译林版小学英语教案之六上U8+Checkout+time教案.docx

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1、英语（六年级上册）Unit 8 Chinese New YearCheckout timeTeaching aims and learning objectives 教学目标.能正确完成Checkout time中的练习。1 .能对照Ticking time的三个目标进行客观的自我评价。2 .能复习并巩固本单元所学的单词和句型。3 .能用丰富的语言介绍春节的计划。4 .能正确运用电子邮件的格式。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1.能正确完成Checkout time中的练习。2.能对照Tickin

2、g time的三个目标进行客观的自我评价。教学难点：1.能用丰富的语言介绍春节的计划。2.能正确运用电子邮件的格式。Teaching procedures 教学过程Step 1 Lets reviewT: Do you remember Anna?S: Yes. Shes Su Hais e-friend. She lives in Hong Kong .T: Anna wrote an email to Su Hai and now Su Hai is telling her mum about Annas email.（教师用PPT呈现有关安娜计划的思维导图；学生扮演苏海，将安娜的计划复述

3、 给苏海的妈妈听）Step 2 Checkout time1. Ask and answerT: Now Su Hai wants to write to Anna, she is talking about the plan with her mumbefore writing.T: Guess, What is she asking?51: What are we going to do at Chinese New Year?52: Who are wc going to visit?53: What are we going to eat?54: What food are we go

4、ing to make?55: What places are we going to visit?T writes the questions on the Blackboard one by one.2. Choose and writeT: What are Su Hais questions and what are her mothers answers? You can find the answers after completing the email.（学生完成邮件，依次朗读课文，检查答案）T: What are Su Hais questions?（学生选出问题）T: Wh

5、at are her mothers answers?（学生依次回答下列问题；教师将关键词写到黑板上）Step 3 WritingT: If Anna is your e-friend, what are you going to write to her?（学生分组进行问答）T: The mind map is very useful. Try to draw a map before you write.（老师邀请一些学生提供他们的思维导图）T: Its time to write an email. Who are you going to write to? How to write

6、an Email?（教师用PPT呈现范例）Dear,Love/Bcst wishes,(Your name)教师提醒学生写自己的计划时注意用be going to的结构；学生写邮件介绍自己 的春节计划；教师邀请两位或更多学生朗读他们的邮件，与同学提供他们的计 划，并鼓励其他学生做出评价；最后，教师修改学生邮件）Homework家庭作业1. Read Checkout time.2. Modify your writing and send it to your friends/teachers/e-friends.3. Review Unit 8.Teaching aids教学准备(含教学设计

7、)教学准备:PPT课件、图字卡板书设计：Unit 8 Chinese New Yearbe going toWhat/we/do?What food/we/eat?What place/we/visit?Who/we/visil?说课设计本堂课时，主要有以下一些侧重点：复习导入，导图辅助。本课有关于苏海的回复邮件，所以设计教学活动时仍 围绕主题进行复习，让学生的学习更有真实感。在复习中，思维导图的呈现能够 很好地帮助学生进行学生的语言归纳与表达，也为学生下一环节的写作训练提供 了参考的样式。自由问答，拓宽思维。基于前四课时的学习基础，我在教学时设计了开放式 的问答，既能够翻开学生的思路，让学生能够更丰富地运用语言知识，也为学生 的写作提供更多的素材。联系实际，开展能力。通过角色假设，让学生先聚焦在同一主题上进行讨论, 使讨论更有意义和针对性。让学生联系实际，给熟悉的人写一封电子邮件，让学 生的综合能力真正得到了提高，也让学生的写作更有实际意义。