湖北省黄石市第一小学六年级英语下册 Unit 4 Li Ming comes Home Lesso

Unit 4
Lesson 21 A Party for Li Ming
教材分析
本节课是第四章的第三节内容，以为了李明举办的派对作为引入，来让学生学习打电话的常用语言和表达时间的方法。

教学目标
【知识目标】
学生能够掌握打电话常用语言、表达时间的方法和辨析in，on，at， before，after的用法。

【能力目标】
指导学生能够制作邀请函。

【情感目标】
帮助学生能够结合自己日常生活，使用英语向同学发出邀请，从而增进学生和自己同学朋友的感情。

教学重难点
【教学重点】
指导学生掌握打电话的常用语言和表达时间的用法。

【教学难点】
帮助学生能够区分开各个介词，掌握其不同用法。

课前准备
Tape recorder, Multimedia
教学过程
Step 1. Greetings and warm-up activities
Please describe the picture.
What time is it?
Do you know how to express it?
Step 2. Presentation
What time is it?
It’s seven o’clock.
What time is it?
It’s four five. It’s five past four.
What time is it?
It’s nine thirty. It’s half past nine.
What time is it?
It’s seven forty-five. It’s a quarter to eight.
Step 3. A game
Can you line them？
a quarter to eight
five past four
a quarter past seven
half past nine
Step4.Presentation
A party for Li Ming
Li Ming is leaving soon.
Jenny and Danny plan to have a surprise party for Li Ming. Jenny calls Danny. Li Ming doesn’t the party. That’s why it’s a surprise.
It’s a surprise party.
When time does the party begin?
At 4:00 in the afternoon on Saturday.
Don’t come after 4:00. Don’t be late!
Okay, I will come before 4:00. I will be there early.
It’s nine forty.or It’s twenty minutes to ten.
It’s before 10:00. It’s early.
It’s ten or It’s ten minutes past ten.
It’s after 10:00. It’s late.
总结：
at+具体的时间
in the afternoon/morning/evening下午/上午/晚上
on+周几
before…在…之前
after…在…之后
Step5.Reading
Read the dialogue on Page 54.
Can you make a call?
We often begin it like this:
A: Hello?
B: Hi. It’s … speaking. Would you like to …?
A: Sure. …
B: …
A: Great! See you.
Step6.Work in pairs
Practice it with your partner.
Hello?
Hi. It’s … speaking. Would you …
Imagine there’s a party at half past five on Saturday afternoon. You choose the time to come.
I arrive at five o’clock.
You’re early.
Imagine there’s a party at half past five on Saturday afternoon. You choose the time to come
You are late.
I arrive at five forty-five.
Step7 .Summary
1.学会打电话常用语言
2.学会表达时间。

3.学会辨析in，on，at， before，after的用法
Step8 .Homework
完成课本第55页内容，然后自己做一个邀请函，并向你的同桌介绍它。

Lesso n 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、教学目标
1、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。

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 Tan gshan. 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 a nd 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
Unit 3 A Healthy diet
Period 3
(Sound time Culture time and Cartoon time)
一、课时目标
1、学生能熟练地用所学语言来谈论自己的饮食习惯和什么是健康的饮食。

2、学生能掌握字母组合“ou”的发音规律，并能举一反三。

3、学生能了解本单元文化知识：中西方早餐食物的差异。

4、学生能在情景中自主理解故事大意，并通过自主阅读，强化语言知识，训练语言技能，培养学生的阅读理解能力。

二、教学重难点
1、学生能掌握字母组合“ou”的发音规律，并能举一反三。

2、学生能了解本单元文化知识：中西方早餐食物的差异。

3、学生能在情景中自主理解故事大意，并通过自主阅读，强化语言知识，训练语言技能，培养学生的阅读理解能力。

三、教学准备：PPT,照片等
四、教学过程：
Step 1Revision
1.Today we go on learning “healthy diet”. What is a healthy diet?(出示金字
塔图，与学生谈论)
st lesson, you all did a survey for your breakfast, lunch, dinner.
Please tell me what do you think about your diet? Do you have a healthy diet? How about your classmates?
3.How about Miss xie? You can interview me.(出示表格)
4.How about Kate？What does she have for breakfast?
Let’s listen and answer “What’s for her breakfast?”
Step 2 Culcutre time
1.This is my breakfast, Chinese breakfast. This is Kate’s breakfast，
Western breakfast. What’s the difference? What can you find?
2.出示文化差异总结（Culture time）
3.This is the difference between Chinese breakfast and Western breakfast,
What else do you know about the food culture?
Step 3 Cartoon time
1.Lead in
There are some differences between Chinese breakfast and Western breakfast. Do you like Chinese food or Western food? How about Sam? guess, Which one does he like? Why？
2.自读课文
What do you think of the story?
What do you know about the story?
3.再读文本，让学生自主提问：
What do they buy?
What happens at last?
4.listen to the tape and read after it.
5.Add the title and the end.
6.Action
Step 4 Sound time
过渡：You all did good job, and your ends are wonderful. We can help
Sam. Maybe we can help Sam.Maybe we can go fishing for Sam. Maybe we can cook a fish for Sam. Let’s go to the kitchen.
1.Show the picture of the kitchen and talk about it.
Who is in the Kitchen? What is she doing? What is she shouting?
2.Listen, repeat and discuss.
What is “ou” pronounced?
3.Do you know more words about…?
pare
Step 5 Homework
1.会四人一小组表演Cartoon time.
2.巩固ou的发音，收集含有ou发音的单词.
3.读听读空间第30页，积累更多词汇.
板书设计
Chinese breakfast (图)
Western breakfast（图）
图（Sam’s ） Supermarket drinks
图（Sam’s Mum）
fish
Unit1 Space
Lesson2 let’s practice
一、教学目标
1.学生能复述故事。

2.学生喜欢学习英语。

3.学生乐于写英语和读英语。

二、教学重点
学会在对话中使用”had, were, was“回答。

三、教学难点
1.如何使用过去时态。

2.强调新单词。

四、教具准备
课件、卡片。

五、教学过程
Step1:
Review :( plays a game)
拿出卡和隐藏卡片中的内容。

我昨晚做了一个梦。

在我的梦中我在…,让学生猜是什么。

Step2: Learn to Say
1.让孩子们打开书的第六页。

吸引他们注意页面的上半部分。

这幅画,问“What can you see in the picture?”
2.解释新单词,带学生读单词,使用相同的过程与学习照片中的其他单词。

3.播放录音或课件，学生跟读词组。

4.学生看插图，朗读词组。

5.教师引导学生说一说昨天上午、下午或晚上他们在哪里。

T：Where were you last night?
Step3. Match and Say
(1)让学生阅读课文中的图片及单词。

(2)让学生把图片与文字连线。

(3)老师核对答案。

老师指图片，学生说出文字。

(4)学生小组合作练习句子，然后在班上大声朗读。

Step4.Let’s Sing
告诉学生接下来学习一首歌曲。

让学生猜一猜是什么类型的歌曲。

(1)让学生阅读歌词，并让一名学生站起来大声朗读。

(2)学习歌曲里的新单词。

(3)播放录音，让学生听录音，并说一说听到的内容。

(4)播放录音，让学生跟随录音演唱。

(5)引导学生在小组中练习演唱。

让学生大胆地唱出来。

家庭作业
1.复习今天所学的新单词。

2.唱熟今天学的歌曲。

板书设计
----where were you last month?
----I was on Mars.
In a spaceship
In space
On the moon
Sadly around all day long。