冀教版六年级上《Lesson 1 At the Airport》教学设计

小学英语学科教学设计

单位：鹿泉区寺家庄镇西龙贵小学  姓名：石婷婷 年级：六年级

一、课题名称：Lesson 1 At the Airport

二、教学分析:

（一）学习者分析

通过三年的英语学习，大多数同学已能听懂并用英语与老师或同学进行简单的交流，可以通过自读大致理解文章内容。但还有一部分同学基础比较薄弱，需要给予一定的帮助才能理解文章大意。通过观察，我还发现，我们班的孩子表现欲强、回答问题积极，喜欢生动活跃的课堂气氛。综上，我会综合运用小组合作探究、任务教学法、游戏法、奖励法等多种学法、教法激发学生的学习热情，使全体学生都能学有所得。

（二）学习内容分析

冀教版六年级上册主要讲述了李明来到加拿大学习英语期间的见闻。本课是本册第一单元第一课，主要阐述了李明此行的目的和将要停留的时间及Jenny、Danny去机场接机的场景。本课大部分词汇学生已经掌握，且内容贴近生活，降低了学习的难度，激发了学生的学习欲望。

三、教学目标

（一）知识、技能目标

1、学生能听懂、会说、认读并书写下列词汇:home, time,clock

2、学生要能够认读、理解并运用下列用语:

① What time is it now?  It’s                  .

② Did you have a good trip?   Yes,thanks,but I’m tired.

                               No,it was too long.

(二)情感态度目标

1、培养学习英语的兴趣和好奇心，并寻找机会锻炼听力；

2、努力在日常生活中模仿和运用英语。

（三）学习策略目标

1、要养成听录音和跟读句子的习惯；

2、积极与同学合作，共同完成任务。

四、教学重、难点

（一）教学重点

学会时间的认、读和怎样对时间提问?

（二）教学难点

将所学知识运用于实际生活中，并能够分角色表演对话。

五、教学准备

词卡、图片、多媒体课件、课文录音等

六、评价方式

1、口头激励性评价：对于认真听讲、积极回答问题的同学给予鼓励性的语言评价。

2、荣誉激励性评价：对于正确回答问题，积极完成任务的同学给予奖励贴，一定数量的奖励贴可以兑换相应学分或抽奖。

七、教学过程

（一）导Warming up and leading in:

1、 Greeting:

T:Hello,boys and girls. I’m glad to see you again.Did you miss me?

S:Yes.

T:Did you have a nice holiday?

S:Yes./No.

T:What did you do in your summer holiday?

S:I did my homework.

  I played with my friend.

  I went on a tirp  with my family.

  I helped my mother.

  ……

T:Now the holiday is over.Let’s start our new life together.OK?

S:OK.

2、leading in

出示图片，导入新课

T:Please look at this picture.Can you recognize this special place?

Where is it? What do you think this unit is about?

S:This is Niagara Falls.It is a famous waterfall in Canada.

T:Yes.Very good.

T:This term,Li Ming goes to Canada.Let's follow Li Ming to experience Canadian schooling, food and culture.

[设计意图]通过简单的问候，唤起学生对英语的熟悉感。通过展示尼亚加拉大瀑布的图片导入本单元课题“李明去加拿大”，从而使学生有兴趣跟随李明一起去体验加拿大的学习、饮食和文化。

Part one

（二）思

1、自读思

T:Now please turn to page 2.Look at part 1.Read it by yourself.

At the same time,underline the new words and the sentences that you don’t understand.(学生自读课文，画出新单词和不理解的句子)

There are three tasks in this step.

Task one: Underline the new words.(画出新单词)

Task two: Translate the key sentences.（翻译重点句子）

Task three: Summarize the confusions on the paper.（将疑惑写在任务单上）

The teacher gives some help when they need.

[设计意图] 自读思培养了在任务型阅读的要求下独立阅读，独立思考，独立分析问题，并结合任务单的提示，大体把握文本内容。总结个人困惑问题，培养了学生从自身出发，积极发现问题，并勇于解决问题的能力。

2、听力思

T: Finish? Ok, now let’s listen to the tape. And finish the tasks.

(The teacher shows the tasks on the screen and explains them.)

Task 1: Please pay attention to the pronunciation of the new words.（注意新词发音）

Task 2: Answer some questions on the paper.（回答任务单上的问题）

Q1: Do you know Li Ming？

Q2: Where does Li Ming live?

