Iwenttherelastyear教学设计.doc

I went there last year 教学设计2013-07-26 18:22:42|分类：词汇大全|举报|字号订阅I went there last year 教学设计一、教材分析英语（新标准）第六册Module 6的主题是Travel,第一单元为 I went there last year，语言功能是运用一般过去时谈论旅游见闻。能用When did you go to? Did you go with? 自由地做出问答。二、学情分析【学生学习优势分析】1. 学生生理等要素分析：五年级7班共有学生41人，男生29人，女生12人。11岁的32人，12岁的9人。该班是寿光市县级学校，父母经商的有15人，父母在事业单位的有21人，父母为农村户口，但在县城居住的5人。这些学生中，大约25%属于视觉类型学习者，20%属于触觉、动觉类学习者,15%属于听觉类的学习者，其余为综合类学习者。2. 学生经历要素优势：本节课以travel为话题，孩子们都有出游经历，并且对于自己过去的经历都有很深刻的印象，对本节课的讨论能够提供足够的素材。3. 学生心理要素优势：在前期的学习中学生已初步形成了一定的学习态度，部分学生随着自主、自律能力的增强，出现了意识较强的学习动机。【语言知识储备分析】五年级的学生通过前两年的学习已经有了一定的语言知识储备，对于一般过去时有了学习的体验，在四年级下册学过了动词一般过去式的规则变化，如phoned, walked, talked等。这些学习经历已经让学生大脑中有了关于一般过去时的知识储备。班里大约80%以上的学生能基本掌握动词过去式的变化，比如你问go的一般过去式，孩子们都知道是went，但这种知识是没有意义的知识。大约有20%的孩子能初步用一般过去时表达相对完整的、有意义的句子。他们的问答仅仅局限于课本中刚学的几个句子，而不能把以前学过的知识整合运用。比如，在描述过去发生的事情时，往往还会出现语法上的错误，比如, I play football last week. 因此，在本课教学中，我的重要任务就是通过设计贴近现实情境的活动，给学生搭建实现语言运用的支架，让学生充分联系已学知识，实现从语言知识到语言运用的目的。三、教学目标（一）知识目标1100%的学生能听懂、会说并认读单词： photo, stay, week, parents290%的孩子能听懂、会说并认读下列句子：When did you go to? We went there . Did you go with ? Yes, I did. / No, I didnt. 其余的孩子能听懂、会读以上句子。（二）能力目标180%的学生在情景中运用When did you go to? We went there . Did you go with ? Yes, I did. / No, I didnt. 来谈论旅游经历。240%的学生能听懂别人的介绍。（三）情感目标1开拓学生视野，增长人文地理知识，激发学生热爱祖国大好河山、增强民族自豪感等的情感意识。2培养学生珍视亲情、传承中华美德这一情感意识。四、教学重、难点（一）教学重点1认读和运用句子: When did you go to ? We went there last year. Did you go with your mother and father? Yes, I did. / No, I didnt.2. 借助教师搭建的支架，获取信息、加工信息，并在真实的语境中输出信息。（二）教学难点在真实的语境中熟练运用所学重点句型来谈论自己和他人的旅行经历。五、教学策略在本课的教学中，将以学生为主体，以真实的生活情境为学生搭建文本阅读支架、情境支架、情感之架，便于学生深层次挖掘文本里隐含的信息。灵活运用多种教学方法，引导学生在参与、体验、合作与交流中，主动获取知识，提高语言运用能力，达成语言运用的目标。六、教学准备多媒体课件、点读笔、教师自己的黑白、彩色、家庭照片等。七、教学过程1. Greetings2. T:OK，children，lets enjoy a video(观看travel life视频) Whats the video about? (教师提示并板书 travel)T: Today well talk about travel.（领读模块课题）Do you like travelling? Ss: Yes.T: Well, where did you go on May Day(五一)？（板书：where did you go？）（为复习歌曲提供语言支架）S：I went to T: How about you?S： (Places)Now first, lets sing a song. You can clap your hands.3.(出示歌曲,与学生打着拍子唱歌,唱完后用激励性语言鼓励学生的表现)【设计意图】从学生已学过的歌曲和教材的故事情节, 自然引出本节课的词汇及句型。根据学生已有的知识经验搭建支架，学生更容易接受。二.PresentationStep1. Leading in (课文导入)T: Boys and girls, where did Lingling go?S: Lingling went to London.T: Very good. Look here, Lingling is in London. This is Linglings photo.(Learn the word: photo.) Now she is in London.【设计意图】教师为学生提供词汇学习的情景支架，让学生通过情景来理解单词并多次练习。T：Ok, now look. This is a map of England. Where is London?S: Its in the south of England.1. Great, you know, Lingling is in London now. Shes in Ms Smarts home. Today what happened in their home? Lets listen and answer my questions. (出示课本图片，帮助学生理解)Q1: What has Lingling got?Q2: What are they talking about?（播放CD-ROM .整体呈现文本。）T: who can answer my question?S: Lingling has got some photos.S: They are photos of China.T: They are talking about photos.2（出示玲玲的照片）T: Look, this is a photo of Linglings. Lingling likes travelling, too.Now, please read the and choose by yourselves.（学生阅读文本的第一部分内容。）Q1: Where did Lingling go last year? A. Xinjiang B. BeijingQ2: Who did Lingling go with? A. mother and father B. grandmotherQ3: Where is Xinjiang ? A. Its in the west of China. B. Its in the south of China.Q4: How long did Lingling stayed there? A. a week B. two weeks（1）T: who can answer the questions? Where did Lingling go last year?S：She went to Xinjiang last year.