张泉 《牛津小学英语》6A Unit6A部分教学设计

《牛津小学英语》6A Unit6A部分教学设计

一．            教学内容

《牛津小学英语》6A Unit 6 A部分

二．            教学目标

 ⒈ 知识目标

(1) 初步掌握单词、词组：Christmas, Halloween, New Year's Day, Spring Festival, Mid-Autumn Festival, people, didn't, had, relative, delicious, favourite, dress up, went, moon cake.

(2) 能听懂、会说、会读日常交际用语：Christmas is coming. What's your favourite holiday? My favourite holiday is Halloween.

(3) 能理解A部分对话内容，并能简要复述。

(4) 能清晰地朗读对话，语音语调基本正确。

(5) 能初步了解和介绍中西方具有代表性的节日名称及习俗。

  2. 技能目标

   (1) 能根据阅读的目的，运用恰当的阅读策略，克服生词障碍，理解大意。

   (2) 能在学习中互相帮助，克服困难，共同完成学习任务。

  3. 情感目标

   (1) 有兴趣了解更多的节日信息，并和同学分享交流。

三．            教学重难点

1. 初步了解并掌握句型：When's ...? It's in ...  

What do people usually do at/on ...? They ...

Did you ... last...? Yes, I did. / No, I didn't.

   2. 能理解A部分对话内容，清晰地朗读对话，语音语调基本正确。

   3. 能初步了解和介绍中西方具有代表性的节日名称及习俗。

四．            教具准备

1.      教师准备：PPT课件

2.      学生准备：课前预习，完成前置性学习作业；

搜集与要学节日有关的信息。

五．            教学过程

Step1 Warm-up

1.      I’ve been your English teacher for more than three years. I think you know more information about me. Would you please say something about me? You have two minutes to discuss in groups, and then share together.

[设计意图] 经过三年多的相处，师生之间已经很熟悉，学生在小组内“集合”老师的信息，用学过的句型进行表达，可以调节上课伊始的紧张氛围。

2. I like … very much. And … is my favourite … But what is my favourite hodiday? Do you know? The date on the picture maybe help you to guess.

[设计意图]利用学生熟知的有关教师的信息，较为自然地引入“节日”内容。

Step2 Presentation

1.      New Year’s Day is my favourite holiday. What did I do last year? Can you guess?

2.      随机呈现played with my friends, went to a party, watched TV和had lunch with my family，教学went和had。

3.      练说chant。

[设计意图] 在“猜谜”的游戏中突破重点句型Did you … last …? Yes, I did./No, I didn’t. 并进行相应的操练，为后续的语篇学习打下基础。

Step 3 Learn to say

1.      Today, Mr Green and his students are talking about some holidays. How are the children? Why? 呈现前言部分，并略读。

2.      What holidays are they talking about? I know you previewed the dialogue yesterday and you may share your answer in groups. 呈现阅读提示（一）。

[设计意图] 在学生完成前置性学习的基础上，整体把握对话大意，并在小组中合作交流。学习的过程中，注意学习策略的指导和使用，能有效地提高阅读能力。

3.      Who’d like to tell us the answer? 让大家向读得好的学生练习发音。

[设计意图] 在前置性学习的基础上，一“生”为师，互教互学，发挥学生在教学中的主体地位，也让学生了解充分的前置性学习对课堂学习活动有很好地促进作用。

4.      Mr Green and the children are talking about five holidays now. How do they talk about them? Shall we learn? 呈现阅读提示（二）并完成练习。

5.      What are the questions? 学生反馈问句，教师板书在黑板上并带读。

6.      How to answer the questions? 小组选择一段，分角色朗读，并找出答句。呈现阅读提示（三）。

7.      What do people usually do on these holidays? 学生反馈，教师板书关键词。

8.      情境对比，进行单词教学。

[设计意图] 词不离句，在相应的情境中让学生确切理解词汇的含义，有助于准确掌握课文内容。注重学生之间的小组合作学习，并予以策略性地指导，但不是以教师的引导代替学生的思考。及时反馈，让学生检查学习效果。

Holiday	When	What do people usually do?
New Year’s Day	January	go to parties have a big lunch
Spring Festival	January or February	visit relatives and friends eat delicious food
Halloween	October	dress up in costumes go to parties
Mid-Autumn Festival	September or October	eat moon cakes play with lanterns watch the moon

Step4 Consolidation

1.      It’s time to read. 齐读课文对话。

[设计意图] 检测“能清晰地朗读对话，语音语调基本正确”的教学目标是否达成。

2.      From Part A, we know something about Christmas, New Year’s Day, Spring Festival, Halloween and Mid-Autumn Festival. What did the children do on these holidays? Please try to finish the exercise on P 47.

3.      Can you introduce the activities the children did last year?

[设计意图] 检测“能理解A部分对话内容，并能简要复述”的教学目标是否达成。

Step 5 Task

1.      Here are some key words about a holiday? Can you guess what holiday it is?

2.      Can you make a dialogue or passage to talk about one of the holidays? You may discuss in pairs.

[设计意图] 检测“能初步了解和介绍中西方具有代表性的节日名称及习俗”的教学目标是否达成。

Step6 Homework

1.      听录音，朗读课文，注意语音语调的模仿。

2.      根据P47练习题的提示复述课文内容。

3.      了解更多不同的节日。（呈现阅读提示（四））

 

六．            板书设计

Unit 6 Holidays

       What’s your favourite holiday?              (It’s) …

       When’s …?                              It’s in/on …

       What do people usually do on/at …?        They usually …

       Did you … last …?                        Yes, I did./No, I didn’t.