(共35张PPT)
Period 1
（接力版）六年级
上
Lesson 1
How many candles are there
Warm up
What is this video about
Birthday
My birthday is in autumn. What about you
Free talk
a party
a cake
many friends
Are / Is there...
any gifts
How do you celebrate your birthday
Free talk
Lead in
We must turn the lights off when we leave the room.
Today is Chenchen's birthday.
What are Chinchen and Steven doing
They are playing basketball near the kitchen.
Let's learn
Let's learn
What’s in the kitchen
There is a birthday cake in the kitchen.
What’s on the cake
There are some candles on the cake.
Let's learn
How many candles are there
There are five.
candles
/'k ndl/
Let's learn
Practice
Look, there are many things on the table.
There are two.
How many notebooks are there
How many crayons are there
There are six.
How many books are there
There is one.
Let's learn
Whose birthday is it
Are there any gifts
No idea.
No , there aren’t.
Let's learn
Are there any gifts for Chenchen at last
Yes, there are.
How old is Chenchen
Chenchen is five.
Look, Chenchen. There is a birthday cake on the table.
Whose birthday is it
No idea.
There are five.
How many candles are there
Listen and repeat
Happy birthday, Chenchen! Here are your gifts.
I’m five. It’s my birthday. Are there any gifts
No, there aren’t
Thank you!
Listen and repeat
Ask and answer
Are there any gifts on the desk
No, there aren’t.
Ask and answer
Are there any computers in the room
Yes, there are.
Ask and answer
How many candles are there
There are five.
Ask and answer
Are there any animals in the park
No, there aren’t.
Look and say
Are there any ...... in your room
Yes, there are.
Look and say
How many ...... are there
There are...
假如你是Lingling，来介绍一下你的房间吧。
Are there any beds in the room
Are there any books in the room
How many pictures are there
Practice
How many apples are there
four
1
2
3
4
three
1
2
3
How many oranges are there
Practice
five
1
2
3
4
5
How many pears are there
Practice
______________ oranges on the table.
There is an
There are some
There is a
There aren’t any
√
Practice
______________ peach on the table.
There is an
There are some
There is a
There aren’t any
√
Practice
______________ bananas on the table.
There is an
There are some
There is a
There aren’t any
√
Practice
Practice
______________ apple on the table.
There is an
There are some
There is a
There aren’t any
√
Practice
______________ pears on the table.
There is an
There are some
There is a
There aren’t any
√
Practice
______________ tomatoes on the table.
There is an
There are some
There is a
There aren’t any
√
Pair work
Are there any ... on the table
Yes, there are.
Make a new dialogue.
How many ... are there
Summary
How many candles/...（名词复数） are there
There is/are +数字.
Are there any gifts/...（名词复数） on the table
Yes, there are.
No, there aren’t.
Homework
Must do:
1. Read the dialogues.(Look, Listen and say.)
2. Try to role-play the dialogue with your partners.
(Look, Listen and say.)
Choose to do:
1.Draw a picture of your room and describe it to your friends.
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六上Unit 1单元整体教学设计
课 题： 六上Lesson 1 How many candles are there
教 材： 接力版（三年级起点）英语六年级上册
课 型： Lesson 1 How many candles are there
年 级：六年级
上课时长： 40分钟
单元整体教学设计思路
本单元以生日为话题谈论生日活动，复习和拓展此话题。学习运用“How many candles are there There are five. Are there any ... on .... Yes, there are. / No, there aren’t. ”等句型进行数量问答，谈论某处有某物。
二、语篇研读（附图）
What： 本节课选自接力版英语（三年级起点）六年级上册Lesson 1 How many candles are there 本部分学习的核心语言是运用“How many candles are there There are five. Are there any ... on .... Yes, there are. / No, there aren’t. ”等句型谈论某处有某物及数量问答。课文主要内容是谈论看到生日蛋糕的情景。核心语言使用场景为日常生活常见，易于理解且学生感兴趣，对学生的个人生活态度的养成有积极的作用。
Why: 本版块内容由看到生日蛋糕到得知自己过生日，而收不到礼物失望时，家人拿着礼物给他一个惊喜。内容有趣，深受小学生喜欢。主要学习“How many candles are there There are five. Are there any gifts No, there aren’t. ”的核心句型以及情景句型“No idea.”
How: 本课时学习运用“How many candles are there There are five. Are there any ... on .... Yes, there are. / No, there aren’t. ”等句型谈论某处有某物及数量问答。同伴之间对话练习，强调学生在自主探究、小组合作和多元评价的过程中提高沟通能力和解决问题的能力。
三、教学对象分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。我们的学生虽然已有三年的英语学习经验，但还存在很多问题。部分学生学习兴趣不是很高，个别的学生甚至对学习有厌恶感；回家不会学习，无正确的学习方法，学习态度谈不上十分端正，回家以后没有及时巩固练习；部分学生学习的目的性不是很强，导致学习习惯不好，学习无明确的计划，应付心理较强。作为语言学科，听读很关键，而大多数学生在这方面做得很不好。
教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，获取和梳理对话信息，使用核心语言: How many candles are there There are five. Are there any gifts on the table No, there aren’t. ;(学习理解）
2.在教师和同伴的帮助下，分角色表演对话，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价；（应用实践）
3.在小组内进行真实语境的创设，学习运用“How many candles are there There are five. Are there any gifts on the table No, there aren’t”等句型谈论某处有某物及数量问答；通过学习课文内容和重点句型促进学生懂得关爱家人，并形成有效的学习策略。（迁移创新）
完成本课时目标所需要的核心语言如下：
How many candles are there There are five.
