英语人教新起点（一起）四年级下册-Unit 3 Lesson 2 Travel plans教学设计

1、Unit 3 Lesson 2 Travel plans教学设计何丹 磨子桥小学分校例类型会话课教学主题Travel plans教材及年级名称人教版新起点四下单元Unit3教学理念“会话课”英语教学中一个非常重要的课型。教师需要从学生的生活实际和已有知识出发,创设情境，帮助学生理解、听懂、模仿，最后能在相似的情景中初步运用所学的英语结构进行交流。本单元的主题是“旅行计划”，通过询问“Where is it?What can we do in Sanya?Do you want to go to Sanya this summer vacation?”让学生自然卷入其中

2、，自然导入本课功能句型：“Where do you want to go? I want to go to.; What do you want to do there? I want to.”并学习。最后通过make a survey,为学生创设真实的情景，进行真实的交流。最终培养学生的综合语言运用能力。教学内容本课选自人教版新起点四年级下册 Unit3 “Travel plans”第二课时，包括Part A Look, Listen and repeat, B do a survey and report, C lets write. A部分借助对话录音和图片呈现四个功能句型：Where

3、do you want to go? I want to go to.; What do you want to do there? I want to., 通过让学生看，听，说，演，做等途径来感受并学习这些句型在交际情境中的运用。B 部分通过读对话填表格，帮助学生熟悉这些句型，并体会这些句型在交际情境中的运用，以及在实际交际情境中运用。C部分为让学生根据所给的信息提示，选择本课所学句型完成句子，同时强化良好的书写习惯。学情分析学生特点：四年级学生学习英语的兴趣较为浓厚，有积极参与课堂活动的热情,敢于发表自己的见解,愿意与他人进行交流。对图文并茂,集知识性、趣味性、生活化于一体的教学资源非常感

4、兴趣。知识基础：学生在四年级上册Unit3学习了表示交通方式的短语：by car、ship，subway，train，boat，plane，on foot等；在四年级下册Unit2学习了询问问路的句型及回答：How can I get there? You can.；在四年级下册Unit3 lesson2学习了表示活动项目的词汇和短语：ski，eat seafood，visit the Mogao Cave，row a boat，visit the Great Wall，take photos等,这些句型、词汇、短语的学习都为这节课的顺利学习打下了良好的知识基础。能力起点：经过三年多的学习，学

5、生能够在图片、手势等帮助下，听懂简单的话语。能听懂老师的指令，能够较好地与同伴合作，用英语进行交流。教学目标知识与技能目标：1.能够听懂、理解、会说本课的对话；2.能够听懂、会说询问某人想去某地的问句和答句:Where do you want to go? I want to go to.及某人在某地想做什么事的问句和答句： What do you want to do there? I want to能力目标：1.能够在一定的情境中初步运用功能句型:Where do you want to go? I want to go to.; What do you want to do there?

6、 I want to.;进行问答；2.能够运用功能句进行调查；3.能够正确规范地书写功能句型。Where do you want to go?及What do you want to do there?的答句情感目标：引导学生根据自己的真实情况，合理安排旅行计划教学重难点在一定的情景下运用本课核心句型：Where do you want to go? I want to go to.; What do you want to do there? I want to.,进行问答。Vacation的发音 。 教学辅助多媒体、课件、图片教学方法自主学习、合作学习、探究学习；教学步骤教学活动设计意图S

7、tep1 Warm-upActivity1：GreetingT: Good morning, boys and girls.S: Good morning. Miss He Activity2：Sing a songT: Everyone,stand up, show me your hands, lets sing a song.S: I want to visit the Great Wall I want some Beijing duck,. So lets go to Beijing.热身阶段安排了两个活动，能够迅速拉近师生关系，营造轻松和谐的氛围，调动学生的学习兴趣，并聚焦于本课话

8、题“Travel plans”。Step 2 ReviewStep3 lead-in1.Free talk T:Look at this beautiful picture. Where is it?Ss:Its Sanya.T:What can we do in Sanya?S1:We can eat seafood.S2：We can swim in the sea.S3:.T:So，we can do many things ,do you want to go to Sanya this summer vacation?S：Yes/ No.T:Why?S:because.T:How c

