教学设计模板 (4)

1、Recycle 1 Lets take a trip 第一课时 Read and say（语篇教学） 【设 计 者】新郑市外国语小学王娜老师【课程标准】1.能听懂课堂活动中简单的提问；2.能在图片、图像、手势的帮助下，听懂简单的话语或录音材料；3.能在口头表达中做到发音清楚、语调达意；4.能正确朗读所学故事或短文；5.能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯；6.能根据要求为图片、实物等写出简短的标题或描述；7.了解英语简单句的基本形式和表意功能；8.能理解和表达有关下列话题的简单信息：数字、颜色、时间、天气、食品、服装、玩具、动植物、身体、个人情况、家庭、学校、朋友、文体活动

2、、节日等；【教材分析】本课时为PEP小学英语六年级下册第50、51页，Recycle1 Lets take a trip 第一课时 Read and say的内容。主要学习Read and say中的对话文本，要求学生能够正确的跟读、朗读课文，并能在老师创设的情景中正确运用be going to句型描述自己假期旅行日程安排。本课时的学习重点是学生能够在具体的情景中熟练运用be going to句型询问并回答有关旅行安排信息。【学情分析】为了找准学生学习的认知起点，我从学生已有的知识储备和课前学情调查问卷两个方面进行了学情分析：（一）、 根据学生已有的知识储备：学生在六年级上册第三单元中已经学过

3、be going to各种句型，如：What are you going to do ? Im going to the bookstore. When are you going? Im going on Sunday. Where are you going? Im going to the cinema.等。同时由于我们是外语特色学校，从一年级开始就要求学生书写单词，随着年级的增高，逐步加入识记单词、读背课文和重点句型、写简单的语句等要求。这为本课时的学习打下了一定的知识和能力基础，也使本课的主句型be going to 的学习和运用降低了难度。（二）、根据课前学情调查问卷：1.口语问答

4、中 :70%学生对于be going to 句型的掌握基本令人满意，但是有30%的同存在有很明显的回生和遗忘的现象，尤其是在结合实际，口语表达上存在有明显的不足。2.通过书面描述，我发现假期旅行中：有35%的学生最想去北京、有32%的想去上海、有30%的想去香港，想去其它城市的占3%。因此在Post-reading环节，我将为孩子们准备这几个地区的景点图片，以供孩子选择。所以结合以上两方面的分析，我把这节课的难点确定为学生能够在图片和老师给出的提示句型的帮助下，在小组内运用be going to 句型介绍自己的假日旅行安排。（课前学情调查问卷和统计表见附件1）【学习目标】1.能在录音的帮助下，

5、听懂课文内容，正确地跟读、朗读对话，做到发音清晰、语音语调正确。能够借助表格在同桌间，正确、熟练地运用be going to句型询问和回答有关Mike的旅行安排信息，达成率为85%。（主目标，学习重点）2.能够在图片和老师给出的提示句型的帮助下，在同桌或小组内正确运用be going to句型合作编对话，介绍自己的假日旅行安排，做到发音清晰、语句正确，语调达意，达成率为80%。（学习难点） 【评价设计】1.针对目标1，可以采用指名提问、观察学生的口型、听辨发音、观察同桌或小组合作的情况、提问某小组或同桌进行角色对话、巡视学生表格上的书写内容、学生互评的形式来达成。2.针对目标2，通过小组合作、

6、指名提问、观察学生的口型、合作时的表情、听辨语句结构和语音语调的形式来达成。【教 具】 PPT课件、单词卡片、石林、民族舞图片【教 法】 情境式教学、任务教学、【学 法】【学习过程】环节学习过程StepPre-reading（一）创设情景，复习旧知，铺垫热身1.The teacher shows some pictures of her trip on her last holiday . let the students try to ask some questions about these pictures: “Where did you go on your holiday? Wha

7、t did you do there?” and so on. 2.Then the teacher asks the students:“Where are you going on your holiday ? How are you going there? ”let the students try to answer （设计意图:创设旅游场景，同时复习be going to 句型。很自然地在情景中导入课题，同时为落实目标1中朗读课文、回答问题做铺垫）Step While-reading:Step While-reading:（二）情景中走进文本: 听录音，回答问题1.With the

8、 music FengWeiZhu moonlight ，the teacher says :Our friend Mike is going to take a trip on his holiday,too.What do you want to know about his trip ? Do you have any questions about his trip? Show the picture of Mike .（lead the students ask these questions :）Where is Mike going on his holiday?What is

