六年级上册《Lesson 7 On the School Bus》教学设计（英语）

基本信息

名称

《Lesson 7 On the School Bus》

执教者

董聪惠

课时

1

所属教材目录

冀教版小学英语三年级起点六年级上册

教材分析

本课是冀教版小学英语三起版六年级上册第二单元的第 7 课，本单元主要是介绍 school in Canada 。本课要求学生掌握词汇umbrella, Ms.,driver并理解和运用never, sometimes, often, always四个频率副词。

学情分析

六年级学生已经具备了基本的英语听说读写能力，抽象思维能力也已得到初步发展，所以可以设计简单的英语问答使他们比较轻松地把握课文内容并结合自身经验理解和运用频率副词进行英语交流，再结合课后的读写练习巩固所学，水到渠成。

教学目标

知识与能力目标

1、  学生能听懂、会说、认读并书写下列词汇：umbrella, Ms., driver

2、  学生能认读、理解并运用下列问句：Do you always go to school by bus?

过程与方法目标

1. 交际教学法：在交际中探索新知，发现问题，解决问题

2. 任务教学法：引导学生在完成任务中体验、感知语言知识

3. 情景交际法：创设情景，让学生在真实情景中运用语言

4. 合作交流法：通过小组合作交流，使语言知识得到内化

情感态度与价值观目标

通过课堂活动使学生对学习英语感兴趣并乐于开口、敢于开口，享受用英语交流的过程并养成用英语进行日常交流的好习惯。

教学重难点

重点

学生能听懂、会说、认读并书写下列词汇：umbrella, Ms., driver

难点

学生能掌握频率副词的用法并运用下列问句：Do you always go to school by bus?

教学策略与 设计说明

本课主要采用语言功能展示，语言功能训练、语言功能应用、语言技能发展、语言交际及合作交流等策略，激发学生的兴趣，充分调动学生的积极性，发挥学生的主体作用。

1. 通过情境创设，为学生营造语言学习与运用的真实语境。

2. 通过演绎、归纳展示引导学生进行语言知识的操练活动。

3. 在完成任务的过程中，引导学生接触语言、体验语言、学习语言和掌握语言，最大限度地运用已有知识和技能。

4. 通过个性化作业将课上语言知识在课外得到延伸，做到语言知识源于生活，用于生活。

教学过程

教学环节（注明每个环节预设的时间）

教师活动

学生活动

设计意图

Warming up

Leading in

(2 minutes)

T: Firstly, I have a question for you. How do you go to school?

Ok, you all go to school on foot, or you all walk to school.

Now Let’s see how does Jenny go to school. So let’s come to “Lesson 7 On the School Bus”.

（Write the title on the blackboard）

S1: I go to school on foot.

S2：I walk to school.

…

以学生生活实际的问答引出课题，突出英语的实用性、生活性与交流性。

New Concepts

(22 minutes)

1.    Listen and Read （ 1’）

Firstly let’s listen to the tape and try to read after it.

2.    New words ( 8’)

（Write the new words on the blackboard and explain them one by one with simple English and brief strokes.）

Students try to read New Words

according to phonics, Teacher

corrects them.

The frequency adverbs can be taught by making sentences of how they go to school and how often they have

certain courses.  

e.g. T: Do you go to school by bus? S: No.

T: So you never go to school by bus. When do you have music classes.

S: On Monday and Friday.

 T: So you have music classes on Monday and Friday, that’s 2 in 5 days, so we say you sometimes have music classes…

Teacher leads Students to read

new words and Students read together after explanation

until Students grasp the pronunciation.

3. Text ( 8’)

Teacher leads Students to interpret the text by asking and answering questions.

T: How’s the weather?

How do they go to school?

Where are they?

Who is the bus driver?

What are they doing?

Do you always go to school by bus?

Is Jenny’s house near the school?

3.    Listen and read again ( 1’)

Listen to the tape and read after

it again, pay attention to the

pronunciation of new words.

