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冀教版 六年級上冊
Lesson 8 Li Ming Meets Jenny’s Class
一、教學(xué)分析
1、 學(xué)情分析
本冊書的學(xué)習(xí)者是六年級的學(xué)生。他們都學(xué)習(xí)了三年以上的英語，具備了一定的語言知識和會話能力。根據(jù)他們的年齡和心理認(rèn)知特點，可以設(shè)計一些適合他們特點的學(xué)習(xí)任務(wù)。
2、教材分析
Unit 2的主題是School in Canada, 主要學(xué)習(xí)李明到達(dá)加拿大之后的學(xué)習(xí)和生活。本課是李明來到了Jenny的班級，與Mr. Wood和Kim相識并使用英語進(jìn)行交談。重點
2、是學(xué)生能夠理解并運用學(xué)過的舊句型Where are you from?以及本課的新句型What subjects do you have in school?和How many classes do you have each school day?
二、教學(xué)目標(biāo)
1、 知識與技能
學(xué)生能夠聽懂、會說、認(rèn)讀和書寫詞匯well, class；
學(xué)生能夠通過圖片及單詞的類比，歸納總結(jié)語言規(guī)則；
學(xué)生能夠恰當(dāng)運用舊句型Where are you from?；
學(xué)生能夠認(rèn)讀、理解并運用句型“What subjects do you have in your school?”以及“How
3、many classes do you have each school day?”進(jìn)行問答。
2、 情感與態(tài)度
培養(yǎng)學(xué)生與他人友好禮貌地交流。學(xué)會介紹自己的校園生活，了解西方的小學(xué)生活。
3、 學(xué)習(xí)策略
提供給學(xué)生交際的機會，培養(yǎng)學(xué)生的人際交往能力。
教會學(xué)生監(jiān)控自己的學(xué)習(xí)過程，主動學(xué)習(xí)，有效調(diào)控。
三、教學(xué)重點和難點
1、 教學(xué)重點：
學(xué)生能夠聽懂、會說、認(rèn)讀和書寫詞匯well, class.
能夠使用句型“What subjects do you have in your school?”以及“How many classes do you have each sch
4、ool day?”進(jìn)行交際。
2、 教學(xué)難點：
能夠使用句型“What subjects do you have in your school?”以及“How many classes do you have each school day?”及其答句進(jìn)行交際。
四、教學(xué)準(zhǔn)備
圖片、小記者話筒
五、教學(xué)過程
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?
【設(shè)計意圖】通過唱歌不僅能活躍氣氛，還能調(diào)
5、動學(xué)生的思維與積極性，Jenny與Li Ming 在雨天去學(xué)校，為下邊的話題討論做好了鋪墊。
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.
【設(shè)計意圖】由歌曲自然引出我們的老朋友Jenny和Li Ming，并且通過自由交談復(fù)現(xiàn)了單
6、詞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.
以接龍的形式操練句型，詢問幾個同學(xué)來自哪，如：
S1: I’m from China. I’m from Tangshan. Where are
7、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，讓學(xué)生猜測，Who is she? Where is she from?
②欣賞英國女王的圖片，詢問學(xué)生Who is she? Where does a queen
8、live? Where is she from?
③播放一個小女孩的聲音，請學(xué)生們猜一猜這是我們的哪位老朋友，以及Where is she from?
【設(shè)計意圖】通過不同的形式幫助同學(xué)們復(fù)習(xí)學(xué)過的舊句型Where are you from? / Where is she from? 答句 I’m / She is from…以及國家U.S., U.K. and Canada.
Step2 Presentation and Practice (25 minutes)
1. Watch and Answer
Jenny lives in Canada. Li Ming wants to
9、 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.
【設(shè)計意圖】通過觀看視頻，使學(xué)生對文本有初步了解，帶著簡單的問題觀看更具有目的性。培養(yǎng)學(xué)生尋找信息的能力。
2. Listen and Repeat
學(xué)生跟隨錄音，朗讀課文。
【設(shè)計意圖】學(xué)生跟讀，有助于糾正發(fā)音。同時，體會不同人物的語氣和情感，加深對文本的理解
10、。
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.
【設(shè)計意圖】Yes o
11、r No看似簡單，但能使學(xué)生對對話有個全面深刻的了解，不僅復(fù)習(xí)了舊知，如介紹朋友，詢問與表達(dá)來自哪里，關(guān)于學(xué)校的課程等，還呈現(xiàn)了新知，如何詢問對方一天有多少節(jié)課，及如何表達(dá)每天有多少課程。
此外，這部分還涉及了詞匯知識，通過圖片讓學(xué)生理解 well的意思，通過比較class—glass—grass—pass的發(fā)音，體會ass的發(fā)音。這樣的類比學(xué)習(xí)，有助于學(xué)生的理解和記憶。
Step3 Production (8 minutes)
1. Design class schedule and Interview partners
T: We have many classes. What s
12、ubjects 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 partn
13、er about his or her class and school life.
【設(shè)計意圖】該部分通過先讓學(xué)生欣賞一些美麗的課程表，激發(fā)學(xué)生設(shè)計自己的專屬課程表。這極大的調(diào)動了學(xué)生的熱情。
在完成了課程表的制作后，假設(shè)每個學(xué)生都是小記者，對自己的同伴就他（她）的學(xué)校生活進(jìn)行采訪，并進(jìn)行展示。創(chuàng)設(shè)相對真實的情境，達(dá)到學(xué)生知識輸出的目的。
2. Enjoy some pictures about foreign primary school
T: Wonderful！I know more about your school life. Do you want to know fo
14、reign primary school life? Let’s enjoy.
【設(shè)計意圖】這部分學(xué)生能更多地了解外國小學(xué)生活，這有利于他們拓展國際視野，增強跨文化意識。從小培養(yǎng)他們的國際觀。
Step4 Homework（2 minutes）
Some American students will visit your school. Can you introduce your school life to your new friends?
六、Blackboard Design
Lesson 7 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.
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【冀教版】小學(xué)英語六年級上冊導(dǎo)學(xué)案Lesson 8
