Unit 8 Chinese New Year-Story time-ppt课件-(含教案)-市级公开课-新牛津译林版六年级上册(编号：d05af).zip

Unit 8Unit 8Unit 8Unit 8 Chinese New YearChinese New Year (story time) (story time) 1 Its a Its a rectangle.rectangle. Play a game 2 Its red. Its red. 3Its made of paper.Its made of paper. 4 Its a good wish for Its a good wish for children.children. red packet . Its in January or February. Whens Chinese New Year? 1 If you can answer, your group can get a red packet. We also call Chinese New Year _. A. Dragon Boat Festival B. Spring Festival 2 2019 is the year of _. 3 A. Dog B. Pig What do you usually do at Chinese New Year? 4 Chinese New Year is coming. How do you feel? 5 Task 1 What do you know? If you can answer, your group can get a red packet. Show your mind map in your group, then talk about what you know from previewing. 组内展示课前预习作业（思维导图），讨论并推荐一名组员汇报 （通过预习你都了解了些什么）。 Task 1 What do you know? Anna excited an email Hong Kong Chinese New Year Su Hais e-friend Task 1 What do you know? Its going to be Chinese New Year next month. When we talk about the future, we can use “be going to do”. I _ going to do. . She _ going to do . . He _ going to do . . We _ going to do . . They _ going to do . . Task 1 What do you know? When we talk about the future, we can use “be going to do”. am i s is are are Task 1 What do you want to know? Who? How? Why? What? When? Task 2 Read and order If you can answer, your group can get a red packet. What is Anna going to do at Chinese New Year? 1. Read loudly. 2. Order the pictures. 3. Use “be going to” to describe the pitures. 组内大声朗读课文,给图片排序,推荐一名组员或者全体组员汇 报。 ( )( )( ) ( )( )( ) 135 624 根据 来排序。时间 Task 3 Read and find If you can answer, your group can get a red packet. Read silently, circle the words about time. 默读课文,快速找出和时间有关的关键词，并圈出来。 ? ? ? Tomorrow On Chinese New Years Day On the second day of Chinese New Year ?On Chinese New Years Eve SunMonTue Wed ThuFriSat 27 廿二 28 廿三 29 廿四 30 廿五 31 廿六 1 廿七 2 廿八 3 廿九 4 除夕 5 春节 6 初二 7 初三 8 初四 9 初五 10 初六 11 初七 12 初八 13 初九 14 初十 15 十一 16 十二 17 十三 18 十四 19 十五 20 十六 21 十七 22 十八 23 十九 February Chinese New Years Day 2019 the second day of Chinese New Year before Chinese New Year Chinese New Years Eve Task 4 Refine and retell If you can report, your group can get 2 2 red packets. 1. Read and add some details on the mind map. 2. Try to retell with the mind map. 组内完善思维导图，尝试复述课文，推荐一名组员汇报。 How many red packets does your group have? Fighting!Fighting! Are you going to watch a lion dance on Chinese New Years Day? Are you going to make some cakes and tangyuan before Chinese New Year? Are you going to buy some flowers on Chinese New Years Eve? Yes!No! in Hong Kong in our city Think and write If you can report, your group can get 3 red packets. Can you write an email to Anna? Write an email about your plan for Chinese New Year to Anna . 