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 …。X k B 1 . c o m
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. X k B 1 . c o m
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