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2019年六年級(jí)英語(yǔ)上冊(cè) Module 1Unit 1 Meet m y family教案 滬教牛津版 Title Oxford English 6A Module 1 Unit 1 Family and Relatives Period 4 Three-dimensional Objectives Knowledge and skill objectives 1. Students will be able to tell what they are in their families. 2. Ss will have the ability to write a position about their families. Process and method objectives 1. Ss will have an idea of the procedures to write sentences introducing their family members. 2. Ss will have an idea of the procedures to write sentences about the activities they do with their family members. 3. Ss will know how to write a concluding paragraph about a family. Emotion, attitude and value objectives 1. Ss will recall their memories of the good times they have spent with their family members. 2. Ss will arouse a feeling that they are a happy family and love their families even more. Teaching Focus 1. Using demonstratives to refer to people e.g. These are… This is… 2. Using adverbs of frequency e.g. I always…with… Teaching Aids CAI Some family photos Procedures Step Teacher’s activity Students’ activity Purpose Pre-task preparation 1. Review: son, daughter, sister, brother, grandson, granddaughter, cousin. Write the vocabulary on the board. 2. Give the Ss time to read Look, think and tick. 3. Remind the Ss to refer back to Look and learn on page 2 to find out Alice’s role in her family. 4. Ask the Ss to think about what they are in their families. 5. Ask the Ss to talk with one of their classmates and find out what they are in their families. Review the vocabulary on the board. Refer back to Look and learn on page 2 and find out Alice’s role in her family. Ss think about their roles in their own families by themselves. Ss find out what their classmates are in their families. Warm the class up. Get students ready for the task that follows. Ss will be able to find out Alice’s role in her family, their own roles in their own families, and their classmates’ roles in their families. While-task procedure 1. Ask the Ss to read Think and write. 2. Show the Ss how to write a position step by step with the help of CAI. T: Suppose you are the boy’s in the picture, and now you are telling your classmates about your family. Paragraph 1: Introduce your family members. Paragraph 2: What do you do with your family members? Paragraph 3: Tell others that you are a happy family. Conclusion: Before writing, ask yourself the following questions. 1) How many people are there in your family? And who are they? 2) What do you do with your family and relatives? 