新版苏教版六年级英语上册Unit8教案.doc

六年级上册 第八单元 第1课时 教案 Teaching contents 教学内容 Story time ‎ Teaching aims and learning objectives 教学目标 ‎1. 能听懂、会读、会说Hong Kong, tangyuan, Chinese New Year’s Eve, Chinese New Year’s Day, red packet, lion dance, fireworks, firecracker。‎ ‎2. 能听懂、会读、会说日常用语What are you/they going to do …?、I’m/We’re going to …。‎ ‎3. 能正确理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。‎ ‎4. 能初步运用本课所学的词汇和日常用语谈论春节的习俗。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：能正确理解并朗读对话内容，在教师的引导和帮助下复述课文内容。‎ 教学难点：能初步运用本课所学的词汇和日常用语谈论春节的习俗。‎ Teaching procedures 教学过程 Step 1 Lead-in ‎1. Revision ‎ T: Hello, boys and girls.‎ S: Hello, Mr/Miss …‎ T: I like taking photos. I have some photos about festivals. What are they about? (用PPT展示照片)‎ P1: The Dragon Boat Festival P2: The Mid-Autumn Festival P3: The Qingming Festival P4: The Double Ninth Festival ‎ P5: The Spring Festival, and we can call it Chinese New Year, too.‎ S: (跟着老师读Chinese New Year) ‎ ‎2. Free talk ‎ ‎ T: Which festival do you like?‎ ‎ S: I like the Mid-Autumn Festival.‎ ‎ T: What do people usually do at the Mid-Autumn Festival?‎ ‎ S: They usually watch the moon.‎ ‎ T: What do people usually eat at the Mid-Autumn Festival?‎ ‎ S: They usually eat moon cakes.‎ ‎(提示：如果学生回答其他节日，老师也以人们做什么和吃什么为话题与学生进行交流。如果学生回答春节，就直接进入下一个新授环节)‎ ‎【设计意图：引出节日话题，复习学生学过的节日名称，与学生谈论喜欢的节日以及节日风俗，为下一步学习进行铺垫。】‎ Step 2 Presentation ‎1. Show the title of this unit T: Which festival is coming?‎ ‎ S: Chinese New Year.‎ ‎ T: Right! Today, let’s learn Unit 8 Chinese New Year.‎ ‎ S: (跟着老师读单元标题)‎ ‎2. Present some new words and phrases ‎ T: What do people usually do at Chinese New Year? (呈现图片)‎ ‎ S1: They wear new clothes.‎ S2: They have dinner with their family.‎ S3: They set off fireworks and firecrackers. ‎ S4: They perform a lion dance. ‎ ‎(学生学习新词fireworks, firecrackers和a lion dance)‎ ‎ T: Parents and grandparents will give children special gifts. What are they? (PPT呈现红包的图片)‎ ‎ S: Red packets. (学习新词red packets) ‎ ‎ T: What do people usually eat at Chinese New Year? (PPT呈现水饺和汤圆图片)‎ ‎ S: Dumplings and tangyuan. (学习新词tangyuan)‎ ‎3. Present the sentence structure T: Chinese New Year is coming soon. Let’s make plans for this festival. First, let me tell you my plan. I’m going to buy new clothes for my family. I’m going to buy some flowers and some snacks. I’m going to have dinner with my family. And I’m going to give my son red packets. I’m going to eat tangyuan. And I’m going to watch fireworks. What are you going to do at Chinese New Year? (PPT呈现句型What are you going to do at Chinese New Year?和I’m going to …)‎ ‎ S1: I’m going to watch fireworks.‎ ‎ S2: I’m going to buy new clothes.‎ ‎ S3: I’m going to eat tangyuan.‎ ‎【设计意图：将话题聚焦到春节上，通过图片、视频等，与学生一起温习春节的风俗习惯，进而教授本课的生词。接着教师与学生谈论春节计划，教授新句型，学生进行适当操练。】‎ Step 3 Story time ‎1. Know something about Anna ‎ ‎ T: You are going to watch fireworks, buy new clothes, etc. How about the people in Hong Kong? (PPT呈现Hong Kong的图片)‎ S: (跟着老师读Hong Kong)‎ T: (PPT呈现Anna照片) Anna lives in Hong Kong. She is Su Hai’s e-friend. ‎ ‎2. Watch and answer T: Anna wrote an email to Su Hai, and talked about her Chinese New Year. What is she going to do at Chinese New Year? Now let’s read her email. Please answer my questions: When is Chinese New Year? Which four days are mentioned in the email?