Module9 Unit1Best wishes to you教学设计.docx

1、Module9 Unit1 Best wishes to you教学设计新标准英语（一年级起点）六年级下册Module9 Unit1 Best wishes to you!教学设计 新标准英语（一年级起点）六年级下册Module9Unit1 Best wishes to you! 一、教材分析本课选自外研社版新标准英语（一年级起点）六年级下册，第九模块第一单元，本课的主题是即将小学毕业，表达毕业祝福。课文的情境是Daming邀请朋友们在自己的毕业纪念册上写毕业寄语，Daming自己先在纪念册上写下了一段文字，他的朋友Lingling, Amy和Sam也分别留言，致以最美好的祝福，还贴上了各自的

2、照片。二、学情分析学生经过六年的英语学习，已具备了一定的学习能力，能够把大部分文本信息提取并进行整合，将形象思维转化为抽象思维，因此，我把本课设计为读、写课。即将毕业的学生们对于本课主题和文本中主人公所表达的情感一定感同身受，并且会很渴望借助课文的学习和老师的引导学会用英语表达自己对朋友们的留恋与祝福，如果教师课堂氛围渲染恰当，学生们会很愿意抒发自己的情感，表达美好的祝福。三、教学目标（一）语言知识目标1.全体学生能理解并运用wish,best wishes,luck,primary school,keep,forever,joy, future, taught, wonderful, hap

3、piness2.全体学生能运用Best wishes to you! Good luck to you!表达毕业祝愿（二）语言技能目标1. 全体学生能听懂Best wishes to you!等祝福语2. 全体学生能说出Best wishes to you! Good luck to you!等祝福语 3. 全体学生能在小学毕业前为好朋友在毕业录上用所学词汇和句型留言（三）情感态度与文化意识目标1. 学生乐于感知并积极尝试使用英语表达祝愿，增强学习兴趣2. 在学习和日常交际中，能初步感知中外祝福语的异同3. 学生能运用本课所学的目标语言准确地表达情感，并懂得友情的重要四、学习策略能积极与他人合

4、作，共同完成学习任务；能积极运用所学知识进行表达和交流。五、教学准备PPT，句子卡片，学习单，照片，同学录六、教学重难点教学重点：学生能运用目标语言在真实的情境中谈论友情并互赠祝福教学难点：学会用所学词汇和句型彼此互赠临别祝福七、教学过程Step: GreetingT: Are you ready for the class?Ss:Yes!T: OK, stand up. Hello, everyone! Ss:Hello, teacher.T: Sit down, please.T:Children,please look at the board.If you do well,a flow

5、er for you.This is boysteam,and this is girlsteam.The more,the better,understand? Ss:Yes,teacher!T:So try your best,OK?【设计意图：教师热情地和学生们打招呼，营造轻松愉悦的学习氛围，同时宣布本节课的奖励机制，将男生女生分为两队，进行积攒花朵PK赛，旨在激发六年级学生的学习兴趣，培养他们积极参与、勇于挑战的精神。】Step: Warm-up and Lead-inT: Lets play a guessing game. Look at the information,try t

6、o guess who they are. Question one:He is a clever boy.He is good at Maths.He can play the saxophone.He can paint on the board very well.Question two:She is a woman.She is our friend.Everyday she is very busy with our works.She taught us Chinese and Maths.She helped us all.Question three:He is a boy.

7、He is from China.He is our old friend.He helped us in English.His teacher is Mrs Smart.Amy, Lingling and Sam are his friends.【设计意图：教师设计了猜人的游戏作为本课开始的热身环节内容，学生通过教师所给出的层层递进的信息，猜出符合所描述的这个人。本环节的设计目的有三：一是复习描述某人性格品质特点的形容词，为接下来的输出和写作做好铺垫；二是让培养学生对文字信息的速读、提取能力；三是借助游戏激发学生的学习兴趣，使学生快速进入英语学习状态。】Step: Presentation

8、 Brainstorming about a good friends characteristics. T: When we describe a persons character, we can use these words. Look, what else do you know?kind, clever, helpful, cheerful, optimistic, generous, honest, wonderfulNow,lets talk about your best friends, try to use these words.【设计意图：营造轻松、愉快的学习氛围,让

9、学生复习了描写人物特点的表达，为下文的学习做好铺垫。】Step:Text learning1.T: Lets guess another friend. Who is he? He is our old friend. He is 12 years old. He is naughty but lovely. He is good at sport. Sam is his best friend.S: He is Daming.T: We knew him when we started learning English in grade one. Daming is in grade six

10、 now. He is going to say goodbye to primary school. He is going to say goodbye to his friends. Does he wish to leave? Why?S: Because he enjoyed the time together with his friends in primary school. T: Yes, he enjoyed the time. Why？ Because there is a lot of joy.新授 joy 喜悦Because he will go to differe

11、nt middle schools soon, he will miss his friends.2.听课文第一段录音，找答案。T: But Daming had a good idea. What did he do? Lets listen and answer.S: Ask his friend to write a message in the book. T: Yes, so he can keep it forever.Look, to write in a primary school leavers book. (同学录) I keep it forever.Who wrote

