所属栏目：小学英语优质课视频
视频课题：小学英语外研版三年级起点五年级下册Unit 1 Where are you going福建省优质课视频
教学设计、课堂实录及教案：小学英语外研版三年级起点五年级下册Unit 1 Where are you going福建省 - 漳州
1教学目标
1. 知识目标:能听、说、读、写:list airport shoe ticket toothbrush
2. 能力目标:
掌握疑问代词 where、 what、 when、 who,并能运用特殊疑问代词谈论旅行前的准备。
Where are you going to go?
What are you going to take/ do?
When are you going to go?
Who’s going to go with you?
3. 情感目标:积极参与课堂活动,有兴趣与别人交流,适当了解一些旅游小知识。让学生学会一种正确对待生活的方式,明白做任何事都要有计划,避免盲目性,体现了英语学科与生活实际的紧密结合。
2学情分析
本课的教学对象是五年级学生,他们的英语学习已经有了一定的基础,具备了初步运用英语表 达的能力。并且有比较成熟的合作学习经验。在教授新语言点时,注重从学生实际出发,以情景带 动学生生活,要尽可能多,让学生在语境中更好地练习句式,让学生在积极参与的过程中,培养学生的听、说和灵活运用语言的能力。
3重点难点
1. 重点:
能够口头运用Where are you going to go? What are you going to take? When are you going to go? Who’s going to go with you? 这类问句就具体信息提问。
2. 难点:
能运用特殊疑问词:where 、what、 when 、who谈论旅行前的准备
4教学过程
4.1第一学时
4.1.1教学活动
活动1【导入】Step1.Organizationofclass：Greetings（组织教学））
T: Hello, boys and girls.
S: Hello, Ms Chen.
T: Nice to see you.
S: Nice to see you, too.
T: Good afternoon.
How are you?
…
(设计意图:本环节是为了拉近与学生的距离,调动气氛。)
活动2【导入】Step2.Warmingup：（热身运动）
1. Song: Where did you go?
(设计意图:轻松愉快的歌曲能使学生迅速进入最佳的学习状态.并通过此歌曲复习常见的几个疑问词)
2. Free talk 引导学生说一说可以从哪几个方面谈论”Travel”
T: Lingling is in London with Amy and Sam. She likes travelling. Do you like travelling?
S: Yes, I do. / No, I don’t.
T: Oh, yes, you do. / No, you don’t. I like travelling, too. I’ve travelled to many places. What do you want to know about my travel? (板书travel)
S: Where did you go?
T: I went to Guangzhou, I went to Xiamen, I went to Fuzhou. Anything else?
S: When did you go?
T: In 1996, last year, last Monday. And?
S: How did you go?
T: Sometimes by plane, sometimes by train, sometimes by bus.
S: Who did you go with?
T: Sometimes with my family, sometimes with my friends, or sometime just only me. Anything else? When we go travelling, we may take lots of things. So you can ask?
S: What did you take?
T: Clothes, food, drink, monkey, and so on. Every time, I have lots of things to take, so I always make a list. (借助单词big,通过自拼法教学list)
(设计意图:温故知新,通过谈论学生喜欢的旅游话题,能激起学生的兴趣,有效的激活了学生对所学过知识的运用,使学生充体会到学有所为的乐趣。通过思维导图帮学生复习归纳学过的疑问词,学生在思考的过程中,对已学过的疑问词进行了有效的记忆,并为新授做好铺垫。)
活动3【讲授】Step3.Presentationofnewmaterials：(知识呈现)
1. Task
This is my trip. What about Daming? In Module8, we know that Daming is going to go to America, right? Tomorrow Daming is going to go to New York, he has to do some preparations. Today we are going to learn “Module10 Preparations Unit1 Where are you going to go?” We are going to learn how to make some preparations for your trips. After we learn the lesson, you must make some preparations for your trips in the summer.
(设计意图:通过布置暑假旅游计划, 让学生明确了本课的学习目标和学习重点, 使学生在任务驱使下学习。同时设计这一任务贴近学生的生活,增加了学生学习的兴趣和动力。)
2. 教授新课文
①PPT:
T: Who are they?
S: They’re Daming and his grandma.
T: Daming is talking with his grandma on the phone.
②播放CD-ROM。学生带着问题认真听
Is Daming ready for his trip tomorrow?
③ Watch CD-ROM, listen again and underline “What did Grandma ask?”
Where are you going to go?
What are you going to take?
When are you going to go to the airport?
Who’s going to go to the airport?
Answer these questions ( T—Grandma, S—Daming )
T: Where are you going to go?
S: To the airport. (借助单词hair与short教学airport)
T: What are you going to take?
Did you take clothes?
S: Yes, I did.
T: Did you take shoes? (出示单词卡,直观教学shoe)
S: Yes, I did.
T: Did you take presents?
S: Yes, I did.
T: Did you take tickets? (借助单词pocket,通过自拼法教学ticket)
S: Yes, I did.
T: Did you take passport? (借助单词class与airport,通过自拼法教学passport)
S: Yes, I did.
T: Did you take toothbrush? (借助单词too与bus,通过自拼法教学tooth与brush)
S: Yes, I did.
T: So you take…
S: Clothes, shoes, present, ticket, passport, toothbrush.
T: When are you going to go to the airport?
S: At 7 o’clock tomorrow morning.
T: Who’s going to go to the airport?
S: Oh, me. I’m going.
④ Listen and imitate
⑤ Read the dialogue in groups
⑥ Act out the dialogue. Boys for Daming, Girls for Grandma
(设计意图:问题的设置帮助学生在听录音的过程中明确听音目的和听音重点,通过让学生先整体感知课文,再学习重点句型,这样的方式对培养学生的听说能力起到较大功效。同时打破将单词提出来进行单独教学的方式,将其放在为旅行做准备的情景中进行教学,消除学生学习新单词的乏味感。)
活动4【练习】Step4Consolidation：(总结)
1. 本模块主要句型:谈论旅行前的准备。
Where are you going to go?
What are you going to take?
When are you going to go?
Who’s going to go with you?
2. Say a chant:
Where are you going to go?
I’m going to go to the airport.
What are you going to take?
Clothes, shoes, present,
ticket, passport and toothbrush.
When are you going to go?
At seven o’clock
tomorrow morning.
Who’s going to go to the airport?
Oh, it’s me.
(设计意图:通过节奏感强的chant,不仅活跃了课堂气氛,还帮助学生轻松地巩固总结了本课的重难点。)
3. Preparation for your trip
Fill in the blank, then ask someone to be reporters and interview classmates or teachers.
My trip
Where:
When:
( in June in July in August)
How:
( by bus by car by train by plane by ship)
Who:
What:
(设计意图:通过pair work了解班级同学暑假的旅游计划,完成课前布置的任务,同时通过小记者活动,将知识联系到实际生活中,让学生在真实语境下运用语言,从而达到语言习得的目的。)
活动5【作业】Step5Homework：
1. Copy new words: list airport shoe ticket toothbrush
2. Listen to the tape and read the text fluently.
3. Make a preparation for Children’s Day
(设计意图:把本课内容延伸至生活,通过说,读,写练习进一步巩固本课的知识。)