如果你是苏海，你可以给Anna回一封电子邮件吗？写一写你的春节计 划。 Dear Anna, How are you? Im very glad to get your email. Chinese New Year is the most important festival in China. It is coming. Im very excited too. Before Chinese New Year,_. On Chinese New Years Eve,_. On Chinese New Years Day, _. On the second day of Chinese New Year,_. Wish you have a happy Chinese New Year! Love, Su Hai To: Subject: Anna Plan for Chinese New Year Think and share If you can answer, your group can get a red packet. Do you like Chinese New Year? Why? We should carry forward Chinese traditional culture. 我们应该弘扬中华传统文化。 Chinese New Year means fun , reunion and blessing. 春节意味着欢乐，团圆和祝福。 1Tell your family about Chinese New Year in Hong Kong.Tell your family about Chinese New Year in Hong Kong. 2Talk about your plan for Chinese New Year with your family. Talk about your plan for Chinese New Year with your family. 3Read the picture book “ My first Chinese New Year”.Read the picture book “ My first Chinese New Year”. Homework You can choose two to finish according to your interests and abilities. How many red packets does your group have? Thank you !Thank you ! 六年级上册 Unit8 Chinese New Year 教学设计 英语课程标准明确英语课程要具有工具性和人文性双重性 质。就工具性而言，学生通过英语课程掌握基本的英语语言知识， 发展基本的英语听、说、读、写技能，初步形成用英语与他人交流 的能力，进一步促进思维能力的发展，为今后继续学习英语和用英 语学习其他相关科学文化知识莫定基础。就人文性而言，学生通过 英语课程能够开阔视野，丰富生活经历，形成文化意识，增强爱国 主义精神，发展创新能力，形成良好的品格和正确的人生观与价值 观。工具性和人文性统一的英语课程有利于为学生的终身发展莫定 基础。 学讲计划倡导，教学设计应该做到“以学定教”，在充分掌握 学情的基础上设计学习讨论的问题、学习环节，设计符合学生知识 基础的学习任务，提供有难度、有梯度、有情境的学习资源，对学 生分类提出不同层次的学习要求；教师要依据课程目标和学情，深 加工教材，创造性地使用教材。 本课设计以英语课程标准和学讲计划为指导,面向全体 学生,体现英语课程的工具性和人文性特点,注重学生听说读写各方面 能力的培养。 教材分析教材分析 译林版小学英语是根据义务教育英语课程标准（2011 年 版）的教学理念、课程目标和二级内容标准，按每周 3 课时的内 容设计和编写的，共八册，供小学三年级起点开设英语课的学校使 用，每学期一册。Chinese New Year (story time)选自六年级上册第八 单元，本课通过电子邮件的方式，围绕“春节”这一主题，展示了 香港女孩 Anna 一家春节的活动计划，展现了香港人的一些不同于中 国大陆人的节日习俗。学生用书五年级下册 Unit7 中已就“春节” 这个话题展开了初步的讨论，电子邮件和网友的话题在学生用书五 年级上册的 Unit6 也已经提及过。本课也呈现了 be going to表达 将来时的肯定句和特殊疑问句。 学情分析学情分析 学生从小学一年级开始学习英语，三年级开始使用小学英语 教材，进入六年级的学生已经有一定的英语学习基础。大部分学生 养成了良好的英语学习习惯，学生们可以根据老师的提问来寻找关 键词，根据图片在情境下理解关键词或新词的能力。 通过五年的英语学习，学生具有一定的归纳概括能力，具有一 定的批判性思维，能够进行独立思考，同时也具有一定的分析能力。 学生可以利用思维导图进行总结和归纳。 他们对英语学习充满好奇心，善于模仿，学习兴趣浓厚，能够 积极主动参与各种活动，思维活跃，喜欢展示自我，希望在学习活 动中得到老师和同学的认可。 学习目标学习目标 1. Understand the meaning of the whole text. 2. Can use “What are you/they going to do? Im/Were going to .“and discuss the plan for Chinese New Year. 3. Carry forward Chinese traditional culture. 根据英语课程标准（2011 年版）整体设计学习目标，六年级的 学生应达到二级的基本要求：能借助图片读懂简单的故事或短文， 并养成按意群阅读的习惯；能运用一些最常用的日常用语；能就日 常生活话题作简短叙述；能根据图片、词语或例句的提示，写出简 短的语句等在学习中乐于参与、积极合作、主动请教，初步形 成对英语的感知能力和良好的学习习惯。 教学重点和难点教学重点和难点 1.1.