‎ ‎ S: (根据教师提出的问题作答。回答第一个问题时，从教师提供的选项A. this week B. next week C. next month中进行选择，并学习新短语next week；回答第二个问题时，学生说出tomorrow, Chinese New Year’s Eve, Chinese New Year’s Day和the second day of Chinese New Year)‎ ‎ T: (将图字卡放到黑板上) Now look at these word cards. (学生学习新词eve)‎ ‎3. Read, underline and say ‎ (1) T: Yes, you did a good job. Four days are mentioned in the email. What are Anna and her family going to do tomorrow? Please read and underline the phrases.‎ ‎ S: (朗读并划出以下短语) Buy some new clothes and food, make some cakes and tangyuan.‎ ‎ T: Now let’s check. ‎ S: Anna and her family are going to buy some new clothes and food, make some cakes and tangyuan.‎ ‎ T: (PPT呈现句子Tomorrow, Anna’s family and Anna are going to … Then, in the evening, they’re going to …，并要求学生朗读)‎ ‎ (2) T: What are Anna and her family going to do on Chinese New Year’s Eve? Please read and underline the phrases.‎ ‎ S: (朗读并划出以下短语) Have dinner with my grandparents, my aunt and uncle and my cousin, and buy some flowers. ‎ T: Now let’s check. ‎ S: They are going to have dinner with her grandparents, her aunt and uncle and her cousin and buy some flowers.‎ T: (PPT呈现句子On Chinese New Year’s Eve, they are going to … Then, they’re going to …，并要求学生朗读)‎ ‎ (3) T: What about Chinese New Year’s Day and the second day of Chinese New Year? Please read and underline the useful phrases on your books. (PPT呈现：On Chinese New Year’s Day, Anna’s parents are going to … In the afternoon, they’re going to … On the second day of Chinese New Year, they’re going to …) (教师将图字卡放到黑板上)‎ ‎【设计意图：从课文中的人物Anna过渡到语篇的学习。先整体感知语篇，了解Anna邮件中提到的四天，然后精读课文，获取细节信息。】‎ ‎4. Look and order ‎ T: They’re going to do lots of things at Chinese New Year. Please turn to Page 80,‎ ‎ look at these pictures and put them into the correct order … Now let’s check the answer: aebfcd. (完成后，改变图片顺序，让学生再朗读短语)‎ ‎5. Imitate the dialogue T: Please pay attention to the pronunciation and intonation. Some sentences are a little bit long, so you should pause correctly.‎ S: (模仿对话)‎ ‎【设计意图：正确模仿语音语调，培养学生的语感。另外，提醒学生注意长句的停顿。】‎ ‎6. Read the dialogue ‎ T: Now please read the dialogue by yourselves.‎ ‎7. Show the tips ‎ T: How can we write an English email? Here are some useful tips. Please circle some useful words on Anna’s email.‎ Step 4 Consolidation ‎1. Look and order ‎2. Do pair work ‎ T: Now would you like to do some pair work according to the blackboard? (利用板书呈现以下对话)‎ Su Hai: What are you going to do tomorrow/on Chinese New Year’s Eve/on Chinese New Year’s Day/on the second day of Chinese New Year?‎ Anna: We are going to buy some new clothes and food. Then we are going to make some cakes and tangyuan.‎ ‎3. Retell the email ‎ T: Now, if you’re Anna, please try to retell your Chinese New Year. (PPT展示以下例句)‎ ‎ It’s going to be Chinese New Year next week. I’m very excited. Tomorrow, we’re going to … ‎ ‎ On Chinese New Year’s Eve, we’re going to … On Chinese New Year’s Day, we’re going to … On the second day of Chinese New Year, we’re going to …‎ ‎(教师进行示范，给学生两分钟时间进行准备，随后邀请一些学生进行复述)‎ ‎【设计意图：根据板书进行重要句型操练，进一步加深对课文的理解，同时也为后面的课文复述做好铺垫和准备。