人教版（新起点）六下英语Unit 5 Nature and Culture-Story Time-ppt课件-(含教案)--(编号：80660).zip

Unit 5 Nature and culture Story Time Cocky Locky Henny Penny Lucky Ducky Goosey Loosey Mr.fox insect 昆虫 One morning, Henny Penny was looking for_ She looked for _near an old tree. I am very hungry. food insects nut Suddenly, a _ fell from the tree. It hit Henny Penny on the head. Why was she crying? The sky is falling! The sky is falling! How did Henny Penny feel?What would she say? What was she doing? Henny Penny ran down the road. She saw ( ? ). Cocky Lcoky What would Cocky Locky say? Why are you running? The sky is falling. We are not safe! Would Cocky Locky go with Henny Penny? Im coming with you! You look so worried!Why? The sky is falling. Oh,no! Im not safe here! Henny Penny and Cocky Locky ran down the road,they saw Goosey Loosey. The sky is falling! Really ?I must go with you,too. Henny Penny, Cocky Locky and Goosey Loosey ran down the road,they saw Lucky Ducky. They met(?). The sky is falling! Oh,I can help you.Come to my home. Its safe there. What would the birds say? Would Mr.Fox go with them?Would they go to Mr.Foxs home? Listen and read Choose the role you like and discuss in groups to create an ending for it and act the story out. Work in groups Show time Was the sky really falling? Calm down and think carefully. Dont trust bad guys or strangers. Homework (1)Read the story loudly and emotionally. (3)Read more interesting stories . (2)Try to act it out with your friends. 1 新起点新起点 UnitUnit 5 5 NatureNature andand cultureculture StoryStory timetime 教学设计教学设计 【教学内容】人民教育出版社（一起点）六年级下册 Unit5 【主题】Nature and Culture 【课时】第 5 课时：Story Time 【教学目标】 1. 语言知识目标：学生能理解和运用动词的过去式，并做到语音语调基本 正确，自然流畅。 2. 语言技能目标：引导学生借助图片和其他阅读策略读懂本单元的故事， 按照故事内容回答 B 项问题。跟读录音，做到语音语调基本正确，自然流畅。 能在教师的帮助下表演小故事，并发挥想象力创编出不同的故事结尾。 3. 情感态度目标：引导学生通过学习小故事，懂得人要独立思考，不能盲 从他人、轻信坏人的道理。 【教学重难点】 重点： 通过图片和上下文理解故事内容，培养学生的阅读能力。 难点：通过编演故事，培养学生的合作创新意识，增强学生在语境中的语 言表达能力。 【教学方法】 趣味教学法，情境教学法，任务教学法，动作表情辅助法。 【教学用具】 多媒体课件，英语故事书，图片和角色头饰。 【教学过程】 StepStep 1.1. Pre-readingPre-reading 1.1. GreetingsGreetings 2.2. SingSing a a songsong T: Here is the video. Show me your hands and follow me! London Bridge is falling down Falling down , falling down London Bridge is falling down My fair lady. （学生两两相对搭桥，然后第一列和最后一列学生跑步过 桥，接着学生做出断桥的动作，要夸张） （设计意图：教师让学生两两相对搭起 London Bridge，学生一起演唱儿歌 London Bridge。一方面活跃课堂气氛，预热学生情绪，另一方面，通过歌曲引 出 falling 和 run down 这两个重点词汇，突破难点，为学生理解故事扫清知识 障碍。） 3.3. GuessingGuessing gamegame T: In the forest there are some animals. Who are they ? Listen and guess. They are - S: hen/cock/goose /duck 2 (依次出示动物图片，介绍名字，引导学生向他们打招呼，熟悉动物名字) T: Do you know whats their favorite food ? S: (展示昆虫图片给予提示)They all like insects. 以同样的方式出示 fox 的图片，询问其最喜爱的食物。 （设计意图：一方面使学生快速熟悉故事中的动物角色以及他们的名字，降低 学生理解故事文本的难度，另一方面通过谈论动物们的觅食习性，引出 insect 这个词汇，并为学生创编故事结尾提供一定的线索。） StepStep 2.2. While-readingWhile-reading 1.Learn by pictures. Picture 1:教师呈现故事的第一幅图，请学生仔细观察图片，尝试用自己的语言 回答教师的问题，对故事的情节进行猜测和描述。