小學英語-六年級Lesson-10-How-Many-Are-There？教學設計

1、冀教版 六年級上冊Lesson 10 How Many Are There？教學分析教材分析 本單元的主題為School in Canada, 主要學習李明在加拿大學習生活的所遇所感，本課重點是通過比較和歸納學習，掌握名詞的復數(shù)變化。學情分析六年級的學生經(jīng)過三年的英語學習，已經(jīng)知道了一定數(shù)量的復數(shù)名詞單詞，具備了一定的語言表達技能，所以教師可以通過喚醒學生舊知、豐富教材文本的方式，引導學生進行復習和歸納，培養(yǎng)學生學習英語的興趣和方法。教學目標知識與技能目標1、 學生能聽懂、會說、認讀、并書寫詞匯：word2、 學生能夠認讀、理解并運用問句：How many are there?3、 學生能夠在

2、具體語境中理解名詞的單復數(shù)形式的意義和用法，能夠總結(jié)名詞復數(shù)的四種變化規(guī)則即直接+s，以s/x結(jié)尾+es，以o結(jié)尾+s/es，不規(guī)則變化。情感態(tài)度目標 學生通過積極參與課堂學習活動，能體會到英語學習的樂趣，樂于感知并積極使用英語進行表達。學習策略目標 學生通過圖表填寫、匹配等活動，掌握名詞復數(shù)的變化規(guī)則，提升復習和歸納能力。 教學重難點重點：學生能夠認讀、理解并運用問句How many are there?進行表達，能夠總結(jié)名詞復數(shù)的四種變化規(guī)則即直接+s，以s/x結(jié)尾+es，以o結(jié)尾+s/es，不規(guī)則變化。 難點：名詞復數(shù)的變化規(guī)則。教學準備PPT課件，教學光盤，單詞卡片和學生練習紙。教學過

3、程Step 1 Warming up (3minutes)1. Greetings : How are you today? 2.Play a game: Count numbers and say Hello when meets 5,10,15.(設計意圖：數(shù)數(shù)的游戲能夠迅速集中學生的課堂注意力、激發(fā)學生參與課堂的興趣，同時與How many句子建立對應聯(lián)系，為引出新知做準備。3.Free talk: How many students are there? Then how many chairs are there? Whats this? Its a book. Book is a

4、word. What else is a word ? Whats your favourite word? What words do you know?We have known the words like book, chair, desk.when they are more than one, we should say books,chairs,desks. Today we will meet lots of these words to get the rule of them. (設計意圖：Free talk中突破重點詞匯word的學習，為進一步學習文本打下基礎(chǔ)。學習重點的

5、直接闡述，為學生更積極地參與學習做好思想上的準備。） Step 2 Presentation and Practice (20minutes)1. Pencils and chairs1) . T: Where is your chair? S1: Here it is. T: Thank you. What colour is it? S1: Its yellow. T: So, we know. This is a/one chair. This chair is yellow. Can you repeat? (Ss repeat) T: Please look at the scree

6、n. What are these? How are these? (The teacher will show the pictures of some(two) or many chairs. The students try to describe them with This/These sentences.）(設計意圖：由Free Talk中chair的提問直接進入文本1的學習，區(qū)別some和many的不同，自然過渡，學生自然接受。）2) . T：How many pencils do you have? The teacher will ask a student to talk

7、about a pencil and many pencils. The students try their best to learn more about This/These sentences.(設計意圖：師生進一步討論鉛筆實物，同時教師引導學生進行描述時要豐富學生的語言，如This is one/a pencil. This pencil is a line. 既讓學生體會表達的樂趣，又為后面學習做鋪墊。）3). Play the Multimedia CD, ask the students to read along.4). A snake and a doctor. Gues

8、sing a picture. Is this a pencil? The teacher will show the picture of snakes on the screen. The students guess and describe. (設計意圖：由猜圖的方式引起興趣，由學習用品過渡到動物及職業(yè)的學習，發(fā)散學生的思維，為最后總結(jié)歸納做準備。）5). Brief summary T: Can you find the differences? The teacher will show the words above like a/one chair/many chairs on

9、 the screen and lead the students to find: When we talk “This” , it means only one. And these words have no s. When we talk “These”, it means more than one. And these words have an s .(設計意圖：小結(jié)既完整的呈現(xiàn)了教材文本，更給予學生學習策略的引導。)5). Practice: Ask the students to more words about these regular nouns by adding s