9、an we get there? S1；We can get there by car.S2:We can get there by train.S3:.介绍评价方式T: Ok, today we go to Sanya by plane, lets do a competition“Which group arrive first. the one is winner.”呈现主情境图: Ask questions:T: Now, look this picture. Who is he? S1:Andy.T:Who is she?S2:Andys mother.T:What are they

10、 doing?S3:They are talking travel plans通过师生问答激活旧知，What can we do in Sanya?Ican eat seafood.并通过Do you want to go to Sanya this summer vacation? 让学生迅速卷入本课的学习。介绍评价方式，激发学生的好胜心及兴趣。学生认真观察图片思考、回答问题，并给出依据，培养学生的读图能力。引出本课话题：Travel PlansStep4 Presentation1.Discuss in four.T: So，where does Andy want to go this

11、summer vacation? Four people discuss. S1+S2+S3+S4: Discuss. T: Who want try?S1:he wants to go to Sanya.S2:.2.听音验证.T:Maybe,lets listen and find the answer.（第一遍听音频，无字幕）T:再抽人答S1: he wants to do to Sanya.S2: 3.听音跟读. T: Now, girls stand up, try to read like mother（播放Mother的音频）Girl: Where do you want to g

12、o this summer vacation（板书句型）T:now,boys stand up, try to like Andy（播放Andy的音频）Boys: I want to go to Sanya（板书句型）T: Wonderful, this summer vacation, do you know?（PPT呈现7，8月份图）Ss:暑假.T: Summer vacation, summer vacation,暑假，暑假，go.Ss: Summer.T: How about this one? （PPT呈现1，2月份图）Ss: Winter vacation. 4.Discuss i

13、n four.T: We know Andy wants go to go to Sanya. Why? What does Andy want to do there? Four people discuss. S1+S2+S3+S4: Discuss. T: Who want try.S1: He wants to swim in the sea and eat seafood.S2:. S3:.5.听音验证.T: Maybe, lets listen.（播放动画，无文字）T:再抽人答S1: He wants to swim in the sea and eat seafood. S2:.

14、 听音跟读. T: Excellent, goup1+2 stand up, try to like Mother（播放Mother的音频）Group1+2:what do you want to do there? （板书句型）T: Very good, group3+4 stand up, try to like Andy. （播放Andy的音频）Group3+4: I want to swim in the sea and eat seafood. （板书句型）学生观察图片，根据图片进行猜测、回答。培养学生图文解码能力。四人小组合作，降低难度，也为孩子们提供更多的口语练习机会。培养学生听

15、的能力纯正的语音熏陶，有利于形成正确的语音和语调 运用月份图片的支撑和教读的方式，学生能够更容易、理解会说寒暑假。学生观察图片，根据图片进行猜测、回答。培养学生图文解码能力。四人小组合作，降低难度，也为孩子们提供更多的口语练习机会。培养学生听的能力纯正的语音熏陶，有利于形成正确的语音和语调Step5 Practice Activity1: Repeat.T：Today, Andy and her mother wants to go to travel.Mother says_（指着相应的句型）Ss: Where do you want to go this summer vacationT：

16、Andy says_Ss: I want to go to Sanya.T：Mother says_Ss: What do you want to do there?T：Andy says_Ss: I want to swim in the sea and eat seafood.Activity2: Listen and repeat T：Open your book, turn to page 25,lets listen and repeat. Finger, point it.(play the tape)Ss：Listen and repeat.Activity3:自读T: Now,

17、 read the passage by yourself one minute.Ss: ReadActivity4: Role-playT: Now, practice in pairsS1+S2:.T: Who want to try?S1+S2:.S3+S4:.Activity5：Make a survey and report.T: Ok,lets do a survey, look carefully and answer my questions.（播放动画）Ss: look.T: Who is he?Ss: BillT: Where does Bill want to go?Ss

18、: He wants to go to Dunhuang.T: What does Bill want to do there?S: He wants to visit the Mogao Caves.T: So,Bill wants to go to Dunhuang with his parents, they want to visit the Mogao Caves.T: Now, finish PartB, like this, Whats your name?S1:MarkT: Hello,Mark,where do you want to go this summer vacat

19、ion?S1: I want to go to Beijing.T: What do you want to do there?S: I want to visit the Great Wall.T: Now, do the survey in pairs.S1+S2: Practice T: Who want try?S1+S2:.S3+S4:. 在板书和老师的提示下，对Andy的旅行计划进行完整的描述，再次建构旅行计划的语言表达逻辑框架。文本的整体输入，有利于学生对文本的整体构建。纯正的语音熏陶，有利于形成正确的语音和语调学生自读课文，内化本课所学内容。角色扮演游戏，为学生提供操练的平台，