3) Is your family a happy one? Listen to the teacher carefully and do as the teacher instructs. Learn and remember these steps to write a position about our families. Ss learn how to write a position about their families step by step. Post-task activities 1. Ask the Ss to write a position about their own families in a given time. 2. Ask individual students to read their positions. Write a position about their own families according to the steps they have been instructed. Some students read their finished positions to the whole class. Enhance the students’ ability of writing. Assignment 1. Ask the Ss to draw three pictures or find three photos of the activities they do with their family members and relatives. 2. Ask the Ss to write the sentences according to the pictures or photos. 附送： 2019年六年級(jí)英語(yǔ)上冊(cè) Module 2 Unit 2 There are lots of beautiful lakes in China教案 外研版 【教學(xué)目標(biāo)】： 知識(shí)與技能： There’s a Chinatown in New York! There are lots of Chinese shops and restaurants there. 過(guò)程與方法：1.Learn the words by game method. 2.Teach the text with the task-based method. 3.Cooperative learning. 情感、態(tài)度和價(jià)值觀：用“There be”句型描述事物 【重點(diǎn)】：用 "There be “句型描述事物。 【難點(diǎn)】：“there is”和“there are”的用法。 【課時(shí)安排】：1課時(shí) 【教學(xué)過(guò)程】： （一）導(dǎo)入：1. 出示一張城市景觀的圖片，對(duì)學(xué)生說(shuō)：This is a picture of a city. What can you see in it ?(I can see ……) Yes, in this picture , there are ……. 2. 出示一張紐約唐人街的圖片，問(wèn)學(xué)生:Do you know where it is ?What can you see in this picture?請(qǐng)學(xué)生回答問(wèn)題。 向?qū)W生介紹：Daming 現(xiàn)在在美國(guó)表兄的家里，他正在給家人發(fā)送email，他想念家人嗎？他今天了解到了美國(guó)的什么情況呢？讓我們一起來(lái)看一看。 （二）探究新知： 1.播放動(dòng)畫呈現(xiàn)SB活動(dòng)一。請(qǐng)學(xué)生認(rèn)真聽(tīng)Daming和Simon的對(duì)話，然后判斷大明是否想念中國(guó)，為什么？（通過(guò)文中Do you miss China ? Sometimes.以及大明迫不及待想要去唐人街的表現(xiàn)，引導(dǎo)學(xué)生得出肯定的回答，引出Chinatown 的話題）第 2.教師提問(wèn)：Where is Chinatown? What is it like? 再放一遍錄音，讓學(xué)生看書聽(tīng)，并從書中找出問(wèn)題的答案。引導(dǎo)學(xué)生用文中的句子回答問(wèn)題。（there is a Chinatown in New York. There are lots of Chinese shops and restaurants there , There’s Chinese dancing.） 3.板書以上三個(gè)重點(diǎn)句子，向?qū)W生介紹關(guān)于唐人街的背景。 (唐朝在中國(guó)歷史上是一個(gè)強(qiáng)盛的朝代。在海外的華僑、華人往往稱自己是“唐人”， 他們聚居的地方便稱為“唐人街”。美國(guó)最大的“唐人街”在舊金山。舊金山的“唐人街”始于1850年前后。當(dāng)年開(kāi)發(fā)美國(guó)西海岸的華工初來(lái)異國(guó)，人生地疏，言語(yǔ)不通，因此他們便集中住在一起，團(tuán)結(jié)互助，休戚與共。起初，他們開(kāi)設(shè)方便華工的小茶館、小飯鋪，接著是豆腐坊、洗衣店等等，逐漸形成了華工生活區(qū)。后來(lái)，越來(lái)越多的當(dāng)?shù)厝?，也?jīng)常光顧這里，他們稱這里為“中國(guó)鎮(zhèn)”，愛(ài)上了這里的中國(guó)飯菜。后來(lái)，“唐人街”成了繁華街道，街上除了飲食業(yè)外，刺繡、中國(guó)古玩等也都在當(dāng)?shù)叵碛惺⒚?。同時(shí)，唐人街辦起了華人子弟學(xué)校，從事中文教育。還有各種同鄉(xiāng)會(huì)、俱樂(lè)部、影劇院等，成了富有中國(guó)民族特色的特殊街區(qū)。 每逢春節(jié)，這里均耍龍燈、舞獅子，爆竹聲中除舊歲，保留著中國(guó)傳統(tǒng)的種種風(fēng)俗。事實(shí)上，唐人街遍及世界許多地方，只是有的地方不這么叫就是了。 （三）鞏固新知：唐人街也被稱為華埠或中國(guó)城（Chinatown），是華人在其他國(guó)家城市地區(qū)聚居的地區(qū)。唐人街的形成，是因?yàn)樵缙谌A人移居海外，成為當(dāng)?shù)氐纳贁?shù)族群，在面對(duì)新環(huán)境需要同舟共濟(jì)，便群居在一個(gè)地帶，故此多數(shù)唐人街是華僑歷史的一種見(jiàn)證。