重庆大学版六年级下册Unit 4 The Water Journey-Lesson 1-ppt课件-(含教案+素材)--(编号：b2efa).zip

UnitUnit 4 4 TheThe WaterWater JourneyJourney LessonLesson 1 1 提示：请同学们记录所学的每一个单词。提示：请同学们记录所学的每一个单词。 rain cloud snow wind Where does rain come from? Rain comes from clouds. Where does rain come from? Come from come from Water comes from rain. Come from come from Clouds come from water. Come from come from How lucky Tips:随机选择一幅图小组内练习，一人问组内其它人回答。每图只能选一次。 A:Hello! Nice to meet you. B:Hello! Nice to meet you , too. A:Where do you come from? B:I come from Chongqing. A:Where does your dad come from? B:He comes from Chongqing. Lets say Tips:运用所学单词自由创编对话。 掌握词汇：rain , cloud , wind , snow, 掌握句型：Where do/does. .come from? They/It come/comes from. 利用句型询问生活中事物的起源。 Thank you! 1 TheThe waterwater journeyjourney 教材：重大版小学英语三年级上册教材：重大版小学英语三年级上册 UnitUnit 4 4 WhatWhat colorcolor isis it?it? ItsIts lessonlesson 1 1 课时：课时：periodperiod 1 1 一、整体设计思路、指导依据说明 2 爱因斯坦说:兴趣是最好的老师。这样看来,浓厚的学习兴趣是学好语言的 关键,特别是在刚接触这门语言的时候。因此,如何激发学生的学习兴趣就成了英 语教学成败的关键,根据小学生好奇、好动、好表现的特点, 整个教学程序我采 用了听、说、读、做、玩、演一系列的教学活动，具体设计了这样五个环节：热 身呈现练习巩固延伸。 二、教学背景 1.1. 教学内容分析教学内容分析 本册教材采用循环式编排方法，较好地体现了“由浅入深、由易到难、循序 渐进、逐步扩展、点面结合、不断复现”的编写原则，通过听、做、说、唱、玩、 演等活动的设计，有利于教师根据学生实际情况和自身特点组织教学。教材中运 用了很多图标，请看屏幕 PPT 这些图标便于初学英语的孩子更直观形象地接受这 些指令Look， listen, play 等等根据课件上的图标说这些英语。 2.2. 学生情况分析学生情况分析 本课时的语言训练重点是“Where do/does . come from? They/It come/comes from .”这个句式的表达及运用。教学中，我首先从文本出发， 让学生从文本中感知语境，通过情景表演唤醒学生对生活的体验，从而激发其学 习动机，训练语感，正确使用“Where do/does . come from? They/It come/comes from .”的句式进行交流，通过互换角色强化记忆。让学生在教 师的指导下，通过（PPT）感知、体验、实践、参与和合作等方式，实现任务的 目标，感受成功。 三、教学目标 1.1. 语言知识目标语言知识目标 （1）Students can know the meaning of the words: rain cloud wind snow. （2）Students can listen and speak the sentences of “Where do/does . come from? They/It come/comes from .” 3 2.2. 语言技能目标语言技能目标 （1）Students can listen and speak the words: rain cloud wind snow. （2）Students can use “Where do/does . come from? They/It come/comes from .” 3.3. 学习策略目标学习策略目标 本课要求学生掌握四会单词,同时通过“Where do/does . come from? They/It come/comes from .”巩固练习单词。在教学中，我围绕 You can practice in your group. 这一主题设计了一系列的活动，让学生在轻松愉快的 情境中表达语言，感受语言，理解语言，从而习得语言。 4.4. 情感态度目标情感态度目标 The Ss learn about the water journey and save the water. 四、教学重、难点 1.1. 教学重点教学重点 （1）To enable the Ss master the new words. （2）To arouse the Ss interest to learn English. 2.2. 教学难点教学难点 Students can understand the water journey and know about where the water come from. 五、课堂风貌设计 1. 快乐课堂 通过学生积极参与和评价的有效使用，获得学习的快乐。 2. 自主课堂 课堂中采用大量的学生自主活动练习来体现课堂的自主性。 3.“英语做事”课堂 用 Where do/does . come from? They/It come/comes from .来练习 4 说身边的各种事物，既是对话练习，又体现“英语”做事。 4. 人文素养课堂 通过了解水的循环，对学生进行大自然是神奇的教学引导，教育学生热爱并 节约用水，热爱大自然，热爱生活。 六、教学过程设计（方法、手段、意图） StepStep 1:1: Warm-upWarm-up 热身热身 1.Greetings。（问候） T: Hello, boys and girls. Ss: Hello. T: Hi, Im Lucy. And you? S1: Hi. Im T: Nice to meet you. Ss: Nice to meet you too. T: Hello Group1 .Nice to meet you.This is for you. T: Hello Group2. T: Hello Group3. T: Hello Group4. T: Hello Group5. T: Hello Group6. T: Today, Im so happy, I want to play with you. How about you? Come on. Play with me! I say you say I. I. I. you, you, you, he, she, it. I say you say and do We. We. We. You, you, you, They, they, they 5 I say we, you say do. Do we, do you, do they. Does he, does she, does it. 2.Look, this is a flight of stairs.In this class,if you did good job,you can climb one step. If you are top 1, you are number 1! Come on. Fighting! Fighting! 设计意图：设计意图：通过问侯，将全班分小六个小组。并以 chant 的形式复习人称以及 相对应的助动词用法并了解小组评价方式。 StepStep 2:2: PresentationPresentation 呈现呈现 T:Today, Im so happy. So I will show you some magic things.Do you want to see? Look, whats this?(the T draws the picture about the rain.) T:rain rain Its rain.(升降调） PPT 展示雨的图片。 T: Look,Its rain. I have a question. Where does rain come from? I am Chinese. I am from China. I come from China. You are Chinese. Your are from China. You come from China. Now think about this question: How about the rain? Where does rain come from? (个别读，由学生教同学读。第一小组问第二小组答，第二小组问，第三小 组答如果询问有困难，在学下一个单词的时候再强调学习句型。) T: Look,whats this? Cloud cloud cloud. Its cloud. Cloud cloud cloud. They are clouds.（大小声） T：Look at here. Rain cloud . Where does rain come from? It comes from clouds. 6 Where do clouds come from? （师引导学生自已变换助动词） T：Look, Whats this? Ss: Its water. T: where do clouds come from? Ss: they come from water. T: The weather is cold! Maybe it is not rain. It becomes the snow. T teach the word of the snow.(小老师） T：The snow is here and there. Because of the wind. Wind wind wind Its wind.(分小组） 设计意图：设计意图：学生运用多种形式学习新词，并将词放入句型当中，充分体现词 不离句，句在语境中。 StepStep 3:3: PracticePractice 练习练习 1. Finish part 2 2. T shows the pictures of the words. And the T asks Ss answers “whats this? Its/they are ” 3. Chant come from come from it comes from e from come from it comes from rain. come from come from they come from water.） 设计意图：设计意图：学生从单个单词到整句的操练，一步一步有梯度的练习。由易到 难，进行梯度操练。 T： StepStep 4 4 ConsolidationConsolidation 巩固巩固 T: This is my design.Can you make it in your group? Ss: T:Where does rain come from? It comes from clouds.(运用生小组内设 计的水循环图，反复操练句型。黑板上一幅大的图画，老师指其中的小图练习) T: You can practice in your group. 7 (每小组一幅图画，生分小组指图练习句型。然后再分小组展示。) 设计意图：设计意图：学生通过小组设计水循环图，分小组操练句型。加强对所学知识 的记忆。 StepStep 5 5 ExtensionExtension 延伸延伸 1.T: Today, We know where rain come from. We know the water journey.how about this? Where does rice come from? Where do the apples come from?（运用书中的例子练习） （学生自由练习，再分小组展示。） T: I want to show. Who want to be my partner? (教师和一个学生练习对话。自由发挥联系生活中的事物，再组合练习对话。 再展示。) T：Hello, Goodming! S1: Goodming! T: Im Lucy. S1: Im Wanghua. T: where do you come from? S1:I come from Chongqing. T:where does your dad come from? S1:he comes from Chongqing too. 总结：The water journey. 设计意图：设计意图：学生在生活中寻找源头，并将所学单词，句型运用于实际的生活 当中，学以致用。 七、教学评价 1.1. 评价内容评价内容 学生学习过程中的各种优秀表现。 2.2. 评价方法评价方法 8 分成六小组，每小组用一种物品代替，爬楼梯，最高一组胜利。 附：课堂小组评价结果图 八、作业设计 掌握词汇：rain , cloud , wind , snow, 掌握句型：Where do/does. .come from? They/It come/comes from. 利用句型询问生活中事物的起源。 九、板书设计 The Water Journey rain cloud wind snow What does rain come from? It comes from clouds. What do clouds come from? They come from water. 9