教學設計

課程基本信息學科英語年級六年級學期秋季課題Unit6WinterVacation(Lesson2)教學目標1.能夠聽懂、會說與寒假活動相關的單詞及短語：icelanterns,bring,beafraidof,hear；2.能夠聽懂、會說用來詢問對方假期計劃和打算的功能句：Whatareyougoingtodo?Whereareyougoing?以及相應答語；

3.能夠初步學會在恰當的情境中運用以上功能句，并能按要求在所提供的語境中書寫幾個意義連貫的句子。教學重難點教學重點：1.能夠聽懂、會說與寒假活動相關的單詞及短語：icelanterns,bring,beafraidof,hear；2.能夠聽懂、會說用來詢問對方假期計劃和打算的功能句：Whatareyougoingtodo?Whereareyougoing?以及相應答語；

教學難點：1.能夠初步學會在恰當的情境中運用以上功能句，并能按要求在所提供的語境中書寫幾個意義連貫的句子。教學過程Step1Revision

1.Lookandsay

T:Lastlesson,we’velearnedmanywintervacationactivities.Doyouremember?Pleaselookandsay

Sslookatthepicturesandreviewthewintervacationactivities.

2.TalkaboutBinbin’swintervacationplan

T:Wow,youknowsomanywintervacationactivities.Binbinisgoingtodoalotofthingsduringhiswintervacation.Look,whatishegoingtodoinJanuary?

Ss:FromJanuary16thto20th,Binbinisgoingtoskatinglessons.

Onthe22nd,heisgoingtoHarbin.

Afterheesback,heisgoingtowatchafootballmatch.

T:Oh,youhaveagoodmemory.WhataboutFebruary?WhatisBinbingoingtodoinFebruary?Pleasetalkwithyourpartner.

SsaskandansweraboutBinbin’splaninFebruary.

T:IthinkBinbinwillhaveawonderfulwintervacation.HowaboutourfriendLily?【設計意圖】活動1、2屬于學習理解類活動中的“感知與注意”，用于激活學生的背景知識和學習愿望，教師通過游戲的方式，帶領學生回顧第一課時所學的假期活動類詞匯，為活動2描述斌斌的假期計劃做好鋪墊；教師以框架性問題為統領，引領學生復習與梳理斌斌的假期計劃。Step2KnowaboutLily’swintervacationplan

1.Lookandfind

T:Look,LilyistalkingaboutherwintervacationplanwithMissWu.MissWuiscuriousaboutherplan.WhatquestionsdoesMissWuask?Let’slookandfind.

S1:MissWuasks“Whereareyougoing?”

S2:MissWuasks“Whatareyougoingtodothere?”

T:Excellent!

2.Thinkandguess

T:Doyouhaveanyideas?WhereisLilygoingandwhatisshegoingtodothere?Pleaseguess.

T:Goodideas!Nowlet’slistenandtick.

3.Listenandtick

T:Pleasegetyourpencilsandbooksready.(播放錄音)

T:OK.Boysandgirls,haveyougottheanswers?Let’scheck.

WhereisLilygoing?

S1:SheisgoingtoHarbin.

T:Harbinisabeautifulcity.ThereisalotofsnowinwinterinHarbin.SothewinterinHarbiniscoldbutbeautiful.

T:WhatisLilygoingtodoinHarbin?

S2:Sheisgoingtoseeicelanterns,playinthesnowandvisitheruncle’sfamily.

T:ItoftensnowsinHarbin.Sopeopleusesnowtomakelanterns.Look,howbeautifultheyare!Readafterme.(拿出單詞卡片)icelanterns(讀兩遍)

T：WhatelseisLilygoingtodo?

S3:Sheisgoingtoski.SheisgoingtobringbacksomeHarbinsausages.

T:Goodjob!【設計意圖】活動1、2、3屬于學習理解類活動中的“獲取與梳理”。教師通過引導學生聽錄音，幫助學生搭建文本的脈絡框架，理清莉莉的假期計劃。

4.Readandjudge

TLilyisgoingtodosomanythingsduringherwintervacation.Now,let’sreadthedialogueagainandlearnmore.Herearesometrueorfalsequestions.

