Unit5 A Circus in the Park 教案
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| 名称 | Unit5 A Circus in the Park 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 123.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 广东版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-11-21 20:18:09 | ||
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教学材料：《开心学英语》六年级上册，
Unit 5 A Circus in the Park
More reading and writing 补充阅读
学段：六年级
The first Father's day started on June, 5th, 1910, United States. It was Mrs. Dodd’s idea. She lost her mother when she was very young. Her father raised her up. She was very thankful. She wrote a letter to the government. In the letter, she appealed to establish the Father's day. The government accepted her suggestion and decided that the third Sunday of June is the national Father’s day. From this year, the world started to celebrate Father’s Day.
Most of the countries celebrate Father’s Day on the third Sunday of June, but the time is different in other countries, such as Korea, Spain and so on. In Chinese Taipei, Father’s Day is on August 8th, because father sounds similar to “baba”.
We express our thankfulness and love to father in different ways. For example, we can cook for father; we can spend more time with father. etc.
教学设计
一、教学内容分析
这是一篇以“父亲节”为话题的阅读材料，讲述了父亲节的起源、不同国家庆祝父亲节的时间以及如何表达对父亲的感恩等内容。阅读材料文章内容丰富充实，通过对文本的学习，让学生更清楚地了解有关父亲节的知识，让他们学会感恩父母。但此阅读材料篇幅较长，并且文章中出现了较多难以理解的生词，加大了文章阅读理解的难度。
二、教学目标定位
1.语言知识目标
（1）学生能正确理解并运用文本中出现的生词和短语raise up, government, appealed to establish, celebrate, similar
（2）学生能理解文本大意，获取关于“父亲节”的基本信息。
2.语言技能目标
（1）运用略读、细读等阅读技能，理清文章的总体框架与脉络。
（2）借助图片、表格等非语言信息，增强学生阅读理解能力。
3.情感态度目标
（1）培养学生理解父母的辛劳并学会感恩父母。
（2）在小组合作互动中，增强学生的团队合作精神与分享意识。
三、教学重点和难点
1.文本中生词的理解与运用。
2.训练用英语获取信息、处理信息、分析问题和解决问题的能力。
四、教学策略选择
1.通过任务型教学法使学生对所学文本内容感兴趣。
2.通过快速阅读让学生了解文本大意。
3.通过细读让学生获取文本详细信息。
4.使用PPT辅助教学。
五、教学过程
Step1 Pre-reading
1. Sing a song.
2. Free talk about the festivals.
（设计意图和根据：以节日的话题作为引入，以旧带新，激发学生学习的兴趣，活跃课堂气氛；激活学生已有的关于节日的相关知识，为引出本课课题做好铺垫。）
Step 2 While-reading
Task1. Read and choose.
Read the passage quickly and choose the best answer.
The passage is about _____________.
A. The starting of Father’s Day.
B. The time of Father’s Day.
C. The ways to celebrate Father’s Day.
（设计意图和根据：快速阅读把文本作为整体来处理，掌握主旨大意，降低难度，使学生容易接受，训练了学生略读阅读技能，提高了学生阅读的积极性。）
Task2. Read and fill.
1. Read the passage carefully and fill in the blanks.
2. While checking the answers, explain some new words in different ways: raise up, government, appealed to establish,)
（设计意图和根据：第二遍阅读，指导学生详细阅读，找出相关细节，在表格上填空，并通过多种教学形式让学生理解生词，训练学生细读的阅读技能，帮助学生更详细地理解文本内容。）
Task3. Read and judge.
Read the passage for the third time, and have a judge. (T for true and F for false)
1. All countries celebrate Father’s Day on the third Sunday of June. ( )
2. The date of Father’s Day in Chinese Taipei sounds like “baba”. ( )
3. We can cook and spend more time with father. ( )
4. We should be thankful to our parents. ( )
（设计意图和根据：有了前两次阅读的基础，让学生第三次阅读，采用图片等辅助手段更深层次地发掘文本的涵义，加深学生对文本的理解，培养学生的阅读理解能力。）
Step 3 Post-reading.
