Songs in each unit教学内容分析

PEP六年级下册基于标准的教学设计

Recycle Story time

教材来源：义务教育课程标准人教版义务教育教科书/人民教育出版社2013年版

内容来源：小学六年级英语（下册）Recycle 第51页 story time 主 题： Friendship 课 时：最后一课时

授课对象：六年级学生 设

计

者：宋彬彬/郑州市惠济区东风路小学 目标确定的依据

1.课程标准相关要求

1. 能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯；

2. 能在教师的帮助下表演小故事或小短剧。

2.教材分析

故事板块呈现故事背景是Zoom和Zip即将小学毕业了，各自要到不同的地方读书。故事是双方在分别前的对话。教材这样的设计深有意味，因为学生们也将面临毕业。作为最后一课时，以故事的形式为即将发生的事提供情境、目标语言，让学生预先经历和体验情感，并提供目标语言来表达情感，以便生活中相同的情境发生时学生能正确运用语言表达情感。本课时的目标语言是be going to 句型因为这个将要发生的事而形成的good news 和bad news.

3.学情分析

本节课的授课对象是六年级的学生，他们即将面临与生活学习了六年级的母校、老师、同学分离，尤其是同学，在情感上需要适合的语言去表达。故事中涉及的目标语言学生都已学过，be going to句型在六年级上册第三单元学过，good news, bad news及告别语言的表达在本册书Recycle 中也已经出现过，因此不存在语言知识上的难点，本节课旨在让学生提前感受情境，正确运用语言表达。

学习目标

1. 通过阅读趣味故事复习巩固所学过的语言知识，并增加语言的输出；

2. 能够理解故事内容并按照正确的意群及语音、语调朗读故事并进行角色表演；

3. 通过阅读、表演故事，引导学生和同学们友好相处、珍惜同学间的情谊。

重难点预设

1. 重点：巩固复习本块所涉及的语言知识，利用情境增加语言的输出。

2. 难点：理解故事所表达的情感并恰当运用。

评价任务

1. 通过指名提问，逐层回答问题检测目标1的达成情况。

2. 通过跟读故事，合作表演检测目标2的达成情况。

3. 通过拓展延伸的告别活动检测目标3的达成情况。

学习过程

教学环节

教学活动

设计意图

Step1: Warm-up/

Free talk

1. Greetings and listen a song T: Hello, boys and girls. Today I’m your new English teacher, I’m Angela. Nice to meet you! First, let’s listen a song. (设计意图：教师播放歌曲“Auld lang syne友谊地久天长”英文原版歌曲，问学生是否听过此歌，是否知道歌曲所表达的情感。从而引出本节课主题。)

T:Do you know this song? What’s the emotion of it? 学生听完音乐后说一说从音乐中感知到了什么情感。

T：It’s a local song of Scotland. The English name is 《Auld Lang Syne》,and we called it 《友谊地久天长》in China. It’s about the friendship. 2. Free-talk

T: Friendship is an important feeling for everyone. (设计意图：调动离别Such as you have been studying here for six years, 的情绪，为后面的学习I think you must have the deep feeling whit here, right? But you are leaving. How are you feeling now? Who is your best friend? What do you often do with your friend? 请同学们说一说即将毕业的心情,介绍一下自己的好朋友。

做铺垫。)

Step2: Presentation

Story time

T: Do you know who is Zoom’s best friend?

Yes, Zip.

1.

Listen the story and answer the questions. T: Today is the last time for Zoom and Zip to meet, What happened? Where is Zip going? Please listen and find the answer. （设计意图：从现实思考拉回文本学习，呈现文本主人公。通过听录音感知整个故事，对发生的事情有大致的了解。锻炼听力能力。）

学生可能会回答：Zip is going away for a long

time. / Zip is going to America. / Zip is going to a

new middle school. 都是可以的，根据回答板书。

2.

Watch the cartoon and answer questions.

T: Oh, Zip is going to a new middle school in America for a long time. Do you know “middle school”? (板书演示Middle School).Is it a good news or a bad news for Zoom? So let’s watch the cartoon and find the answer. （设计意图：观看影片，通过问题进一步引导学生理解故事。）

看动画找学生回答问题：

It’s a bad news for Zoom. The good news is Zip’s father has a new job in America.

T：So sometimes one thing can take us two sides. Just like a sentence says“Bad luck often brings

(设计意图：让学生思考说出更多即将上初good luck.”Perhaps it’s bad but good, such as 中这个消息好的、坏的graduation. For everyone, graduation is a bad news 方面，明白看待事情要but a good news, too. I will give you some 有双面性。根据学生程度设计是让学生自己sentences to choose. You can read them and think 说还是给选项选择。) that: what is the bad news and what is the good

news for this thing?

T：So many things have two sides.

3.

Read the story and answer two questions. T：Now please read the story in page 51 by yourselves and then think about that:

①How is Zip’s family going to America? By plane or by train? Why? ②What will Zip do first when she arrived in America? To make new friends or write a letter? Why? （设计意图：这两个问题书上并没有直接给出答案，需要学生延伸思维给出答案，从而进一步理解故事。并由第二个问题处理promise，引导学生重若守信。并由write soon引出更多的保持联系的方式。）

T：Yes, Zip will write a letter to Zoom because she

makes a promise to Zoom. Do you know the other

引导学生保持联络的方式：make a phone,

wechat, facetime, emails……

4.

Read the story in class.

T:

After class please keep in touch with me, ok?.

Now, let’s read the story after the tape. Please ways to keep in touch? （设计意图：模仿跟读录音，用正确的语音语学生跟读句子，模仿Zoom和Zip的语音、语调跟读句子。）

read like Zoom and Zip. 调及语气。

T: Now let’s read it again and fill in the blanks. （设计意图：将短文挖空帮助学生记忆。）

5.

Act the story in pairs.

T: This is the last time to act Zoom and Zip ,

Maybe it’s the last time to cooperation with your

partner, too. So try your best to make your show （设计意图：轻音乐背best. Then show it in class. 景下练习、表演对话，然后进行展示。检测目标二的完成情况。）

Step 3：

Extension （设计意图：将文本学习在延伸回现实，同学T: Zip is going to a new middle school, and you, 们也将去往不同的中学，因有些学生可能目too. Which middle school do you want to go? I 标还没有明确，因此我have many good middle schools here. You can 给出一些好的中学供choose one and make a dialogue with your friend . 参考，侧面引导学生为了更好的目标而努力。）

1.

Make a new dialogue.

Step 4: Summary T: Today you did a good job. Do you think what’s

the title of this class? Can you use one or several words to make a title for this lesson? T：At last, let’s sing the songtogether, let’s make the friendship forever. Stand up and hand in hand, please. Step5: Homework T: The homework is: After class ask more your classmates that which school is he/she going and say something to him. （设计意图：让学生自己对所学内容，板书产生本课标题，进行回顾总结。）

（设计意图：感情升华，一起唱响《友谊地久天长》）

(设计意图:将所学引入生活情境，进行语言的运用和练习。)

七、板书设计：

Friendship

Bad news

Good news

away for a long time.

Zip’s father has a new job. Zip is going

to America.

University High Middle School Middle School to a new middle school.

Primary School