教学重点教学重点 What are you/they going to do? Im/Were going to Whats he/she going to do? Hes/Shes going to 2.2.教学难点教学难点 句型： be going to的用法 词汇：lion， fireworks 的读音 学习任务学习任务 Step1 Warming-up 1. Play a game “Do a riddle” 2. Think and answer Step2 Presentation Task 1: What do you know ? What do you want to know? Task 2: Read and order Task 3: Read and circle Task 4: Refine and retell Step3 Consolidation 1. Listen and repeat 2. Think and write 3. Think and share 教学方法教学方法 Game method, task-based teaching method, situational teaching method, cooperative learning method. 布鲁纳指出:“任何学科的教学原理都能够按照某种正确的方式,教 给任何年龄段的任何儿童”。由此可见,正确的教学方法对完成教学 目标有着极其重要的作用。本课使用了游戏教学法，任务教学法， 情景教学法和合作学习法。 教具教具 PPT，图片，词条，自主学习任务单。 教学过程教学过程 为实现本课的教学目标，让学生能够谈论自己的春节计划，同时激 发和培养学生学习英语的兴趣，教学过程设计如下： Step1 Warming-up 1. Play a game “Do a riddle” T: Do you like playing games? Lets play a game. Guess whats this? Its a rectangle.Its red.Its made of paper.Its a good luck to children. Ss: Its a red packet. T: Whats in this red packet? Ss: Maybe there is some money. Ss: Maybe there are some sweets. . 设计意图：通过游戏导入本课生词“red packet”，红包也将作为本 节课的主要评价方式，6 个学生一组，合作学习，根据任务难度系 数，完成任务即可获得相应数量的红包，获得红包数最多的 3 个小 组将得到奖励。激发学生学习的兴趣，把知识融入趣味性的活动之 中，调动学生学习的积极性和主动性。 2. Think and answer 1. Whens Chinese New Year? Its in January and February. 2. We also call Chinese New Year _. A.Dragon Boat Festival. B. Spring Festival. 3.2019 is the year of the _. A. Dog. B. Pig. 4.What do you usually do at Chinese New Year? I usually have a big dinner with my family. 5. Chinese New Year is coming. How do you feel? Im very happy/excited. 设计意图：激活学生的已有知识经验，为学生营造一个轻松自由的 学习环境，并起到了巩固旧知，导入新知的作用。春节就要到了， 你有什么感觉呢？通过这个问题引入本课的主人公 Anna 对于即将到 来的春节，又有什么样的感受呢？ Step2 Presentation Task 1: What do you know ? 1. Show your mind map in groups. 组内展示课前预习（思维导图）。 2. Talk about your mind map. 讨论各自的思维导图。 3. Choose one to report what you know after previewing.推荐一名组员 汇报（预习后你都了解了哪些内容）。 In this part , you have two minutes to prepare. If you can answer, your group can get a red packet. S1：Chinese New Year is coming. Su Hai gets an email from her e-friend Anna in Hong Kong. Its going to be Chinese New Year next week. Anna is very excited. Then introduce Anna together. 设计意图：自主先学，是后续学习的基础。一方面，通过课前预习， 完成自主学习任务单，使学生明确自主学习的任务，通过自主探究， 发现自主学习与课上学习之前的联系，从而主动地进行自主学习， 提高学生自主学习的能力。另一方面，为下一个环节， 运用本课重 点句型 be going to 谈论 Anna 的春节做好准备。 Task 1: What do you want to know? Let students ask questions about what they want to know about Annas Chinese New Year. S1: What is Anna going to do at Chinese New Year? S2: Is Anna going to watch a lion dance at Chinese New Year? S3: Is Anna going to watch fireworks at Chinese New Year? . 设计意图：新课标将自主探究、合作学习方式放在特别重要的 地位，鼓励学生自主学习，即“先学”，在自主学习中提出问题并 尝试解答，教师在学生解答不了的情况下适时点拨（“后教”）， 比教师在课堂上要求学生划重点、背问题更能培养学生的创新思维 和创新能力，更能提高课堂学习效率。 