关键词、图片等语言支架自主复述故事。 2) 引导学生基于文本进行事实判断及角色扮演等语言输出。 4.4. 文化意识目标文化意识目标: : 通过学习 Little Zeke 的故事，让学生在学中感悟 friendship, 感悟 kind and helpful。增加学生的课外知识，引导学了解更多有 关 friend 和 friendship 的相关名言、视频等资料。 四、教学重难点：四、教学重难点： 学生能够准确理解故事并回答相关问题，用自己的语言复述故 事、表演故事。 五、教学策略五、教学策略: : 自主学习策略、思维导图策略、情感体验策略、小组合作策略 六、教学准备六、教学准备：多媒体、PPT、单词卡、人物头饰、实物教具等 七、教学过程：七、教学过程： （一）（一）Pre-readingPre-reading（3 3 minutesminutes） 1. Warm-up & Greeting Sing a song: The More We Get Together 设计意图：学生一起带动作演唱歌曲,激情引趣，在轻松愉悦的氛围 中进入本节课的探究主题. 2. Lead-in (1) T: Here , I have a new friend, Can you describe him ? 设计意图：在阅读故事之前先呈现故事的主要人物，对故事主人公 进行初步感知，激发学生的求知欲，为故事教学做好铺垫。 T:Okay, lets watch the video and try to get his name. 设计意图：学生认识故事的主要人物，并对尝试通过视频阅读获得 关键信息。 （二）（二）While-readingWhile-reading（20minutes20minutes） 1. Picture 1 Read picture 1 loudly and answer: Who is Little Zeke? 2.Picture2&3 1）Read picture 23 silently and answer more questions. How many friends does Emma have? How many friends does Little Zeke have? 2）Ss: Read silently and underline the sentence with “friend”. 设计意图：指导学生在阅读中抓取关键词的能力。 3）T: Little Zeke hides in Emmas desk. Hide， hide， now , look at the pictures, where are they? 4）T:Can you do an action “hide”? 设计意图：随文识词，在图片的辅助下理解 only,hide,并通过动作 及图片拓展延伸学会使用词汇。从的简单的文本阅读入手，培养学 生抓取关键信息的能力，由浅入深，使故事教学变得轻松愉悦。 3.Pictures 45 1） The students read after the video and underline “What does Little Zeke do?” 2） T:Little Zeke helps Emma find the pencil. So , he is helpful. 设计意图：随文识词，在图片的辅助下理解 sometimes,find, helpful。通过拓展知识深入理解词汇。学生在读中感悟，从而为达 到情感态度目标做足铺垫。 4.Pictures 6 、7 & 8 1）T: We know Little Zeke is help and kind, he helps Emma and the teacher.Guess, will he help others? 2）Students read freely and circle . 3）T:Emma is a new girl ,how does Emma feel? Why do you say that? S1: She feels sad. S2: She feels afraid. S3: She feels lonely. S4: She feels unhappy. S5:. Ss: Because she hides behind her desk. T: Lets read picture 6 in a sad voice. 4）T:Will Little Zeke help Emma? If you were Little Zeke, how will you help her? S1: Play a game with her. S2:Give her a friendly smile. S3:Give her a pencil. S4:Play football with her. S5:Read a book with her. S6:. 5）T: Look at picture 8, how does Emma feel now ? 设计意图：通过设身处地的角色互换，激发学生互帮互助的友爱意 识，通过多样化阅读方式让学生在阅读的同时，掌握阅读的基本技 能，提升阅读能力。 让学生根据故事的情景猜测人物的相关活动， 并要求他们体会剧情的变化以及人物的心情，以便声情并茂地朗读 故事中的对话。 5.Read picture 9 together . Ss read the picture in a happy voice. （三）（三）AfterAfter ReadingReading：(16(16 minutes)minutes) 1. Ss retell the story according to the pictures and key words. 2. Quiz time! Ss say “Yes”or “No”according to the story. 3.Have a role play. 设计意图：通过对 Little Zeke 信息的选择及角色扮演，使学生对 故事有更深入的理解，同时，在小组合作中培养了学生的合作意识、 想象力以及综合语言运用能力。 4.Share some sayings about “friend”. 5.Share a video about “Friendship”. T: Boys and girls, we must cherish our friend because “Everything is good when new, but friend when old”. So, try to be kind and helpful , and make new friends but keep the old, because one is silver and the other gold. 设计意图：通过与主题相关的谚语、视频等拓展形式，进行情感的 渗透，进而升华主题，达到师生精神的共鸣。 （四）（四）HomeworkHomework（1 1 minuteminute） 1. Listen and read the story after class. 2. Try to retell the story to your classmates. 设计意图：分层布置作业，在夯实故事内容的同时，再次加深了学 生对故事的理解。复述的过程是学生综合能力提升的过程，在综合 输出中，再次体验主题意境，达到精神的共鸣。 （五）板书设计（五）板书设计 LessonLesson 6 6 LittleLittle ZekeZeke 设计意图：利用关键词及图片，充分构建语言支架，为学生的正确、 充分的输出保驾护航。 helpful kind little has only helps puts friends writes finds hides
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