复述课文可以帮助学生更加灵活地运用所学的语言。】‎ ‎4. Finish the email from Su Hai Homework 家庭作业 ‎1. Listen to the tape and read Story time correctly and fluently.‎ ‎2. Finish Think and write on Page 80.‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：PPT课件、图字卡 板书设计：‎ Unit 8 Chinese New Year Days Activities Tomorrow buy some new clothes and food make some cakes and tangyuan On Chinese New Year’s Eve have dinner with …‎ buy some flowers On Chinese New Year’s Day give red packets watch a lion dance On the second day of Chinese New Year watch fireworks 说课 设计本堂课时，主要有以下一些侧重点：‎ 图片导入，复习旧知。通过呈现与节日有关的图片，复习中秋节、清明节、重阳节、端午节、春节等中国传统节日。进一步讨论学生喜欢的节日，复习各个节日的风俗习惯。此话题与学生生活联系比较紧密，因此能激发学生表达的积极性。‎ 引入主题，呈现新知。通过谈话，将话题引到春节上，谈论春节风俗习惯，教授本课的新词：tangyuan, red packets, firecrackers, fireworks, a lion dance等。教师谈论自己的春节计划，教授新句型，让学生初步感知一般将来时。学生在谈论自己计划的过程中，逐步操练一般将来时的句型。‎ 整体感知，了解大意。引出香港朋友Anna，了解Anna在邮件中提到的四天，引导学生整体感知对话。‎ 分段阅读，抓取细节。学生通过阅读，分段了解Anna四天的活动计划。每一段阅读完之后，都让学生及时反馈。‎ 模仿跟读，朗读指导。本课的语篇中一般疑问句的句子不多，长句较多。因此要把朗读指导的重点放在断句的技巧上。‎ 利用板书，复述课文。学完课文之后，学生可以根据黑板上的表格，对Anna的新年计划进行复述，增强灵活运用语言知识的能力。‎ 六年级上册 第八单元 第2课时 教案 Teaching contents 教学内容 ‎ Grammar time Teaching aims and learning objectives 教学目标 ‎1. 能谈论有关Chinese New Year的话题。‎ ‎2. 能正确、熟练地运用am/is/are going to来谈论自己的计划及询问他人的计划。‎ ‎3. 能与伙伴分享自己的新年计划。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：能正确、熟练地运用am/is/are going to来谈论自己的计划及询问他人的计划。‎ 教学难点：能正确、熟练地运用am/is/are going to来询问他人的计划及询问他人的计划。‎ Teaching procedures 教学过程 Step 1 Lead- in: Review the words ‎1. Free talk T: Last class we talked about Chinese New Year. Can you say a few words about Chinese New Year?‎ S: Fireworks, present, red packets, new clothes …‎ ‎2. Read and guess ‎ T: (用PPT呈现含有以上新词的句子) Read the sentences and discuss in pairs: What are they?‎ S: (朗读段落并讨论) ‎ They are red. They can make loud noises. They also make a lot of smoke. (firecrackers)‎ They also make noises. We see beautiful and colourful lights when we light them. (fireworks)‎ It’s a kind of dance. The dancers wear lion costumes and move like lions. (a lion dance)‎ They are small red envelops. People put money in them and give them to children. (red packets)‎ ‎【设计意图：通过开放式的问答，激活学生的思维，也检测了学生对新词掌握程度；通过读一读、猜一猜，聚焦到四个新词，让学生更好地掌握巩固。】‎ Step 2 Review the story ‎1. Ask and answer T: (用PPT呈现Anna照片) What is Anna doing?‎ S: She is writing an email to Su Hai.‎ T: What is the email about?‎ S: It’s about Chinese New Year.‎ T: When is going to be Chinese New Year?‎ S: It’s going to be Chinese New Year next week.‎ T: Yes, Chinese New Year is coming soon. Anna is excited, because there are many things for her and her family to do. What is she going to do with her family ‎ at Chinese New Year? (用PPT呈现图片和关键词) What is Anna going to do before Chinese New Year? (用PPT呈现What is she going to do …?)‎ S: She is going to buy some new clothes and food with her family. They are going to make some cakes and tangyuan. (教师用PPT呈现She’s going to …)‎ T: What are they going to do on Chinese New Year’s Eve? (用PPT呈现What are they going to do …?)