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译林版六上Unit8 Chinese New Year 第一课时(Story time)

2016-01-11    点击数:1235    作者:陈萍

译林版六上Unit8 Chinese New Year

第一课时(Story time)教学设计

 一、课题

   Unit8 Chinese New Year

二、教材简解

译林版六上

三、目标预设

   本课时是六Unit8 Chinese New Year的第一课时。主要以电子邮件的方式,围绕“春节”这一主题,展示了香港女孩Anna一家春节的活动方式。通过学习,让学生能正确听,说,读Hong Kong, tangyuan, Chinese New Year’s Eve, Chinese New Year’s Day, red packet, lion dance, fireworks等新年词汇.;能正确听,说,读,写一般将来时的句型I’m /We’re going to … 能熟练朗读并表演story time;培养学生对英语的自主性学习,使学生想学英语,乐学英语,会学英语。

四、教学重难点

重点为: 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.

2.  能听懂、会读、会说一般将来时的句子I’m /We’re going to …

  3. 能正确的理解并朗读课文,在提示下能复述课文。

4. 能初步了解一般将来时,并用一般将来时句子描述将要做的事情。

难点为: 1. 能正确的理解并朗读课文,在提示下能复述课文。

    2. 能初步了解一般将来时,并用一般将来时句子描述将要做的事情。

       3. 熟练表演story time

五、设计理念

   1. 面向全体的学生,让学生想学。

   2. 指导有效学习策略,让学生会学。

   3. 享受学习成果,让学生乐学。

   4. 培养自主性学习,提高学生综合运用能力。

六、设计思路

以“教是为了不教”思想为指导,教师试图放手教学,帮助学生感受自学。本单元的主题是讲述如何欢度一年一度的春节。语篇解读前,寻找切入点,指导学生有效预习,以自查学习资料和小组交流讨论学习成果的形式,实现资源的共享;语篇解读时,精心设计任务,以问题引领,学习一般将来时句型be going to;语篇解读后,提升能力素养, 融入文化差异教育,进行探究性学习,鼓励自主完成新年计划,培养学生自主学习能力。

 

七、教学过程

课前: Enjoy a song << Chinese New Year >>

设计意图:课前,欣赏歌曲《Chinese New Year》,以歌曲的方式把学生带入轻松愉快的学习氛围。抓住多媒体的优势,既巩固了旧知,同时,引出了本课主题新年及活动类单词,引导学生感受新词汇: fireworks, red packet, lion dance,分散了语篇学习难点。】

 

Step1 Warming-up

1. Introduce myself:

T: Hello, this is me! My name is Miss Chen.

My favorite food is tangyuan.

My favorite song is <Happy New Year>

 T: Would you like sing the song with me?

Ss: Yes.

  (T invites Ss to sing the song together)

2. Free talk

T: This song is about my favorite holiday. We also call it Spring Festival. What holiday is it?

Ss: Chinese New Year

Teach: Chinese New Year(板书)

设计意图:一次有效的Free talk,可以活跃课堂气氛,让学生以饱满的精神投入到课堂中;可以保持好和谐、融洽的师生关系,调动起他们的情绪和热情。本节课,在教授本课story time前,教师以带唱的形式,依托歌曲《Happy New Year》,自然引出了本课话题新年。同时,引导学生兴致勃勃得参与课堂。教师有意营造了轻松、快乐的教学氛围,成功激发学生“想学”的意识,也为下阶段教学的展开打下了良好的基础。】

 

Step2 Pre-reading

1. Know more about Chinese New Year

T: What do you know about Chinese New Year? There’s something more about Chinese New Year…

 S1: We always have dinner with family.

 S2: We sometimes make tangyuan and eat dumplings.

S3: We can watch fireworks and firecrackers in the evening.

S4: We are going to watch a lion dance.

S5: We are going to get red packets.

T: We can do a lot of interesting things during Chinese New Year. Which do you like best?

Ss: Red packets.

