Lesson 8 Li Ming Meets Jenny’s Class优质课教案内容

冀教版六年级上册

Lesson 8 Li Ming Meets Jenny’s Class

河北省保定市曲阳县燕南学校张朴

一、教学分析

1、教材分析

六年级上册Unit 2的主题是School in Canada, 主要学习李明到达加拿大之后的学习和生活情况。本课是李明来到Jenny的班级,与Mr. Wood和Kim相识并使用英语进行交谈。重点是学生能够理解并运用学过的句型Where are you from?以及本课的新句型What subjects do you have in school?和How many classes do you have each school day?

2、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。二、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,归纳总结读音规则;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,并在真实的语境中交流,了解Jenny的学校生活情况。

2、情感与态度

培养学生与他人友好礼貌地交流,培养学生的自信心。学生了解西方的小学生活,会介绍自己的校园生活。

3、学习策略

教师留给学生更多的思考空间,培养学生自主学习的能力;提供给学生更多交流的机会,培养学生的人际交往能力。

三、教学重点和难点

1、教学重点:

学生能够听懂、会说、认读和书写词汇well, class.

学生能够使用句型“What subjects do you have in your school?”以及“How many classes do you have each school day?”及其答语进行自然交流。

2、教学难点:

学生能够使用句型“What subjects do you have in your school?”以及“How many classes do you have each school day?”及其答语进行自然交流。

四、教学准备

卡片、多媒体、头饰、书本、五角星

五、教学过程

Step 1 Warming up (5 minutes)

1. Greeting.

T: Class begins.

Ss: Good morning, teacher!

T: Good morning, boys and girls! How are you?

Ss: I’m fine, thank you! And you?

T: Very well, thanks!

T: Today we will learn Lesson 8 Li Ming Meets Jenny’s Class.

2. Sing a song and Review

T: Let’s sing a song.

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

T: This is a beautiful song. On a rainy day, our old friends Jenny and Li Ming go to school by bus. Do you have a friend? I have a friend, too. This is my friend. She is Ms. Wang. Wang Zechang is my friend, too. How are you, Wang Zechang?

W: I’m fine, thank you! And you?

T: Very well, thanks! I’m fine. You can also say “Very well”.

【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. How are you? I’m fine. 并引出well.

Step2 Presentation and Practice (20 minutes)

T: Look, who is she? She is my mother. Where was she? She was on the top of Changbai Mountain. How is she?

S1:She is well.

T: What is the old man doing?

S2: He is doing exercise.

T: How is he?

S3:He is well.

T: Well, well.

S4: Well, well.

S5: Tell, tell.

S6: Fell, fell.

S7: Sell, sell.(卖)

T: ell el

Ss: ell el

T: I need some help. Who can help me read the sentences.

S8: I can speak English well.

S9:I can speak good English.

同桌练习How are you? Very well.并扮演。(把全班学生分成两大组Team1和Team2,表现优秀者,给一颗星。)

【设计意图】这部分涉及了词汇知识,通过图片让学生理解well的意思,通过比较well —tell—fell—sell的发音,体会ell的发音,这样的类比学习,有助于学生的理解和记忆。同时区分了good与well。

T: How are you?

S10: I’m fine, thank you! And you?

T: Very well, thanks! You speak English well. Where are you from?

S11: I am from China.

T: Where are you from?

S12: I am from China.

T: Where are they from? Who is she?

S13: She is Jenny?

T: Where is she from?

S14: She is from Canada.

接着欣赏英国女王的图片、中国主席***的图片、美国总统奥巴马的图片,询问学生Who is she/he? Where is she/he from?

做Where are you from?的游戏:先让学生小组内以接龙的形式操练句型,学生询问来自哪里,如:

S15: I’m from Shijiazhuang. Where are you from?

S16: He is from Shijiazhuang. I’m from Xi’an. Where are you from?

S17: He is from Shijiazhuang. She is from Xi’an. I’m from Hainan. Where are you from? ……

然后,在两组中各选一组到讲台上表演(给优秀者一颗星)。

【设计意图】通过不同的形式帮助同学们复习学过的句型Where are you from? / Where is she/he from? 与答语,以及国家China,Canada,the U.S. and the U.K.

