Unit 2 School in Canada Lesson 8 Li Ming Meets Jenny’s Class表格式教案

Lesson8 Li Ming Meets Jenny’s Class教学设计
课题 Lesson8 Li Ming Meets Jenny’s Class 课型 听说课
教学对象 六年级 学时 1 授课教师
设计思路 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。本课是李明来到了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旧句型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 二次备课
教学目标 A类 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； Well和class都有多个意思
B类 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。
C类 1.通过歌曲的故事，进行表演等活动激发学生英语学习兴趣。 2.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。
教学重难点 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。
教学难点 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。 这俩句型需要反复练习
学情分析 本单元的授课对象是六年级的学生，这个年龄阶段的学生相对低年级学生更有自己的想法，自主意识比较强，调动他们的积极性比较难，但六年级学生竞争意识强，因此多设计小组比赛，激发学生学习热情。 学生的认知水平 大部分学生具有一定的听说读写能力，以及良好的学习习惯；也有一部分学生缺少英语学习的兴趣，有一定的分化。 学生已有的知识储备 学生通过三年的英语学习，有了一定的词汇和句型积累，能够用英语进行沟通。 学生的生活经验 学生乐于学习贴近日常生活的话题，而本单元School符合学生的认知水平，贴近学生的经验。
教学策略 教法 情景教学法，游戏教学法
学法 自主学习法，合作学习法
教学具准备 黑板，PPT
教学过程
教学环节 教学内容 师生双边活动 设计意图
Lead in Title and new words 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 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. 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。 唱完歌的问题有点多余，可直接导入。
Presentation &Practice New words and sentences T: Where are Jenny and Li Ming？ S: 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. 以接龙的形式操练句型，询问几个同学来自哪，如： S1: I’m from China. I’m from Tangshan. Where are you from S2: He is from Tangshan. I’m from Tangshan. Where are you from S3: He is from Tangshan. She is from Tangshan. I’m from Tangshan. 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播放一个小女孩的声音，请学生们猜一猜这是我们的哪位老朋友，以及Where is she from Step2 Presentation and Practice (25 minutes) 1. Watch 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. 2. Listen and Repeat 学生跟随录音，朗读课文 3. 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. 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. 通过观看视频，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。 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。 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。 前面的句型已经学过，可快速练习带过，主要区分be from和come from。 Subject以及各个科目的拼写需要学生记忆，强调细节，比如科目首字母大写。
Production& Development 1. Design class schedule and Interview partners T: We have many classes. What subjects do you have on Monday/ Tuesday ….Friday How many classes do you have each school day And there are some beautifully class schedules. Let’s share. Do you want to have one You can design your own class schedule as more beautiful as possible. Suppose you are a reporter, interview your partner about his or her class and school life. 2. Enjoy some pictures about foreign primary school T: Wonderful！I know more about your school life. Do you want to know foreign primary school life Let’s enjoy. 该部分通过先让学生欣赏一些美丽的课程表，激发学生设计自己的专属课程表。这极大的调动了学生的热情。 在完成了课程表的制作后，假设每个学生都是小记者，对自己的同伴就他（她）的学校生活进行采访，并进行展示。创设相对真实的情境，达到学生知识输出的目的。 学生很喜欢这个环节，因为贴近生活，还可以合作进行。
Summary review T:What we have learned （1分钟） S:“What subjects do you have in your school ”,“How many classes do you have each school day ” 总结回顾。
Homework Some American students will visit your school. Can you introduce your school life to your new friends 设置贴近于学生自己身边的话题，他们对此非常感兴趣。 作业布置了画一张一周的英文课表，孩子很有创造力。
板书设计 Lesson 8 Li Ming Meets Jenny’s Class What subjects do you have in your school We have English, math…. How many classes do you have each school day Three classes in the morning and two in the afternoon.
教学反思 通过本课的学习，学生能够通过图片及单词的对比，归纳总结语言规则；能够恰当运用旧句型Where are you from ；能够认读、理解并运用句型“What subjects do you have in your school ”“How many classes do you have each school day ”进行问答。并能够用英语表达好朋友之间发生的事情，将语言应用在生活中。