1、 Unit1 I go to school at 800.lesson 3 教学设计执教者张媛学科英语六年级6.1时间07.4月教学内容本课是第一单元的第3课时。其内容是在复习如何介绍自己的日常生活的基础上学习如何介绍自己父母的日常生活。教材分析人教版六年级（上）Unit1 Lesson3。本单元的话题为介绍自己或家人的日常生活。本课为第一单元的第3课时，是一节(语篇）课，在第1、2课的基础上，进一步以听，猜，说，写等多种形式对第三人称单数的知识点进行巩固、深化、拓展、运用。学情分析六年级的学生在五年级已经学过了用一般现在时表达自己及他人的语句，对于第三人称单数也能熟练变化。对于六年级的教材是
2、要求学生把句连成段、话连成篇。所以教师在本课设计中为学生提供例文，让学生把所学语句合理地的组合在一起进行表达。拓展知识地运用，学习能力得到提高。教学目标1. 在创设完成作文写作任务中学习本课(语篇）。做到听、说、读、理解该文章，并能复述。做到第三人称单数能熟练变化。 2. 在(创设作文比赛的情境中），以谈论Li Yans mother为主线，来谈论自己家人或朋友的日常生活。通过游戏活动、小组讨论等活动，拓展语言，掌握知识，形成能力。 3. 通过各种课堂活动，使学生懂得感恩父母和爱自己的家人，关心自己的朋友，树立正确的社会观和价值观。教学重点做到听、说、读、理解该文章，做到第三人称单数能熟练变化
3、。教学难点能根据例文的结构写自己家人和朋友的日常生活。教学媒体多媒体课件、图片，评价卡片等辅助教学。教学过程：Step1: Review T: These days our class is holding the English composition contest. Do you remember the topic? S: Yes. The topic is Introduction. We can introduce ourselves or the members of our families.T: Right. Yesterday I received some composi
4、tions from my mailbox. They are * and *. They wrote very well. Lets invite * and * talk about their compositions. S:(Read or talk about daily life) T: What do you think about their compositions? S: Very good! T: Yes. From their compositions, we know they are good students. They get up early. They do
5、 their homework carefully, right? We should learn from them.Step2: Presentation T: Today, well go on write the composition about your family members or your friends, classmates and so on. First you should think about who youll write?S: My mother.T: Why? S: Because my mother is very busy. I love her
6、very much. She does a lot of things every day.S: Ill write my father. Because he is an engineer. He is great. S: Ill write *, my classmate. Because were good friends. .T: Very good. First lets listen a very good composition from Li Yan. Lets see how did she wrote her mother. OK? Before we read her c
7、omposition, I want you to guess something about Li Yan and her mother.First, what does Li Yan do?Where is she from? What grade is she in? Who did she write? Her father, mother or her teacher? S：回答问题（听录音） S：根据录音回答上述问题。T: Do you want to know something about her mothers daily life? Look at the picture.
8、 Lets guess.T: If you guess right. You can get some stickers. Theyre very useful. You will write the composition with them. T: What does her mother do? S: Shes an English teacher. T: What does your mother do? (问学生的妈妈) S: Shes . T: Every morning, when does she get up? S1: She gets up at 7:00. S2: She
9、 gets up at 6:00. T: Lets have a look. She gets up at 6:00. T: And then, what does she do? S1: She washes her face. S2: She cooks breakfast.T: Lets have a look. She cooks breakfast.（由猜李燕妈妈做早餐的语句，引出问学生的妈妈做早餐的一系列问题。）T: Does your mother cook breakfast for you? S: Yes, she does. T: Whats for breakfast?