‎ S: They are going to have dinner with her grandparents, her aunt and uncle and her cousin. Then they’re going to buy some flowers. (教师用PPT呈现They’re going to …)‎ T: What is Anna going to do on Chinese New Year’s Day?‎ S: Anna is going to get red packets from her parents. Then she’s going to watch a lion dance in the afternoon.‎ T: What are Anna’s family going to do on the second day of Chinese New Year?‎ S: They are going to watch fireworks in the evening. ‎ ‎2. Retell the story T: (用PPT呈现图片) Now let’s discuss in groups of 4. Retell the story one by one. You can begin like this: It’s going to be Chinese New Year next week. Anna is very excited. (邀请一至两组学生复述故事，其他学生认真听)‎ S: It’s going to be Chinese New Year next week. Anna is very excited. Before Chinese New Year Anna and her family are going to buy some new clothes and food. They’re going to make some cakes and tangyuan …‎ ‎【设计意图：通过回忆Story time复述课文提高学生的英语表达能力，并为学习Grammar time做准备。】‎ Step 3 Grammar time ‎ ‎1. Ask and answer T: Anna and her family are going to do lots of things at Chinese New Year. How about you? What are you going to do at Chinese New Year with your family? (板书呈现What are you going to do …?、I’m going to …)‎ ‎ S1: I’m going to go shopping.‎ ‎ T: That’s a good idea. Where are you going to go shopping?‎ ‎ S1: I’m going to the shopping centre.‎ ‎ T: What are you going to buy?‎ ‎ S1: I’m going to buy new clothes.‎ ‎ T: I like new clothes too. (问另一个学生) Are you going to buy new clothes too?‎ ‎ S2: Yes, I am.‎ ‎ T: What else are you going to do?‎ ‎ S2: I am going to …‎ ‎ T: (问另一个学生) What is he going to do? (呈现板书What is he going to do?)‎ ‎ S3: He’s going to …‎ ‎2. Read and summarize ‎ T: Now would you like to read the part on Page 81 and find out the future tense: be going to do sth.? (通过呈现板书帮助学生总结一般将来时的用法)‎ ‎ (学生记忆一般将来时的用法)‎ ‎3. Look and find ‎ (教师用PPT呈现以下词语：next week, last year, yesterday, now, tomorrow, this weekend, next month, next year, this Sunday等；学生朗读这些词语，并选出不能用于一般将来时的词语)‎ ‎4. Play a PK game ‎ (教师用PPT呈现一些关键件：who, where, what, buy, go, make, visit, watch，让男生和女生使用这些关键词和be going to来相互进行提问和回答；教师首先与一位学生进行问答示范：‎ ‎ T: What are you going to buy at Chinese New Year?‎ ‎ S: I’m going to buy food.‎ ‎ T: Where are you going to buy food?‎ ‎ S: I’m going to buy in the supermarket.‎ ‎ T: Who is going with you?‎ ‎ S: My mother is going to go with me.)‎ ‎【设计意图：从复习Anna一家的春节引出新的话题，通过问答让学生聊一聊自己的春节打算，从而引出Grammar time，‎ 鼓励学生自主找规律，并通过PK游戏提高学生对将来时运用的准确性和灵活性。】‎ Step 4 Expansion T: (用PPT呈现当年日历) Look! This year’s Chinese New Year Day is coming. We can enjoy a long holiday. What are you going to do and what is your friend going to do?‎ S: (分组谈论春节计划)‎ T: (邀请两组或更多学生在全班汇报，鼓励其他学生提问以获取更多信息)‎ ‎【设计意图：通过当年日历让学生回归到自己的生活实际，从而能够谈谈自己的春节打算，也通过鼓励学生向介绍者提问来促进学生的互动性和听的专注度。】‎ Homework 家庭作业 ‎1. Read Grammar time and use “am/is/are going to” correctly.‎ ‎2. Talk about Chinese New Year with your family.‎ ‎3. Read and remember the new words and the sentences.‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：PPT课件、图字卡 板书设计：‎ Unit 8 Chinese New Year be going to do sth.‎ What is she/he going to …? She’s/He’s going to …‎ What are you/they/we going to …? I’m/They’re/We’re going to …‎ What/Who/Where/What food … buy/go/make/visit/watch/eat …‎ ‎ ‎ 说课 设计本堂课时，主要有以下一些侧重点：‎ 复习导入，巩固单词。