在唐人街多數(shù)會(huì)看到很多唐人餐館，而餐館和洗衣鋪皆為早期華僑主要的營(yíng)商行業(yè)。一些歷史較悠久的唐人街，皆位于移民城市的舊區(qū)，環(huán)境會(huì)較為擠迫，治安和種族問(wèn)題亦是某一些華埠要面對(duì)的問(wèn)題。多年來(lái)，憑著、隨著華人的富裕，華僑在外國(guó)的地位漸漸提高，新一代的華人移民會(huì)選擇移民城市的其他地區(qū)居住，一些唐人街亦出現(xiàn)華人人口遷離﹑人口老化的現(xiàn)象?，F(xiàn)在很多地方，唐人街已經(jīng)成了中華文化區(qū)的代名詞。無(wú)論商業(yè)，還是娛樂(lè)，以及各種文化設(shè)施，都是體現(xiàn)東方華夏色彩的。并沒(méi)有華人聚居地的本意了) 板書生詞，向?qū)W生進(jìn)行適當(dāng)講解，并帶領(lǐng)學(xué)生進(jìn)行練習(xí)。學(xué)生掌握單詞后放錄音，讓學(xué)生逐句跟讀課文。 讓學(xué)生看課本活動(dòng)2中的插圖，并試著描述圖中有什么。鼓勵(lì)學(xué)生大膽嘗試。然后放錄音，讓學(xué)生仔細(xì)聽(tīng)，并注意對(duì)話中所使用的語(yǔ)言。 引導(dǎo)學(xué)生回顧并比較There is /there are 的用法。 （四）作業(yè)布置： （五）小結(jié)：本模塊學(xué)習(xí)了在異國(guó)他鄉(xiāng)的中國(guó)人的思念之情，并用there be表述某處有某物。 （六）板書設(shè)計(jì)： Unit 1 There’s a Chinatown in New York! There are lots of Chinese shops and restaurants there. （七）教學(xué)反思： Module 2 第二課時(shí) Unit 2 There are lots of beautiful lakes in China. 【教學(xué)目標(biāo)】： 知識(shí)與技能：There are lots of bicycles in China . There is a very famous river. 過(guò)程與方法：任務(wù)型教學(xué)法、情景教學(xué)法。 情感、態(tài)度和價(jià)值觀：用“There be”句型介紹事物。 【重點(diǎn)】：用“There is／There are”介紹事物 【難點(diǎn)】： 幾種國(guó)家的名稱 【課時(shí)安排】：1課時(shí) 【教學(xué)過(guò)程】： （一）導(dǎo)入： 1.請(qǐng)學(xué)生聽(tīng)SB unit2活動(dòng)3的錄音，之后讓學(xué)生試著跟讀一遍。要求它們注意重讀的地方。讓學(xué)生把書翻到SB unit2 活動(dòng)3，仔細(xì)看書上的句子以及每句話中用黑體標(biāo)注的地方，比較一下自己剛才跟讀時(shí)重音的位置與書上的標(biāo)注是否一致。老師再放錄音學(xué)生邊聽(tīng)邊看書，認(rèn)真體會(huì)。 2.讓學(xué)生把書翻到SB unit 1 的故事，再聽(tīng)錄音，試著在Daming and Simon的對(duì)話中勾出需要重讀的音節(jié)和單詞，然后有感情的朗讀。 3.老師講解：Simon向Daming介紹了唐人街，Daming也向simon介紹了很多關(guān)于中國(guó)的情況。去美國(guó)時(shí)，他給simon帶了很多中國(guó)景物的明信片。老師出示活動(dòng)1中的六幅圖畫，讓學(xué)生試著說(shuō)一說(shuō)它們分別是什么地方（或上面有些什么）。鼓勵(lì)學(xué)生回答。問(wèn)問(wèn)他們想不想知道如何用英語(yǔ)介紹這些中國(guó)的景點(diǎn)和景物，以此引出課文。 （二）探究新知： 1.出示SB unit 2 活動(dòng)1的六張明信片，播放錄音，讓學(xué)生認(rèn)真聽(tīng)。先讓學(xué)生整體聽(tīng)，鼓勵(lì)學(xué)生說(shuō)一說(shuō)聽(tīng)到的信息。 2.再放錄音，讓學(xué)生認(rèn)真聽(tīng)，在每段后暫停，猜一猜錄音中描述的是哪一幅圖。它們分別是什么地方，并試著回答它們分別位于中國(guó)的哪一部分。 3.講解課文內(nèi)容。 4.教師領(lǐng)讀課文，學(xué)生練習(xí)朗讀課文。 5.讓學(xué)生根據(jù)意思，練習(xí)背誦句子。 （三）鞏固新知： 1. 活動(dòng)一: 現(xiàn)在學(xué)生衣服上的圖案很豐富.教師可讓一個(gè)學(xué)生站在黑板前,讓其他學(xué)生用“There be”句型來(lái)描述學(xué)生衣服上的圖案. 如: There are some ducks on her dress. 2. 活動(dòng)二: 四人小組,運(yùn)用 “There be”句型描述自己所帶的照片,也可以是收集的他人的照片,或風(fēng)景人物照等. 如: There are some children are playing football in the playground. 3.學(xué)習(xí)歌曲： 完成SB unit 2活動(dòng)4，請(qǐng)學(xué)生欣賞并學(xué)習(xí)一首歌曲。放錄音前，請(qǐng)學(xué)生們先試著通 過(guò)文字和圖片猜測(cè)歌曲的內(nèi)容。 播放錄音，請(qǐng)學(xué)生積極模仿錄音中的語(yǔ)音語(yǔ)調(diào)。如果他們感到學(xué)習(xí)歌詞有困難，老師可以先把領(lǐng)讀帶中歌曲前慢速朗讀的歌詞放一遍給學(xué)生聽(tīng)。 （四）作業(yè)布置： （五）小結(jié)：從不同國(guó)家不同時(shí)代的郵票談?wù)撈錃v史背景。 （六）板書設(shè)計(jì)： Unit2 There are lots of bicycles in China . There is a very famous river. （七）課后反思：