Q3: Where do Jenny and Danny live？

Q4: What’s the date today？

Q5: When will Li Ming go home?

Q6: How long will Li Ming live in Canada?

Q7: Why is Li Ming coming to Canada?

Then let students listen to the the tape for two times and find the answer. (第一遍听，注意语音语调及发音并查找答案；第二遍听，跟读)

 [设计意图] 听力思不仅仅能锻炼学生们的听力能力，而且引导学生在听力的同时任务型理解课文，了解文中大概内容，并获取重要信息。

（三）议

T: Everybody.

Ss: Here.

T：Who is the leader in every group?

No.1 stand up at once.

T: Please lead your partners to begin your group work, ok?

Ss: Ok.

T: Now, all of you, please stand up and make a circle. Let’s begin our group works.

First ask one student to read the request. （要求）

Task one: Discuss the tasks of thinking and summarize the final idea.

Task two: Write down the final confusions.

Task three: I am a little commentator.

（讨论过程中每组1号同学是组长，要主持整个讨论流程。）

 [设计意图] 组内讨论培养了学生分工合作，各司其职并相互帮助的责任感，同时也锻炼了他们自主学习，合作学习的能力。总结困惑的任务，使同学们在积极主动讨论后，能够发现组内的不足，及时解决。最后小小解说员的环节，能够使学生在充分理解课文内容的基础上复述故事，锻炼同学们的口语表达能力。

（四）展

T: 0k, students, now let’s begin our shows.

S: Yes, we are ready.

Show time 1: Show the questions: The teacher chooses two groups to show their answers. （两种展示方式，其中一组用说答案的形式，另外一组找出相应答案的配图贴在黑板上）

The teacher gives points according to the jobs.

Show time 2: Role-play. Choose two groups to show. （让同学们自由发挥，上台表演。）Give points according to their jobs.

Show time 3: Ask students if they have any problems or confusions about the text. If they have, they can ask other student to answer, and we can give points to the little teachers.（老师也参与其中，可以对学生们的回答查漏补缺，也可以做问题的提问者。）

[设计意图] 在经过导，听，思和议之后，学生对于重点知识已经有了一定的掌握, 于是便顺理成章的过渡到语言输出环节。最后的问题解答环节，是整个课堂的画龙点睛之笔，全面的解决文章中的难点，因材施教，个别指导，使自学更加完整，有针对性。

Part two

（二）思——听力思

T: Ok, now let’s look at part two.Listen to the tape and finish the tasks.

(The teacher shows the tasks on the screen and explains them.)

Task 1: Please pay attention to the pronunciation of the new words.

Task 2: Answer some questions on the paper.

Q1: What time is Li Ming supposed to arrive？

Q2: Did Li Ming have a good trip?

Q3: What does Li Ming feel?

Then let students listen to the the tape for two times and find the answer. （三）议

T: Now, all of you, please stand up and make a circle. Let’s begin our group works.

First ask one student to read the request.

Task one: Discuss the tasks of thinking .

Task two: Read and practice the dialogue in groups.

（讨论过程中每组1号同学是组长，要主持整个讨论流程。）

（四）展

T: Now let’s begin our shows.

Show time 1: Show the questions

(The teacher gives points according to the jobs.)

Show time 2: Role-play. Choose two groups to show.

（五）评

1.总结点拨：

T: Ok,boys and girls ,let’s look at the blackboard. We have learned some new words and sentences patterns.Let’s review together.

2.评价激励

Summarize the scores on the blackboard together and choose the winner.

Then the teacher shows “the English Stars”to the winners. （并把小组得分加入班级量化表）

[设计意图] 学生主体，教师辅助，在学生自主完成学习任务之后，教师的适时说明评价补充便成了画龙点睛。评价与称赞是树立自信心得有效途径。评价的最终目的在于激励，唤醒和鼓励。

（六）练（加一）

利用钟表模型联系时间表达法。

（七）作业

1.Complete part three.

2.Make a paper clock and practise telling time with a partner.

 [设计意图] 课后练习是学生在形成新知后的巩固过程，是熟能生巧的关键步骤，也是教师对学生掌握情况最直观的体现方式。为了使课后练不流于形式，我们教师在选择题目的时候要紧密结合所学内容和生活实际，做到有的放失。

八、课后反思