通过师生的问答和开放性问题，既激活学生的思维，也检测了学生对新词的掌握程度；通过读一读猜猜，聚焦到四个新词，让学生更好地掌握巩固。‎ 故事复述，引出新授。通过回忆Story time、复述课文巩固学生对课文的理解和语言的运用，从而为学习Grammar time作铺垫。‎ 自主学习，掌握新知。通过话题讨论、规律总结等方法，引导学生学会学习，并通过根据关键词编对话的形式，提高学生对将来时运用的准确性和灵活性。‎ 自由讨论，学会分享。通过当年日历，让学生回归到自己的生活实际谈谈自己的春节打算，鼓励学生向介绍者提问，获取更多信息以促进学生之间的互动，提高学生听的专注度。‎ 六年级上册 第八单元 第3课时 教案 Teaching contents 教学内容 Fun time & Culture time Teaching aims and learning objectives 教学目标 ‎1. 能够正确并熟练地运用am/is/are going to。‎ ‎2. 能理解Culture time的内容，并适当拓展。‎ ‎3. 能复习并巩固本单元所学的单词和句型。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：1. 能够正确并熟练地运用am/is/are going to。‎ ‎2. 能理解Culture time的内容，并适当拓展。‎ 教学难点：能够正确并熟练地运用am/is/are going to。‎ Teaching procedures 教学过程 Step 1 Lead-in ‎1. Have a free talk T: Today we continue to learn “Chinese New Year”. There are many festivals in a ‎ year. What are they?‎ ‎(学生自由回答，如Children’s Day, Dragon Boat Festival等)‎ ‎2. Read and say ‎ T: (用PPT呈现每个节日的关键词) Look at the screen. Please read and find out the answer to the question: What festival is it?‎ ‎(1) in January or February, have a big dinner, get red packets ‎ ‎(2) in October or November, old people ‎ ‎(3) in September or October, watch the moon, eat moon cakes ‎ ‎(4) buy presents, make cards, have a big dinner, eat turkeys ‎ ‎(5) eat rice dumplings, watch dragon boat races ‎ ‎(6) a nice cake, get presents, have a party ‎ ‎(7) in October, a long holiday ‎ ‎(学生朗读关键词，两人一组进行讨论；教师邀请学生说出节日名称，并把它们写在黑板上：(1) Chinese New Year (2) Double Ninth Festival (3) Mid-Autumn Festival (4) Christmas (5) Dragon Boat Festival (6) Birthday (7) National Day)‎ ‎【设计意图：通过组内读一读、议一议、猜一猜，可以让更多的学生复习已学节日的英语表达，为下一步学习做铺垫。】‎ Step 2 Culture time T: What festival is it? (用PPT呈现关键信息It’s a very important festival in the US.)‎ S: Halloween.‎ T: Are you sure? Let’s continue to read: People eat turkeys.‎ S: Christmas.‎ T: Christmas is very important, but it’s before Christmas. It’s in November. People are thankful.‎ S: Thanksgiving.‎ T: Good. It’s Thanksgiving. Thanksgiving is a very important holiday in the US. What does “important” mean here?‎ S: It means “重要的”.‎ T: That’s right. Do you know why? (播放视频，让学生了解感恩节的故事) From the story, we know more about Thanksgiving. Please discuss in pairs and answer the ‎ following questions:‎ ‎ (1) When’s Thanksgiving?‎ ‎ (2) Do people have a big dinner with their family at Thanksgiving?‎ ‎ (3) What do people eat at Thanksgiving?‎ ‎ (4) What are people thankful for?‎ ‎(学生两人一组进行讨论)‎ T: What festival is very important for your family? ‎ S: Chinese New Year. ‎ T: What else?‎ S: The Mid-Autumn Festival.‎ T: Which one is the most important festival for you?‎ S: Chinese New Year.‎ T: Do you know? (用PPT呈现以下句子：)‎ ‎___________ is the most important holiday in the UK.‎ ‎ ___________ is the most important holiday in China.‎ S1: Christmas is the most important holiday in the UK. ‎ S2: Chinese New Year is the most important holiday in China.‎ T: (用PPT呈现三个节日) Can you find out the same thing and difference about the three festivals?‎ ‎(学生分组讨论，回答问题)‎ T: Yes. Your ideas are right. All of them mean “happy, joy, fun, family, a big dinner …” Chinese New Year always means “a new day and hopeful”. Christmas means “sharing and presents”. Thanksgiving means “thankful”. I think we should say “Thank you!” every day.