T:Where are you from?

S18:I’m from Quyang.

T: What subject s do you have in your school?

S19: We have English ,math ,art…

T: Very good. You are clever.

利用课本介绍语文、数学、科学是科目,唱英语歌、画简笔画、做动作,让学生猜测是什么科目,接下来做读与拍手的游戏,然后询问What’s your favourite subject? What other subject do you like? 接着以金字塔形式连词成短语再成句子

subject

subjects

What subjects

What subjects do you have ?

What subjects do you have in your school?

张贴、同桌练习并扮演(给优秀者一颗星)What subjects do you have in your school? We have English, math,science, art….

【设计意图】通过师生问答引出subject,以多种形式介绍、练习科目,并拓展其它科目,以扩展形式学习长句,化整为零,变难为易。

出示静的课程表,问What subjects does Jing have in her school? What’s her favourite subject?How many classes does Jing have on Monday? How many classes does Jing have each school day? How many classes do you have each school day? 接着以金字塔形式连词成短语再成句子。

class(课,班,同学们)

classes

How many classes

How many classes do you have

How many classes do you have each school day?

最后,张贴、同桌练习并扮演(给优秀者一颗星):How many classes do you have each school day?Three classes in the morning and two in the afternoon.

【设计意图】就静的课程表,师生问答,既巩固在学校里有什么学科,又引出了每个上学日有多少节课,接着讲class的意思,并再次以扩展形式学习长句How many classes do you have each school day?由易到难,学生易接受。

出示题目:Listen and Judge ( ) 1. Mr. Wu is Jenny’s teacher. ( ) 2. Li Ming is a Chinese boy.( ) 3. There are no English classes in Jen ny’s school.( ) 4. There are six classes in Jenny’s school each day.再让学生自己阅读,然后学生带着问题听、判断正误,最后检查。

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

接着出示问题:Listen, Read and Answer(1) Who is Mr. Wood? (2) Where is Li Ming from?(3) What subjects does Jenny have in her school? (4) How many classes does Jenny have in the afternoon?教师读问题,然后让学生带着问题听读,最后回答问题。

【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、语调和情感,并模仿,加深对文本的理解。

学生自己大声地朗读文本,再小组内扮演,然后在两组中各选一组在讲台上戴着头饰扮演。(给优秀者一颗星)

【设计意图】学生更深刻地理解文本,戴着头饰扮演更入境,锻炼了学生的心理素质,培养了学生的语言交际能力。

Step3 Consolidation and extension.( 13 minutes)

创编对话:詹妮见到了李明的表妹静,展开的对话,静询问詹妮的身体状况、国籍、学科、每个上学日有多少节课。先同桌练习,然后在两组中各选一组在讲台上扮演。(给优秀者一颗星)

【设计意图】学生在相对真实情境中,运用知识、巩固知识,达到知识输出的目的。同时培养学生的语言交际能力。

回顾文本,回答问题:Who does LM know at school? What does LM know about Kim? 学生回答问题后,呈现Kim的自我介绍,告诉学生,你现在就是Kim,自我介绍一下吧,再给同桌介绍一下,然后在两组中各选一人在讲台上扮演(给优秀者一颗星)。接着让学生介绍自己的学校生活,再在两组中各选一人在讲台上扮演(给优秀者一颗星)。

对比两种学校生活,学生说说詹妮的小学生活与我们的小学生活有什么不同?

【设计意图】创设相对真实的情境,达到学生知识输出的目的。学生也能清晰地感觉到外国小学生活与我们的小学校活的不同,这有利于他们拓展国际视野,增强跨文化意识,从小培养他们的国际观。

Step4 Homework (1minute)

Choose (选择) one:

1. Make a new class table. (制作新的课程表。)

2. Introduce our school life to your new friends?(把我们的学校生活介绍给你的新朋友。)

Step5向学生们提出希望与要求作为结束语:(1minute)

Love life. Love friends.Love to learn.And study hard.

六、Blackboard Design