冀教版（三起）六下-Unit 2 Good Health to You!-Lesson 11 Work Hard!-教案、教学设计-省级优课-(配套课件编号：91ed3).docx

1、冀教版小学英语 Book8Lesson 11 Word Hard!教学设计 一、学习者分析一、学习者分析 本课的授课对象是六年级学生，他们有了一定的英语语言基础，具备了一定 的英语思维能力，而且有一定的生活积累。他们喜欢和同学、老师交流一些与他 们生活密切相关的话题，渴望得到教师学习方法的指导，并逐步养成良好的语言 技能和学习习惯。 二、学习内容分析二、学习内容分析 本课教材教育学生们在学校要努力学习， 在家要帮助家长做力所能及的事情， 并且坚持锻炼身体，这样才能拥有一个健康的身心。学习内容与学生生活密切相 关， 学生会觉得简单易学非常有趣的。 本课大量复现学生已经学过的词汇和句型， 我利用思

2、维导图引导学生对已有的生活经验进行归纳分类，深化对课文的理解， 激发他们自我表达的欲望，使语言在重复和滚动式的递进中不断巩固，并拓展自 己学习的知识面。 三、教学目标三、教学目标 1. 知识与技能目标：知识与技能目标： （1）学生能够听懂、会说、认读并书写下列单词：high low （2）学生能够认读、理解并运用下列短语和句型： dry the dishes, clean my bedroom, make my lunch Do you help your family? （3）能够灵活运用所学词汇和句型表达健康的生活方式。 2. 情感态度目标：情感态度目标： 通过课堂学习，培养学生健康的生活

3、观念，树立积极向上的精神状态，努力 成为一名好学生。 3. 学习策略目标：学习策略目标： 运用思维导图培养学生对知识进行梳理、归纳的能力，进而形成有效的学习 方法，最终提高学生的综合语言运用能力。 四、教学重难点四、教学重难点 1. 教学重点： （1）学生能够听懂、会说、认读并书写下列单词：high low （2）学生能够认读、理解并运用下列短语和句型： dry the dishes, clean my bedroom, make my lunch Do you help your family? 2. 教学难点：能够灵活运用所学词汇和句型表达健康的生活方式。 五、教学过程五、教学过程 Ste

4、p 1 Class-opening and warming-up 1. Greeting T: Hello, boys and girls. Ss: Hello, Miss Yang. T: Nice to see you. Ss: Nice to see you, too. 2. Game: I say you do. T: Lets play a game to relax. “ I say you do”. stand up/touch your head/ touch your arm/ touch your toes/touch the ground/ turn around/ ju

5、mp up/ play basketball 【设计意图：设计意图：采取学生喜欢的游戏方式，激发他们 学习英语的兴趣，并调动课堂气氛，并为后边的 chant 学习做铺垫。 】 3. Try to say. T: OK, sit down, please. What do you do at sports? Try to say as more as you can. S: I play ping-pong. /play basketball/ ride my bike/ T: What do you do at school? S: I read a book/do my homework/

6、read books/ draw a picture/ go to school/ T: What do you do at home? S: I play the piano / clean my bedroom/ wash my clothes/ help my parents/ make my bed/ 【设计意图：设计意图：利用头脑风暴的形式，让学生复习已经学过的有关在学校、家庭、 运动方面等短语，通过旧知识的再现为后面的学习打下基础。 】 Step2 New Concepts 1. Try to choose T: Very good. How about Jenny? What d

7、oes Jenny do? Listen and choose. T: Finish? Lets check your answer. S: She _. T: What does Jenny do at school? T: What does Jenny do at school? S: She goes to school on time. T: Good. Whats the meaning of “on time” Do you know? (板书) S: 按时，准时。 T:Youre clever. Follow me to read it. T: How often does J

8、enny go to school on time? S: She always goes to school on time. T: How about you? Do you always go to school on time? （板书：always） S; Yes, I always go to school on time. T: We should go to school on time. Dont be late. What else does Jenny do at school? S: She always does her homework. （板书：always） T

9、: Good! Jenny always goes to school on time. She always does her homework. (贴板书) Jenny works hard at school. Jenny is a good student! （PPT 总结） What does Jenny do at sports? T: What does Jenny do at sports? S: She does exercise every day. She has fun with her friends. T: What exercise does she do? re

10、ach up high（PPT 出现，教师做动作并领读） T: Boys read it. Girls read it. S: reach up high T: Ok, boys and girls, try to read these words. lightnightrightfight T: Very good. bend down low S: bend down low T: Try to read these words. snowslowyellowblow T: Good job. This is a group of opposite words. This mountain

11、 is _. That mountain is _. S: This mountain is high, that mountain is low. T: Great. Lets do exercise follow the teddy bear. Everyone stands up. Ss: Everyone, everyone, reach up high. T: She does exercise every day. She has fun with her friends. (贴板书) She works hard at sports. Jenny is a good studen

12、t.（总结） T: What does Jenny do at home? T: What does Jenny do at home? S: She helps her parents. T: What else does Jenny do at home? S: She cleans her bedroom. T: She helps her parents. She cleans her bedroom. (贴板书) She works hard at home. Jenny is a good student. T: OK, boys and girls. Look at the bl

13、ackboard. Now if you are Jenny, what do you do at school, at home and at sports? （拿走 Jenny 贴图，板书 work hard 并领读) S: I always do my homework. T: Jenny works hard at school, at home and at sports. Jenny is a good student! Ss: work hard T: (PPT) Can you read it together? Ss: I work hard at school, at ho

