人教版（新起点）六年级上册Unit 4 Feelings-Story Time-ppt课件-市级公开课-(配套教学资源编号：0091f).zip

教育教学教育教学“大练兵大练兵 大比武大比武”活动活动 同课异构研讨课说课设计同课异构研讨课说课设计 学科英语姓名 Unit 4 Feelings Cinderella 说课稿 一、说教学内容 本节课是六年级的一节阅读课，灰姑娘的故事。在小学阶段，我们的任 务是要激发学生的阅读兴趣，教给阅读的方法，使学生形成一定的阅读策略， 而做题目显然不能达到这些目的。专家认为，阅读课不但要教阅读，而且要 教语音、教语言。从字里行间发掘可以教的任何东西，比如发音、语法、文 化等，更重要的是要让学生从文章中发现：为什么？我们希望学生们从中学 到什么？所以确定教学目标是阅读教学的首要任务。然后根据学生的年龄、 认知水平选择合适的语言点及阅读策略。 二、说教学目标 依据所提出的总目标，根据教材的特点我确 定以下教学目标。 1、知识目标 （1）能综合复习本单元所学的词汇及功能句。 （2）能在教师的引导下，回答相关问题，完成 B 项练习。 （3）能借助图片和其他阅读策略读懂故事。 （4）能通过阅读故事，获取相应的信息，体会故事中人物心情。并尝 试复述故事。 2、能力目标 引导学生积极运用所学英语进行表达与交流，并尝试复述故事。 3、情感目标 学会理解和尊重他人的情感，逐渐学会控制自己的情绪，并尝试恰当地 宽慰和鼓励他人。 三、说教学重、难点 依据和教材的特点，我确定以下教学重、难 点。 1、重点：阅读故事。 2、难点：复述故事。 四、说教法、学法 以学生为教学主体，在预习的前提下让孩子们带着问题层层深入，由浅 入深，在动画的辅助下理解故事大意，能大胆回答，朗读并能恰当地运用自 己的语言试着复述故事。充分调动学生的感官，激发其积极参与到教学活动 中，引导学生通过在活动中体验参与、运用所学语言知识，从而发展语言技 能，提高语运能力。 五、说教学过程 （一）Warming-up（热身互动，歌曲导入） 口语对话练习 教师用问句提问：T: How do you feel today? Why? S1: I feel . Because. T: I feel very excited today because I will tell you a fairy tale It is called Cinderella. 设计这个能巧妙地引出新课，增强学生的好奇心，为新课学习打下伏笔。 （二）Presentation（呈现新知，层层递进） 教师通过播放灰姑娘的动画激发学生学习兴趣，并带着问题进行观看。 Cinderella wanted to go to the party 1. What problem did Cinderella have? 2. Who helped her? 3. At the end of the story, whom did the prince marry? 学生通过观看能够初步了解故事大意，并能回答上述问题。 （三）Practice（再读故事，解决生词） 1、教师放录音，让孩子们边听边找出生词，短语以及难以理解的语句。 教师书写到黑板上并进行讲解。 通过听-找，解决本课生僻词句，进一步理解文章。 2、再读故事，回答下列问题 (1)At the beginning of the story how did Cinderella feel? Why? (2)How did the stepsisters feel when they heard of the party? (3)Why did they laugh at Cinderella? (4)Who helped Cinderella? (5)How did she help her? (6)How did Cinderella feel? (7)What happened when it was 12 oclock? (8)How did Cinderella feel at last? (9)Did they marry at last? 此项练习能进一步加深学生对文章的理解。 3、再读故事，归纳总结整个故事中灰姑娘的情感变化。 sad-scared-surprised-nervous-happy-worried-happy 此项练习落实本单元的重点“Feelings” 4、再读故事，完成 B 项练习 加深情感词的运用。 （四）Consolidation（综合应用，拓展提高） 学生自由朗读故事，然后个别学生分段朗读。 通过朗读锻炼学生的朗读能力，锻炼他们的语音语调，体会故事中人物心 情。这样的设计，既能使学生积极主动参与，又能调动起学生学习英语和说 英语的兴趣，同时还巩固了今天所学的语言知识，强化了 feeling 的掌握。 （五）德育渗透 通过学习让学生们学会理解和尊重他人的情感，逐渐学会控制自己的情 绪，并尝试恰当地宽慰、赞扬和鼓励他人。 教育教学教育教学“大练兵大练兵 大比武大比武”活动活动 同课异构研讨课教学设计同课异构研讨课教学设计 学科英语姓名 Teaching Aims: 1. Review the words and the sentences of this unit. 2. Can answer the questions. 3. To find out the feeling of Cinderella. 4. Read the story. Key Point: Answer the questions according to the story. Difficult Point: Read the story. Teaching Processing: I.Sing a song. II.Free Talk T: How do you feel today? Why? S1: I feel . Because. T: I feel very excited today because I will tell you a fairy tale It is called Cinderella. III. New lesson Teaching. 1. Watch the cartoon and answer the following questions. Cinderella wanted to go to the party 1. What problem did Cinderella have? 2. Who helped her? 3. At the end of the story, whom did the prince marry? 2. Listen to the story again and try to draw a line under the new words and phrases. Then write the new words and phrases on the blackboard. Teacher explains and lead to read. 3. Ask several students to translate the story. 4. Read the story again with the following questions. (1)At the beginning of the story how did Cinderella feel? Why? (2)How did the stepsisters feel when they heard of the party? (3)Why did they laugh at Cinderella? (4)Who helped Cinderella? (5)How did she help her? (6)How did Cinderella feel? (7)What happened when it was 12 oclock? (8)How did Cinderella feel at last? (9)Did they marry at last? Then the students answer the questions and the teacher give the correct answer. 5. Ask the students to read the story again and find out the feeling of Cinderella in this story. sad-scared-surprised-nervous-happy-worried-happy 6. Read the story again and do Part B. 7. Read the story by themselves . 8. Ask several students to read the story. IV.Summary. V.Homework. After class try to use 3-5 sentences to retell the story. VI.Design of Writing on the Blackboard Unit 4 Feelings Cinderella prince stepmother pumpkin fairy stepsister carriage godmother 1.change into 2.turn into