五年级下册（2014年12月第1版）《Lets talk》新课标教案-佳木斯市优质课-五年级英语教案

LessonPlanTypeoflesson听说课TopicUnit11Canyoutellmetheway?Period1TeachingPeriod30minutesGradePrimaryFiveTeachingobjectives教学目标Language&Skills:语言能力目标Words（词汇目标）：能认读并在对话过程中自如表达以下词汇：left,right,straight,ahead,way,excuseme,hospital,bank,postoffice,trainstation,zoo,restaurant,policestation,crossing.Sentences（句型目标）：能听、说、读以下句型并熟练运用于口头表达中：Excuseme.Canyoutellmethewayto…,please?/Gostraightahead./Turnright/leftatthe…crossing.Itis….the….Reading（阅读目标）：通过认读地图，能运用所学词汇和句型进行问路及指路，并在指路语下找到地方。Thinking:思维品质目标通过认读地图，培养学生的观察能力和空间思维能力。在语用任务的推进中，培养学生的逻辑思维、发散思维、以及分析和解决问题的能力。CulturalCharacters：文化品格目标1.能够识别直走、左转、右转等路标，并善于利用地图。2.引导学生文明问路，热心指路,培养学生的社会责任意识，成为热心小市民。3.通过对比中英谚语”AllroadsleadtoRome.”和“条条大路通罗马”来感受语言的魅力，培养学生跨文化意识。LearningAbility：学习能力目标1.引导学生关注猜测关键词，培养学生快速提取信息的能力。2.同伴或小组讨论、分工、完成任务，养成合作学习意识与能力以及主动参与语言实践的意识和习惯。Teachingemphasisanddifficulty教学重难点重点：能够正确认读地点名词，熟练运用于对话中；理解并运用问路和指路句型。难点：能根据地图，清晰地指引路线，并正确、流利、礼貌地完成问路和指路的口语交际任务。Students'background学情分析本课的教学对象是五年级学生，经过五年的学习，他们已经积累了一定的英语知识，形成了良好的英语学习习惯。他们的思维方式以形象思维为主，并开始具备初步的抽象思维能力。通过之前的学习，学生已经掌握了部分的地点名词，为这一课认读地图提供了一定的语言基础。本课时为Unit11Canyoutellmetheway的第一课时，教学主要内容是掌握地点名词，并能口头运用问路和指路功能性用语。本课时话题与生活息息相关，能较好的激发学生的学习兴趣和主动运用的意愿。Teachingcontents教学内容复习和巩固方位介词。熟练运用地点名词、指路和问路相关表达。运用所学知识，根据地图，口头介绍去某地的路线。Teachingaids教学用具PPT/wordcards/books/exercisepapers/TeachingStepsTeachers'activitiesPurposeWarmingup1.IntroducetheCluecharacterJudyIntroducethenewfriendJudywhoisfromtheUSAandlikeshelpingpeopletoSs.ArouseSs’interestandprovideareasonforSstospeakEnglishonly.Pre-task1.Playagame.1)Teachtheexpressionsforshowingthewaywiththeroadsighsasfollows:Gostraightahead./Turnleft./Turnright.2)Playthegame“Getthepresents”byfollowingthedirectioninstructionsreadbyteachersorSs.2.LearnnewwordsaboutplacesPresentsomeriddlesaboutthefunctionsofplacesandletSsguessanddiscusstheplacesbygraspingthekeywordsintheriddles.1.GiveSsaprimaryperceptiononroadsignsanddirectioninstructionswithprepositions.2.Learnnewwordsinathinkingandcooperativeway.While-taskLeadinthetaskofthislesson.Introducethetaskandbackgroundofthedialogue---Askandshowtheway.2.Watchthevideoandfindouttheexpressionsofofaskingandshowingtheway.Watchthevideotofindouttheexpressionsonhowtoaskthewayinapoliteway.AskSstofocusonhowtogivedirectionsandexplaintheword“crossing”.Readafterthetapeandgetfamiliarwiththefunctionalexpressions.1.Letthepupilsknowaboutthetaskofthislesson.2.HelpSslearntheexpressionsofaskingthewayandgivingdirectionsinapoliteandcorrectway.Post-task1.Workinpairsandpresentthedialogue.A:Excuseme.________________________,please?B:Ofcourse.____________,then_________.Itis______the_________.A:Thankyou/.....B:Youarewelcome./....Emotionaleducation:1)HelpChildrentorealize“AllroadsleadtoRome.”byfindingmorewaysfromtheparktothezooingroups.2)Askforhelpifyouneedit;Helpothersiftheyneedit!1.CreatemoresituationsandmakeSsusethegivenpatternstoaskandshowthewayasmuchaspossible.2.CultivateSs’divergentthinkingandcross-cultureawarenessandguideSstobeanactiveandhelpfulperson.HomeworkReadandrecitethewordsandthedialogue.CollectsomemapsaroundyoursurroundingsandrecordthedialogueaboutgivingdirectionsbyWeChat.Encouragethepupilstopractisemoreafterclass.Questionpredictionandsolutions问题预测和应对措施Questions:Thepupilscan’tfullyunderstandtheroutewithsomanynewwordsandexpressions.Someofthemmaybelackofspatialthinkingability.Andtheymaynotbeabletousethelanguagepatternsfluentlyandcorrectly.Solutions:Teachershouldhelppupilslearnandconsolidatetheexpressionsofgivingdirectionswithastep-by-stepdemonstration.What’smore,TeachershouldgiveconcernstoSsfromdifferentlevelsandgivemorehelptothosewhoarecomparativelyweak.Ideaofteachingdesign教学设计思路BycreatingchainedsceneswiththeCluecharacterJudy,teacherleadsthepupilstofinishaseriesoftasksontheway,throughwhichthepupilsreadthemap,reviewth