Module2Unit1There'sChinesedancing.（教學(xué)設(shè)計）外研版英語六年級上冊

Unit1There'sChinesedancing.教學(xué)設(shè)計一、教材分析：本節(jié)課是外研版小學(xué)英語六年級上冊Module2Unit1的教學(xué)內(nèi)容，主題為"There'sChinesedancing."本單元主要圍繞介紹中國傳統(tǒng)舞蹈展開，通過聽、說、讀、寫等多種方式，培養(yǎng)學(xué)生的英語聽說能力和文化意識。二、教學(xué)目標：1.聽：能聽懂并理解有關(guān)中國傳統(tǒng)舞蹈的基本信息。2.說：能運用所學(xué)句型和詞匯進行簡單的口頭表達，描述中國傳統(tǒng)舞蹈。3.讀：能讀懂并理解與中國傳統(tǒng)舞蹈相關(guān)的簡短文章。4.寫：能根據(jù)所學(xué)內(nèi)容，用簡單的句子描述中國傳統(tǒng)舞蹈。5.文化意識：了解中國傳統(tǒng)舞蹈的特點和重要性，培養(yǎng)對不同文化的尊重和欣賞能力。三、教學(xué)重點和教學(xué)難點：教學(xué)重點：學(xué)習(xí)和掌握與中國傳統(tǒng)舞蹈相關(guān)的詞匯和句型，培養(yǎng)聽說讀寫的綜合能力。教學(xué)難點：運用所學(xué)知識進行簡單的口頭表達和書面表達。四、學(xué)情分析：學(xué)生是六年級的學(xué)生，已經(jīng)具備一定的英語基礎(chǔ)，能夠進行基本的英語交流。他們對中國傳統(tǒng)文化可能有一定的了解，但對中國傳統(tǒng)舞蹈的具體內(nèi)容和特點可能還不太清楚。他們具備一定的學(xué)習(xí)能力和接受新知識的能力。五、教學(xué)過程：Step1:Warmup(熱身)1.Greetinganddailycheckin(問候和日常簽到)Greetthestudentsanddoaquickcheckintoseehowtheyaredoing.Exampledialogue:Teacher:Goodmorning,everyone!Howareyoutoday?Students:Goodmorning,teacher!We'refine,thankyou!2.Reviewofpreviousknowledge(復(fù)習(xí))Reviewthevocabularyandsentencepatternsrelatedtodescribingplacesandactivities.Useflashcardsorpicturestoreviewthewordsandaskquestionstochecktheirunderstanding.Example:Teacher:Let'sreviewsomewordswelearnedbefore.What'sthis?(Showingapictureofapark)Student:It'sapark.Teacher:Great!Andwhatdowesaywhenwewanttodescribeapark?Student:Thereisapark.Step2:Presentation(呈現(xiàn))1.Introducethetopic(介紹話題)ShowpicturesorvideosofChinesetraditionaldancing,suchasthedragondanceortheliondance.Exampledialogue:Teacher:Today,wearegoingtolearnaboutChinesetraditionaldancing.Lookatthesepictures.HaveyoueverseenChinesetraditionaldancingbefore?Students:Yes/No.Teacher:Chinesetraditionaldancingisverycolorfulandlively.It'sanimportantpartofChineseculture.2.Presentnewvocabulary(呈現(xiàn)新詞匯)IntroducenewvocabularyrelatedtoChinesetraditionaldancing,suchas"Chinesedancing,""dragondance,""liondance,"etc.Userealobjects,pictures,orgesturestohelpstudentsunderstandthemeaningsofthewords.Example:Teacher:Thisisadragon.InChinesetraditionaldancing,peopleperformthedragondance.Canyourepeat"dragondance"?Students:Dragondance.3.Introducethesentencepattern(介紹句型)Introducethesentencepattern"There'sChinesedancing."Explainthemeaningandstructureofthesentencepattern.Modelthesentencepatternandaskstudentstorepeat.Example:Teacher:Now,let'slearnasentencepattern.Repeatafterme:"There'sChinesedancing."Students:There'sChinesedancing.Step3:Practice(練習(xí))1.Listeningpractice(聽力練習(xí))PlayanaudiorecordingorvideoaboutChinesetraditionaldancing.Askstudentstolistenandanswerquestionsrelatedtotheaudioorvideo.Example:Teacher:Listentotheaudioandanswerthisquestion:Whatkindofdancingdidyouhear/see?Students:Dragondance.2.Speakingpractice(口語練習(xí))Dividetheclassintopairsorsmallgroups.AskstudentstodiscussandsharetheirthoughtsaboutChinesetraditionaldancing.Encouragethemtousethesentencepatternandnewvocabularytheyhavelearned.Example:Teacher:Now,IwantyoutoworkinpairsandtalkaboutChinesetraditionaldancing.Usethesentencepattern"There'sChinesedancing"andthevocabularywelearned.Taketurnstoaskandanswerquestions.StudentA:IsthereChinesedancinginyourcountry?StudentB:No,thereisn't.ButI'veseenthedragondanceduringChineseNewYearcelebrations.3.Readingpractice(閱讀練習(xí))DistributereadingpassagesorworksheetsaboutChinesetraditionaldancing.Askstudentstoreadthepassagesindividuallyorinpairs.Guidethemtoidentifykeyinformationandanswerprehensionquestions.Example:Teacher:Readthepassagesilentlyandanswerthequestionsonyourown.Then,discussyouranswerswithyourpartner.Students:Readthepassageandanswerthequestions.4.Writingpractice(寫作練習(xí))AskstudentstowriteashortparagraphorafewsentencestodescribeChinesetraditionaldancing.Provideawritingpromptoratemplatetoguidetheirwriting.Encouragethemtousethesentencepatternandvocabularytheyhavelearned.Example:Teacher:Imagineyouarewritingapostcardtoyourfriend.WriteafewsentencestodescribeChinesetraditionaldancing.Startwith"There'sChinesedancing"andincludesomedetailsaboutthedragondanceortheliondance.Step4:Consolidation(鞏固)1.Classdiscussion(課堂討論)LeadaclassdiscussionaboutChinesetraditionaldancing.Encouragestudentstosharetheiropinions,experiences,andwhattheyhavelearned.Askopenendedquestionstostimulatetheirthinkingandencourageactiveparticipation.Example:Teacher:WhowouldliketosharetheirthoughtsonChinesetraditionaldancing?Whatdoyoufindinterestingaboutit?2.Culturalawareness(文化意識)Discusstheimportanceofpreservingandappreciatingtraditionaldancesindifferentcultures.pareChinesetraditionaldancingwithtraditionaldancesfromothercountries.Encouragestudentstorespectandappreciateculturaldiversity.Example:Teacher:ChinesetraditionaldancingisanimportantpartofChineseculture.Canyouthinkofanytraditionaldancesfromothercountries?HowaretheysimilarordifferentfromChinesetraditionaldancing?Step5:Wrapup(總結(jié))1.Reviewthekeypoints(復(fù)習(xí)要點)Summarizethekeyvocabulary,sentencepatterns,andculturalknowledgecoveredinthelesson.Askstudentstorepeatthewordsandsentencepatterns.Example:Teacher:Let'sreviewwhatwehavelearnedtoday.Repeatafterme:Chinesedancing,dragondance,liondance,There'sChinesedancing.2.Homeworkassignment(布置作業(yè))Assignhomeworktasks,suchaswritingashortessayabouttheirfavoritetraditionaldanceorresearchingmoreaboutChinesetraditionaldancing.Provideclearinstructionsanddeadlinesforthehomework.