‎ ‎【设计意图：学生对于春节和圣诞节并不陌生。因此此板块重点在于介绍感恩节的相关文化知识，让学生更好地理解为什么感恩节对于美国人很重要。】‎ Step 3 Fun time ‎ T: Now let’s make a dialogue about festivals.‎ ‎(教师与一位学生进行示范)‎ T: Pick one card. What festival is it about?‎ S: Children’s Day.‎ T: What are you going to do on Children’s Day?‎ S: I’m going to have a picnic with my friends.‎ T: Where are you going to have the picnic?‎ S: We’re going to have the picnic in the park.‎ T: What food are you going to bring for the picnic?‎ S: I’m going to bring …‎ T: What else are you going to do in the park?‎ S: We’re going to fly kites.‎ ‎(学生分组进行对话；教师随机邀请几组学生展示他们的对话)‎ ‎【设计意图：通过完成Fun time板块，让学生能够更熟练地运用一般将来时进行表达。】‎ Step 4 Expansion ‎1. Think and write T: Can you guess what festival I like best? Listen carefully and try to guess.‎ I’m going to buy some new clothes for my son. We are going to have a big dinner in a big restaurant. My son is going to get red packets. What is it?‎ S: Chinese New Year.‎ T: Good. It’s time for you to do it. First please write something about your favourite festival by using “be going to”.‎ ‎(学生思考后写下句子；教师邀请一些学生到前面朗读，其他学生认真听)‎ ‎2. Check and guess ‎(教师帮助学生检查他们写的句子，随后让学生分组猜一猜)‎ S1: I’m going to …‎ S2: Oh, I see. You like … best.‎ S1: Great./No, I like … best.‎ ‎【设计意图：基于Fun time板块的基础上，让学生通过描述来猜节日。这一活动既增强了趣味性，也更好地巩固了学生对一般将来时的运用，同时让学生写的能力得到了训练。】‎ Homework 家庭作业 ‎1. Read Culture time.‎ ‎2. Surf the Internet and learn more about Chinese and Western festivals.‎ ‎3. Writing: _______ likes ________ best. He’s going to _____________.‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：PPT课件、图字卡 板书设计：‎ Unit 8 Chinese New Year ‎ Chinese New Year/Spring Festival ‎ Double Ninth Festival National Day ‎ festivals ‎ ‎ Christmas Mid-autumn Festival ‎ ‎ Thanksgiving ‎ 说课 设计本堂课时，主要有以下一些侧重点：‎ 复习导入，作好铺垫。本课课文重点学习Fun time和Culture time的内容。而这两个板块的内容不再局限于春节，因此通过组内读一读、议一议、猜一猜，可以让更多的学生复习已学相关节日的英语表达。‎ 适当拓展，丰富知识。春节是我们的传统节日，圣诞节学生在五年级已学过，学生对于春节和圣诞节并不陌生。所以此板块重点在于介绍感恩节相关的文化知识，让学生更好地理解为什么感恩节对于美国人很重要。‎ 卡片辅助，训练到位。通过完成Fun time板块，让学生能够更熟练地运用一般将来时进行表达。‎ 寓写于乐，提高能力。基于Fun time板块的基础上，让学生通过描述来猜节日。这一活动既增强了趣味性，也更好地巩固了学生对一般将来时的运用，同时让学生写的能力得到了训练。‎ 六年级上册 第八单元 第4课时 教案 Teaching contents 教学内容 Sound time & Cartoon time Teaching aims and learning objectives 教学目标 ‎1. 能理解并体会字母组合oo在单词中的发音。‎ ‎2. 能理解Cartoon time的内容并表演。‎ ‎3. 能熟练运用现在进行时和一般将来时。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：1. 能理解并体会字母组合oo在单词中的发音。‎ ‎ 2. 能理解Cartoon time的内容并表演。‎ 教学难点：能熟练运用现在进行时和一般将来时。 ‎ Teaching procedures 教学过程 Step 1 Have a free talk T: Who always cook in your family? ‎ S: My father/mother …‎ T: Can you cook?‎ S: No, I can’t. ‎ ‎【设计意图：将日常对话聚焦在谁煮晚餐的话题上，引起学生兴趣，又以cook为线索引入Sound time板块的学习。】‎ Step 2 Sound time ‎1. Listen and imitate T: I like cooking, but I’m not good at cooking. There is a good way for me to learn. Please listen and find out. (教师播放录音) What is it?‎ S: A cookbook.‎ T: You’re right.‎ ‎(学生听完录音后进行模仿；教师邀请学生朗读，看谁读得最好。)‎ ‎2. Circle and find ‎(学生圈出单词中的字母组合oo，发现其读音为/u/；教师鼓励学生想出更多含有字母组合oo并且发音为/u/的单词；最后，学生完成有关字母组合oo的练习)‎ Exercise: Read and find room, book, cool, cartoon, cook, food oo /u/ ________________‎ oo /u:/ ________________‎ ‎【设计意图：由cook为线索，通过任务引出Sound time的内容，通过听读模仿和找规律，让学生自主找出oo在这里的读音。