Unit1 Fun facts（教学设计）-2023-2024学年人教精通版英语六年级上册

东丽英华学校教学设计 Teaching Design 课题 Topic Unit 1 Lesson 8 Fun Facts 课型 Subject English 课时 Lesson Period 1 阶段1-预期结果 Step1 - expected result 教学目标 Teaching Goals 1. Review and consolidate the language of this unit. 2. Through the actual reading process, gradually cultivate students' interest in reading and improve English reading skills. 3. Broaden students' horizons and improve their understanding of multiculturalism. 教学重点/Key Points： Review and consolidate the language of this unit 教具准备/Teaching Aids： cards, recorder, PPT 教学难点/difficult points： 1. Improve reading ability. 2. The pronunciation of some words. 核心问题核心问题/essential question： Daily activities 阶段2-预期结果 Step2 - Evaluation Evidence 表现性任务Expressive task： Sing a chant Read the phrases 其他证据other evidence： freely talk about their favorite foods 教学过程设计 Design Teaching Process 教师活动预设 Teaching Activities Design 学生活动预设 Students Activities Design 课前复备 Step 1 Warming-up (Review-reviewing the past and introducing the new) 1. Greetings from teachers and students. 2.Read the phrases: get up, go to school, go home, watch TV, go to bed, cook breakfast, teach English, take a walk, read stories, play the piano, have breakfast have lunch, see a film, in the evening, clean the window Greet to each other Read the phrases 教师活动预设 Teaching Activities Design 学生活动预设 Students Activities Design 课前复备 Step 2. Presentation (presentation-input, understanding) 1. Teachers can guide students to freely talk about their favorite foods by chatting with students on topics such as where to eat lunch and what to eat, and slowly transition to topics with different food cultures in different countries, introduce themes of reading passages, and then guide them Students look at the illustrations of the passage and predict the general content of the passage. 2. The teacher asks a few questions. After the students have figured out the questions, they begin to read the examples. At this time, teachers should focus on those students who have a weaker foundation, encourage, guide, and help answer questions at any time. Finally, teachers and students discussed the issues in Thinking tasks together. freely talk about their favorite foods students figure out the questions 教师活动预设 Teaching Activities Design 学生活动预设 Students Activities Design 课前复备 Step 3 Practice (Practice-internalization, proficiency) 1. The teacher should determine the reading method according to the specific situation. Usually the "total-point-total" approach is used. That is to say, the first reading should guide students to adopt a "top-down" reading method to grasp the main idea as a whole; the subsequent readings can focus on different levels of problems, and focus on the detailed reading to understand the specifics. information. Finally, there should be a quick overview of the whole. 2. The summary after reading is also very important. A good implementation will help improve the overall effect of reading teaching. Step 4 Production (Exercise-Output, Test) Rewrite the sentence as required 1. Kate usually plays basketball. (Questions about the underlined part) 2. She often watches TV at home. (Change negative sentence) 3. I often clean the room on Saturdays. (ask questions about the underlined part) 4. I often have dinner with my parents. (Rewritten with Kate) Rewrite the sentence as required 作业布置/Homework Exercise book 板书设计/Blackboard-writing Fun Facts What do children in New Zealand often have for lunch? What do children in China usually have for their school lunch? What do you usually have for lunch? 阶段3-课后复盘 Step3 - Review and Summary 课堂回顾/Review of teaching What have we learned today? 课后反思/Teaching reflection Through the actual reading process, gradually cultivate students' interest in reading and improve English reading skills. 学科网（北京）股份有限公司 $$