文档文本内容
冀教版 六年级上册
Lesson 8 Li Ming Meets Jenny’s Class
一、教学分析
1、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。
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、教学内容
学生听懂、会说、认读和书写词汇well, class；
学生通过图片及单词的类比，归纳总结语言规则；
学生恰当运用旧句型Where are you from?；
学生认读、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。
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 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.
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?
【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. 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.
【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 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。
Step3 Production (8 minutes)
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.
【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 foreign
primary school life? Let’s 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 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.