并通过拓展练习，让学生归纳出更多有相同读音的单词，并与/u:/进行对比练习。】‎ Step 3 Cartoon time T: Cooks cook nice food in the restaurant. And our grandparents and parents cook at home. (用PPT呈现一张图片的一部分) Look and guess: Who is cooking dumplings in Bobby’s family?‎ S: His mother/father …‎ T: (用PPT呈现整张图片) Look, Bobby’s mum is cooking. Now can you read the cartoon and discuss in pairs: Are Bobby and Tina happy? Why?‎ S1: They are happy because it’s Chinese New Year’s Eve. They can have dumplings.‎ S2: They are happy because they get red packets after dinner.‎ S3: They are happy because on Chinese New Year’s Day they are going to see Aunt Alice in the morning and watch fireworks in the evening.‎ ‎(学生完成两个练习，并检查答案) ‎ Exercise 1: Read the cartoon and judge if the sentences are true (T) or false (F):‎ ‎1. Bobby eats some dumplings before dinner. ( )‎ ‎2. Bobby is rich now. ( )‎ ‎3. Bobby is happy to visit Aunt Alice on Chinese New Year’s Day. ( )‎ ‎4. Bobby makes a nice cake. ( )‎ ‎(教师检查答案时帮助学生理解rich的含义；教师进行示范，随后要求学生两人一组表演课文内容，并邀请两组或更多学生在全班同学前表演)‎ ‎【设计意图：由cook为线索，引出Cartoon time的内容，通过小组间的讨论、判断等方式让学生理解课文内容，并通过表演让学生感悟到学习内容的趣味性。】‎ Exercise 2: Help Bobby finish the diary: ‎ It is Chinese New Year’s Eve today. I ate a lot of dumplings. They were yummy. Tina and I got red packets after dinner. We had a good time today.‎ I am excited now, because tomorrow we are going to visit Aunt Alice in the morning and watch fireworks in the evening ‎ (教师检查答案后帮助学生对动词在不同时态中的用法进行归纳和总结)‎ ‎【设计意图：写日记的形式既巩固了学生对Cartoon time的理解，提高了学生对不同时态的运用能力，也通过支架式的写作训练，为最后的拓展做好铺垫。】‎ Step 4 Expansion ‎1. Show and talk ‎(教师示范如何展示照片，谈论往年的春节)‎ T: Look at my photos. It was last Chinese New year. On Chinese New Year’s Eve, I made dumplings and ate them with my family. On Chinese New Year’s Day, we visited our relatives in the morning and watched a film in the afternoon …‎ This year’s Chinese New Year is coming soon. I’m going to make dumplings too. And I’m also going to make tangyuan on Chinese New Year’s Eve. On the third day of Chinese New Year we are going to go on an outing …‎ ‎(学生分享他们的照片，四人一组谈论往年的春节及今年的春节计划；教师邀请两组或更多学生在全班同学面前展示，并鼓励其他学生提问以获得更多信息)‎ ‎2. Stick and write photos ‎ ‎ Look at my photos. It was last Chinese New Year. _________________________‎ ‎__________________________________________________________________________________________________________________________________________‎ ‎2015 Chinese New Year is coming soon. ____________________________________‎ ‎【设计意图：通过分享去年的春节照片，从而引出今年春节计划的讨论；通过一 般过去时和一般将来时的对比，让学生更好地运用一般将来时。】‎ Homework 家庭作业 ‎1. Listen to and read Cartoon time, and act it out.‎ ‎2. Continue to finish the writing.‎ Teaching aids 教学准备（含板书设计） ‎ 教学准备：PPT课件、照片 板书设计：‎ Unit 8 Chinese New Year ‎ oo It was last Chinese New Year. ‎ ‎ cook 2015 Chinese New Year is coming soon.‎ ‎ book be going to ‎ ‎ foot … ‎ ‎ good ‎ …‎ 说课 设计本堂课时，主要有以下一些侧重点：‎ 会话导入，引出主线。通过关于晚餐的日常对话，讨论会不会煮饭菜，从而引出主题。通过导入既引发了学生兴趣，又引出了cook这一课堂学习的主线。‎ 自主探究，适当拓展。以cook为线索，通过任务引出Sound time的内容，并让学生自主找出字母组合 oo的读音规律，以逐步发展学生的自主学习能力。通过拓展练习，提高学生的语音意识。‎ 设问引题，以演增趣。