1. Retell the passage according to the blackboard design.
2. Group work: What are you going to do on Father’s Day
（设计意图和根据：学生经过三次的阅读，对文本有了比较详细的了解，通过小组合作，学会与人沟通，激发他们感恩父母，培养正确的人生观和价值观，达到本课情感教育的价值目标。）
六、评价活动
本课通过“任务型”的语言运用评价活动，测定学生对真实生活中语言任务的反应能力，对学生的真实语言能力做出客观正确的判断以帮助教师和学生调整教和学。
板书设计
Unit 5 A Circus in the Park
More reading and writing 补充阅读
学段：六年级
The first Father's day started on June, 5th, 1910, United States. It was Mrs. Dodd’s idea. She lost her mother when she was very young. Her father raised her up. She was very thankful. She wrote a letter to the government. In the letter, she appealed to establish the Father's day. The government accepted her suggestion and decided that the third Sunday of June is the national Father’s day. From this year, the world started to celebrate Father’s Day.
Most of the countries celebrate Father’s Day on the third Sunday of June, but the time is different in other countries, such as Korea, Spain and so on. In Chinese Taipei, Father’s Day is on August 8th, because father sounds similar to “baba”.
We express our thankfulness and love to father in different ways. For example, we can cook for father; we can spend more time with father. etc.
教学设计
一、教学内容分析
这是一篇以“父亲节”为话题的阅读材料，讲述了父亲节的起源、不同国家庆祝父亲节的时间以及如何表达对父亲的感恩等内容。阅读材料文章内容丰富充实，通过对文本的学习，让学生更清楚地了解有关父亲节的知识，让他们学会感恩父母。但此阅读材料篇幅较长，并且文章中出现了较多难以理解的生词，加大了文章阅读理解的难度。
二、教学目标定位
1.语言知识目标
（1）学生能正确理解并运用文本中出现的生词和短语raise up, government, appealed to establish, celebrate, similar
（2）学生能理解文本大意，获取关于“父亲节”的基本信息。
2.语言技能目标
（1）运用略读、细读等阅读技能，理清文章的总体框架与脉络。
（2）借助图片、表格等非语言信息，增强学生阅读理解能力。
3.情感态度目标
（1）培养学生理解父母的辛劳并学会感恩父母。
（2）在小组合作互动中，增强学生的团队合作精神与分享意识。
三、教学重点和难点
1.文本中生词的理解与运用。
2.训练用英语获取信息、处理信息、分析问题和解决问题的能力。
四、教学策略选择
1.通过任务型教学法使学生对所学文本内容感兴趣。
2.通过快速阅读让学生了解文本大意。
3.通过细读让学生获取文本详细信息。
4.使用PPT辅助教学。
五、教学过程
Step1 Pre-reading
1. Sing a song.
2. Free talk about the festivals.
（设计意图和根据：以节日的话题作为引入，以旧带新，激发学生学习的兴趣，活跃课堂气氛；激活学生已有的关于节日的相关知识，为引出本课课题做好铺垫。）
Step 2 While-reading
Task1. Read and choose.
Read the passage quickly and choose the best answer.
The passage is about _____________.
A. The starting of Father’s Day.
B. The time of Father’s Day.
C. The ways to celebrate Father’s Day.
（设计意图和根据：快速阅读把文本作为整体来处理，掌握主旨大意，降低难度，使学生容易接受，训练了学生略读阅读技能，提高了学生阅读的积极性。）
Task2. Read and fill.
1. Read the passage carefully and fill in the blanks.
2. While checking the answers, explain some new words in different ways: raise up, government, appealed to establish,)
（设计意图和根据：第二遍阅读，指导学生详细阅读，找出相关细节，在表格上填空，并通过多种教学形式让学生理解生词，训练学生细读的阅读技能，帮助学生更详细地理解文本内容。）
Task3. Read and judge.
Read the passage for the third time, and have a judge. (T for true and F for false)
1. All countries celebrate Father’s Day on the third Sunday of June. ( )
2. The date of Father’s Day in Chinese Taipei sounds like “baba”. ( )
3. We can cook and spend more time with father. ( )
4. We should be thankful to our parents. ( )
（设计意图和根据：有了前两次阅读的基础，让学生第三次阅读，采用图片等辅助手段更深层次地发掘文本的涵义，加深学生对文本的理解，培养学生的阅读理解能力。）
Step 3 Post-reading.
1. Retell the passage according to the blackboard design.
2. Group work: What are you going to do on Father’s Day
（设计意图和根据：学生经过三次的阅读，对文本有了比较详细的了解，通过小组合作，学会与人沟通，激发他们感恩父母，培养正确的人生观和价值观，达到本课情感教育的价值目标。）
六、评价活动
本课通过“任务型”的语言运用评价活动，测定学生对真实生活中语言任务的反应能力，对学生的真实语言能力做出客观正确的判断以帮助教师和学生调整教和学。
板书设计