如： T: Look at this picture. What was Henny Penny doing? S: She was looking for beautiful flowers. She likes flowers. / She was looking for water, she was thirsty / She was looking for food , she was very hungry. T: Good guessing! She was looking for food because she was very hungry.(播放录音，做饥饿的动作)where was Henny Penny? S: She was looking for food in front of the tree /near the tree. T: Well done .(播放旁白录音，学生跟读) Picture 2:教师呈现故事的第二幅图，请学生猜测随着故事情节的发展,呈现句子 T: Look,suddenly she was crying. What happened ? Can you guess ? S: Something is falling. T:What would Henny Penny say ? S: it hurts./ouch!/ what is it? T: good guessing！ In fact, its a nut.教读 nut 一词。It hit Henny Penny on the head. How did she feel now? S: angry/afraid/painful/. T:She said “ The sky is falling. The sky is falling !” So she shouted and ran down(做动作) the road . （出示句子，跟读录音，模仿练 习） Picture 3:教师呈现故事的第三幅图，引出第二个人物，通过提问推进故事发展 T: (对表演进行评价) Mmm ! Excellent ! all of you can move one step ! （然后提问）Look,who did Henny Penny meet? S: Cocky Locky T:Would Cocky Locky go with Henny Penny ? How do you know that ? S: Yes . Because he said “ Im coming with you !” 3 T: Its time for you to read and we act it out together .(老师带读，然 后进入集体表演环节，教师扮演 Henny Penny, 学生扮演 Cocky Locky ) Im Henny Penny and you are Cocky Locky. Understand ? Picture 4:教师呈现故事的第四幅图，播放录音，请学生听录音猜测 T: Who did they meet next ? Listen and tell me. S : maybe Goosey Loosey/lucky ducky/. T：They saw Goosey Loosey . How did they feel ? S: (学生可以猜测 afraid, worried ) T: Why ? S: Because the sky is falling! T: Would Goosey Loosey go with them? S:yes/no. T:actually he thought he was not safe.(出示句子) T: Show time(进入表演环节). Come on ! Picture 5: 教师呈现故事的第五幅图，出示旁白，继续提问 T: They ran down together and later who did they meet ? S: Lucky Ducky T:would he go together? S:yes,he is fool./yes, he trust them./no, the sky is not faliing. T：Wonderful ! 出示句子，揭示结局 (进入角色扮演环节, 公鸡和鸭子根据角色读对话，其他人读旁白)Cocky Locky and Lucky Ducky read the dialogue ，the other students read the voiceovers . Can we try role-play? Picture 6：教师呈现故事的第六幅挂图，请学生猜测狐狸会说些什么。然后听 录音，跟读录音。接着听教师读 Mr.Fox 不同版本的台词，请学生根据语音语调 判断 Is Mr. Fox good or bad ? （设计意图：学生通过观察图片对故事情节进行预测，然后师生在讨论故事情 节、画面内容、听录音、回答老师预设的问题的过程中，帮助学生理解故事的 发展。另外学生在理解故事大意的基础上反复听录音，边听边跟读模仿，培养 正确、自然流畅的语音语调，提高朗读技能。最后学生的表演或者角色扮演环 节，充分给予学生平台，还课堂于学生，寓教于乐，学生在表演中获得自信和 成就感，促进学生对故事的理解和语言的内化。） 2.read2.read thethe story:story: 整体呈现故事，学生观看 PPT，听录音，感知故事内容。 3.3. readread inin roles:roles:五个学生在台上朗读动物的对话并表演，其余的学生用夸张 的语音语调有感情地读旁白，将整个故事串联起来，复述故事内容。 4 （设计意图：整体感知故事，使学生思路清晰，进一步熟悉语言，加深故事理 解，为创编故事做铺垫。） StepStep 3.3. PostPost -reading-reading 1.create1.create anan endingending 创编不同的故事结尾。 T： Is the story over ? What would happen next ? Would they go to Mr. Foxs home ? I want you to discuss in groups and give the story different endings. Go go go ! (设计意图：学生在小组内用英语创编出人物的台词和不同的故事结尾， 然后上台表演, 教师可适当给与启发，表演结束后在伦敦桥上前进一步, 并在 课堂上展示表演。通过创编故事结尾，拓展学生思维，发挥合理想象。) 2.情感渗透 出示第七幅图，启发学生通过故事去思考，得出不要轻信他人的结论。 StepStep 4.4. HomeworkHomework (1)Read the story loudly and emotionally. (2)Try to act it out with your friends. (3)Read more interesting stories about animals like . 设计意图:鼓励学生课后编演,继续开展故事阅读，激发兴趣，丰富阅读量。