由提问引出Cartoon time的内容，通过小组间的讨论、判断等方式让学生理解课文内容，并通过表演既让学生关注到语音语调和情感的表现，更让学生能感悟到课文内容的趣味性。‎ 由学到用，提高能力。写日记的形式既检测了学生对于一般过去时和一般将来时的掌握程度，又为学生的自主讨论和写作提供了支架，为学生的写作做好铺垫，更有利于学生的自主表现。‎ 六年级上册 第八单元 第5课时 教案 Teaching contents 教学内容 Checkout time Teaching aims and learning objectives 教学目标 ‎1. 能正确完成Checkout time中的练习。‎ ‎2. 能对照Ticking time的三个目标进行客观的自我评价。‎ ‎3. 能复习并巩固本单元所学的单词和句型。‎ ‎4. 能用丰富的语言介绍春节的计划。‎ ‎5. 能正确运用电子邮件的格式。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：1. 能正确完成Checkout time中的练习。‎ ‎2. 能对照Ticking time的三个目标进行客观的自我评价。‎ 教学难点：1. 能用丰富的语言介绍春节的计划。‎ ‎ 2. 能正确运用电子邮件的格式。‎ Teaching procedures 教学过程 Step 1 Let’s review T: Do you remember Anna?‎ S: Yes. She’s Su Hai’s e-friend. She lives in Hong Kong …‎ T: Anna wrote an email to Su Hai and now Su Hai is telling her mum about Anna’s email.‎ ‎(教师用PPT呈现有关安娜计划的思维导图；学生扮演苏海，将安娜的计划复述给妈妈听)‎ ‎【设计意图：通过简单的复习让学生回到本单元的主题上，而思维导图的呈现，有利于学生的语言整理与表达，也为接下来学生的写作提供帮助。】‎ Step 2 Checkout time ‎ ‎1. Ask and answer T: Now Su Hai wants to write to Anna. She is talking about the plan with her mum before writing.‎ T: Guess, what is she asking?‎ S1: What are we going to do at Chinese New Year?‎ S2: Who are we going to visit?‎ S3: What are we going to eat?‎ S4: What food are we going to make?‎ S5: What places are we going to visit?‎ ‎…‎ ‎(Teacher writes the questions on the blackboard one by one.)‎ ‎2. Choose and write T: What are Su Hai’s questions and what are her mother’s answers? You can find the answers after completing the email.‎ ‎(学生完成邮件，依次朗读课文，检查答案)‎ T: What are Su Hai’s questions?‎ ‎(学生选出问题) ‎ T: What are her mother’s answers?‎ ‎(学生依次回答问题；教师将关键词写到黑板上)‎ ‎【设计意图：通过开放式的问答让学生回忆一般将来时的问句和答句 ‎，从而完成Ask and answer板块内容的学习。】‎ Step 3 Writing ‎ T: If Anna is your e-friend, what are you going to write to her?‎ ‎(学生分组进行问答)‎ T: The mind map is very useful. Try to draw a map before you write.‎ ‎(老师邀请一些学生分享他们的思维导图)‎ T: It’s time to write an email. Who are you going to write to? How to write an email?‎ ‎(教师用PPT呈现范例) ‎ Dear ______,‎ ‎______________________________________________________________________________________________________________________________________‎ ‎______________________________________________________________________________________________________________________________________‎ ‎ Love/Best wishes,‎ ‎ ______ (Your name)‎ ‎(教师提醒学生写自己的计划时注意用be going to的结构；学生写邮件介绍自己的春节计划；教师邀请两位或更多学生朗读他们的邮件，与同学分享他们的计划，并鼓励其他学生做出评价；最后，教师修改学生邮件)‎ ‎【设计意图：首先要求学生完成苏海的回复邮件，让学生回到自己的角色思考问题；并在充分思考和讨论的基础上，再让学生根据生活实际写出关于自己的春节计划的电子邮件。】‎ Homework 家庭作业 ‎1. Read Checkout time.‎ ‎2. Modify your writing and send it to your friends/teachers/e-friends.‎ ‎3. Review Unit 8.‎ Teaching aids 教学准备（含教学设计）‎ 教学准备：PPT课件、图字卡 板书设计：‎ Unit 8 Chinese New Year visit …‎ ‎ …‎ eat dumplings light …‎ have dinner buy …‎ Su Hai’s plan be going to What/we/do?‎ What food/we/eat?‎ What place/we/visit?‎ Who/we/visit?‎ ‎…‎ 说课 设计本堂课时，主要有以下一些侧重点：‎ 复习导入，导图辅助。本课有关于苏海的回复邮件，所以设计教学活动时仍围绕主题进行复习，让学生的学习更有真实感。在复习中，思维导图的呈现能够很好地帮助学生进行语言归纳与表达，也为学生下一环节的写作训练提供了参考的样式。‎ 自由问答，拓宽思维。基于前四课时的学习基础，我在教学时设计了开放式的问答，既能够打开学生的思路，让学生能够更丰富地运用语言知识，也为学生的写作提供更多素材。 ‎ 联系实际，发展能力。通过角色假设，让学生先聚焦在同一主题上进行讨论，使讨论更有意义和针对性。让学生联系实际，给熟悉的人写一封电子邮件，让学生的综合能力真正得到了提高，也让学生的写作更有实际意义。‎