六年级上英语教案Unit3 Lesson 15 Winter Fun_冀教版.doc

1、冀教版 六年级上册 Lesson15: Winter Fun教学背景分析教学内容分析本课教学内容为冀教版小学英语教材六年级上册第三单元第三课。本册教材主要讲述李明来到加拿大后在学校及生活中的所见所闻，本单元主要内容为李明在加拿大参与的冬季活动。本课为对话式语篇，讲述了李明与Jenny一起堆雪人的过程。教材配有丰富的插图，能够帮助学生更好地理解文本内容。学生分析： 本课的授课对象是六年级学生，有一定的语言表述基础。语言学习的目标要高于低年级学生，他们乐于在老师的帮助下尝试思维性的表述活动。这个年龄的学生喜爱参与体验性的活动，对于生活在北方的孩子们来说，堆雪人是一件充满乐趣的事情，因此学习本课能丰

2、富他们的生活经验。教学目标：知识与技能目标 1、学生能够听懂、会说、认读并书写以下词汇：nose, mouth, body, head, ear, arm, leg, eye。能够 2、学生能够听懂、会读，运用语句We make afor the (身体部位)，Can youput this snowball on that snowball?表述堆雪人的过程，并尝试运用first, next, then, finally使表述更具层次性、条理性。情感目标学生能够在课堂教学所创设的情境中感受堆雪人所带来的乐趣。将自己堆雪人的过程写下来并配上自己制作的雪人照片，设计成精美的poster放入成长记

3、录袋，体验成长的快乐。学习策略目标学生能够在教师的指导下运用阅读策略加深对文本的理解，采用适当的朗读技巧培养语感，并积极参与合作，大胆表述。教学重点、难点：运用语句We make a for the (身体部位)表述堆雪人的过程。教具准备：橡皮泥或纸片做的雪人身体的各个部分。教学过程：Step 1 Leading-in1、 A riddle about a snowman.教师口述一则关于雪人的谜语，在学生猜出谜底后揭示主题。并通过师生交流及PPT图片欣赏激活学生的经验背景。T: Yes, snowman. Look, this is a snowman. And these are snow

4、men. (ppt. to show the pictures) In which season we can make snowmen?S: In winter.T: Did you see or make a snowman before? How do you feel?S: Yes! I feel very happy/T: Great! (show the pictures of making snowmen) It is fun. So making snowmen is a great winter fun activity.(write the topic)(设计意图：以猜谜的

5、形式，激发学生的思维并使学生积极地参与其中，谜底的揭晓开门见山地揭示主题，漂亮的雪人能快速将学生引入情境。)2、 What do we need to make a snowman?学生根据自己的生活经验，说一说堆雪人所需要的物品，PPT逐一呈现图片，对于新词汇大家一起看图片学习。T: I think you must know what we need to make a snowman.S: We need snow, stones, carrots (try to show the pictures what they say)T: We also need some sticks. W

6、hat are they usually for?S1: I think stones are usually for the snowmans eyes.S2: I think carrots are usually for the snowmans nose.(设计意图：通过让学生说一说他们制作雪人所需的物品，激活学生已有的背景知识，为更好地理解文本作准备，同时也在图片、语言等情境中学习词汇snowball, stick，运用I think表述自己的想法。)Step 2 Presentation and practice.1、 Listen to the text and draw the

7、 snowman.学生听课文录音，在整体感知的基础上尝试画出雪人。 T: I think you have your own snowmen in your mind. Li Ming and Jenny are making a snowman now. Lets listen and follow them to draw the snowman they are making. Lets look at the screen，is it as the same as yours？(After listening, the teacher asks the students to show

8、 their pictures in the group, then discuss the difference.)(设计意图：学生结合自己的生活经验和文本内容听、画雪人，整体接触、理解文本，感知、输入所学语言。)2、Listen to the text again and watch the cartoon.再听课文的同时观看雪人成形动画，在验证前期理解的基础上填表格抓关键信息。 T: What do they need for the snowman? (The teacher shows the class the following form and then ask the cla

9、ss to fill in the form. Objects for the snowmanParts of the snowmana big snowballa small snowballa carrot two stones two potatoestwo sticks学生表述的同时教师点击呈现表格中左栏部分，随后组长将手中的表格分发给组内同学，右边一栏由学生自己在表格中填入。The teacher asks the students to describe the steps of making a snowman. Ss: First make a big snowball for