14、me and at sports. T: (PPT) Its important to work hard. Whats the meaning of “important”? S: 重要的。 【设计意图设计意图：通过听音选择，先让学生整体感知 Jenny 所做的事情，而后再分别 学习 Jenny 在学校、在家和在运动方面所做的努力。运用思维导图将此部分内容 进行板书，引导学生学会有意识的提取关键词和中心思想，并以此为中心，把课 文中的内容串联起来，这样学生内心就会对课文有一个清晰的脉络，帮助学生理 解课文。 】 2. Try to imitate. T: Good work! Now let

15、s listen and imitate. Pay attention to your voice. S: (Read Part1 follows the tape.) 【设计意图：设计意图：听录音跟读，复习巩固文本，并培养学生的听说能力。 】 3. Try to answer. T:As you know, Jenny works hard. She is a good student. How about Kim? Does Kim work hard? S: Yes. /No. T: Maybe. Read Part2 on your books. Try to find the ans

16、wers. Does Kim help her family? What does Kim do at home? T: Ok, open your books and read the text. Finish? Who wants to show? S: She waters the flowers. She dries the dishes. T: What else does Kim do at home? S: (教师板书) 【设计意图：设计意图：通过自读课文找答案，培养学生的寻读能力。 】 4Try to imitate. T: Great! Now lets listen and

17、 imitate. Pay attention to your pronunciation and intonation. S: (Read Part2 follows the tape.) 【设计意图设计意图：通过听音模仿跟读培养学生正确的语音、语调和语感，同时加深对 课文内容的理解。 】 5Try to role play. T: Does Kim work hard? S: Yes, she works hard at home. T: Kim works hard at home. What does she do at school and at sports? Try to gue

18、ss. S: She _. T: Good job./Maybe. Now you can role play the dialogue on Page 29 or make a dialogue by yourself. Choose anyone you like. Practice in pairs, please. S: T: Who wants to show? S: 【设计意图：设计意图：让学生猜测 Kim 在学校和运动方面的表现，继续延伸话题，鼓励 学生发挥自己的想象力和主观能动性提出自己的新观点。 分层设计对话表演活动 可以满足不同层次学生的需求， 使每一位学生都有事做， 都能

19、体会到成功的快乐。 】 6. Try to think. T: Jenny and Kim work hard, theyre good students. Do you want to be a good student? S: Yes. T: What should we do school, at home and at sports? You can discuss in your groups. Then share your ideas. T: Who wants to show? S: I _. T: OK, try to finish the mind map on your

20、exercise paper. Who wants to show? S: I _. 【设计意图：设计意图：语言源于生活，又应用于生活。此环节我给学生充分的施展空间， 说自己想说的，让学生在较为真实地运用中，学会使用语言。填写思维导图帮助 学生对所表达内容进行梳理归类，为完成后面的写作做好铺垫。 】 Step3 Class Closing T: OK, todays homework is “Write a short passage with your mind map Being a Good Student. 【设计意图：设计意图：让学生有依托思维导图写文章，形成阶梯 及思维的拓展，促进

21、学生写作的能力的提升。 】 T: In this class, you try to say. Try to choose. All of you try to work hard. All of you did a good job! Work hard! Everyone can be better! 【设计意图：设计意图：通过对本课学习环节的回顾引导学生树立 正确的人生观和积极向上的生活态度。 】 六、板书六、板书 七、教学反思七、教学反思 针对本节课我做以下具体反思： 本课的教学思路清晰，层层递进，每个活动都明确指向了教学目标，并且由 易到难，学生能积极参与到课堂中学习。个人感觉以下方

22、面做的比较好： 1、首先我以“I say you do”的游戏开始本课教学，学生在动的同时也为 后边的 chant 学习做准备，学生很快进入到了本课学习中。 2、通过听读练习、自读找答案再到课文的朗读练习，每一环节都设置了不 同的学习任务，先让学生们整体感知 Jenny 做的事情，在细化她在学校、在家和 运动方面做的事，学生能深入了解并掌握文本，让每一位孩子都能充分的参与到 课堂学习中。并设计让学生猜测 Kim 在学校、运动方面努力做事的环节，激活学 生的思维，激发他们自我表达的欲望。 3、运用思维导图将本课内容进行板书，引导学生学会有意识的提取关键词 和中心思想，并以此为中心，把课文中的内容

23、串联起来，这样学生内心就会对课 文有一个清晰的脉络，帮助学生理解课文。 4、课堂的最后设计了一个拓展练习，基于学生理解文本之上，让学生有依 托思维导图写文章，形成阶梯及思维的拓展，促进学生写作的能力的提升。并引 导学生树立正确的人生观和积极向上的生活态度。 不足之处： 1、在讨论如何成为一名好学生时，给学生思考的时间不是很充裕，而且对 一些没有语言储备的学生来说有些难度。再适时地给他们些词汇，这样就能满足 不同程度学生的学习。 2、有的指令语不够清楚、准确，课下应该加强这方面的专业学习，使学生 听懂并轻松参与到课堂学习。 3、上课时间把控不太好，最后让孩子们写出自己想法的环节展示的不多， 这也是这节课的一个小遗憾。以后上课要注意合理分配时间，把更多的时间交给 学生，给他们自我展示的机会。 以上是我个人的一点感受，不足之处请各位评委、老师多多指正。谢谢！