I+went+there+last+year.+教案修改后.doc

M6U1 I went there last year. 教材分析英语（新标准）五年级下册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I went there last year. Did you go with?自由表达。学情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，但是，他们的知识储备仅仅局限于课本中刚学的几个句子，而不能将知识整合运用。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。另外，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，能够对本节课的讨论能够提供足够的素材。教学目标1、知识目标：(1)全体学生能懂、会说并认读单词：moon,west, parents,stay,July,south等。(2)全体学生能听懂、会说并认读下列句子：I went there last year. Did you go with ? Yes, I did. / No, I didnt.2、能力目标：(1)80%的学生在情景中运用I went there last year. Did you go with ? Yes, I did. / No, I didnt. 来谈论旅游经历。(2)40%的学生能听懂别人的介绍。(3)全体学生可以按照简单提示完成旅行小短文书写。3、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。（2）读万卷书，行千里路。旅游可以扩展视野，增加见识。教学重难点1认读和运用句子: I went there last year. Did you go with your parents? Yes, I did. / No, I didnt.2. 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。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。教学准备：多媒体课件、点读笔、词卡，教师自己的旅游照片等。教学过程Step1. Warming up1. Greetings.2. 播放歌曲Where did you go？（设计意图：本环节的设计是先通过音乐热身，活跃气氛，激发学生的学习热情，消除学生的紧张情绪.同时，自然进入话题I went to.，激发出学生的表达欲望，这样既复习了与本课内容相关的语言项目，又充分调动了学生的知识储备，为新课的主题作铺垫，同时也将评价引入课堂。）Step2. Presentation1. Leading in (课文导入)T: Boys and girls, you went to so many interesting places for your holiday. where did John go for his holiday?（设计意图自然过渡到第一部分，同时利用自然拼读法学习新单词moon，教师还及时渗透了We can travel everywhere on the computer or by reading more books.鼓励学生使用多种旅行方式。）2.Watch the video and answer.T: What are they talking about?(第一遍带着问题整体理解感知课文。)3.Listen and answer. (同时，构建思维导图，帮助学生细节理解)Q1: Where did Lingling go?Q2: Who did Lingling go with? Q3: Where is Xinjiang ? Q4: How long did Lingling stay there?（设计意图： 让学生带着问题听课文，有效的进行了细节处理，培养学生发现问题解决问题的能力，同时学习单词west， parents，stay时进行了发音规律总结，自然拼读渗透和单词结构的分析,并及时利用思维导图梳理课文内容，便于学生输出。另外，还让学生们猜测 What did they do? How did they go? How was her holiday?提高了学生的思维素养。）4.Read and answer.（出示海南照片）Where is Hainan? Who are they?（设计意图：再次利用思维导图启发学生自己学习第二幅图，同时，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，紧接着情感升华，五十六个民族一家人。)5 Listen, point and imitate.6 Retell the story in the mind map.Step3. Practise: Make a dialogue with your partner.（设计意图：为学生提供的小视频便于学生理解教师指令，以对话的形式，便于提高学生们口语表达能力，锻炼学生运用语言的能力。其中还为学生们搭建情感支架，进行亲情教育，加深情感体验。）Step4. Consolidation and Extension: Write a travel diary.T: Last summer, I went to Shanxi with my children. Shanxi is in the east of China. We went there by train. I stayed for 3 weeks. I had a happy time. （教师搭建语用支架）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?（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。）Step5. SummaryOK, 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, but now Im back.I understand my homes the place for me.（设计意图：通过这首朗朗上口的chant, 把本课的主题再一次呈现，让学生在韵律中感受家庭的重要。）Step6. Homework1. Choose your favorite travel photos. And introduce them to your friends.2.Share your travel experience with your frie