No1:Lilylikescoldweather.

No2:LilyisgoingtohaveaskatinglessonbeforegoingtoHarbin.

No3:LilyisgoingtobringbacksomesausagesbecausetheyarefamousinHarbin.

(呈現對話文本、播放對話錄音)

T:Haveyougottheanswers,boysandgirls?Let’scheck.

T:Lilylikescoldweather.Trueorfalse?

S1:False.BecauseLilysays“Idon’tlikecoldweather.I’mafraidofgettingacold.”

T:Yes,shedoesn’tlikecoldweather,becausesheisafraidofgettingacold.Whatdoes“beafraidof”mean?Itmeansyouareworriedthatsomethingbadwillhappentoyou.(播放Idon’tlikecoldweather.I’mafraidofgettingacold.)

T:Let’sreadtogether.

T:Nextquestion.LilyisgoingtohaveskatinglessonsbeforegoingtoHarbin.Isittrue?

S2:False.BecauseLilysays“Ican’tskinow,butI’mgoingtohaveskiinglessons.”

T:Great!BecauseLilycan’tski,sheisgoingtohaveskiinglessonsbeforeshegoestoHarbin.

T:LilyisgoingtohaveagoodtimeinHarbin.Beforesheesback,sheisgoingtobringbacksomesausages.Why?ArethesausagesfamousinHarbin?

S3：True.Lilysays“I’mgoingtobringbacksomesausagesforyou.IheartheyarefamousinHarbin.”

T:Wonderful!Lilyisgoingtobringbacksomesausagesbecauseshewantstogivethemtoherteacher—MissWu.AndsausagesarefamousinHarbin.

T:Boysandgirls,herearesomesausages.Pleasereadafterme.Sausage(讀兩遍)

（播放錄音I’mgoingtobringbacksomesausagesforyou.IheartheyarefamousinHarbin.）

T:Let’sreadtogether.

Ssreadtogether.【設計意圖】活動4屬于學習理解類活動中的“概括與整理”，要求學生考慮如何基于框架性問題概括文本內容，同時聚焦核心詞匯beafraidof,sausages的理解。

5.Readandrepeat

T:Now,let’slistenandrepeat.【設計意圖】活動5屬于應用實踐類活動中的“內化與應用”。學生的朗讀是充分理解文本內容的基礎，是對語段文本的進一步感悟和表達。

6.RetellLily’splan

T:Boysandgirls,canyoutalkaboutLily’splanindifferentways?Youcanaskandanswerinpairs.YoucantalkaboutLily’splaningroups.Choosethewayyoulike.Let’stalk.

SstalkaboutLily’splan.

T:Wow,bighandsforyou!【設計意圖】活動6屬于應用實踐類活動中的“描述與闡述”。教師通過對話或描述的示范，引導學生根據本節課的學習實際選擇適合自己的方式復述莉莉的假期計劃。

Step3Doasurvey

1.Knowmoreaboutfriends’wintervacationplans

T:Lilyisgoingtoseeicelanterns,playinthesnow,visitheruncle’sfamilyandskiduringherwintervacation.Boysandgirls,whatareyougoingtodothiswintervacation?

Sstalkabouttheirplansforwintervacation.

2.Doasurvey

T:Allofyouaregoingtohaveawonderfulwintervacation.Whataboutyourfriendsorclassmates?Whataretheygoingtodointhewintervacation?Let’sdoasurvey.First,pleaselistentoAndyandYaoyao.(播放動畫)

T:Areyouclear?Nowit’syourturn.Pleaseaskyourclassmatesorfriendsabouttheirwintervacations.

Ssdoasurveyamongclassmatesorfriends.

3.Shareandtalk

T:OK.Whowouldliketoshare?First,let’slistentoAndy.

T:Whoelsewantstoshare?

Ssdoareportaboutthesurvey.

T:Yourfriendsaregoingtodosomanyinterestingthings.【設計意圖】活動1、2、3屬于應用實踐類活動中的“內化與應用”，學生在學習了莉莉的假期計劃后要將自己、朋友、同學卷入，通過小調查的方式，介紹自己與朋友的假期計劃。

Step4Writeaboutyou