10、 the snowmans body. Make another snowball for the head. (设计意图：伴随课文录音，PPT呈现生动的动画，将雪人的制作过程展现得一目了然，从视听的角度对学生进行语言再输入，强化理解感知。在教师的引导下自主提炼关键语言信息，并以此为语言支架尝试进行meaningful practice。活动环环相扣。)3、 Read the text again and answer the questions in the student book.学生默读课文回答课后练习1中的问题。边读边划出与答案相关的语句。 T: Read the text agai

11、n and answer the questions. I think its not hard for you to find the answers now. Please underline the sentences. Before sharing the answers in the class, the students discuss the answers in their groups.(设计意图：通过前期活动的整体输入、理解、重点操练，学生再次阅读文本，在文本中划线问题答案，训练了阅读策略。在小组交流答案过程中，学生思维碰撞的同时学习质量得到提升，语言感悟、表达能力随之加强

12、。)4、 Read Part One in pairs.学生分角色朗读课文。在朗读之前教师做朗读技巧指导。T: Before reading, try to read this long sentence ,please.“Can you put this snowball on that snowball?” “I have two stones for his eyes, a banana for his mouth and two potatoes for his ears.”(The students try to read it and the teacher guides.)(设计

13、意图：对话形式的文本利用两人一组的形式分角色对话朗读，更利于语感和语言表达能力的培养。对于较难读的语句教师重点指导朗读技巧，如按意群，升降调练习等。）Step 3 Consolidation and extension1、Arrange the sentences.完成课后练习题2。学生默读语句并在图片的帮助下，将袜子雪人的制作过程正确排序。T: We can also make a snowman using paper and a sock. Look! Its a sock snowman. How to make it? Please read the sentences and nu

14、mber. （Then volunteers show the correct order of the passage.）T: Well, whod like to show us your idea?S: First, next, then,finally (设计意图：学生在阅读的过程中为实现目标任务，融合所有能够利用的资源，包括图片，生活经验等,寻找句子之间的逻辑关系,锻炼记忆及逻辑思维能力。)2、 Retell how to make a snowman.在前面学生填好的表格的基础上，教师通过PPT呈现补充部分，学生在表格的帮助下尝试将雪人的制作过程表述得更加有条理。Steps of

15、making a snowmanObjects for the snowmanParts of the snowmanFirstNext ThenFinallya big snowballbodya small snowball heada carrot nosetwo stones eyetwo potatoes eartwo sticks arm(设计意图：利用上表信息，教师引导学生利用first , next, then, finally尝试口头表述堆雪人的过程，同时也是对所学文本的语言重组内化的过程，促进学生语言表达能力的提高。)3、Task Activity: Make snowme

16、n and describe in groups学生四人一组利用准备好的橡皮泥和纸片制作雪人，在制作过程中和完成后开展表述活动。 (设计意图：在合作中，培养学生倾听习惯、分享和合作意识，在小组学习中，发展学生用语言做事的能力。)5、 Sing a song.播放歌曲VCD，学生一起跟唱。T：Making a snowman is winter fun. What else winter fun you know ?S: Playing on the snow, throwing snowballsT: And skating, skiing( body language to show tha

17、t) so much fun in winter! Now lets enjoy a song.(设计意图：学生在音乐的氛围中再次感受winter所带来的乐趣。)6、 Express their ideas.多媒体呈现下面写作内容，学生拿出老师下发的写作表达表格，完整描述制作雪人过程，教师巡视指导。 Making a snowman Winter is coming. It is fun to Picture of the snowman _First_ _I put a on the snowman. Wow!Its so _.(设计意图：通过对文本的多次输入，学生已经理解、内化所学语言，能够运用所学目标语清楚表达自己的想法，此时设计书面表达活动，有利于学生思维的创造和升华。把小练笔制成精美的poster放入成长记录袋，是课堂教学的升华，学生在这堂课中获得的不仅是学习能力上的进步，更是一段美好的成长历程的记录，促进学生心智健康发展。)板书设计： Lesson 15 Winter FunMake a snowman First Then