设计意图:针对高年级学生特点,借助现有条件,部分地模拟教材所呈现的语言内容和交际场面,帮助学生在模拟环境的启示下,寻找自己的语言感觉和语言角色。结合课堂教学的实际需要,紧扣话题“中国新年”,教师激发学生调动思维,组织学生积极地进行新年活动描述,自主习得新知,同时渗透一般将来时,锻炼了学生的思维能力,提升了其语言技能,从而实现创造性输出,有效培养学生自主学习能力。】

2. Pick gifts (Red packets)

   T: See! Today I bring some packets for you. There’s a piece of paper

in each packet. Maybe there are some sweets, some questions and a

lucky coin. Do you know the lucky coin?

Ss:幸运币。

T: Who wants to pick?

Get some sweets

 

Answer some questions

 

Get a lucky coin

 

 

 


S1: (pickQ1) When’s Chinese New Year’s Eve in 2016?

T: Here’s the calendar of February in 2016. 7th is Chinese New Year’s Eve. 8th February is Chinese New Year’s Day. 9th is the second day of Chinese New Year.

Teach: Before Chinese New Year.

         Chinese New Year’s Eve.

Chinese New Year’s Day.

the second day of Chinese New Year.

S2: (pickQ2) Chinese New Year is coming. How do you feel?

S3: I’m very happy.

S4: I feel excited.

S5: (pick a sweet)

T: This sweet is for you. I hope it can make you sweet.

S7: (pick the lucky coin)

T: You’re a lucky boy/girl.

T: Sorry, no more. Thank you, boys and girls. (把red packet贴黑板)

设计意图:承接上一话题,设计活动“抢红包”,成功调动学生的积极性与参与性。借用红包,分层解决并引导学生学习四个时间概念,降低后期语篇学习的难度。同时,以学生新年感受I feel excited为基垫,为下节过渡到新人物Anna及其感受埋下伏笔。此外,教师对学生寄于良好祝福,给课堂注入丝丝暖意,带动学生乐学。】

 

Step3 While-reading

1. Know something about Anna

T: Our new friend, Anna, is very excited too because Chinese New Year is coming. What do you know about Anna after you preview it?

S1: Anna lives in Hong Kong. (Teach: Hong Kong)

T: Any other information?

S2: She is Su Hai’s e-friend.

T: Great! Now Anna is wring an e-mail to Su Hai. She wants to tell her Chinese New Year’s plan.

设计意图:语篇以新人物Anna为主人公展开叙述。通过自主预测的方式,教师带领学生认识Anna,了解其基本信息。不仅有效反馈了学生的自主预习成果,也成功导入话题“Anna的新年计划”,为顺利进入下一阶段教师放手,学生自学学习打下基础。学生可以使用一般将来时She is going to…进行猜测,引导学生自主挖掘文本,其积极性还不错,这些问题书中很容易找到答案,这样就水到渠成地化解了知识点。随着语篇解读的深入,学生自主解决了语篇的一些关键问题。】

2. Talk about Anna’s Chinese New Year’s plan.

T: Do you know her plan?

Ss: Yes.

T: OK. Can you guess what is Anna going to do at Chinese New Year?

(Teach: be going to… means 将要,即将)

You can use the sentence: Anna is going to…to guess. I’ll give you some tips: buy, make, eat, watch…

S1: Anna is going to buy some new clothes, food and flowers.

S2: Anna is going to make some cakes and tangyuan.

S3: Anna is going to eat a big dinner.

S4: Anna is going to watch a lion dance and fireworks.

……

设计意图:语篇是关于新人物Anna对香港新年的描述。通过预设的方式,教师引导学生使用一般将来时She is going to…进行猜测,引导学生自主挖掘文本,其积极性还不错,这些问题书中很容易找到答案,这样就水到渠成地化解了知识点。随着语篇解读的深入,学生自主解决了语篇的一些关键问题。】

 3. Watch and answer

T: Let’s watch the video and try to get the answer to what is Anna going to do? OK? Please listen carefully.

(播放视频)

T: OK. Have you got the answer? What is Anna going to do? Who could tell me?

S1: Anna is going to buy some new clothes and food.

S2: Anna is going to make some cakes and tangyuan.

S3: Anna is going to have dinner with her grandparents, her aunt and uncle and her cousin.

S4: Anna is going to buy some flowers.

S5: Anna is going to watch a lion dance.

