2023六年級英語上冊Unit6Iwillbringabigbottleoforangejuice說課稿湘少版一、課程基本信息

1.課程名稱：2023六年級英語上冊Unit6Iwillbringabigbottleoforangejuice

2.教學(xué)年級和班級：六年級

3.授課時間：[具體上課日期]

4.教學(xué)時數(shù)：1課時

本節(jié)課我們將學(xué)習(xí)Unit6Iwillbringabigbottleoforangejuice。通過本節(jié)課的學(xué)習(xí)，學(xué)生將掌握如何用英語表達(dá)將帶來的物品，以及如何參與到野餐活動的計劃與準(zhǔn)備中。課程內(nèi)容與學(xué)生的實際生活緊密相連，旨在提高學(xué)生的英語應(yīng)用能力和口語表達(dá)能力。我們將通過情景模擬、對話練習(xí)和小組互動，讓學(xué)生在輕松愉快的氛圍中學(xué)習(xí)英語。二、核心素養(yǎng)目標(biāo)

本節(jié)課的核心素養(yǎng)目標(biāo)旨在培養(yǎng)學(xué)生的語言能力、思維品質(zhì)和學(xué)習(xí)能力。通過學(xué)習(xí)Unit6Iwillbringabigbottleoforangejuice，學(xué)生將能夠在真實語境中運用目標(biāo)語言描述將來要帶的物品，提升語言運用能力。同時，通過野餐計劃的討論，學(xué)生將發(fā)展預(yù)測和推理的思維品質(zhì)。此外，學(xué)生將學(xué)會合作學(xué)習(xí)，通過小組活動提高信息搜集、整合和交流的學(xué)習(xí)能力，培養(yǎng)自主學(xué)習(xí)與合作精神。三、學(xué)習(xí)者分析

1.學(xué)生已經(jīng)掌握了基本的英語語法結(jié)構(gòu)和日常交流用語，能夠進(jìn)行簡單的自我介紹和日常對話。在之前的單元學(xué)習(xí)中，他們已經(jīng)接觸過一般將來時態(tài)，為學(xué)習(xí)本節(jié)課的將來時態(tài)奠定了基礎(chǔ)。

2.學(xué)生對于參與性強(qiáng)的活動充滿興趣，他們喜歡通過游戲和角色扮演來學(xué)習(xí)英語。在能力方面，他們能夠理解和使用簡單的英語指令，具備一定的聽說能力。學(xué)習(xí)風(fēng)格上，學(xué)生更傾向于通過互動和實踐來學(xué)習(xí)，喜歡在小組合作中交流和學(xué)習(xí)。

3.學(xué)生可能遇到的困難和挑戰(zhàn)包括：對于將來時態(tài)的準(zhǔn)確運用可能感到困惑，以及在描述將來要帶的物品時可能會出現(xiàn)詞匯量和句型運用上的不足。此外，對于一些抽象概念的表達(dá)，如野餐計劃中的預(yù)測性描述，學(xué)生可能會感到難以理解。四、教學(xué)方法與策略

本節(jié)課將采用講授與互動討論相結(jié)合的教學(xué)方法，以角色扮演和小組合作活動為主要教學(xué)活動。首先通過講授介紹將來時態(tài)的用法和關(guān)鍵句型，然后通過角色扮演模擬野餐場景，讓學(xué)生在真實的語言環(huán)境中練習(xí)目標(biāo)語言。此外，設(shè)計小組合作活動，讓學(xué)生討論并制定野餐計劃，促進(jìn)生生互動和合作學(xué)習(xí)。在教學(xué)媒體使用上，將利用多媒體課件展示野餐圖片和句型示例，以及使用音頻播放相關(guān)對話，以增強(qiáng)學(xué)生的學(xué)習(xí)興趣和參與度。五、教學(xué)過程

一、導(dǎo)入

1.Goodmorning,class!TodaywearegoingtolearnUnit6,"Iwillbringabigbottleoforangejuice."Beforewestart,let'stalkaboutpicnics.Wholikestohavepicnics?(Studentsrespond.)

2.Yes,picnicsarefun.Canyoutellmewhatyouusuallybringtoapicnic?(Studentssharetheirideas.)

3.Great!Now,let'sseewhatourfriendsinthestorywillbringtotheirpicnic.(Showapictureofthecharacterspreparingforapicnic.)

