英语六年级上册Lesson 8 Li Ming Meets Jenny's class教学设计

这是一份英语六年级上册Lesson 8 Li Ming Meets Jenny's class教学设计，共6页。教案主要包含了教学分析，教学目标，教学重点和难点，教学准备，教学过程等内容，欢迎下载使用。

一、教学分析
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。
教材分析
Unit 2的主题是Schl 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. Wd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 yu frm?以及本课的新句型What subjects d yu have in schl?和Hw many classes d yu have each schl day?
二、教学目标
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 yu frm?；
学生能够认读、理解并运用句型“What subjects d yu have in yur schl?”以及“Hw many classes d yu have each schl day?”进行问答。
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。
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。
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.
能够使用句型“What subjects d yu have in yur schl?”以及“Hw many classes d yu have each schl day?”进行交际。
2. 教学难点：
能够使用句型“What subjects d yu have in yur schl?”以及“Hw many classes d yu have each schl day?”及其答句进行交际。
四、教学准备
图片、小记者话筒
五、教学过程
Step 1 Sing a sng and Review (5 minutes)
T: Gd mrning, my class! Hw are yu tday? D yu want t sing a sng?
【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 sng. And n a rainy day, ur ld friends Jenny and Li Ming g t schl by bus. D yu have a friend? Wh is she/he? Where is she/ he? I have a friend, t. 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 d yu live?
Ss: We live in China.
T: Where are yu frm? We are frm China.
以接龙的形式操练句型，询问几个同学来自哪，如：
S1: I’m frm China. I’m frm Tangshan. Where are yu frm?
S2: He is frm Tangshan. I’m frm Tangshan. Where are yu frm?
S3: He is frm Tangshan. She is frm Tangshan. I’m frm Tangshan. Where are yu frm?
T: And where are they frm? Let’s lk.
①出示模糊的自由女神像，让学生猜测，Wh is she? Where is she frm?
②欣赏英国女王的图片，询问学生Wh is she? Where des a queen live? Where is she frm?
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 frm?
【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 yu frm? / Where is she frm? 答句 I’m / She is frm…以及国家the U.S., the U.K. and Canada.
Step2 Presentatin and Practice (25 minutes)
1. Watch and Answer
Jenny lives in Canada. Li Ming wants t speak English well, s he studies in Canada. He knws sme new friends at schl. Wh des LM knw at schl? D yu want t knw? Yes? OK, let’s watch and answer.
【设计意图】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。
2. 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。
3. Read and Judge Yes r N
( ) 1.Kim is Jenny’s friend.
( ) 2.Li Ming is Kim’s ld friend.
( ) 3. Li Ming is frm China.
( ) 4. They have English, math, science and art in Kim’s schl.
( ) 5. Kim has fur classes in the mrning and tw in the afternn.
【设计意图】Yes r N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。
Step3 Prductin (8 minutes)
1. Design class schedule and Interview partners
T: We have many classes. What subjects d yu have n Mnday/ Tuesday … Friday? Hw many classes d yu have each schl day? And there are sme beautifully class schedules. Let’s share. D yu want t have ne? Yu can design yur wn class schedule as mre beautiful as pssible.
Suppse yu are a reprter, interview yur partner abut his r her class and schl life.
【设计意图】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。
2. Enjy sme pictures abut freign primary schl
T: Wnderful! I knw mre abut yur schl life. D yu want t knw freign primary schl life? Let’s enjy.
【设计意图】这部分学生能更多地了解外国小学生活，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 Hmewrk（2 minutes）
Sme American students will visit yur schl. Can yu intrduce yur schl life t yur new friends?
六、Blackbard Design
Lessn 7 Li Ming Meets Jenny’s Class
What subjects d yu have in yur schl?
We have English, math…
Hw many classes d yu have each schl day?
Three classes in the mrning and tw in the afternn.
Lessn 8 Li Ming Meets Jenny’s Class
一、教学目标:
1. 知识技能:
(1)复习句型:Hw are yu? Hw ld are yu? Where are yu frm? Nice t meet yu! What’s yur name? 能根据具体的情况，进行问答。
新句型:What subjects d yu have in yur schl? We have English, math, science, art...
Hw many classes d yu have each schl day? Three classes inn the mrning and tw in the afternn.
(2)能运用学过的重点句型，谈论自己的年龄、姓名、兴趣爱好等方面的话题。
2、过程与方法:通过情景创设，让学生理解句意，并在情景中进一步学习，培养自主学习的能力，获得与同学交流的方法。
3、情感态度:培养学生与他人进行交流的良好习惯。
二、教学重难点:
重点:
新句型:What subjects d yu have in yur schl? We have English, math, science, art...
Hw many classes d yu have each schl day? Three classes inn the mrning and tw in the afternn.
难点:
能根据具体的情况，同学之间进行交流，谈论有关年龄、姓名、兴趣爱好等方面的话题。
四、教具、学具:课件、录音机、
五、教学过程:
1.Greetings
2.Sng: Sing an English sng The Rain Sng
3.设置情景:在奥运会期间，北京的志愿者笑迎八方的来客，下面就是一名志愿者和一名运动员的对话:有必要让学生猜让学生自问自答，复习以前学习的句型，给学生一种自主说英语的机会，培养学生自主性。
4.学习课文，教师可以先介绍。
Li Ming wants t g t schl in Canada. He wants t learn English. Nw Li Ming meets Jenny's class. Can yu guess what d they talk abut? Practice the questins again.
播放录音，让学生回答问题。
5. Student bk: Play the auditape as the students fllw in their bks.
6. Students chse a city where they are frm ( nt the ne they n live in). Each student writes the name f the city they have chsen n s card. Students ask and answer., then talk and write part 3-2.
六、板书设计:
Lessn 8 Li Ming Meets Jenny’s Class
Where are yu frm? I’m frm...
-What subjects d yu have in yur schl?
-We have English, math, science, art...
-Hw many classes d yu have each schl day?
- Three classes inn the mrning and tw in the afternn.
教学反思: