清河县六年级英语上册-Unit-1-Come-meet-our-friends-Lesson-5

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1、LESSON 5【学习目标】1学会听、说、读下列词汇：the UK、British、oval、kick、rugby。2学会使用：问句“What s your favorite hobby?”与答句“My favorite hobby is”来进行交际。【学习重难点】重点：1单词的认读。2功能句的理解。3对课文的理解。难点：1运用“What s your favorite hobby?”的功能句型进行表述。2句型：（1）Do you like to play（2）What s your favorite hobby?【学习过程】一、新知学习。1课文预习。阅读课文，将自己不认识的单词写下来。_2学

2、习单词和句型。（1）朗读词汇：the UK、British、oval、kick、rugby。（2）朗读句型：Do you like to play?Whats your favorite hobby?（3）小组活动，练习上述句型。S1: What s your favorite hobby?S2: My favorite hobby is playing rugby.二、达标检测。1根据给出的图片和信息，将对话补充完整。（1）the UK _ are you form?_.（2）rugbyWhats your favorite_?_.2根据Lets meet our friend Kathy.

3、信息，回答问题。（1）How old is Kathy?_（2）What school is Kathy studying?_（3）Where is Kathy from?_（4）What language does Kathy speak?_（5）Whats Kathys favorite hobby?_2 / 14Air教学目标：1.能听、说、读、写本课的核心词汇：air, everywhere , alive, smoke,factory, smoke, dirty, clean, plant2.能熟练掌握核心句型： It keeps them high in the sky.3.读懂描

4、述空气污染的对话。重点难点：1.能在语境中正确使用本单元的核心词汇。2.能用句型It keeps them high in the sky.描述空气的作用。教学用具：录音机、自制课件、照片等教学过程：StepWarm up and revision（热身与复习）1.Greetings.2.Guessing game.Step Presentation and practice （自主探究）1.生词关T: Please write the meanings on your paperair_ smoke _ factory _ dirty_ clean _alive _ everywhere_

5、important _2.Learn the new words.T: Lets listen and say the new words.Ss: read these words after teacher.3.Work in groups to read the new words. Recite the new words, and then recite in groups。4.Watch the screen and learn to say the sentences.5.Ask pupils to talk about the famous cities of the world

6、 in groups .Sept Learn the story （文本学习）T: Heres a riddle. Its very long one. Please listen carefully and guess what it is. What is it?Ss: Air.T: Yes, What do you think of air?S1: Air has no colour.S2: Air has no smell and taste.S3: T: Yes. We cant see it,but we can feel it. Air is important toall li

7、ving things.T: Can you talk about air? Work in groups .Ss: talk each other.Tasks the pupils to answer the questions on Page 69.Step Consolidation（拓展延伸）Think and say: 模仿课文，介绍一样。教学反思：大部分学生能掌握本课的核心词汇和核心句型，小组讨论，谈一谈对空气的认识，学生积极踊跃，大胆表达，教学效果较好。4 / 14Lesson 8 Li Ming Meets Jennys Class一、教学分析1、 学情分析本册书的学习者是六年

8、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。2、教材分析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、教学目标1、

9、 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。

10、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 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、教学准备图片、小记者话筒五、教学过程Step 1 Sing a s

11、ong 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

12、 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

13、 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: Im from China. Im from Tangshan. Where are you from?S2: He is from Tangshan. Im from Tangshan. Where are you from?S3: He is from Tangshan. She is from Tangshan. Im from Tangshan. Where are you from?T: And where are they from? Lets look.出示模糊的自由

14、女神像，让学生猜测，Who is she? Where is she from?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?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?【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 Im / She is from以及国家U.S., U.K. and Canada.Step2 Presentation and Practic

15、e (25 minutes)1. Watch and AnswerJenny 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, lets 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 an

16、d 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 or No( ) 1.Kim is Jennys friend. ( ) 2.Li Ming is Kims old friend. ( ) 3. Li Ming is from China. ( ) 4. They have English, math, science and art in Kims school.( ) 5. Kim has four classes in the morning and two in

17、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classglassgrasspass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 Production (8 minutes)1. Design class schedule and Interview partnersT: We have many c

18、lasses. 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. Lets 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

19、your partner about his or her class and school 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. Enjoy some pictures about foreign primary school T: Wonderful！I know more about your school life. Do you want to know

20、foreign primary school life? Lets enjoy. 【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 Homework（2 minutes）Some American students will visit your school. Can you introduce your school life to your new friends?六、Blackboard DesignLesson 7 Li Ming Meets Jennys ClassWhat subjects do you h

21、ave 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.8 / 14 Lesson 15: Winter Fun教学背景分析教学内容分析本课教学内容为冀教版小学英语教材六年级上册第三单元第三课。本册教材主要讲述李明来到加拿大后在学校及生活中的所见所闻，本单元主要内容为李明在加拿大参与的冬季活动。本课为对话式语篇，讲述了李明与Jenny一起堆雪人的过程。教材配有丰富的插图，能

22、够帮助学生更好地理解文本内容。学生分析： 本课的授课对象是六年级学生，有一定的语言表述基础。语言学习的目标要高于低年级学生，他们乐于在老师的帮助下尝试思维性的表述活动。这个年龄的学生喜爱参与体验性的活动，对于生活在北方的孩子们来说，堆雪人是一件充满乐趣的事情，因此学习本课能丰富他们的生活经验。教学目标：知识与技能目标 1、学生能够听懂、会说、认读并书写以下词汇：nose, mouth, body, head, ear, arm, leg, eye。能够 2、学生能够听懂、会读，运用语句We make afor the (身体部位)，Can youput this snowball on tha

23、t snowball?表述堆雪人的过程，并尝试运用first, next, then, finally使表述更具层次性、条理性。情感目标学生能够在课堂教学所创设的情境中感受堆雪人所带来的乐趣。将自己堆雪人的过程写下来并配上自己制作的雪人照片，设计成精美的poster放入成长记录袋，体验成长的快乐。学习策略目标学生能够在教师的指导下运用阅读策略加深对文本的理解，采用适当的朗读技巧培养语感，并积极参与合作，大胆表述。教学重点、难点：运用语句We make a for the (身体部位)表述堆雪人的过程。教具准备：橡皮泥或纸片做的雪人身体的各个部分。教学过程：Step 1 Leading-in1、

24、 A riddle about a snowman.教师口述一则关于雪人的谜语，在学生猜出谜底后揭示主题。并通过师生交流及PPT图片欣赏激活学生的经验背景。T: Yes, snowman. Look, this is a snowman. And these are snowmen. (ppt. to show the pictures) In which season we can make snowmen?S: In winter.T: Did you see or make a snowman before? How do you feel?S: Yes! I feel very hap

25、py/T: Great! (show the pictures of making snowmen) It is fun. So making snowmen is a great winter fun activity.(write the topic)(设计意图：以猜谜的形式，激发学生的思维并使学生积极地参与其中，谜底的揭晓开门见山地揭示主题，漂亮的雪人能快速将学生引入情境。)2、 What do we need to make a snowman?学生根据自己的生活经验，说一说堆雪人所需要的物品，PPT逐一呈现图片，对于新词汇大家一起看图片学习。T: I think you must k

26、now what we need to make a snowman.S: We need snow, stones, carrots (try to show the pictures what they say)T: We also need some sticks. What are they usually for?S1: I think stones are usually for the snowmans eyes.S2: I think carrots are usually for the snowmans nose. (设计意图：通过让学生说一说他们制作雪人所需的物品，激活学

27、生已有的背景知识，为更好地理解文本作准备，同时也在图片、语言等情境中学习词汇snowball, stick，运用I think表述自己的想法。)Step 2 Presentation and practice.1、 Listen to the text and draw the snowman.学生听课文录音，在整体感知的基础上尝试画出雪人。 T: I think you have your own snowmen in your mind. Li Ming and Jenny are making a snowman now. Lets listen and follow them to d

28、raw the snowman they are making. Lets look at the screen，is it as the same as yours？(After listening, the teacher asks the students to show their pictures in the group, then discuss the difference.)(设计意图：学生结合自己的生活经验和文本内容听、画雪人，整体接触、理解文本，感知、输入所学语言。)2、Listen to the text again and watch the cartoon.再听课文

29、的同时观看雪人成形动画，在验证前期理解的基础上填表格抓关键信息。 T: What do they need for the snowman? (The teacher shows the class the following form and then ask the class to fill in the form. Objects for the snowmanParts of the snowmana big snowballa small snowballa carrot two stones two potatoestwo sticks学生表述的同时教师点击呈现表格中左栏部分，随