20、练习口语的机会。也增加了学习兴趣，也是对学生是否掌握本课核心知识的反馈。Make a survey这个活动为学生创设真实的语言交流环境，学生在调查采访同伴的过程中，真实地运用本课的功能句型，是有意义的操练。通过师生问答，帮助学生理解Part B的内容，培养学生图文解码能力先师生示范，降低学生的难度。Step6 ExtensionEnjoy some pictures of scene in other cities. Make your own travel plan 欣赏其他国家城市的景色，渗透世界的美丽。学生根据自己的真实情况，制定合理的旅行计划。Step7 Homework1. List

21、en and repeat.2. Introduce your travel plans to your parents. 板书设计： Unit 8 Travel plans Lesson2三亚景色图 Mother（头饰）：Where do you want to go this summer vacation? Andy（头饰）:I want to go to Sanya. Mother（头饰）：What do you want to do there?Andy （头饰）：I want to swim in the sea and eat G1 G2 G3 G4 seafood.教学反思在这

22、堂课结束后，我总结了以下几点：一 好的方面：1.创设各种情景：用歌曲和图片等创设了一个去三亚旅游的情境，并通过描绘在三亚的各种活动，比如：swim in the sea and eat seafood等，让学生身临其境；利用歌曲，动画，微笑，语音语调及图片等创设民主、有趣、和谐的学习气氛，激发他们的学习兴趣。2.鼓励学生，大胆的使用英语，对他们在学习过程中的英语和错误采取宽容的态度。当让他们猜测Andy这个暑假想去哪儿时，有人回答的是Beijing，在这时，我是表扬了孩子并请他坐下；当孩子在两人一组展示时，某些单词发音有问题的时候，先表扬了孩子，在纠正的发音。3.为学生提供自主学习和直接交流的

23、机会，以及充分表现和自我发展的一个空间，比如，自己观察主情境图猜测文章大意以及两人一组角色扮演展示。4.鼓励学生，通过体验、实践、合作、探究等方式，发展听、说、读、写的综合能力。比如不断地让孩子听无字幕的动画及音频，抽人回答问题，男女角色扮演读，分组角色扮演读，和完成书写练习。5.创设条件让学生能够探究他们自己的一些问题，并自主解决问题。比如，两人一组做调查时，其中的一人说自己暑假想去哪儿以及原因6.把英语教学与情态有机会结合起来，创设各种合作学习活动，促进学生互相学习，互相帮助，体验成就感，发展合作精神。比如：两人一组角色扮演展示；当某个人发言，就奖励他所在那一组；当某一组表现好，就奖励那一

24、组。7.关注学习有困难的或性格内向的学生，尽可能的为他们创造语言的机会。我们班上有些孩子学习不是很好，当他们举手时，我第一时间请这些学生。8.教学中，注重交际活动。PartA和PartB语言训练中常开展二人活动。二.不足的地方：1.设计的教学内容太多以至于每个环节都很匆忙，没有给学生留下充分活动、感知、体验的时间。2.运用教学语言不够熟练，出现了几次口误。这是不应该的，因为在这节课中明辩质量和重量的区别对教师来说是很重要的。三 改进措施：1.教学设计应更严密、更科学。尤其要预留出学生活动的时间。2.实行弹性教学，在本节课未能充分进行的环节移到练习课上加以延伸。应多找几组同学，使学生充分感知。3

25、.提高自己的教学素养，提高自己教学语言表达能力。多听、多学、多练。教学实录Unit 3 Lesson 2 Travel plans一 教学理念：“会话课”英语教学中一个非常重要的课型。教师需要从学生的生活实际和已有知识出发,创设情境，帮助学生理解、听懂、模仿，最后能在相似的情景中初步运用所学的英语结构进行交流。本单元的主题是“旅行计划”，通过询问“Where is it?What can we do in Sanya?Do you want to go to Sanya this summer vacation?”让学生自然卷入其中，自然导入本课功能句型：“Where do you want