10、S: Bread, milk, sausage, egg.T: Do you like them? S: Yes.T: Why?S: Theyre delicious.（回到问李燕妈妈的问题。）T: Look here, when does she go to school? S1: She goes to school at 8:00. S2: She goes to school at 7:30. . T: Lets have a look. She goes to school at 8:00.When does your mother go to work? (问学生的妈妈这个问题。)
11、S3: He goes to work at 7:00.T: How does he go to work? S3: He goes to work by car. (回到问李燕妈妈的问题。) T: How many lessons does she have every day?Can you guess? S: She has three lessons in a day. S: She has four lessons in a day. T: How do her students learn English?S: Her students often learn English by
12、 singing, chanting and playing games.T: So they like her lessons very much. T: What does Li Yans mother do after work? Can you talk about these sentences in your group? S: T: What does your mother do after work? S1: She goes home at about 5:30 T: What about Li Yans mother? (回到问李燕妈妈的问题。)T: Look here,
13、 when does she go home? . S: She cooks dinner.S: She often takes a walk with my father. S: She reads English stories to me. Li Yan: I love my father and mother very much. T: Read the text. Step3: Practice T: Next, can you tell us your familys or friends daily life. Theyre their photos. Can you find
14、them and introduce? 1. T: Whos this?S: Hes my uncle.T: Whats his job?S: Hes . T: I want to know something about your uncles daily life. First, I choose one. When does he read newspaper?S: He reads newspaper at 8:00 pm. (老师做示范选择一个动词词组提问该学生，然后让其他学生再选择一个动词词组提问该学生。)T: Nice uncle. (老师给她叔叔一个评价。)2. T: Whos
15、 this?S: Shes my aunt. T: Who can choose one? (让学生选一个动词词组。)S1: When does she go shopping? S: She goes shopping at T: Another one. (再让学生选一个动词词组。)S2: What does she do at 2:00? S: She T: Beautiful aunt. (老师给她阿姨一个评价)Follow these steps to talk about others. Step4: Group work 以小组为单位帮这7位同学完成他们家人或朋友的作文梗概。T:
16、 Just now we talked about seven people. Lets finish the composition about them. You will do it with your stickers. T: When does your mother get up? / What does she do after dinner? / How does she go to school? (以小组问答的形式完成作文梗概)T: Who can show us?(学生展示完他们的作文，其他同学用一句话总结他们的家人以及朋友。)T: What do you think a
17、bout his mother / father / friend? S: Busy woman. / Beautiful girl. / Nice father. / Working hard boy.Step5: Fill in the blanks. (首字母填空) T: Our friend, Peter. He writes a composition about his mother. Lets help him, OK? .T: Lets check.T: OK, our parents are very busy every day. We should do housewor
18、k to help them to show our love. 意图：以英文作文比赛为任务展开一系列教学活动。通过让学生介绍上节课写的自己日常生活的作文来复习之前所学。同时，老师给予作文进行总结，以便为后面语言知识做铺垫。交待本课的任务是写关于家人和朋友的作文，先看一篇介绍家人的例文。目的是为了呈现本课的新知，同时也引导学生爱父母的品质。在聆听前，老师布置一些问题，让学生带着问题有目的听短文内容。 通过各种各样的猜测丰富了学生们的语言，同时学习了新知，最大限度地激发学生学习的欲望和兴趣。在猜测Li Yan妈妈的过程中，同时问学生他们妈妈的这些信息。操练新句型，让学生体验语言的实际用场，在用中
19、学，学中用，帮助学生养成学以致用的良好学习习惯和方法。通过询问李艳她妈妈相关问题的同时引出问学生这些问题，为后面写作打基础。教师将全班同学的家人或朋友照片制作成视频，在播放视频时，随时按暂停，屏幕显示谁的照片，大家就让这位同学介绍自己家人或朋友的相关信息。把所学知识达到巩固和操练的目的。与此同时，老师会对他们的家人、朋友给予总结和评价，帮学生扩展更多的语言知识。以小组为单位采取问答方式帮这7位同学完成作文梗概。采用合作学习策略，以便于提高学生合作交流的能力。每位同学展示结束后，其他同学可以给予评价或总结。拓展知识地运用，学习能力得到提高。通过首字母填空巩固所学知识。学生作业1. Recite
20、the passage.2. Talk about your parents daily life. 并以My mother / father为题写篇小作文。设计意图用时通过作业延伸课堂教学，并将所学知识用于实践。30分板书设计Unit 1 Lesson 3When does she get up? who what when how She gets up at 6:00. Li Yans mother get up 6:00 What does she do at 7:00? cook breakfast She goes to school at 7:00. go to school 7:00 go home 5:30cook dinner