Are there any gifts on the table No, there aren’t.
教学重难点
1.在实际情境中运用核心句型How many candles are there There are five. Are there any gifts on the table No, there aren’t.谈论物品陈设及数量问答。
2.总结字母Cc及字母组合ck的发音规则。
教学过程
教学目标 学习活动 效果评价
学习理解 在看、听、说的活动中，获取和梳理对话信息，使用核心语言: How many candles are there There are five. Are there any gifts on the table No, there aren’t. Si1. 1. Warm up 播放视频“Ten little candles”，询问学生这个视频是关于什么话题的呢？从而自然衔接过渡到本节课的主题。 Si1. 2. Free talk 老师的生日是在丰收的季节，秋季。那同学们是什么时间过生日呢？又会如何庆祝你的生日？都会收到来自谁的生日祝福和礼物呢？以此为情境引入本节课谈论生日活动，自然过渡到本节课的主要内容。 Listen and complete 同学们的生日活动各不相同，课文中的同学又会发生什么样的故事呢？我们一起听一听，说一说。 出示对话图片，播放音频，组织学生根据音频内容，跟读对话。帮助学生在情境中理解和记忆课文内容，并锻炼学生的听力能力。 4. Let’s learn ①出示多媒体课件，让学生根据图片回答： Now, Chenchen and Steven are near the kitchen. What’s in the kitchen What’s on the cake How many candles are there on the cake 重点词汇candle，出示对应词卡，同学们朗读； ②教师出示一些课前准备好的教具或利用手边学习用品，放在桌子上： Look, there are many things on the desk. How many books/pens... are there on the desk 学生回答：There are ...... ③引导学生思考推理： There is a birthday cake on the table. Whose birthday is it Are there any gifts on the table Why If you see a cake, what will you think of ④教师继续播放多媒体课件，学生听语音回答问题： How many candles are there Whose birthday is it How old is Chenchen Are there any gifts on the table Are there any gifts for Chenchen at last 5. Read and answer There is a birthday cake on the table. Whose birthday is it It’s Chenchen’s birthday. Are there any gifts on the table No, there aren’t. How old is Chenchen Chenchen is five years old. How many candles are there There are five. 出示问题，组织学生再次阅读课文内容，然后回答问题。考查学生对课文的理解和掌握程度的同时，锻炼学生的阅读理解、逻辑分析、综合判断和口语表达能力。 G Listen and repeat 再次播放多媒体课件，请学生听语音，感受课文中单词的发音，以及句子的语音语调，并跟读。 Re Show time 学生两人一组朗读并表演对话，然后自愿进行展示。 创设情景，让学生在具体情景中学习话题相关内容，引导学生积极参与互动和交流，学生能主动分享个人对该主题已有的知识、经验，教师根据需要调整提问方式进行追问或予以鼓励，预热学生提取关键信息的能力。 教师观察学生对细节信息提取的速度和准确性。 教师观察学生对细节信息提取的速度和准确性。 教师设置任务为学生总结提取关键信息。 教师观察学生朗读时的语音语调，及时加以纠正并鼓励。
设计意图：本阶段活动旨在帮助学生在语境中通过感知核心语言到运用逻辑推理建构文本，学习核心语言。学生在教师的指导下听音，模仿，朗读，表演等，从大意到细节逐步掌握学习要点，同时语言思维也得到有效发展。学生通过各种活动进一步理解、内化核心语言，为下一步语言输出奠定基础；同时价值观的渗透在任务完成的过程中主动完成。
教学目标 学习活动 效果评价
应用实践 在教师和同伴的帮助下，分角色表演对话，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行评价 1. Ask and answer 出示图片，组织学生根据图片，互动问答，询问某处是否有某物。考查学生对本节课语法内容的理解和掌握程度的同时，锻炼学生的口语表达能力。 2. Look and say ①出示图片和文本内容，组织学生阅读文本内容，然后对Peter房间的物品进行问答活动。考查学生对本节课重点知识的理解和掌握程度的同时，锻炼学生的阅读、综合分析、逻辑判断能力。 ②拓展：呈现Lingling的房间，引导学生对房间内物品进行问答。 教师观察学生能否对核心语言进行有效应用。 教师观察学生能否对核心语言进行有效应用。
设计意图： 本阶段学习活动引导学生在归纳和整理核心语言的基础上，通过游戏形式使每位学生都能深入语言，并运用语言，引导学生从学习理解过渡到应用实践，能够自然渗透情感教育。
教学目标 学习活动 效果评价
迁移创新 在小组内进行真实语境的创设，巩固复习本节课重点内容。 出示图片及问题，组织学生分组比赛，观察哪一组得分最高，并予以表扬。通过游戏比拼环节，考查学生对本节课重点句型的掌握情况。 Pair work Are there any books/... on the desk No, there aren’t. How many pens are there on the pencil box There are there. 同桌之间每人持有不同的学习用品，运用本节所学重点句型，对物品和数量进行问答。 3. Homework Must do: 1. Read the dialogues. 2. Try to role-play the dialogue with your partners. Choose to do: 1.Draw a picture of your room and describe it to your friends. 分组竞赛，调动学生对此活动的兴趣和参与度。 教师创设情境，观察学生对此情境的兴趣和参与度。 教师鼓励学生积极参与创意作业的完成并进行自评
设计意图：本阶段作业活动旨在帮助学生在迁移的语境中，创造性地应用所学语言进行交流。学生从课本走向现实生活，在解决问题的过程中发展语言能力，并培养学生学习英语的兴趣。