二、課文主旨內(nèi)容探究

1.Let'slistentothetapeandtrytoanswerthisquestion:"Whatwillthecharactersbringtothepicnic?"(Playthetapeandstudentslistencarefully.)

2.(Afterlistening)Okay,let'scheckouranswers.Whocantellmewhattheywillbring?(Studentsrespondwiththeitemstheyheard:"Theywillbringabigbottleoforangejuice,somesandwiches,...")

3.Verygood!Now,let'sreadthedialoguetogether.Payattentiontothesentencestheyusetotalkaboutwhattheywillbring.(Studentsreadaloudwiththeteacher.)

三、語言知識學(xué)習(xí)

1.Focusonthesentencestructure:"Iwillbring..."and"Wewillbring..."

-(Pointtothesentenceinthebook)Lookatthissentence:"Iwillbringabigbottleoforangejuice."Cananyoneexplainwhat"will"meanshere?(Studentsexplainortheteacherexplainsthat"will"isusedtotalkaboutfutureactions.)

-Now,let'spractice.Iwillsayanitem,andyouwillsaywhatyouwillbring.Forexample,Isay"apple,"andyousay"Iwillbringanapple."(Teachermodelsandstudentspracticeinpairs.)

2.Vocabularylearning:

-(Pointtothepicturesoftheitems)Let'slearnthenewwords:"sandwich,cake,apple,orangejuice."Canyousaythemafterme?(Studentsrepeataftertheteacher.)

-Now,let'splayagame.Iwillshowapicture,andthefirststudenttosaythecorrectwordgetsapointfortheirteam.(Teachershowspicturesandstudentscompetetosaythecorrectword.)

四、語言運用實踐

1.Role-play:

-Now,let'srole-playthedialogue.Someofyouwillbethefriendsplanningthepicnic.Youcanusethesentence"Iwillbring..."tosaywhatyouwillbring.(Studentsaredividedintogroupsandgivenroles.Theypracticethedialogue.)

-(Afterpracticing)Let'swatchsomegroupsperform.(Groupsperformfortheclass.)

2.Groupactivity:

-Next,let'sworkingroupstoplanourownpicnic.Eachgroupwillmakealistofwhatyouwillbring.Remembertousethesentence"Iwillbring..."(Studentsworkingroupstocreatetheirlists.)

-(Aftertheactivity)Let'sshareourlists.Whichgrouphasthemostitems?(Groupssharetheirlistswiththeclass.)

五、重點句子鞏固

1.Fillintheblanks:

-Now,let'sdoafill-in-the-blanksactivitytopracticethesentencestructure.Iwillgiveyouaworksheetwithsentenceslike"____willbringabigbottleoforangejuice."Youneedtofillintheblankswiththecorrectnames.(Studentscompletetheworksheetindividuallyandthenchecktheiranswersinpairs.)

2.Sentencetransformation:

-Let'strytotransformsomesentences.Forexample,"Iwillbringacake"canbechangedto"Wewillbringsomesandwiches."Now,canyoutrytotransformthesesentences?(Teacherprovidessentencesfortransformation,andstudentsworkonthemindividuallybeforesharingwiththeclass.)

六、總結(jié)與作業(yè)布置

1.Summary:

-Greatjobtoday,everyone!We'velearnedhowtotalkaboutwhatwewillbringtoapicnicusingthesentence"Iwillbring..."and"Wewillbring..."Remembertousethesesentenceswhenyoutalkaboutfutureplans.

2.Homework:

-Forhomework,Iwantyoutowriteashortparagraphaboutyourownpicnic.Tellmewhatyouwillbringandwhy.Youcanalsodrawapictureofyourpicnic.(Studentstakenotesaboutthehomework.)

七、課堂結(jié)束語

1.Beforewefinish,let'squicklyreviewwhatwe'velearnedtoday.Cananyonetellmeonethingthey'velearned?(Studentssharetheirlearning.)

