Unit 8 Happy New Year
张甸中心小学 张海琴
教学目标：
能听懂、会说、会读日常交际用语和句型Happy New Year! What’s this/that?It’s... This is for you.
能理解课文，朗读并表演对话。
了解西方接受礼物时与中国的文化差异。
教学重、难点：
词汇：happy, new, year,doll, ball,robot的读音
句型：What’s this/that?的使用
Step 1 Enjoy a song.
T:Do you know the name of the song? (Happy New Year)
Teach:Happy New Year
Greet the Ss. (If the Ss can say the sentence well ,say hi five)
To express the holiday greeting to others in English.We can feel happy .
Step 2 Pre-reading
T:What can we do on New Year’s Day?
Ss can say in Chinese.
T: We can give presents to others. Look ,I have some presents for you.
T:What’s this?(CD, doll, ball, robot,car)
T: What’s this? S: It’s a ... T: This is for you .S:Thank you.
Step 3 While-reading
T: Well done,class. New Year’s Day is coming.
Look, who is visiting Mike’s family?
Look at the picture and guess. (Uncle John)
T: I’m Uncle John now .Happy New Year, class.
Ss: Happy New Year ,Uncle John.
Watch and say
Q:What presents does Uncle John bring?
Read and match
Who are the presents for?
Read the story .
P2\3 In western countries, when you accept a present.You should say “Thank you .” And open the present then give praise to others,like”How nice!”
T: What else can we say?
P3\4 What’s this? What’s that?
Reading time.
Read in groups. Don’t forget to help each other.
Step 4 After-reading
Game time
1. Choose a present.
Summary.
Act the dialogue.
Get a sweet.
Step 5 Homework
1. Read and recite the story.(one star)
2. Try to act it out.(two stars)
3. Make a new dialogue.(three stars)
课后反思：
本次研修活动的主题是“文化教学专题研讨”，在教学环节中，我有意识地将文化意识渗透到教学环节中去。在教学中，我将教学目标进行分解，使学生的语言学习变得更加简单。在歌曲热身环节，将新知识Happy New Year 这句日常交际用语进行教学，与学生互动的过程中鼓励学生多表达；在读中环节，设计由约翰叔叔送礼物，用This is for you .学生说Thank you .让学生体会在接受别人礼物时要表示感谢；朗读文本时教学What’s this ? What’s that? 渗透西方文化，在接受别人礼物时要当面打开，并且表达对礼物的赞美和喜爱之情，表示对对方的尊重。在拓展环节，我设计了两个场景：一是迈克和海伦去拜访约翰叔叔，会带什么礼物去呢？又会和约翰叔叔说些什么呢？二是孩子们用手头上老师奖励的图片道具进行对话表演，使学生能够活用语言。总体来说，孩子们今天的表现很棒，积极参与，主动发言，得到了很好的发展和提高。
但是也存在几点不足：1. 没有将元旦和春节进行有效区分。春节是Chinese New Year,元旦是New Year,外国人的新年是元旦，两个节日所做的活动是有区别的，可能会影响学生对新年的认知。2.板书欠缺。应将人物及物品进行串联，使整个板书形成一个完整的思维导图。3.评价气球的设计使用可以更加优化。气球的大小可以有所变化，学生表演得好可以得一个大气球，稍微逊色一些就得一个小气球，要有所对比。