26、to go? I want to go to.; What do you want to do there? I want to.”并学习。最后通过make a survey,为学生创设真实的情景，进行真实的交流。最终培养学生的综合语言运用能力。二 教学内容：本课选自人教版新起点四年级下册 Unit3 “Travel plans”第二课时，包括Part A Look, Listen and repeat, B do a survey and report, C lets write. A部分借助对话录音和图片呈现四个功能句型：Where do you want to go? I want to

27、 go to.; What do you want to do there? I want to., 通过让学生看，听，说，演，做等途径来感受并学习这些句型在交际情境中的运用。B 部分通过读对话填表格，帮助学生熟悉这些句型，并体会这些句型在交际情境中的运用，以及在实际交际情境中运用。C部分为让学生根据所给的信息提示，选择本课所学句型完成句子，同时强化良好的书写习惯。学情分析：1.学生特点：四年级学生学习英语的兴趣较为浓厚，有积极参与课堂活动的热情,敢于发表自己的见解,愿意与他人进行交流。对图文并茂,集知识性、趣味性、生活化于一体的教学资源非常感兴趣。2.知识基础：学生在四年级上册Unit3学习

28、了表示交通方式的短语：by car、ship，subway，train，boat，plane，on foot等；在四年级下册Unit2学习了询问问路的句型及回答：How can I get there? You can.；在四年级下册Unit3 lesson2学习了表示活动项目的词汇和短语：ski，eat seafood，visit the Mogao Cave，row a boat，visit the Great Wall，take photos等,这些句型、词汇、短语的学习都为这节课的顺利学习打下了良好的知识基础。能力起点：经过三年多的学习，学生能够在图片、手势等帮助下，听懂简单的话语。能

29、听懂老师的指令，能够较好地与同伴合作，用英语进行交流。三 教学目标：1.知识与技能目标：（1）能够听懂、理解、会说本课的对话；（2）能够听懂、会说询问某人想去某地的问句和答句:Where do you want to go?I want to go to.及某人在某地想做什么事的问句和答句： What do you want to do there? I want to2.能力目标：（1）能够在一定的情境中初步运用功能句型:Where do you want to go? I want to go to.; What do you want to do there? I want to.;进行

30、问答；（2）能够运用功能句进行调查；（3）能够正确规范地书写功能句型。Where do you want to go?及What do you want to do there?的答句。3.情感目标：（1）欣赏其他国家的文化.（2）引导学生根据自己的真实情况，合理安排旅行计划。四 教学重难点:在一定的情景下运用本课核心句型：Where do you want to go? I want to go to.; What do you want to do there? I want to.,进行问答。五 教学步骤：Step1 Warm-upActivity1：Greeting Activity2

31、：Sing a songStep2 Review1.Free talk T:Where is it?T:What can we do in Sanya?T:So，we can do many things ,do you want to go to Sanya this summer vacation?T:Why?T:How can we get there? 介绍评价方式T: Ok, today we go to Sanya by plane, lets do a competition“Which group arrive first. the one is winner.”Step3 l

32、ead-in呈现主情境图: Ask questions:T: Now, look this picture. Who is he? T:Who is she?T:What are they doing?Step4 Presentation1.Discuss in four.T: So，where does Andy want to go this summer vacation? Four people discuss. T: Who want try?2.听音验证.T:Maybe,lets listen and find the answer.（第一遍听音频，无字幕）T:再抽人答3.听音跟读

33、. T: Now, girls stand up, try to read like mother（播放Mother的音频）Girl:（板书句型）T:now,boys stand up, try to like Andy（播放Andy的音频）Boys:（板书句型）T: Wonderful, this summer vacation, do you know?（PPT呈现7，8月份图）T: How about this one?4.Discuss in four.T: We know Andy wants go to go to Sanya. Why? What does Andy want t

34、o do there? Four people discuss. T:T: Who want try.5.听音验证.T: Maybe, lets listen.（播放动画，无文字）T:再抽人答听音跟读. T: Excellent, now, Group1+2 stand up, try to like mother. （播放Mother的音频）Group1+2:.（板书句型）T: Very good, Group3+4 stand up, try to like Andy. （播放Andy的音频）Group3+4:. （板书句型）4.Discuss in four.T: We know Andy wants go to go to Sanya. Why? What does Andy want to do there? Four people discuss. T: Who want try.Step5 Practice.Activity1: Repeat.T：Today, Andy and her mother wants to go to travel.Mother says_（指着相应的句型）Andy says_Mo