2.Welldone,everyone!You'veworkedhardtoday.RemembertopracticeyourEnglishandIlookforwardtoseeingyourhomework.Haveagreatday!(Studentsrespondandtheclassends.)六、知識點梳理

1.詞匯：

-picnic（野餐）

-bring（帶來）

-bottle（瓶子）

-orangejuice（橙汁）

-sandwich（三明治）

-cake（蛋糕）

-apple（蘋果）

2.句型結(jié)構(gòu)：

-"Iwillbring..."用于表達(dá)將來要帶來的物品。

-"Wewillbring..."用于表達(dá)將來要帶來的物品（復(fù)數(shù)形式）。

3.將來時態(tài)：

-在本課中，我們使用了將來時態(tài)來談?wù)撐磥淼挠媱澔蛞鈭D。將來時態(tài)通常由"will"加上動詞原形構(gòu)成。

4.語法點：

-"will"后面通常跟動詞原形，如："Iwilleat."，"Wewillgo."

-如果要談?wù)摱鄠€人將帶來的物品，使用復(fù)數(shù)形式，如："Wewillbringsomesandwiches."

5.交際用語：

-在野餐的場景中，我們可以使用以下交際用語來討論計劃：

-"Whatwillyoubringtothepicnic?"

-"Iwillbringabigbottleoforangejuice."

-"Whatwillweneedforthepicnic?"

-"Wewillneedsomesandwichesandacake."

6.文化背景：

-野餐是一種戶外活動，通常在自然環(huán)境中進(jìn)行，人們會帶上食物和飲料，與家人或朋友一起享受戶外時光。

7.語言運用：

-學(xué)生需要能夠在真實語境中使用目標(biāo)語言描述他們將來要帶的物品，例如：

-"Iwillbringanapplebecauseit'shealthy."

-"Wewillbringacaketosharewithourfriends."

8.聽力理解：

-學(xué)生需要能夠聽懂對話內(nèi)容，理解人物將要帶的物品，并能夠回答相關(guān)問題。

9.口語表達(dá)：

-學(xué)生需要能夠用英語口語表達(dá)他們將要在野餐中帶來的物品，并能夠進(jìn)行簡單的對話交流。

10.寫作能力：

-學(xué)生需要能夠?qū)懗鲆粋€關(guān)于野餐的簡短段落，描述他們將要帶的物品，并在可能的情況下，解釋為什么帶這些物品。七、教學(xué)反思與改進(jìn)

Thislessonon"Iwillbringabigbottleoforangejuice"wasdesignedtoengagestudentsinspeakingandlisteningactivitieswhileintroducingthefuturetense.Reflectingonthelesson,I'veidentifiedseveralkeypointsforevaluationandimprovement.

Firstly,thestudentswerequiteresponsiveduringtherole-playactivities.Theyenjoyedactingoutthedialogueandseemedtograsptheuseof"will"inmakingfutureplans.However,Inoticedthatsomestudentswerestillstrugglingwiththepronunciationofcertainwords,suchas"sandwich"and"orangejuice."Toaddressthis,Iplantoincorporatemorephonicspracticeintofuturelessons,focusingonthesoundsthatareparticularlychallengingformystudents.

Additionally,whilethegroupactivitywherestudentsplannedtheirownpicnicswassuccessfulinpromotingcollaboration,somegroupsdidnothaveenoughtimetofinishtheirlists.Nexttime,Iwillallocatemoretimeforthisactivityorbreakitdownintosmaller,moremanageabletasks.

Oneaspectthatcouldbeimprovedisthelevelofstudentengagementduringthelisteningactivity.Althoughtheywereabletoanswerthequestionaboutwhatthecharacterswouldbringtothepicnicafterlisteningtothetape,Ifeeltheycouldbenefitfrommoreinteractivelisteningtasks.Inthefuture,Iwillincludelisteningexercisesthatrequirestudentstofillingapsinadialogueoranswermoredetailedquestionsaboutthecontenttheyhear.

Anotherareaforimprovementistheintegrationofwritingskills.Whilethestudentsdidwellwithspeakingandlistening,therewasnoexplicitwritingactivityinthislesson.Iplantoaddashortwritingtaskwherestudentscanpracticedescribingtheirpicnicplansinwriting,whichwillalsoserveasanassessmenttoolfortheirunderstandingofthefuturetense.

Toensurethatstudentsarefullypreparedforfuturelessons,Iwillalsoprovideadditionalpracticematerials,suchasworksheetswithvariousexercisesonthefuturetense,includingsentencetransformationsandclozetests.Thiswillgivestudentstheopportunitytopracticeindependentlyan