北京版六年级上册UNIT TWO WHAT HAPPENED TO YOUR NECK -Lesson 7-ppt课件-(含教案+视频+音频)--(编号：2068f).zip

六年级六年级上册上册 Unit 2 What happened to your neck? Lesson 7 English Show Little piggy Little piggy crying vet Was he serious(严重严重) ? What did he have for lunch? a big bowl of soup a big piece of chocolate cake some rice with fish and vegetables some honey cookies ? pills Did he need to take some pills? The vet said he should The vet said he should stop eating too much and exercise more. take a long walk in the afternoon and do not have supper. What did you say, Doctor? P Petereter You should he said played computer games The doctor What did the doctor/friend say? smoked said should smoking. stop computer games. should The friend he stop playing myopia(近近视 ) should should stop What should we do to protect(保护保护) our eyes? read in a poor light Homework 1、Make a mini poster(小海报) :How to protect our eyes. 2、Listen and number Thank you! a big piece of chocolate cake a big bowl of soup some honey cookies some rice with fish and vegetables 北京版小学英语六年级上册 第二单元 第 7 课 What should piggy do? 一、教学内容分析 本课是北京版小学英语六年级上册第二单元的第三课时，本单元话题是健 康，主要涉及运动健康和饮食健康。本单元前两课时主要围绕 Mike 因为练习倒 立导致脖子疼去看医生，医生询问情况，Mike 说明原因和 Yangyang 踢足球腿 受伤，妈妈提醒他要小心这两个故事情节呈现了如何询问他人身体状况、说明 状况发生原因的话题，而本课是通过拟人化的小猪 piggy 吃多了肚子疼，医生 建议他少吃为情节呈现了如何针对特定情况给出合理建议的话题。故事内容贴 近学生的生活实际，能够激发学生的学习兴趣。由于教材只提供了一幅图片， 情境性不够，因此在教学中教师注重非文本信息地挖掘，充分创设情境，为学 生呈现了一个较为完整、生动的故事。 本单元话题内容学生在四年级下第二单元 Seeing a doctor 中接触过。学 生学习了询问身体状况的功能句：“Whats wrong with you? My leg hurts.”学习了 headache、toothache、fever 等疾病的表达。在四年级下第七 单元学习过“What happened to the carpet?”等句子。这些为学生顺利学习 本课内容作了良好的铺垫。教师通过图片情境、问答等方式复习这些内容，唤 起学生的记忆，帮助学生提取已有的知识储备，从而高效学习新知。 二、教学目标 1能运用功能句“What did say?”询问别人说了什么。能用“ should/should stop”给别人提适当的建议并能够转述他人的建议 “said should/ should stop”. 2. 能理解、认读动词过去式 drank, ate, said 和短语 eat too much、play computer games 等，并能在给别人提建议时正确运用时态。 3. 能理解并正确朗读本课对话，尝试表演对话。 4. 能增强平衡饮食、注重身体健康的意识。 三、教学重难点 1. 教学重点： 理解对话内容，运用功能句询问别人说的话以及给别人提建议。 2. 教学难点： （1）根据情况提出合理的建议并能正确转述他人的建议； （2） “stop doing something”的运用。 四、教学过程 StepStep 1:1: EnglishEnglish showshow (Warm(Warm up)up) S: Im . This is Little piggy. He likes eating too much. Guess, does he like to eat? Ss: Maybe he likes to eat. S: Really? Lets have a look. (播放动画) S: What does he like to eat best? Ss: Cookies. S: Yes, he likes cookies best. How about my English show? Ss: Evaluate the English show. 【教学指导策略】 一名学生通过视频讲述小猪 piggy 想尽办法吃饼干的故事，在与全班学生 互动中激活学生食物词汇的已知，为教师进入主题做好了铺垫。 StepStep 2:2: PresentationPresentation 1. Lead in T: I like the story, what a happy piggy. But look piggy was crying. Why was he crying? Can you guess? S: Maybe he is hungry. Maybe he had a headache. 【教学指导策略】 教师通过创造性使用非文本信息，引导学生观察图片，猜测故事内容， 从 而激发学生学习的兴趣。同时教师给学生充分的时间去思考，提取已有 的 知识储备，从而高效学习新知。 T: (呈现完整的图片) What happened to him? Ss: He had a stomachache. T: What should piggy do? (板书) Can you give him some advice? Ss: Maybe he should tell his mum. T: (通过简笔画呈现学生的建议) Oh, he call 999. He went to the hospital to see the vet. 【教学指导策略】 利用学生的生活常识，让学生初步感知如何合理的提建议，同时进行生 生互动。 2. Learn the dialogue T: (呈现本课主题图片) Vet is animals doctor. Was he serious? (完整播放无字幕教学课件,让学生整体感知故事。) Ss：No, he was not serious. T: Why do you think he was not serious? S: He ate too much. T: What did he have for lunch? Do you remember? Ss: Fish, rice. T: Are you sure? Lets listen and circle the food. (用听力的形式 播放教学课件片段,帮助学生深入理解文本信息。) 【教学指导策略】 利用听力的形式呈现部分文本信息，同时对学生进行听力策略的培养。 通过朗读食物短语，教师又进行按意群朗读的指导。 