通过视觉冲击.doc

Traffic and LifeBook: Oxford English 5aTitle: Module 3 Unit 1 Look and learnTeacher: Tang Xiaoyan from Jiading Putong Primary SchoolLanguage focus:1. Using the simple present tense to express habitual actions. e.g. How do you go to ? I go to by How does he/she go to ? He/She goes to by2. Using nouns to indicate means of transports. e.g. tram light rail gondola etc.3. Learning how to choose reasonable ways to go out.4. Learning the traffic and culture in some famous cities in the world. Main and different points:Using the third person single form of simple present tense to express truths.Materials:Cassette player , multimedia, etc.Procedures:ProceduresContentsMethodsPurposePre-task preparationWarming-up Review the means of transports.1. T: What time is it? 2. T: Oh, its the rush hour. Lets see what people do at rush hours.3. Movie.4. T: What have you seen in this movie?通过视觉冲击，迅速抓住学生注意力，同时复习交通工具，直接进入本课主题。Learn the words: tram light rail 1. T: The traffic is busier and busier, so that the environment in Shanghai is not so good today. But do you know what kind of vehicles can give us less pollution?2. Show the pictures and read the words. light rail tram3. Talk about the vehicles with different adjectives.从节约能源和保护环境的角度教学这两个新单词，培养环保意识。While-task procedures1. Learn the sentences: How do you go to? I go to by1. T: Which kind of vehicle do you like best? Why? T: I like the bicycle best. Because I use it the most. I live in Road. I go to school by bicycle, its cheap and comfortable. （Show a map of Jiading.）2. Teach the sentence: How do you go to school? I go to school by/ I walk to school/ I go to school on foot. T: How do you go to school?S: I go to school by its 与生活紧密联系，让学生在谈论上学方式的同时，学得新知。2. Practice .1. Ask and answers with these sentences.在师生相互交流中操练新学的句型，也为下一步学习第三人单数作铺垫。2. Learn the sentences: How does go to by? He/She goes to by1. T: You have learned the ways your classmates go to school. But how does she go to school?(show the picture of Kitty and a school bus)Listen to the tape and answer the question.2. Read the sentences: How does go to school.? He/She goes to school by.从班级同学引到课文中人物，教学第三人称单数，分散难点，避免混淆。Learn the text.Listen to the tape and match the pictures.通过听力练习完成课文教学，既提高听力，又熟悉了新句型。Practise the new sentences. 1. (Show the pictures of some places in China)Discuss with friends like this:How do you go to?I go to by its but its 2. Interaction: goes toby通过讨论，展示，口头综合练习和运用新学的知识，也为下一个环节作铺垫。Introduce the traffic and culture in Venice.1. T: I like traveling, do you like traveling? There is someone who likes traveling, too. Whos he? (show the picture) Hes Jacky Chan. Hes traveling around the world these days. Where is he now?2. See a short movie of Venice.3. Learn the words:Venice gondola canal 4. See a movie about Venice. 5. Reading comprehension. 威尼斯是一个很有特色的城市，学生在看看，听听，读读，写写中既能操练了刚学的知识，又能学到别的交通工具的名称，还能感受不同的文化和习俗。Introduce the traffic and culture in London.1. T: After Jacky leaves Venice, where does he go? (Show the picture of London)2. Teach: the Big Ben the Thamesthe London Eye3. T: Jackys boss is in London. Jacky must report his traveling process to his boss, but first he has to go by these places. It is a long way, can he arrive on time?4. See a movie.5. T: Hes late. Why? ( Show the story of Jacky in London by pictures and videos.)6. Students make new stories in groups. 7. T : Jacky doesnt choose the reasonable means of transport to go to see his boss, so hes late. In our lives, if we can choose reasonable and appropriate way to go out, everything will be much easier.通过感受风趣幽默的故事，让学生充分展开想象的翅膀，综合运用新旧知识，同时体会到选择合理交通工具出行的重要性。 Post-task activitiesIntroduce the maglev in Shanghai.1. T: Where does Jacky go next? Look, he comes to Shanghai. We have a new symbol of Shanghai now. ( Show the picture of maglev)Teach the word: maglev2. T: Would you like to be Jackys guide? Please design a reasonable plan for him.将视线转回上海，通过教学磁悬浮列车，增强学生对上海和家乡的热爱。并让学生通过回家作业将这种感情表达出来。Homework. Design the reasonable route and way for Jacky to travel around Shanghai.交通与生活Oxford English 5a M3 U1教学说明嘉定区普通小学 唐晓燕 这是一堂关于交通与生活，交通与文化的课，学生在看看，听听，编编，说说中不仅能学到新的语言知识，提高语言运用能力，更能了解世界各地的交通特色，感受世界各地的文化习俗，也提高了生活能力。一、 教材与生活相联系本课所要教学的内容是关于人们的出行方式: How do you go to? I go to by 和How does go to ? He/She goes to by 这个句型以及一些交通工具的名称，如：tram, light rail, gondola, 等。一般现在时中第三人称单数的变化是本课的难点也是本册教材的难点；而本课的另一个难点是 “go” 的第三人称单数需加“es”。本课的教学目的是让学生在接受不同文化熏陶的同时掌握这个句型，并能自如运用这个句型谈论生活中的出行方式，同时懂得选择合理出行方式的重要性，增长一定的生活能力。牛津教材的内容与生活息息相关，因此我的教学也是从孩子的身边出发，作为生活一部分的旅游成了本课的主线，从上海到全国，从中国到世界，孩子在旅游中学到了更多的交通工具，了解了世界各地的文化，也习得了新知，巩固了旧知，整堂课孩子在生活化的情境中轻松地完成学习任务。二、 任务与学习，合作与交流相结合本课运用的教学方法之一是“任务驱动” 教学(task-based teaching)。新英语课程标准认为：任务型教学是以具体的任务作为学习的动机，以完成任务的过程为学习的过程，以展示任务成果的方式来体现教学的成就。学生有了具体的动机就能自主地学习，并且主动地用所学语言去做事情，在做事情过程中自然地使用所学语言，在使用所学语言做事情的过程中发展语言能力。本课的教学由多个任务构成，如，观看影片熟悉各种交通工具，通过听力理解教学新句型，通过调查同学的出行方式操练新句型，阅读理解了解世界其他城市的交通与文化，编故事综合运用新旧知识等，通过这一系列活动，让学生完成学得和习得的过程。本课运用的第二种教学方法是以学生为主体的教学（Learner-based teaching）。本课所设计的教学活动全部源自学生的生活实际，学生通过合作交流，互教互纠中相互学习，完成信息的输入。三、 语言学习与文化熏陶，能力培养相融汇本课的特色之一便是在教学语言的同时，学生能通过优美的画面、影片了解大量世界各地的交通情况以及在其背后的文化特色。如，威尼撕小艇，英国的著名景点等。语言是文化的载体，根据二期课改要求，在注重英语工具性、知识性的同时，拓展它的人文性和时代性，在注重学生听说能力