Lesson 8 Li Ming Meets Jenny’s Class教案评析

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

Step 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. Do you have a friend? Who is she/he? Where is she/ he? I have a friend, too. This is my friend.

【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: Where are Jenny and Li Ming?

Ss: They are in Canada.

T: Yes, they are in Canada. They live in Canada. Where do you live?

Ss: We live in China.

T: Where are you from? We are from China.

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出示模糊的自由女神像,让学生猜测,Who is she? Where is she from?

②欣赏英国女王的图片,询问学生Who is she? Where does a queen live? Where is she from?

③我们的一位老朋友,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U.S., U.K. and Canada.

Step2 Presentation and Practice (25 minutes)

1. Listen and Answer

Jenny lives in Canada. Li Ming wants to speak English well, so he studies in Canada. He knows some new friends at school. Who does LM know at school? Do you want to know? Yes? OK, let’s watch 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 Judge Yes or No

(

) 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。

此外,这部分还涉及了词汇知识,通过图片让学生理解

well的意思,通过比较class—glass—grass—pass的发音,体会ass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

5.Design

class

schedule

and

Interview

partners . 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.

6.Watch the pictures