教材版本 仁爱版
单元题目 Unit 4 Fun in the Sun
单元课次 Lesson 6
课例名称 Oral Communication-Traditional Chinese sports
教学材料 每位学生2张导学单，每个组1个盲盒(内含1个运动器材和1张任务单)、2块点赞/转发的牌子，教具包括KT板等
单元整体设计 (概览图)
课例衔接性 （简述该课时与前后课时的关系） 前几课时： 主题方面--询问和回答天气情况，谈论青少年运动和比赛 学习能力方面--识别文本中的背景信息（when,where），提取关键信息 词汇方面--天气相关和运动相关的词汇 语法方面--已讲完人称代词和现在进行时态 综上，前几课时已为本课提供了词汇、学习能力和语法基础。 本课时： 延续运动主题，主要讨论太极及其他传统中国运动； 在前几课时的基础上，扩充了setting chart包含的要素，包括what,who,why,how often，并通过练习句子和对话，要求学生最终根据setting chart的6要素口头输出一个段落，可为下一课时打好词汇和语句基础。 下一课时： 要求学生填写setting chart，并依据setting chart写最喜欢的运动，输出为一篇文章
课例设计思路及理念 （需展现教学设计“明暗线”） 第一条线为setting chart6个要素(who/what/how often/when/where/why)通过句子--对话--段落进行逐步呈现和练习 第二条线为3个口语表达要求的逐步呈现和最终的学生自评互评 第一次听力：听前培养预测能力--听中--听后用who/what/how often补全句子，学生口头练习句子，并且强调口语表达要求1（loudly&clearly）; 第二次听力：听前练习预测能力--听中--听后跟读，增加when/where /why,强调口语表达要求2（good tones&pronunciation）; 看视频：通过对比，强化前面的setting chart的6个要素，锻炼学生提取信息能力；通过对话练习，强化when/where/why，并强调口语表达要求3（eye contact）. 文化意识部分--不论做传统运动的出发点如何，it’s always good to start. 介绍传统运动：依据setting chart(who/what/how often/when/where /why)进行介绍，输出为一个段落；同时将前面的3个口语表达综合为评价标准，通过转评赞，学生可自评+互评；文化意识部分--用新方法去推广传统运动
教学目标（以学生要学什么或能做什么表述语言学习与素养培养融合的教学目标） 语言能力：学会听前根据图片或关键词预测；学习本课时相关词汇；掌握口语表达中3个要求(loudly&clearly/good tones& pronunciation/eye contact) 2、学习能力：识别文本中setting chart 的6个要素(who/what/how often/when/ where/why)，并能以此为根据通过团队合作按照模板介绍一项运动； 3、思维品质：学生能通过对比了解不同的人打太极有不同的目的，并且认识到不论目的是什么，只要勇于尝试都是好的； 4、文化素养：让学生对传统中国运动感兴趣，他们能简单介绍传统中国运动，并意识到只要尝试做传统运动就是在传承传统文化，还可以用新的方法去推广
教学重难点 Focal points: words and phrases(Tai Chi, alone, have fun, keep healthy); know more about the setting(who/what/how often/when/where/why); know how to communicate better(loudly& clearly/good tones&pronunciation/eye contact) 2、Difficult point: use the setting chart to introduce a traditional Chinese sport fluently
教学环节 （此部份描述师生通过什么活动实现教学目标） 设计意图（说明活动与教学目标的关联性。）
步骤1 warming up: ask what sport students like to do--what sport old people like to do--what sport the teacher like to do--Tai Chi introduce Tai Chi and invite students to try easy moves of Tai Chi to review the words about sports last lesson; make students be interested in Tai Chi
步骤2 listening 1 predict according to the picture before listening listen and circle the correct words talk about Li Xiang’s other family members, complete the sentences, then read them and sing let students know how to predict according to the picture before listening; let students know 3 settings of a sentence--who/what/how often; students learn to read and sing the sentences loudly and clearly
步骤3 listening 2(listen again) predict according to the key words before listening listen and fill in the blanks listen and repeat the conversation let students know how to predict according to key words before listening; know about another 3 settings(when/where/why); try to let students learn good tones and pronunciation; give out more words about when/where
步骤4 watch a vlog find differences between Li Xiang’s grandfather and the teacher let students focus on the setting again
步骤5 role-play the conversation think about if it’s OK to do Tai Chi to be cool practice the conversation based on real-life scene and focus on when/where/ why, students can think about more reasons of doing Tai Chi, also let them learn eye contact; let students know it’s always good to start doing Tai Chi and know traditional Chinese sports
步骤6 introduce traditional Chinese sports show 5 sports to students group work--choose one blind box and introduce it with the help of the setting chart and the example students do self-evaluation and peer evaluation according to the check list( loudly&clearly/good tones&pronunciation/eye contact) showing 5 sports and letting them choose blind boxes can arouse students’ interest, let students focus on the setting chart again and know better about it; students can learn better about oral communication when doing self-evaluation and peer evaluation; let students say one paragraph so that they will write a better passage in the next lesson
步骤7 summary show more traditional Chinese sports and new ways to promote them homework(must do--find out more information about traditional Chinese sports, choose to do --draw a picture or make a video) let students know they can use new ways to promote traditional sports and Chinese culture, and they can do it
产出结果（语言或非语言结果；提供学生可能产出的例证） 非语言结果： 学生能了解除太极以外的5个中国传统运动--空竹，毽子，投壶，风筝，舞狮，并且对此产生兴趣，意识到It’s always good to start doing these sports； 知道在口语表达的时候需要注意3个要求：loudly&clearly,good tones and pronunciation, eye contact. 语言结果： 能说出setting可以包含6个部分，分别是who/what/how often/when/where/why； 可以模仿录音的语音语调读出对话； 可以通过团队合作+仿照示例完成一段话，并尽量用这段话进行介绍 非语言产出结果对应的是教学目标中的思维品质和文化素养； 语言结果对应的是语言能力和学习能力
中小学教育资源及组卷应用平台
