1、冀教版小学英语冀教版小学英语一起六下一起六下 Unit1 教学目标：教学目标： 语言知识技能目标： 1.通过阅读联系上下文让学生理解和使用单词：sadly, weekend, maple, syrup, sweet。 2.通过阅读文本让学生了解加拿大和中国时间的差异，并知道在打越洋电话之 前要考虑时差问题。 3.通过对文本的学习，学生可以角色表演对话并利用所学给同学打电话。 学习策略： 1. 通过阅读培养学生解决问题、 猜测、寻读的学习能力，并逐渐养成良好的 阅 读策略。 2. 学生在教师的帮助下完成打电话中重要信息的提炼，加深对文本的理解。 3. 通过教师创设的情境，让学生将所学内容有效输出
2、。 情感态度： 1.通过同桌活动增强学生之间的合作意识。 2.在讨论理解文本的过程中引导学生学会正确的电话使用礼仪。 教学过程教学过程： Step 1Step 1：PrePre- -readingreading 1. Greeting T: How are you? How is everything? Ss: I am excited/ happy / fine （借助此种打招呼的方式来引出本课主题人物：Li Ming） 2. Introduce the background of making the call to China. T: How is Li Ming today? He i
3、s sad today. He is in Canada. He misses his family very much. So he will make a call to China. Today we will learn Lesson 5 : Li Ming Calls China.（板书贴李明头像，书写 misses） Step 2Step 2：WhileWhile- -readingreading Part1:Part1: 1. Watch the text cartoon and answer two questions: a. Who does Li Ming want to
4、call? b. Who helps Li Ming make the call? S1: Li Ming wants to call his family. S2: Mr. Smith helps Li Ming make the call. （粘贴 Mr. Smith 头像） T: When Mr. Smith helps Li Ming make the call, what does he say? S3: What time is it? （板书句子） T: Yes, he is worried about the time. 2.2. Read and answer: a. Wha
5、t time is it in Canada? b. What time is it in China? S1: Its lunch time in Canada. S2: Its 3:00 a.m. in China. T: Can Li Ming make the call now? Ss: No. T: How does Li Ming feel now? Ss: Unhappy and sad. T: So he says ”Oh!” sadly. （板书） 3.3. Read and answer: a. When can Li Ming call his family? b. Wh
6、y? T: When can Li Ming call his family? Guess. S1: He can call at dinner time. Because people in China will wake up at that time. 4.4. Introduce the time difference. T: Boys and girls, different countries, different time, just because of the Time Difference. When we want to make a call to another co
7、untry, make sure if it is the suitable time. 5.5. Follow the tape. （巩固本段落内容，模仿语音语调） PartPart2:2: 1. Read and answer: a. How is Li Mings life in Canada? b. What does Mrs. Li say? c. What does “that” mean? T: At dinner time, Li Ming calls his family. Who answers the phone first? Ss: Li Mings mother, M
8、rs. Li. T: She misses her son so much. What does she want to know about her son? Ss: Maybe the life in Canada. T: Yes, she wants to know how Li Mings school life in Canada. （板书） Hows Li Mings school life in Canada? What does Mrs. Li say when she hear that? What does “ that” mean? Ss: Li Mings school
9、 life is very good. His mother says, ”Im happy to hear that.” “that” meanshe works hard, he thinks the school is great, and he likes his teacher, Mr. Wood. 2.2. Role-play the part T: Lets role-play the part and try to feel Li Mings mothers love. （分角色饰演，巩固本段落内容。） Part3:Part3: 1. Read and answer: a. W
10、hat are Li Ming and Mr. Li talking about? b. What did Li Ming do last weekend? T: Now who answers the phone? Ss: Thats Mr. Li. T: What are they talking about? Ss: Weekend. T: Yes, Li Ming had a fun weekend. What did he do last weekend? S: He visited a maple tree farm. Maple syrup is sweet and delici
11、ous. （板书，借助图片讲授词汇） 2.2. Read and answer: a. What is Li Ming going to eat for dinner? b. Who cooks? T: Is Li Ming going to eat maple syrup for dinner? Ss: No! He is going to eat noodles! T: Why? Because the Smiths family want Li Ming to feel warmth of home. （借助旧图片来帮助同学回忆李明在加拿大的幸福生活） 3.3. Role-play th
12、is part. 4.4. Retell the text with the pictures and the words on the blackboard. Step3:Step3: PostPost- -reading:reading: 1. Fill in the blanks. 2. Watch a video. （观看留学生视频，让学生更直观感受打电话的内容和场景，为下一个环节作铺垫。 ） 3. Make a call with your partner. （三个话题让学生自由选择排练，充分发挥学生的语言组织及运用能力。 ） 4. Homework. 板书设计：板书设计： 课后反思
13、：课后反思： 本课是一节阅读课，文本较长，但内容不难，学生能够在老师的提示引导下顺利找到问 题的答案。以此看出课堂活动设计合理，有梯度。基本达到了目标要求。 课堂评价比较单一，这是自己的弱项，针对大班教学如何进行有效评价还需思考实践。 教师教师点评：点评： 本课教学目标基本达成。学生对文本掌握牢固，并在过程中理解时差问题；新词汇讲授 清晰，利用语音帮助学生发音；注重内涵文化的挖掘，让感情自然流露升华。 教师把阅读策略隐藏在活动要求之中：1. 口令（as quickly as you can）给学生时间 阅读思考，等待学生；2. 预测。很多次预测通话内容； 3 过渡语设计。开课时的问候；三 个段落之间的衔接等都体现了本课的整体性。 教学活动合理。 本课采用了”top-down”和”bottom-up”相结合的模式， 先整体， 再部分， 然后再进行 Step by step 的精读，最后又回到了整体文本的理解。