10、 to the end.(設計意圖：及時的有效練習不僅可以鞏固新知，更能喚醒學生頭腦中的已知詞匯，激發(fā)學生學習興趣，為后面的文本學習打下基礎(chǔ)。） 2. Boxes and buses1) . Listen and fill in. The teacher will play the voice of this text. The students try to fill in the blanks on their exercise paper. And then check the answers together. Focus on the pronunciation of es. (設計

11、意圖：通過聽寫突破es發(fā)音難點，變換的學習形式，吸引學生的持續(xù)注意和學習興趣。）2) . Look, say and find. The teacher will show the pictures of peaches and dishes on the screen. (設計意圖：用學生已經(jīng)掌握的同類名詞復數(shù)形式做補充，喚醒學生頭腦舊知，更好的幫助學生進行名詞復數(shù)的歸類學習。）3) . Brief summary The teacher will show the four pairs of words above on the screen. The student find out t

12、he differences. These words have an es when they are more than one. Focus on the end letters of those words: x, s, ch, sh4) . Practice : Ask the students to make the plural nouns of these words: witch,class, kiss, brush, dress, fox, beach, cross(設計意圖：適當詞匯的補充一方面鞏固學生名詞復數(shù)的變化規(guī)則，另一方面可以拓寬學生的詞匯量。）3. Tomato

13、es, potatoes and photos1) . Read and colourThe students read part3 silently and colour out what they find.)（設計意圖：由動到靜，由領(lǐng)學到自學，全員參與，學生通過默讀文本、涂色找規(guī)律的方式，學習以字母o結(jié)尾名詞復數(shù)的變化規(guī)律，培養(yǎng)和發(fā)展學生總結(jié)歸納的學習方法，及學生自主學習能力。2) . Share and talkThe students share their finding. Focus on the letter o and s or es. Then talk about the

14、 pictures with the key sentences.（設計意圖：給予學生展示的機會，讓學生體會學習的樂趣，激發(fā)學生的學習動力。）3) . More words.(The teacher will show some pairs of words like kangaroos, zoos, radios,zeroes and pianos. The students will talk and compare.) (設計意圖：補充的詞匯為學生歸納總結(jié)做鋪墊，同時豐富學生的詞匯量，提高學生的歸納總結(jié)能力。）4) . Brief summary (The teacher will sh

15、ow the words above with the end letter o. The students read and sum: These words have an s or an es when more than one.) 4. Men, women and children1) . Listen and colourThe teacher will play the Multimedia CD of part4. The students listen and colour out what they find.(設計意圖：聽音找不同，聽音可以糾正學生發(fā)音、語調(diào)和語速，涂色

16、找不同的過程是學生自主學習的發(fā)展過程。）2) . Share and talk The teacher will lead the students to talk about their finding. （設計意圖：學生分享學習心得，體驗學習的快樂。）3) . Brief summary The teacher will show out the pairs of the words on the screen. The students will read and sum: These words are very special when they are more than one.

17、（設計意圖：總結(jié)歸納內(nèi)化新知，實現(xiàn)教學重難點目標和學習策略的指導。）4) . Listen and follow.The students follow to read Part4.(設計意圖：跟讀可以再次幫助學生形成正確語音語調(diào)，發(fā)展學生的語感，提高語言運用能力。）Step 3 Summing up (2minutes)1. Listen, watch and rememberThe teacher will play the Multimedia of Lesson 10. The students try their best to listen, watch and remember.

18、(設計意圖：學生在聽、看、記光盤的過程，是頭腦里對文本進行系統(tǒng)梳理的過程，符合學習規(guī)律，并未后面的補充文本學習做鋪墊。）2. Summing upThe students help the teacher finish the blackboard design.（設計意圖：引導學生及時對新知歸納總結(jié)，夯實教學目標，幫學生形成明晰的四類名詞復數(shù)變化知識系統(tǒng)。）Step 4 Production (14 minutes)1. Read, write and checkThe students will finish some exercises on the screen. The teache

19、r will help check the answers. (設計意圖：寫的訓練再次集中學生的注意力，在對新知進行鞏固的基礎(chǔ)上實現(xiàn)語言的綜合語用。）2. Read, match and find The students will read a short passage on the paper to learn more words.(設計意圖：學生借助閱讀材料通過自讀圈名詞感悟更多名詞的不同變化，再通過小組合作完成作業(yè)紙上單復數(shù)名詞的匹配練習，對不同類型的名詞變復數(shù)形式進行歸納，提升學生的合作和自我學習能力。) 3. Fill in The students work in a group to fill in the chart on the ex