S6: Anna is going to watch fireworks.

设计意图:借助视频,学生渐渐脱离教师的扶持,可以自主得出学习成果,成功的使用句型Anna is going to...完整描述其新年计划。同时,Anna的新年活动又呼应了前期活动“新年知识知多少”,构建了知识间的桥梁。】

4. Read and order

T: Anna is going to do a lot of interesting things at Chinese New Year. Let’s read this email together and try to order these pictures. You can read loudly. Now please take out your exercise paper and finish exercise one: Read and order.

Ss: (order these pictures)


T: I will show you the answer. Are you right?

Ss: Yes.

T: How can we order these pictures?

Tip: 根据______来排序)

Ss: 根据时间先后来排序。

T: We order these pictures according to the different time.

设计意图:《英语课程标准》指出,教师要充分发挥学生的自主性,尊重他们的学习成果,应给与恰当挑战和辅导。在此阶段,学生已经了解了Anna的新年计划。但是如何有序开展计划?此处,教师引导学生以自读的方式,快速而又准确地得出正确的活动顺序。继而,抛出问题,如何排序?借助tip的方式,呈现时间概念。】

5. Read and find

   T: Let’s read the email again and try to underline the key phrases about time.

Ss:(再读课文,划出表示时间的关键词)

T: Do you have the right answer? So what’s the first time? Who can tell us?

S1: Tomorrow.

T: Is tomorrow before or after Chinese New Year?

Ss: Before.

T: So it’s before Chinese New Year. And it’s going to be Chinese New Year.

板书

 

S2: On Chinese New Year’s Eve.

S3: On Chinese New Year’s Day.

S4: On the second day of Chinese New Year.

设计意图:教师层层放手教学,指导学生会学。此处,教师带领学生再读文本邮件,引导其自主提取关键信息,准确把握时间线索。同时,借助板书,有效巩固学生的自主学习成果。】

6. Think and write

T: We have known the time and the things Anna is going to do. Can you write down Anna’s New Year plan? Please take out your exercise paper and finish exercise two: Think and write.

T: Let’s check the answer. I will invite some students to write down their answers on the blackboard? Who wants to have a try?

(4名学生上台写活动)(板书)

S1: Before Chinese New Year, Anna is going to buy some new clothes and food, make some cakes and tangyuan.

S2: On Chinese New Year’s Eve, Anna is going to have dinner with her family and buy some flowers.

S3: On Chinese New Year’s Day, Anna is going to watch a lion dance.

S4: On the second day of Chinese New Year, Anna is going to watch fireworks.

设计意图:为了提高课堂教学效率,我们一直推崇“高效课堂”。课堂上的练习是教师了解学生学习情况、检查自己教学效果及时调控教学的有效手段,具有巩固、强化、反馈、提升、发展等重要作用,是提高课堂教学效率的重要手段之一。此阶段,教师组织学生以文本为依托,根据时间线索,完成任务Write Annas New Year plan。同时,邀请学生自主完成板书,引导他们复述课文内容。授人以鱼不如授人以渔,在教学过程中,教师要善于结合练习,培养学生的学习技能,帮助其学会提取关键信息,有效提升自主解读语篇的能力。】

   7. Let’s imitate

T: Pay attention to your pronunciation, intonation and emotion.

Ss: Read one by one.

8. Reading time

T: You can choose one way to read the email:

1) Read together;

2) Read in paragraphs;

 3) Retell in groups.

Ss: Read…

设计意图:语篇教学中,阅读训练也是非常有必要的。学生一旦掌握了有效的阅读方法及策略,他们就不用老师的帮助就能进行自主学习,在阅读中进步。教材中的语篇是指导学生进行阅读的好材料,教师给予适当的阅读指导和阅读任务。让学生带着目的去阅读,抓住有用信息。本课时中,待学生对文章有所熟悉后,笔者鼓励学生选择一种方式去朗读或分角色朗读或表演课文内容,让学生在具体的语境中去感知语言的魅力,用这样自主互动的形式来解读文本,既可以活跃气氛,达到理解文本的目的,还可以培养学生的自主合作意识。】

 

Step4. Post-reading

1. Discuss different customs

T: Before Chinese New Year, Anna is going to make some cakes. But, I am going to make dumplings. People in different places have different customs. Can you say some differences between in Hong Kong and in Changshu?