9、he going to do there?Who is he going with?How is he going there?When is he going? (板书出疑问词)(If the students cant ask the questions ,the teacher will say: “Now I have some questions.”to lead in these questions . )2.let the students listen to the tape, and try to answer these questions.3. Ask some stud

10、ents to share their answers , and check them .Kunming Where is Mike going on his holiday? （板书上贴出图片）Who is he going with ? （板书上贴出图片）What is he going to do? see folk dances Stone ForestAt the same time , learning the new words “folk dances” and “Stone Forest”：a. Show the cards of folk dances and Stone

11、 Forest ,and then show the other side of the cards (the pictures of folk dances and Stone Forest ). let the students know the meaning of the two phrases. (板书上帖出图片)By planeb. Then read the two new phrases after the teacher and read them together.How is he going to get there ? （板书贴出图片）When is he going

12、? This weekend。（板书）(设计意图：为了落实目标1中在录音的帮助下，听懂课文内容的要求，在这个环节中，我让学生带着问题去听录音，边听边思考，并且在回答问题时随机教学新词“folk dances、Stone Forest”，以语篇、语境为主体带动新词句的学习来达到目的。) （三）情境中内化文本: 填表格，同桌问答1.Show the form of Mikes trip schedule .Where to go?What to do?When to go?How to get there?T:Please finish the form in groups ,and try to

13、 use “be going to” to ask and answer about Mikes trip in pairs .2.According to the form ,ask some groups share their dialogues.(落实目标1后半部分要求)（四）美读中体验语言: 跟读录音，角色对话1.Let the students listen to the tape again, and follow it.（设计意图：为了落实目标1，通过听录音，模范跟读，来达到正确朗读课文的目的）2.Practice the dialogue in pairs, and act

14、it out. 3.Ask some pairs to show. (设计意图:为了落实目标1中正确地跟读、朗读对话的要求，通过学生跟读录音、分角色读课文、展示对话达成这样的目的。同时在美读文本过程中，为落实目标1中在小组内就Mike 旅行安排进行问答作了铺垫。)4.According to the pictures and the questions ,let the students try to retell the dialogue together .（落实目标1）Step Post-readingStep Post-reading（五）拓展延伸，语言输出 1结合图文，创编对话；同桌

15、会话，尝试运用The teacher shows some pictures of Shanghai ，Beijing，Hong Kong . Beijing Shanghai Hong Kong Disneyland（迪士尼）Oriental pearl The Great Wall（长城）The Great Wall（长城） Madame Tussauds Wax Museum Zhujiajiao Town（朱家角镇）The Summer Palace（故宫）Let the students choose the place Where they want to go on this h

16、oliday ,and make three groups.Then talk about their trip schedules and try to make a new dialogue with the important sentences :be going to in pairs.A: _are you going on your holiday?B: Im going to _. A:_ are you going with ?B: Im going with _.A: _are you going to do there?B: Im going to _.A:_ are y

17、ou going to get there?B: Im going by_.(设计意图：为了落实目标2 中在图片和老师给出的提示句型的帮助下，在同桌或小组内正确运用be going to句型合作编对话，介绍自己的假日旅行安排的目标，依据“第五届全国小学英语优质课”中专家的理念：语言的输出要小于语言的输入，并且能够检测本节课的学习效果，这一环节给学生展示出北京上海香港的景点图片的同时，还给出了提示的对话句型，来激发孩子的交流欲望，让孩子在它们的帮助下，达成能够正确运用be going to句型在小组内介绍自己的假日旅行安排的目的。)2展示对话，体验成功Let two groups show th

18、eir new dialogues. （落实学习目标二）3情感升华，走出课堂The students will enjoy their life, and love our beautiful country.HomeworkMake a dialogue about your trip plan on your holiday with your friend and act it out.（和你的朋友合作创设一个旅行安排的对话，并表演出来。）BlackboardDesignsRecycle 1 Lets take a trip Read and say How are yougoing to get there? goig to get there ?What are you goig to do ?When are you goig ?Who are you goig with?Whereare you goig ? folk dancesThis weekendBy planeKunmingStone Forest 小学英语“基于标准的教学”教学设计 Recycle1 Lets take a trip第一课时Read and say 单位：新郑市外国语小学姓名：王娜日期：2011-03-23附件1：Lets take a t