（2）T: Who did Lingling go with?S: She went to Xinjiang with her mother and father.T:(出示图片，学习parent)S: （3）T: (出示带有方位词的中国地图) Look at the map of China. Where is Xinjiang? Who can tell me?S: Its in the west of China.（5）T: How long did Lingling stayed there? A week? Two weeks?S: A week.T: Yes, they stayed there for a week.（出示week 的图片，Learn the words: stay, week）Stay at home, stay at school, stay in Xinjiang. （出示图片练习stay）3.（出示海南照片）（1）T: Look, this is a of Hainan.(让学生自己说出photo这个单词)（ 出示Amy 一家去海南的照片）Ms Smart and her family went to Hainan last year.Where is Hainan? (出示中国地图,请一名学生上台指着海南并说出其方位)S: Its in the south of China.（2）T: Wonderful! Now, please read the text and fill the blanks. You can talk in your groups.(给出小组自学任务)阅读课文回答问题。Linglings _lives in Hainan with his three children.Linglings cousins _Beijing in June last year. They are _ people.T: Who can fill the blanks?S: (3)(出示黎族人的风俗习惯，用简短的语言介绍黎族的打竹舞和黎族的风俗)Ok, boys and girls, when we travel, we can see many beautiful places, and we can see many different peoples, too. For example, if we go to Hainan, we can see Li people. If we go to Xinjiang, we can see Weiwuer people.（出示自己去甘肃的照片) Look, this is my photo of Gansu. I went to Gansu last year. Where is Gansu? （请学生上台指出甘肃所在位置并说出来）S: Its in the north of China.T: Yes, quite right. I taught children in the mountain area. Look at this photo. (出示回族老人的照片) He is Hui people. Linglings uncle is Li people. Were Han people. There are 56 peoples in our country .We are a big family.【设计意图】：用自己的实际经验为学生搭建真实语境支架，同时回族老人与玲玲的黎族uncle 形成呼应,再次体现民族之间的融合。4(出示玲玲去看望奶奶的照片)T: Ok, boys and girls. Look at Linglings photo again.We all know Lingling went to Xinjiang last year. What did she do there?S: She went to visit her grandma. Her grandma lives there.T: Yes, you are very clever. Look at my photo.(出示自己爷爷奶奶的照片) I went to visit my grandparents in winter holiday and I stayed with them for two weeks. Did you visit your grandparents at the weekend?S: Yes, I did.T: Youre a filial child. If we have some time, we should visit our grandparents, ok?5Listen, point and imitate. Practice in group. Read in role.【设计意图】为学生搭建情感支架，进行亲情教育，加深情感体验。三. DrillsRetell and fill the blanks.Lingling has got some _ of China. She went to _ last year. Its in the _ of China. She went with her _ _ _.She _ with her grandma for a _ in July. Linglings _ lives in _ with his three children. Her cousins _ Beijing every year.【设计意图】为学生更好地理解文本提供一个叙述文本的语言支架。让学生得以更流畅地复述课文。四. Consolidation and Extension 巩固拓展PPT出示几个地点图片, 根据提示完成一个小语篇，锻炼学生运用语言的能力。Qingdao Fuhua Park Mountain Taithe Great Wall Shouguang Vegetable FairT: Last summer, I went to Qingdao with my family. Qingdao is in the east of China. We went there by train. I played on the seaside. I had a happy time. I want to go there again. Got it? （教师搭建语用支架）Ss: Yes.T: Ok. Take out your photos. Please talk about your travel. (呈现讨论问题)1. Where did you go? 2. When did you go there?3. Who did you go with? 4. Where is it?5. How did you go there? 6. What did you do?7. How did you feel?T: （让学生小组讨论）Who want to introduce your travel?（同时提供思维导图）S :(拿着自己的照片或者根据PPT的提示到前面来介绍自己去过的地方)【设计意图】通过前面几个语言支架的搭建，在本节课的重点词句逐步呈现的基础上，让学生自然输出自己的生活经历，实现本节课的语用目标。五. Say a chant.OK, children. We talked about Linglings travel, our travel. Now lets chant together.I travelled north, I travelled south.I saw lots of life, but now Im back.I understand my homes the place to be.I travelled east, I travelled west.I saw lots of life