四年级上册Module6汤雪梅四上M6U2HappyHalloween!教案.docx

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1、龙泉驿区西河小学课堂教学设计表课型NEW课题Module6Unit 2Happy Halloween!设计者汤雪梅教学 目标1、语言知识：（1）会说并认读单词 Halloween, trick, treat, give, come in, of course（2）能听懂、会说并认读句 T Trick or treat, give me a sweet.2、语言技能:用Can I have some.?表达需求3、学习策略：认知策略；交际策略；4、情感态度：激发学生学习兴趣，培养学生的合作意识，形成良好的语言交 流习惯。5、文化意识：了解国外节日习俗的同时，弘扬本土文化（中元节），增强民 族自信

2、。教学 重点；隹确认读和运用词汇：Halloween, trick, treat, give, come in, of course教学 难点情境中灵活运用句型：Can I have some.? Yes, you can./Sorry, you cant.学习 准备学生：sweets, costume教师：PPT, sweets学程 教过学生活动教师活动设计意图首学 阶段Step1 .Ss greet with the T2 .Free Talk:( can speak Chinese )Stepgreets with the Ss.2. T asks:What do you know ab

3、out Halloween?互学 阶段Step in1. Ss read by themselves.2. Ss watch and remember the new words.3. Ss learn the new words: Halloween, trick, treat, give4. Role play (move around to get sweets from others)Step in1. T: Lets read some information about Halloween.2. T :Lets watch a video about Halloween and r

4、emember the new words.3. Play the video.4. Teach the new words5. Lead Ss to practise:A: Trick or treat, give me a sweet.B: Happy Halloween! Here are your sweets.群学 阶段Step & practice1. Ss look at the picture and answer.2. Ss watch and repeat the sentences.Answer: He wants some sweets.3. Read in roles

5、(boys&girls)4. Read together.5. Group work:A: Can I have some.?B: Yes, you can./Sorry, you cant.6. Volunteer to show before the class.Step 3. Presentalion& practice1. T:Who is he?2. T: Lets watch and repeat.Then answer:What does he want?3. Lead.4. Show pictures of food. Ask students to practise in g

6、roups.共学 阶段Step 4. Summary1. Enjoy the video about Halloween.2. Watch the video about Zhongyuan Festival.3. Learn some new words about Halloween.4. 谨记：崇尚科学、尊重信 仰、远离邪教Step1. Play the video: This is Halloween.2. Play the video:中元节简介 vocabulary teaching.4.宗教简介国际理 解渗透 内容万圣节习俗简介，对比传统节日中元节，找相似，叙不同。作业 布置Read the text aloud fluently.板书 设计M6U2-Happy Halloween!Trick or treat, give me a e inCan I have some.?of courseYes, you can./Sorry, you can.教学 后记优点：课堂活动多元，气氛活跃；学生兴趣高昂，熟练掌握重点句型和单词。不足：个别学生游离课堂内容之外，教师没有及时关注；文本解读不够细致。