S1: On Chinese New Year’s Eve, Anna is going to buy some flowers. But, we are going to watch New Year gala and light the firecrackers.

S2: On Chinese New Year’s Day, Anna is going to watch a lion dance. But, we are going to put up couplets and pay a New Year call.

……  

2. Culture time

T: On Chinese New Year’s Eve, people in Hong Kong always go to flower markets after dinner. They think different flowers bring different good luck(好运). Everyone wants to have a good luck. “花开富贵大吉大利

设计意图:语言运用能力的形成离不开学习者对目的语国家文化的了解,现行的小学英语教材中文本内容涉及面广,话题多样,教师要引导学生发现和体会其中的文化内涵,学生在学习语言的同时还可以拓宽自己的文化视野。在本单元中,为了让学生对新年活动类表述有更多的了解,教师邀请学生上网查阅相关资料,然后引导学生以小组的形式将自己的探究学习成果进行汇报。这种探究学习的方式不仅学生乐于参与,还可提高学生对文本的理解能力,更有利于提升其文化修养。】

3. Write an email: Our New Year plan

T: Anna is in Hong kong. And we are from different parts of China. What are you going to do at the coming Chinese New Year? Why don’t we write an email to our friends and talk about it?

Now please write something about our New Year plan. Before or on Chinese New Year’s Eve or day, what are you going to do? Here are some new phrases. Maybe you can use.

PPT: 做汤圆 make tangtuan    享用大餐   have a big dinner

           看舞狮 watch a lion dance    看烟花表演 watch fireworks

           扫尘   clean the house        贴对联    put up couplets;

          放鞭炮 light the firecrackers    做年糕    make rice cakes 

          看春晚 watch New Year gala    守岁     stay up late/don’t sleep

          蒸馒头 steam buns           吃春卷    eat spring rolls

          拜年   pay a New Year call

设计意图:教材源于生活,又要回归生活。学习新年活动类单词及句型后,我们应善用知识去实践。教师指导学生以邮件方式,鼓励其结合图片、文本,动手写写自己的新年计划。待学生写有所成后,教师组织其积极展示自己的学习成果。在此过程中,教师引导学生把学习和生活挂钩,达到其运用语言的目的,感受会学的乐趣。】

 

Step5. Emotion education

T: Your plans are wonderful/great. Chinese New Year is the special      

   time for fun, family reunion and blessing. And I hope the lucky   

   coin can bring you good luck. Best wishes for a wonderful year.

设计意图:英语教材中不乏非常好的教育资源,但文本所蕴含的教育因素不是显而易见的,这就需要教师引导学生不断与文本对话,感悟文本,激活文本,挖掘文本背后的隐形的情感教育。本课时中,在学生完成展示“Our New Year Plan”的基础上,笔者利用多媒体呈现不同的新年照片,渗透情感教育, 更为重要的是:帮助学生树立正确的文化观,尊重传统文化。】

Step6. Homework

  1. Read Anna’s email and tell your family about Chinese New Year       

     in Hong Kong.

  2. Make your plan for Chinese New Year with your family.

  3. Surf the Internet, try to know some New Year customs(风俗) of

     different places in China.

设计意图:在实际教学中,教师应该从实际出发,合理设计作业,引导学生通过感知、体验、实践、参与和合作探究等活动方式,主动完成任务和实现学习目标。】

 

Unit8 Chinese New Year

 

Step7. Blackboard design

Before Chinese New Year

On Chinese New Year’s Day

 


          

波形: get red packets from parents
watch a lion dance

get red packets from parents

watch a lion dance

 


                             

 buy some new clothes

 and food

  make some tangyuan

       and cakes

On Chinese New Year’s Eve

On the second day of

 Chinese New Year

have dinner

buy flowers

watch fireworks

 

 

 

 

 

 

 

 

 

 

 


设计意图:以四个时间为线索贴在黑板上,邀请学生自主完成板书;完成Anna的新年计划,便于学生整体理解语篇,并进行复述。】