12、 in Damings book? Guess.【设计意图：通过让学生带着问题听课文，更能锻炼听力能力，同时更能专注于文本的学习，培养学生在听课文时捉住关键点。问题的解决同时也能自然过渡到下一段课文的学习。】3大声朗读玲玲写给大明的毕业寄语,师生共同总结毕业寄语的写作内容。T: Please open the books to P51, and read linglings message loudly. T: What did Lingling write to Daming? Lets fill in the blanks together.You are a naughty _ love

13、ly boy. You _ (help) me _ sport. You_ (bring) us a lot of _. Good _ for the future. T: Lets look at this message from Lingling together. How many parts can you divide this message? Three parts.Characters Unforgettable things Best wishes and feelings新授: wish 愿望;祝福 Best wishes 最美好的祝福I wish to wish the

14、 wish you wish to wish，but if you wish the witch wishes. I wont wish the wish you wish to wish.我许下你许下的愿望，倘若你许下的是邪恶的愿望，那我就不会许。【设计意图：大声朗读指定文本信息，通过填空练习学习文本中的关键知识点，再由整体感知到将文本信息分层概括，提炼出毕业寄语的通用格式，为学生自主学习接下来两个毕业寄语打好支架。】4.小组合作，利用毕业寄语的思维导图完成Amy和Sam的毕业寄语。T: Now lets put these contents in a mind map. See? Lets

15、 retell Linglings message together. T: Now please read P51 Amy and Sams messages silently. Each group has got a mind map. Please fill in the mind map in groups. Group 1，2，3,4 fill Amys message in the mind map. Group 5，6,7,8 fill Sams message in the map.T: Lets report Amys message first. Now lets rep

16、ort Sams message.Step：Practice1.将三个人的毕业寄语放进一个思维导图中，呈现的将是大明的小学生活。让同学们观看课文动画，体会大明的小学生活。T: Lets watch Damings primary school life together.【设计意图】将三个朋友为大明写的毕业寄语放到一个思维导图中，整体呈现出的是大明的小学生活状态，再完整观看动画，这更有利于学生整体感知如何描写小学生活中的人和事，以及如何抒发情感。2. RetellingLet the Ss try to find out the key words,and describe something

17、 about Daming.【设计意图：教师让学生根据屏幕上导图提示的三类问题，自己在黑板上找到关键词并回忆出课文中的完整句子，进行输出。教师鼓励孩子大胆说出原句，然后将同类信息进行整合，找学生完整描述大明的各项特质和信息，教师将板书归纳，用简笔画的形式绘出一只展翅飞翔的蝴蝶，左边翅膀为大明的品质，右边翅膀是他曾经为朋友们做过的事，头部为朋友送来的祝福语。简笔画式板书激发学生兴趣的同时，可以让孩子们记忆深刻，方便复习。】Step：PrewritingLet the Ss have a rest, watch a video which was prepared before. They are

18、 the best wishes from their classmates and teachers.【设计意图：教师课前找到班级个别有影响力的学生和任课老师们为孩子们录制了一段小视频，在毕业来临之际送上自己最真挚的祝福，设计本环节旨在让录制视频的学生们为全班的同学们做一个语用的示范，将本课所学知识运用到实际生活中去，达到真正的英语语用目的；同时有老师的加入又非常渲染临别气氛，帮助学生们快速进入珍惜彼此、思绪万千的写作状态。】Step：WritingT:Children, I think youll have lots and lots of words to say to your bes

19、t friends. Please take out your worksheets,write down your best wishes,OK?.T:Have you finished? Now its your time!Please find your friends,and read your messages to them. If you can share, one flower for you. If you can hug each other,two flowers for you. If you can say your friends hobby, three flo

20、wers for you.Lets begin!【设计意图：让学生们自己展开思绪，回忆过往，写下与好友昔日的故事并为好友送上真挚的祝福。然后让学生们自由活动，找好友分享，在抒发情感的同时大量输出，高效语用。培养学生们珍惜友谊的情感态度。】Step: Emotional educationT: Children,how time flies! When you first came to Lianfeng Primary School, you were so cute, and you couldnt do any things by yourselves.But now you are ta

21、ll,and you can solve many problems by yourselves. And you are wonderful!I wish in the future, you can work harder ，and then you will meet your bright future! Just like the butterfly,OK? Fighting! 【设计意图：教师找到些学生们小时候刚入校和不同年级时的照片，帮学生们回忆小学六年的美好时光，激励他们努力勤奋，遇见最好的未来。】Step: SummaryLet the Ss say what they ha

22、ve learnt today. 【设计意图：在总结环节为学生们提供了很多可供选择的提示语，让学生们发散思维，畅所欲言地分享所学内容，包括知识点和情感态度的培养，而且还在最后设计了留白处，让学生们自由发挥。】Step: HomeworkThere are two parts. Have to do,and choose to do. The more, the better. Different level, different flowers.【设计意图：设计两部分作业内容，必须完成和选择完成，不同的作业等级奖励不同数量的花朵，将课堂评价机制延续到课后，充分调动学生学习的主动性和积极性。】八、板书设计：九、教学反思 本节课孩子们学会了如何在毕业之前用所学词汇和句子彼此留言，我带领着学生们一步一步，由浅入深地实现了教学目标。我的学生们收获很多，输出顺畅。同时，我在完成教学目标的过程中惊喜地发现，学生们是如此的珍惜他们六年间彼此的深厚友情，很多学生都真情流露，泪流满面，我收获了意外的感动。