30、后组长将手中的表格分发给组内同学，右边一栏由学生自己在表格中填入。The teacher asks the students to describe the steps of making a snowman. Ss: First make a big snowball for the snowmans body. Make another snowball for the head. (设计意图：伴随课文录音，PPT呈现生动的动画，将雪人的制作过程展现得一目了然，从视听的角度对学生进行语言再输入，强化理解感知。在教师的引导下自主提炼关键语言信息，并以此为语言支架尝试进行meaningful

31、practice。活动环环相扣。)3、 Read the text again and answer the questions in the student book.学生默读课文回答课后练习1中的问题。边读边划出与答案相关的语句。 T: Read the text again and answer the questions. I think its not hard for you to find the answers now. Please underline the sentences. Before sharing the answers in the class, the st

32、udents discuss the answers in their groups.(设计意图：通过前期活动的整体输入、理解、重点操练，学生再次阅读文本，在文本中划线问题答案，训练了阅读策略。在小组交流答案过程中，学生思维碰撞的同时学习质量得到提升，语言感悟、表达能力随之加强。)4、 Read Part One in pairs.学生分角色朗读课文。在朗读之前教师做朗读技巧指导。T: Before reading, try to read this long sentence, please.“Can you put this snowball on that snowball?” “I h

33、ave two stones for his eyes, a banana for his mouth and two potatoes for his ears.”(The students try to read it and the teacher guides.)(设计意图：对话形式的文本利用两人一组的形式分角色对话朗读，更利于语感和语言表达能力的培养。对于较难读的语句教师重点指导朗读技巧，如按意群，升降调练习等。）Step 3 Consolidation and extension1、Arrange the sentences.完成课后练习题2。学生默读语句并在图片的帮助下，将袜子雪

34、人的制作过程正确排序。T: We can also make a snowman using paper and a sock. Look! Its a sock snowman. How to make it? Please read the sentences and number. （Then volunteers show the correct order of the passage.）T: Well, whod like to show us your idea?S: First, next, then, finally (设计意图：学生在阅读的过程中为实现目标任务，融合所有能够

35、利用的资源，包括图片，生活经验等,寻找句子之间的逻辑关系,锻炼记忆及逻辑思维能力。)2、 Retell how to make a snowman.在前面学生填好的表格的基础上，教师通过PPT呈现补充部分，学生在表格的帮助下尝试将雪人的制作过程表述得更加有条理。Steps of making a snowmanObjects for the snowmanParts of the snowmanFirstNext ThenFinallya big snowballbodya small snowball heada carrot nosetwo stones eyetwo potatoes e

36、artwo sticks arm(设计意图：利用上表信息，教师引导学生利用first , next, then, finally尝试口头表述堆雪人的过程，同时也是对所学文本的语言重组内化的过程，促进学生语言表达能力的提高。)3、Task Activity: Make snowmen and describe in groups学生四人一组利用准备好的橡皮泥和纸片制作雪人，在制作过程中和完成后开展表述活动。 (设计意图：在合作中，培养学生倾听习惯、分享和合作意识，在小组学习中，发展学生用语言做事的能力。)5、 Sing a song.播放歌曲VCD，学生一起跟唱。T：Making a snowm

37、an is winter fun. What else winter fun you know ?S: Playing on the snow, throwing snowballsT: And skating, skiing( body language to show that) so much fun in winter! Now lets enjoy a song.(设计意图：学生在音乐的氛围中再次感受winter所带来的乐趣。)6、 Express their ideas.多媒体呈现下面写作内容，学生拿出老师下发的写作表达表格，完整描述制作雪人过程，教师巡视指导。 Making a

38、snowman Winter is coming. It is fun to Picture of the snowman _First_ _I put a on the snowman. Wow!Its so _.(设计意图：通过对文本的多次输入，学生已经理解、内化所学语言，能够运用所学目标语清楚表达自己的想法，此时设计书面表达活动，有利于学生思维的创造和升华。把小练笔制成精美的poster放入成长记录袋，是课堂教学的升华，学生在这堂课中获得的不仅是学习能力上的进步，更是一段美好的成长历程的记录，促进学生心智健康发展。)板书设计： Lesson 15 Winter Fun Make a snowman First Then14 / 14