提出一个问题往往比解决一个问题更重要，鼓励学生自主提问， 发散思维，并通过接下来的学习，合作解决提出的问题。提问不仅 能使学生发展阅读能力，还能发展他们的口语表达能力和思维能力。 Task 2: Read and order What is Anna going to do at Chinese New Year? 1. Read loudly in groups. 组内大声朗读课文。 2. Order the pictures. 图片排序。 3. Choose one to report or report together. 推荐一名组员或者全体组 员汇报。 In this part , you have three minutes to prepare. If you can answer, your group can get a red packet. ( ) ( ) ( ) ( ) ( ) ( ) Ss: The answer is 135624. She is going to buy some new clothes. She is going to make some tangyuan. She is going to have dinner with her relatives. She is going to buy some flowers. She is going to watch a lion dance. She is going to watch fireworks. 设计意图：朗读课文并排序，让学生整体感知文本主要内容，并体 会一般将来时的句型结构。学生在自学的基础上，通过小组合作讨 论，实现“兵教兵”实现“一对一”的教学。 Task 3: Read and circle 1. Read silently. 快速默读课文。 2. Circle the key words about time. 圈出表示时间的关键词。 In this part , you have one minute to prepare. If you can answer, your group can get a red packet. Ss: Tomorrow. On Chinese New Years Eve. On Chinese New Years Day. On the second day of Chinese New Year. T: Then introduce the Chinese New Year of 2019. From the 27th of January to the 3rd of February, we call it before Chinese New Year. The 4th of February, we call it Chinese New Years Eve. The 5th of February, we call it Chinese New Years Day. The 6th of February, we call it the second day of Chinese New Year. 设计意图：默读是一种重要的朗读方式，学生可以集中注意力思考 问题，理解文本，快速圈出时间点。本课从 4 个时间点，详细地叙 述了 Anna 的春节计划，找到时间点利于学生理清文章脉络，分层学 习，关注细节。这一活动培养了学生“速读”和“找读”的阅读策 略。 Task 4: Refine and retell 1. Refine the mind map in groups. 组内完善思维导图。 2. Retell with the help of the mind map. 借助思维导图复述课文。 3. Choose one to retell. 推荐一名组员复述。 In this part , you have three minutes to prepare. If you can answer, your group can get two red packets. Ss: Before Chinese New Year, Anna and her family are going to buy some new clothes and food. Then, in the evening theyre going to make some cakes and tangyuan. On Chinese New Years Eve, she is going to have dinner with her grandparents, her aunt and uncle and her cousin. Then, theyre going to buy some flowers. On Chinese New Years Day, Annas parents are going to give her red packets. Then, theyre going to watch a lion dance in the afternoon. On the second day of Chinese New Year, they are going to watch fireworks in the evening. Then retell together according to the mind map on the blackboard. 设计意图：交流展示，给予学生整体理解文本的机会，同时为下一 步的听读打下基础。教师退一步，把黑板和讲台还给学生，学生借 助思维导图，复述课文，汇报学习成果，以“讲出来”、“教别人” 的方式，引导其他学生整理学习内容，理清思路，培养学生概括、 表达、交流等方面的综合能力。 Step3 Consolidation 1. Listen and repeat Listen to the tape and repeat. Pay attention the pronunciation and intonation. 设计意图：根据“词不离句，句不离篇”的学习规律，重视语音教 学，听录音，跟读课文，注意语音语调，此环节可以纠正学生发音。 Are you going to make some cakes and tangyuan before Chinese New Year? Are you going to buy some flowers on Chinese New Years Eve? Are you going to watch a lion dance on Chinese New Years Day? No. People in Hong Kong are going to do these activities at Chinese New Year. But we arent. There are some differences in our city. 2. Think and write T: We know what Anna is going to do at Chinese New Year. If youre Su Hai, can you write an email to Anna? Talk about your plan for Chinese New Year with Anna. To: Anna Subject: Plan for Chinese New Year Dear Anna, How are you? Im very glad to get your email. Chinese New Year is the most important festival in China. Its coming. Im very excited too. Before Chinese New Year, _ _. On Chinese New Years Eve, _ _. On Chinese New Years Day, _ _. On the second day of Chinese New Year, _ _. Wish you have a happy Chinese New Year! Love Su Hai The students should listen carefully. After reporting, Im going to ask some questions. 设计意图：在大量的输入之后，让学生进行输出，运用所学知识， 进行写作拓展，引导学生深化总结学习内容，将所学知识，创造性 地运用于实际，培养学生独立思考和总结归纳的能力。 3. Think and share T: Do you like Chinese New Year? Why? S1: Yes, I like it. Because my family can get together and I can get red packets. S2: Yes. Because my parents will have a holiday and we can have a trip. S3:Yes. Because it is the most important festival in China. T: Chinese New Year means reunion and harmony. Its a Chinese traditional festival. What other traditional festivals do you know? Ss: Qingming Festival , Mid-Autumn Festival, Double Ninth Festival. T: We should carry forward our traditional culture. 设计意图：情感教育是教学过程中不可忽视的一部分，本环节通过 学生自由畅谈是否喜欢春节，从而加深学生对中国传统节日的重视， 继承和弘扬中国传统文化。 Homework 1. Tell your family about Chinese New Year in Hong Kong. 2. Talk about your plan for Chinese New Year with your family. 3. Read the picture book “ My first Chinese New Year”. 设计意图：为学生提供 3 项作业，学生可以根据自身学习情况，选 择自己感兴趣的任意 2 项作业完成。一方面作业是为了帮助学生复 习巩固,查漏补缺；另一方面作业也是对课堂学习内容的必要补充。 评价方式评价方式 英语课的评价要尽可能做到评价主体的多元化，评价形式和内 容的多样化。评价应以人为本，突出学生的主体地位。小学英语教 学评价以激励学生的学习兴趣和自信心为主要目的，采用符合学生 认知水平、具有多样性和可选择性的评价形式。本节课以激励性评 价为主，采用了多种多样的评价方式，自评，互评以及小组成员间 互助学习等，以 red packet 为主要评价方式，学生通过答题汇报获 得相应的红包奖励，红包数最多的三个小组将获得奖励，激励学生 积极参与各种课堂学习活动，在小组活动中能与其他组员积极配合 和合作。 教学反思教学反思 本节课的教学内容是 6A Unit 8 Chinese New Year( story time), 教 学设计以学讲计划为牵引，强调学习过程，重视语言学习的实践与 应用，充分考虑学生的年龄特点和知识储备，设计了丰富多样的学 习活动。 本节课的教学活动设计由浅入深，由易到难，利于学生学习掌 握。在教师指导下，学生通过自主学习，合作学习，“学进去”、 “讲出来”的学习方式，边学边讲，学生在课堂教学中敢于、乐于 展示自己的学习成果，学习情绪状态饱满，参与度高。 通过课前的自主预习，完成自主学习任务单，掌握和了解学习 内容以及学习目标，带着知识进入课堂，学生通过自主学习，小组 合作，共同探究，达成对问题的分析，形成对知识的理解，大大提 升了课堂实效，学生的各种能力也得到了培养。 在课堂教学过程中，还存在着一些不足。首先，时间掌控能力 欠佳，前面的环节耗时过多，导致后面利用思维导图复述课文，回 复电子邮件并展示的时间不足。本节课提出问题后没有给学生留出 充足的思考时间，让学生在思考问题的过程中提升能力。其次，拓 展环节的设计可以再丰富些，例如加入相关话题的绘本，扩大学生 的阅读量，深化所学内容。