T：He ate too much food. What do you want to say to piggy? Ss: Dont eat too much. Do more exercise. T: So please dont eat too much for a time. Its not good for your health. 【教学指导策略】 适时地进行情感教育，增强学生平衡饮食的意识。 T: Did he need to take some pills?(呈现药丸、胶囊、药片让学生通 过对比理解 pills) Ss: No need. T:Yes, he was not serious. But the vet give him some advice. What did the vet say?(板书功能句) Read the last four lines by yourselves and underline the advice. Ss: Read by themselves and underline the advice. T: Please say it like this: The vet said he should. T：Did piggy want to do what the vet said? Why? Ss: No. . T: Why do you think so? 【教学指导策略】 教师基于内容引出语言。在培养学生通过阅读获取信息的能力的同时， 让学生在交流中自然的体会、掌握如何转述别人的建议，从而解决本 课的难点。同时通过朗读时语气的变换深入体会人物的情感变化，为 表演故事做准备。 【教学指导策略】 在发散学生思维的同时，检测学习效果。 StepStep 3:3: PracticePractice 1. Listen and repeat. 2. Read in roles. 3. Role play. 【教学指导策略】 通过机械性的语言操练，让学生在角色扮演中进一步体会人物的语言。 StepStep 4:4: SummarySummary Retell the story with the blackboard designing.(利用板书师生 一起复述故事) StepStep 5:5: Listen,Listen, look,look, andand learnlearn T: I hope piggy would get well soon. . Nowadays my friend Peter was not well too. Lets give him some advice.(播放自制 微课) (教师假装电脑出故障，故意将所给的建议打乱顺序，引导学生自主输 出功能句型) BingoBingo game:game: T: Say the rules of the Bingo game. Ss: Make the sentences in groups. Ss: Give the advice of their group. 【教学指导策略】 教师利用微课将本课的功能句型和动词短语进行了故事性的整合，创 设较为真实的语境，让学生在语境中体会、习得、运用语言。之后教 师又设计了 Bingo 的游戏，让学生在动手拼句子的游戏中操练功能句 型，强化本课转述他人建议这一难点。 StepStep 6:6: ProductionProduction andand extensionextension T:(出示大量学生近视眼的图片)What wrong with them? Ss:学生用中文表达他们得了近视眼。 T: They get myopia. More and more students wear glasses. Look, some of our classmates wears glasses too. What should we do to protect our eyes? Can you give some advice. S: We should. T: I have a good advice. Do you want to know? (出示图片) Can you say the advice? Ss: We should stop reading in the poor light. T: What did say? Ss: said we should. T: I have more advice. Do you want to know? Please talk in groups. (说明游戏规则) Ss：Practice in groups. T: (将海报张贴在黑板上)This is a poster for protecting eyes. Please tell our your advice and stick them on. S: Give the advice. We should. / said we should. I said we should./ said we should. I said we should T: So many good advice. I will show the poster to more students. Thank you for your advice. 【教学指导策略】 呈现近视眼这一热点问题，在学生不能给出更多建议时教师及时的给予 帮助，让学生通过接龙游戏的形式在小组内进行转述他人建议的强化练 习。最后以海报的形式呈现本节课的学习成果。这也增强了学生注意身 体健康的意识。 StepStep 7:7: HomeworkHomework 1. Finish the mini poster: How to protect our eyes? 2. Finish the part of “Listen and number”. 【教学指导策略】 作业一将课上保护眼睛的话题延伸的学生的作业中，让学生在完成作业的 同时进一步增强爱护眼睛的意识。同时将课本的一个板块变换成学生的作 业形式处理，进一步将课堂延伸到学生的生活中去。 五、板书设计 Lesson 7 What should piggy do? He should What did the vet say? The vet said he should stop 六、课后反思 1. 通过教师角色的不断转换，凸显学生课堂的主体地位 教师从有趣的动画入手，通过各种开放性问题，启发学生的思维。组织学 生实践，培养学生的语言交际能力。作为学习的指导者，教师通过多媒体 课件创设生动、较真实的交集情景，帮助和引导学生在语境中理解语言的 结构和意义；作为启发者，在教学中多次利用“为什么” ， “猜一猜”等问 题启发学生思考，引发学生根据实际情况给出合理的建议。作为示范者， 在输出与拓展环节，教师为学生示范游戏操作的规则和海报的制作方法； 作为课堂活动的组织者，组织学生进行小组合作学习，给学生提供体验、 实践和综合运用语言的机会，力求每个学生的语言能力都有所发展。 2. 注意挖掘教材的人文性，增强学生平衡饮食、注重身体健康的意识。 义务教育英语课程标准（2011 年版） 明确指出，英语课程具有工具性 和人文性的双重性质，因此在教学中我注意挖掘教材的人文性，在故事的 拓展提高部分将话题转移到了保护视力上，用这样一个学生熟悉且关心的 话题来引起学生对健康的重视，通过大家温馨的建议来做最后的总结和提 示。 3. 注重评价的作用。 本节课中教师运用了很多词汇表扬学生，如： Good, super, well done, I like your advice, I like the story 等等，对学生的表现进行及时 的鼓励，激发学生学习的兴趣。除了师生的口头表扬，还有生生间的表扬， 如，I like your English show 等。同时又利用小组比赛奖励分值卡的 形式，大大调动了学生学习的积极性。不足之处在于教师在课程的结尾忘 记了总结学生的小组分数，没有给本节课进行总结性评价，这是今后需要 改正的。