4.    The song ( 4’)

1)    Listen and sing

2)    Explain the new words

3)    Listen and sing again

Listen to the tape and try to read after it.

Look at the new words on the blackboard and try to

read them using phonics and grasp the explanation of new words.

Look at the curriculum schedule, answer Teacher’s questions and  try to interpret the frequency adverbs.

Read the new words, master their pronunciation.

Read the text following Teacher, interpret the text by answering Teacher’s questions.

Listen to the tape and read after

it again.

Listen and sing the song.

初步听读培养学生语感并了解课文大意。

利用自然拼读法帮助学生掌握单词发音；利用简笔画、结合实际的英语问答直观并贴近实际地理解单词，练习口语交流。

反复读掌握单词发音。

针对课文图片与文本与学生问答，帮助学生理解并锻炼口语能力。

再次听读促进精准阅读。

通过歌曲学习巩固所学并增加课堂趣味性。

Practice and Extention

(13 minutes)

1. Let’s do it! ( 2’)

1)Read and write

Read the text and fill in the blanks.

Ask Students to give the answers.

2)Tick and write ( 5’)

Choose the proper frequency adverbs according to their daily life and make up sentences.

Ask some students to talk about their choices.

2. Read the text in groups and act it out. ( 6’)

Read the text and fill in the blanks.

Choose the proper frequency adverbs and talk about their choices.

Read the text in groups and act it out.

通过课后习题进行听说读写全方位练习，加深对课文的理解，并将所学运用与实际交流。

小组课文阅读，熟能生巧，增强表达自信；角色表演活跃气氛，加深对英语的兴趣。

课堂小结

2分钟

Teacher asks Students what they have learned from this lesson.

Students say certain new words and make up sentences with them.

T: I’m happy to see that you’ve got a lot from this lesson.

布置作业

1分钟

1.    Ask your classmates how often they do something, practicing frequency words.

2.    Read the text and recite the new words.

3.    Do the exercise book.

板书设计

Lesson 7 On the School Bus

umbrella  

Ms.

driver    (单词配简笔画)                  

Monday Tuesday Wednesday Thursday Friday

never=0% 

by bus    /      /       /         /       /

0%<sometimes<50%

  computer class   /      /        /         √       /

music class   √      /        /          /       √

50%<often<100%

P.E. class   √      √       /         √       /

math class   √      √      √         √       /

always=100%

Chinese class   √      √      √         √       √

教学反思

1.      我本人对这节课的效果基本满意。

2.      我认为比较精彩和比较满意的是在单词讲授过程中，学生能积极运用以往单词中积累的经验，使用自然拼读法将新单词大胆念出来，虽然略有出入，但成效不错；在解释频率副词时，用班级课程表为例造句，学生们表现都很踊跃，积极回答问题，在活跃的气氛中了解了频率副词的用法；在课文的讲授问答中，学生们积极寻找答案，与我对答，在愉快的氛围中理解了课文内容。

3.      学生对这节课的学习基本达到了我期望的水平。不足之处在于用频率副词讨论日常生活的练习中，因准备不足和时间仓促讨论得不够，没有给大部分学生参与的时间；在课文小组表演中，学生表演得不够到位。

4.      课堂内容比较紧凑，进行速度较快，在进行练习时某些后进生有些慌乱迷惑。于是我在巡视时对他们做出了单独指导。

5.      如果重新上这节课，我会增加小组合作的环节，学生优差搭配结组，在练习中先进可以帮助带动后进，事半功倍，提高成效。

6.      通过课后反馈，我发现某些后进生的学习情况不够理想，其他学生基本不错。后进生基础较差，学习习惯也有缺陷，致使上课反应慢，注意力又不够集中，容易步步落后。我安排先进生对他们进行一对一辅导，在课上练习复习阶段帮助他们改进学习习惯和效果。

7.      听课老师提出我在课堂上说的较多，虽然我提出的问题学生都一一回答了，听说练得较到位，但学生创造性的活动环节设计欠缺。我会在以后的教学设计中加强培养学生创造性方面的活动。