外研社Join in 新版六年级上册全册教案

Step 2老师播放录音，学生边听边看图片，初步感知故事大意。引导学生说出故事名字Bad luck for Tony。

Step 3老师再次播放录音，引导学生边听边思考，并核对图片排序的结果。 Step 4老师引导学生逐步学习故事。

通过填空、问答等方式帮助学生理解故事第一部分，如：Where does Tony’s family go? What is Tony going to do? What’s the matter with Tony? 等。引导学生在故事中理解和学说单词campsite, blood等。

41 / 69

老师引导学生自己阅读故事第二部分，回答问题，如：What does Tony need? Does the people there help them? Why? Who helps them? Is there a doctor in the village? Where is the doctor? 并有感情地朗读人物对话。老师可采用将人物图片和所说的话连线、判断正误等方式，引导学生理解故事第三部分。

Step 5老师再一次播放录音，学生跟读故事，注意模仿录音中的语音、语调。 Step 6老师设计不同的活动，让学生自主选择，如：1）六人一组，分角色、有感 情地读课文；2）选择故事中的某一个部分，表演故事；3）在图片和板书的提示下，小组内合作，完整地表演故事。

Step 7 老师选1-2组学生进行展示，并给予积极的评价。 录音稿：

(The Harris family went on holiday.) Attendant: Welcome. Here's your key.

Mum: This is a lovely campsite. Let’s stay here for a while. Tony: Yes, let’s do that. The beach looks great for snorkelling. (Several days later)

Tony: I'm going down to the beach. Mum: OK. (Half an hour later)

Mum: Oh, no! There is blood on your foot. Tony: I cut my foot down at the beach.

42 / 69

Dad: Let me see. It’s a deep cut. You need a doctor. Mum: Here is a bandage. Tony: Ouch, that hurts!

Dad: Excuse me, is there a doctor in the village? (The people in the village didn’t understand English.) (Finally Tony's dad finds a boy and a girl who speak English.) Dad: Excuse me, is there a doctor in the village? Girl: No, there isn't, but there is one in the next village. Boy: I can come with you and show you. Dad: That’s very kind.

Doctor: Your cut needs or six stitches. It mil hurt. Tony: OK.

Tony: Thank you, doctor.

Doctor: That’s all right. Was it bad? Tony: Well...

Doctor: No swimming for a week, OK?

(Tony couldn’t go snorkelling, but he wasn’t unhappy. The boy and the girl from the

often came and played games with him.)

(Two weeks later) Girl: Don’t forget to write. Tony: No, I won’t.

Boy: See you again next year.

6. Complete the dialogues. Then listen and check.完成对话，听一听，核答案。 Step l 老师利用图片或体态语创设情境，引导学生理解并学习对话：What’s the matter with you? My ... hurt(s).并在情境中操练对话。

Step 2 学生打开课本到第37页，在老师的引导下看图，根据问题What’s the matter with...?回答His/Her...hurt(s).

Step 3 学生在图片的提示下，独立完成补全对话的练习。 Step 4 老师播放录音，学生自己核对答案。

43 / 69

Step 5 老师再次播放录音，师生共同核对答案，理解句子：I’ve got earache. I’ve cut my finger.

Step 6 学生听录音，跟读对话，模仿语音、语调。 Step 7 学生分角色朗读对话。

Step 8 老师根据学生的学习情况，让学生表演对话，或创设其他情境，创编对话。 录音稿:

Doctor: What's the matter with you? Sue: My knee hurts.

Doctor: What’s the matter with you? Peter: I’ve got earache.

Doctor: What’s the matter with you? Liz: My arm hurts.

Doctor: What’s the matter with you? Tony: I've cut my finger.

答案：Peter: I’ve got earache.

Liz: My arm hurts. Tony: I’ve cut my finger.

7. Read the safety poster. Then design your own safety poster. 读一读，设计海报。 Step l 老师利用图片或课件创设情境，帮助学生理解并学说单词safety。 Step 2 学生打开课本到第37页，在老师的引导和文字的提示下，自己读出poster的内容：Safety is as easy as ABC ... Always be careful.并在老师的带领下重复几次，直到能熟练朗读为止。

Step 3老师示范，引导学生自己设计一个关于安全的海报，可图文并茂，可用如Safety is as important as our eyes.等句子。

Step 4学生互相讨论后，请几位学生试着说说自己的句子。老师应给予积极的鼓

44 / 69