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教学设计
课程基本信息
学科 小学英语 年级 六年级 学期 秋季
课题 Unit 3 Colourful Arts (Challenging Ourselves&Phonics)
教学目标
Master words of traditional Chinese art forms, pronunciation rules of letter combinations ag, eg and ig, and use target sentences to talk about art preferences. 掌握中国传统艺术词汇、ag/eg/ig 拼读规则，运用句型谈论艺术喜好并简单介绍。 Use sense group division, stress and intonation skills to read sentences and dialogues, act out conversations and feel Chinese culture charm. 掌握意群、重读、语调朗读技巧，表演对话，感受中华传统文化魅力。 Finish the art poster project in groups, improve reading fluency, develop teamwork and inquiry skills. 小组完成传统艺术海报，借助拼读提升朗读流畅度，锻炼合作探究能力。
教学内容
教学重点： 掌握 Chinese calligraphy、paper-cutting 等传统艺术词汇，掌握 ag / ɡ/、eg /eɡ/、ig / ɡ/ 拼读规则。 核心句型：Which traditional Chinese art form do you like best I like ... best because ...
教学难点： 自主拼读含 ag/eg/ig 新单词，朗读时正确划分意群、把控重读语调。 小组自主搜集资料，完整完成传统艺术英文海报与课堂汇报。
教学过程
教学环节教师活动学生活动设计意图单元回顾，导入新课出示单元四课思维导图，回顾前三课艺术主题，板书本课课题，出示三条学习目标。集体跟读前三课艺术词汇，默读本课三维学习目标，区分西方艺术与中国传统艺术。单元知识串联，建立单元整体认知，清晰告知本节课两大学习模块：传统艺术 + 语音拼读。识读非遗，句型操练出示八类传统艺术配图，带读词汇，示范问答句型，巡视指导双人对话练习。“Look at these pictures of traditional Chinese art. Read after me: Chinese calligraphy, paper-cutting, Beijing Opera, Erhu, shadow play. Use the sentence: Which traditional Chinese art form do you like best I like ... best because ... to talk with your deskmate in 3 minutes.”看图跟读全部传统艺术词汇，两人一组替换词汇创编问答对话，举手上台展示。丰富中华非遗主题词汇，搭建交际句型支架，落实谈论传统艺术的口语目标。项目讲解，海报指引出示海报制作三步流程图，讲解资料搜集方向、海报书写规范、课堂汇报参考句型。“We will make a group art poster. Three steps: search information, draw the poster, give a class report. The poster needs title, pictures and 3 key information points.”2-3 人结成小组，选定本组要介绍的传统艺术，分工规划资料搜集任务。项目式学习指导，明确小组分工，培养信息搜集与团队合作探究能力。语音新知，拼读训练出示拼读配图 PPT，播放单词录音，带领学生总结三类字母组合发音规律，开展听音拼词小游戏。“Listen to the recording, fill in the missing letters for ag, eg, ig words: bag, leg, pig. Summarize the sound rules: ag / ɡ/, eg /eɡ/, ig / ɡ/.”听音补全单词，跟读单词感知发音，记录三条拼读规则，参与课堂听音拼词互动。系统落实语音课目标，掌握闭音节 g 组合发音，实现见词能读、听音能写。朗读技巧，对话巩固出示意群划分知识点，播放句子朗读音频，讲解停顿、重读、降调，出示对话选词填空任务。“What is a sense group We use / to mark pauses, stress key words and use falling tone at the end. Listen and mark three sentences, then finish the fill-in dialogue with ag/eg/ig words.”听录音在句子标注意群、重读与语调，独立完成对话填词，分角色朗读对话。融合语音与朗读技巧，将拼读知识运用到完整句子、对话朗读中，提升朗读流畅度。角色扮演，综合输出布置双人表演任务，出示三级评价标准，邀请小组上台表演并点评。“Work in pairs to role-play the dialogue between Junjun and Yueyue. Pay attention to the pronunciation of ag, eg, ig words and natural pauses.”双人合作排练对话，搭配简单动作上台表演，认真倾听其他小组展示与教师点评。综合运用本课词汇、句型、语音知识，实现综合口语输出，分层评价激励学生。总结自评，分层作业出示课堂知识思维导图，发放自评量表，分层展示基础、实践、提升三类作业，宣布下课。“Today we learned traditional Chinese art words, ag/eg/ig phonics and poster making methods. Tick your self-assessment. Here are three kinds of homework for all students.”跟随教师梳理本课两大模块知识点，对照目标完成自评，完整记录分层作业。课堂完整复盘，自评培养反思能力；分层作业兼顾口语、拼读、实践拓展，打通课内外学习。

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