Lesson 8 Li Ming Meets Jenny’s Class优质课教学设计

一．教学目标

1. 知识与技能

学生能够听懂、会说、认读和书写词汇well, class;

学生能够通过图片及单词的类比,归纳总结语言规则;

学生能够恰当运用旧句型Where are you from?;

学生能够认读、理解并运用句型“What subjects do you have in your school?”以及“How many classes do you have each school day?”进行问答。

2. 情感与态度

培养学生与他人友好礼貌地交流。学会介绍自己的校园生活,了解西方的小学生活。

3. 学习策略

提供给学生交际的机会,培养学生的人际交往能力。

教会学生监控自己的学习过程,主动学习,有效调控。

二．学情分析

本册书的学习者是六年级的学生。他们都学习了三年以上的英语,具备了一定的语言知识和会话能力。根据他们的年龄和心理认知特点,可以设计一些适合他们特点的学习任务。

三．重点难点

教学重点:

1.学生能够听懂、会说、认读和书写词汇well, class.

能够使用句型“What subjects do you have in your school?”以及“How many classes do you have each school day?”进行交际。

2. 教学难点:

能够使用句型“What subjects do you have in your school?”以及“How many classes do you have each school day?”及其答句进行交际。

四.教学过程

Class opening 1. Sing a song and Review (5 minutes)

T: Good morning, my class! How are you today? Do you want to sing a song?

【设计意图】通过唱歌不仅能活跃气氛,还能调动学生的思维与积极性,Jenny与Li Ming 在雨天去学校,为下边的话题讨论做好了铺垫。

T: Yes, this is a beautiful song. And on a rainy day, our old friends Jenny and Li Ming go to school by bus.

This is my another friend.He is from Canada.

【设计意图】由歌曲自然引出我们的老朋友Jenny和Li Ming,并且通过自由交谈复现了单词friend,及句型this is my friend.

T:I am from China.Where are you from?

询问几个同学来自哪,如:

S1: I’m from China. I’m from Shijiazhuang. Where are you from?

S2: I’m from Tangshan. Where are you from?

S3: I’m from .... Where are you from?

T: And where are they from? Let’s look.

①出示Li Ming,

Where is he from?

②我们的一位老朋友Jenny,以及Where is she from?

【设计意图】通过不同的形式帮助同学们复习学过的旧句型Where are you from? / Where is she from? 答句

I’m / She is from…以及国家China and Canada.

New concepts

Presentation and Practice (25 minutes)

1. Listen and Answer

Jenny is from Canada. Li Ming wants to speak English well, so he studies in Canada at jenny’s school. He meets Jenny’s class . Who does LM meet at Jenny’s school? let’s listen

and answer.

【设计意图】通过听录音,使学生对文本有初步了解,带着简单的问题观看更具有目的性。培养学生寻找信息的能力。

2.

Read and Answer How many questions does Kim ask Li Ming? What are they? How many questions does Li Ming ask Kim? What are they? Ss:Kim asks LM two questions.How are you?Where are you from? T:How many questions does Li Ming ask Kim? Ss:Two. T:The first is... Ss:What subjects do you have in your school? T:How does Kim answer? Ss:... T:What is your favourite subject? Ss:... T:The second question is... Ss:How many classes do you have each school day? T:classes,can you read these words?(classes—glasses—grasses) T:How does Kim answer? Ss:... T:How many classes do you have each school day? Ss:... T:They are different. T:Do you have lunch at school?They all have lunch at school in Canada.

【设计意图】这部分涉及了词汇和句型知识,通过情境交际让学生理解

well的意思,通过比较classes—glasses—grasses的发音,体会asses的发音。这样的类比学习,有助于学生的理解和记忆。

3.Listen and Repeat

学生跟随录音,朗读课文。

【设计意图】学生跟读,有助于纠正发音。同时,体会不同人物的语气和情感,加深对文本的理解。

4.Group work(role play) T:Four students are in a group and read the text.

5.Read and Judge

(

) 1.Kim is Jenny’s friend.

(

) 2.Li Ming is Kim’s old friend.

(

) 3. Li Ming is from China.

(

) 4. They have English, math, science and art in Kim’s school.

(

) 5. Kim has four classes in the morning and two in the afternoon.

【设计意图】Yes or No看似简单,但能使学生对对话有个全面深刻的了解,不仅复习了旧知,如介绍朋友,询问与表达来自哪里,关于学校的课程等,还呈现了新知,如何询问对方一天有多少节课,及如何表达每天有多少课程。

6.Design

class

schedule

and

Interview

partners . Choose one school day and design your own class schedule as more beautiful as possible.

Pretend to be a reporter, interview your partner about his or her class and school life.

7.Watch the pictures and know more about foreign school life. Class closing

Homework Some American students will visit your school. Can you introduce your school life to your new friends?