Unit 3 Dragon Boat Festival 单元分析以及教学设计 2020-2021学年牛津上海版英语六年级下册.docx

1、Unit 3 Dragon Boat Festival 一、单元教学内容与目标1. 语言知识词汇 核心词汇: festival, race, something, celebrate, (be) born, ago, country, very much, advice, king, die, later, lose, battle, danger, in danger, remember, without, moon cake, would rather, send 拓展词汇：lunar, pudding词组：1. have dragon boat races 举行龙舟节3. the sto

2、ry of the festival 节日的故事4. two thousand years ago 2000年以前5. give advice to the king 给国王提出建议 give advice to sb. 向某人提建议6. take his advice 接受他的建议/ take Qu Yuans advice 接受屈原的建议 take ones advice 接受某人的建议7. listen to him 听他的话 listen to sb. 听某人的话8. lose a battle 打了败仗9. in danger 处于危险10. jump into a river 跳进

3、河里11. the fifth day of the fifth lunar month 农历五月初五12. on that day 在那天13. would like to know something about the Dragon Boat Festival 想知道一些有关龙舟节的would like to do sth. 想要做某事know something about 知道一些有关的事情14. a salty rice dumpling 咸粽子15. rice dumplings with meat 有肉的粽子16. salty ones without meat 没肉的咸17.

4、 would like some rice dumplings 想要一些粽子would like sth. 想要某物18. would rather have a piece of pizza 宁愿吃一片匹萨would rather do sth. 宁愿做某事词形转换：1. die (v.) - dead (adj.) 2. danger (n.) - dangerous (adj.)3. with (prep.) - without (prep.) 4. celebration (n.) - celebrate (v.) 5. advice (n.) -advise (v.) 6. salt

5、y (adj.) - salt (n.)7. one (pron) - ones (pl.)知识点：1. 掌握动词及过去式：hate, celebrate, know (knew), tell (told), give (gave), take (took), die (died), lose (lost), become (became)2.掌握各种口味的粽子名称：a salty rice dumpling, a sweet rice dumpling, sweet rice dumplings with beans, salty rice dumplings without beans.

6、3.掌握部分传统中国节日：Spring Festival, Qingming Festival, Dragon Boat Festival, Mid-autumn Festival 4.表达喜欢与不喜欢：I love rice dumplings, but I hate spring rolls.My friend loves apples, but he hates bananas.5.语言功能：表达提议及偏好1）- Would you like some sweet rice dumplings?- Yes, please./No, thanks.2）- Would you like sa

7、lty rice dumplings or sweet rice dumplings?- Id like some salty rice dumplings.3）- Would you like some dumplings?- Yes, please, I really like dumplings.- No，I dont like dumplings very much. Id rather have a piece of pizza. 语法：1. would like (to)句型询问为别人提供物品。2.would rather do 句型表偏爱。3.介词 with和 without作定

8、语的用法。4. 用一般过去式讨论过去发生的动作2. 语言技能1）能用love和hate 表达喜欢和厌恶。如：I love salty rice dumplings, but I hate the sweet ones.2）能用情态动词would来表达“提议”。如Would you like some rice dumplings with beans? 并能够准确表达出自己的意愿。如：Yes, please./No, thanks. Id rather have some spring rolls.3） 能用带有with和without的食品名称。如：sweet rice dumplings

9、with beans, salty rice dumplings without meat.4) 能从时间、事情、特色等几方面对某一个节日进行口笔头的说明介绍。3. 学习策略 本单元主要通过Ask and answer, Read for specific information, Fill in the key words, retell the story等学习策略展开阅读教学；并开始渗透表演剧的教学。4. 情感与品德通过学习中国传统节日，让学生了解中国的民俗民情；通过学习屈原和端午节的故事，培养学生的爱国主义精神。二、单元教学建议1. 本课中出现了表达喜好和厌恶的句式，如I love,

10、but I hate. 以及表达意愿的句型would rather do sth. 这属于英语的功能性语言之一，要反复练习，尤其是would rather do 是第一次出现，可以拓展prefer to do一起教学。2. 本课中出现了较多的表达询问他人意见的句子。如Would you like ?/Would you like to ?及其肯、否定回答等。这些句式在6A中已经出现，如Would you like to be a policeman?等。作为功能性语言，教师有必要在课堂教学中加以一定的机械性训练。3. 介词with /without做定语的用法在中学阶段第一次出现，建议教学后用

11、中译英的方式加以巩固。4. 通过讲故事的形式，学习一般过去式的用法。在以前的课文学习中，已或多或少出现过一般过去时，教师可在此做一个总结。5. 文中第一次出现了动词不定式作表语的用法，建议教师把它作为一个句型去教学，不要过多地强调语法。6. 本课的课题是节日，在整个初中阶段中，会出现许多节日，建议教学时信息量的输入可以大些。也可以在课前要求学生收集中外的各种节日并且在课堂共享。三、教学设计【案例一： 第一课时 阅读教学】Reading: Quyuan and the Dragon Boat Festival1、教材分析本课为Unit 3 的第一课时，定位为课文阅读教学。内容为Reading:

12、Quyuan and the Dragon Boat Festival。课文围绕讲述屈原的故事引出端午节的由来和以及如何庆贺端午节日的话题展开各项语言活动，它的材料结合历史知识。学生通过学习，掌握有关端午节的词汇，了解我们国家的风俗习惯和传统文化，体现了英语新课标中要求培养学生文化意识等素养。除了掌握故事中出现的生词之外，本课还强调了一般过去时的用法，要求学生掌握一般过去时的结构、用法以及强调了几个动词的过去式形式。除此之外，文中第一次出现了动词不定式作表语的用法。2、教学目标1) To teach the new vocabulary and sentence:Vocabulary: fes

13、tival, race, something, celebrate, be born, ago, country, advice, king, die, later, lose, battle, danger, in danger, lunar, rememberSentence: His job was to give advice to the king.2) To improve the students abilities of reading and retelling.3) To inspire the students feelings of respecting the nat

14、ional hero and loving their country.3、教学活动设计教学步骤教学实施建议设计说明Warming-up1. Watch a video clip about some Chinese traditional festivals. 能迅速带学生走进与学习内容相关的主题；激发学生的背景知识；为后续学习做好充分的准备。Pre-task preparation1. Talk about Mid-autumn Festival and other Chinese traditional festivals, like Spring Festival, Lantern F

15、estival, Qingming Festival, etc. (with the pictures shown) Ask them which festival they like best, when it is and why they like it.Elicit: festival / something / celebrate / remember the _ day of the _ lunar month (with the calendar shown) the Dragon Boat Festival看似随意地交谈，其实是英语教学中引入新知重要的方法之一。如果上课前布置了

16、预习任务，也可以在这个环节通过问答进行检测。While-task procedure1. Ask and answer:1) What do people do on the Dragon Boat Festival? Teach: race2) When is the Dragon Boat Festival? Elicit: the fifth day of the fifth lunar month3) Why do people celebrate the Dragon Boat Festival? Tell the Ss that there is a story of the fe

17、stival. Kittys class also wants to know something about the Dragon Boat Festival. They are asking Miss Guo about it. 2. Ask the Ss to read Paragraph 1&2 and answer the questions:1) When was Quyuan born?2) What was his job?Teach: His job was to。3) Why was he sad?4) How did he die?Teach the new words:

18、 be born, ago, country, advice, king, die, later, lose, battle, danger, in danger,3. Ask the Ss to complete the following sentences according to the text using the proper forms of verbs. Elicit: the simple past tenseQu Yuan _ born about 2,000 years ago in China.Qu Yuan _ his country very much.The ol

19、d king always _ his advice. The old king _ and the new king _ not listen to him.The new king _ a battle and Qu Yuan _ very sad.Qu Yuan _ into a river and _ .It _ the fifth day of the fifth lunar month of that year.Emphasize: loved / died / jumped was / took / did / lost 4. Ask the Ss what people do

20、today on the fifth day of the lunar month. Elicit: the simple present tense5. Write two lists of verbs mentioned in the text and tell the difference between the simple past tense and the simple present tense. 6. Ask the Ss to do soft reading, then select some to read the text.7. Invite the Ss to ask

21、 and answer in the form of a competition.对于故事性强的阅读文本，问题的设计特别重要。提问的顺序或者是难易度都对学生对文本的理解起到重要的作用。除了要求理解故事、复述故事，文中还出现了大量的一般过去时表达，因此要求学生在理解文本之后，填入动词的过去式，并与最后一段的一般现在时做比较，加深印象。用竞赛形式对学生是否理解文本、记忆信息做检测，让学生的参与面更广些。可以把每个小组假设成一支龙舟队，让学生感受龙舟比赛的激烈，同时增添学习的趣味性。Post-task activity1. Give the Ss some key words and ask the

22、m to retell the story.be born, his job was to , the old king/ the new king, lost a battle, take his advice, in danger, sad, died, eat / have, to remember 2. Tell the Ss that they need to write a script for this story. Teach them how to write a script. (if time permits)How can we write the scripts?1.

23、 The narrator should introduce the scene.2. Each character in the story should write their own words.3. You are preparing for the short play, so your scripts should be easy to read and act out.4. Use short sentences.5. Use body language to make your play interesting.学生要复述课文,首先要考虑说什么、怎么说,无论是词语的选择,还是句

24、子的组织或时间顺序的安排、复述的条理等等都要经过理解、记忆、归纳等。在语言的综合运用部分有计划地要求学生复述课文，对学生的语用能力有很大的促进作用。牛津英语教材中有大量适合于表演剧的文本。可以在教学过程中渗透根据文本编剧本的基本方法以及表演的基本技巧。六年级学生爱说爱演，这个环节可以极大地激发他们对学习英语的兴趣。Homework:1. Practise reading the text and try to recite it.2. Finish the exercises on Page 19 of Workbook.3. Write a script for the text and s

25、how it in a group of five. Now, we are going to act out Qu Yuans story.Step 1: Work in groups of at least five students.Step 2: Choose your roles. One student acts as Qu Yuan, another as the old king, one as the new king, one as a soldier and the fifth one will be the narrator.Step 3: Write the scripts.Step 4: Act it out.