五下 Module6 Unit1 I went there last year.教學設計.doc

Module6 Unit 1 I went there last year.教學設計單位：葉縣洪莊楊高莊學校 姓名：王樂樂一、教材分析 外研版（三年級起點）英語第六冊Module 6的主題是Travel,第一單元為 I went there last year. 語言功能是運用一般過去時談論旅游見聞。能用This is_. Its in the _of china. I went there _? Did you go with?自由地做出問答。二、學情分析 五年級的學生通過前兩年的學習已經(jīng)有了一定的語言知識儲備，對于一般過去時有了學習的體驗，在四年級下冊學過了動詞一般過去式的規(guī)則變化，如phoned, walked, talked等。這些學習經(jīng)歷已經(jīng)讓學生大腦中有了關于一般過去時的知識儲備。三、教學目標（一）知識目標1100%的學生能聽懂、會說并認讀單詞： moon, get, parents290%的孩子能聽懂、會說并認讀下列句子：This is _. Its in the _of China.Did you go with ?Yes, I did. / No, I didnt. 其余的孩子能聽懂、會讀以上句子。（二）能力目標180%的學生在情景中運用Its in the . I went there. Did you go with ? Yes, I did. / No, I didnt. 來談論旅游經(jīng)歷。240%的學生能聽懂別人的介紹。（三）情感目標 1開拓學生視野，增長人文地理知識，激發(fā)學生熱愛祖國大好河山、增強民族自豪感等的情感意識。2培養(yǎng)學生珍視親情、傳承中華美德這一情感意識。四、教學重、難點（一）教學重點 1認讀和運用句子: We went there last year. Did you go with your parents? Yes, I did. / No, I didnt. 2. 借助教師搭建的支架，獲取信息、加工信息，并在真實的語境中輸出信息。（二）教學難點 在真實的語境中熟練運用所學重點句型來談論自己和他人的旅行經(jīng)歷。五、教學準備多媒體課件、單詞卡片等。六、教學過程：Step1. Warming upT: Free talk: Hello boys and girlsI went to Hunan last year. Where did you go?Ss:.Lets look at Activity 1. Where did the boy go for the holidays?Yes, he went to the moon. Do you know moon？黑板畫月亮。Do you want to get to the moon?I have two ladders for you. This is for group A. The other is for group B. If you get one point, you will move a step. Step2. Leading inT: Where did Lingling go?Ss: She went to London.T: Yes. And she is in London now. Look. She is at Amys home. Theyre talking.（出示課本第一幅圖）What are they talking about, do you know? Theyre talking about some photos. 【設計意圖】從學生已學過教材的故事情節(jié), 自然引出本節(jié)課的詞匯及句型。根據(jù)學生已有的知識經(jīng)驗搭建支架，學生更容易接受。Step 3. Text learning. T:(出示玲玲的圖片) Look at Linglings photo carefully. Where did she go？Yes, she went to Xinjiang. Do you know Xinjiang? Where is it? （出示帶四個方位詞的中國地圖）This is Xinjiang. Its here. Its in the west of China. (通過肢體語言引導學生回答)進一步操練方位：And where is Beijing? north. Where is Shandong( Shouguang)?east.T: Now boys and girls. We know Lingling went to Xinjiang. (PPT 出示問題)Read your book and find out the answers. You can talk about the questions with your partner. 【設計意圖】用圖片和提供的問題搭建語言支架，讓學生更容易獲取文本中的信息，為后面對文本的深度把握做好鋪墊。聽錄音跟讀課文，分角色讀課文。唱出課文重點句子。Where is Xinjiang, where is Xinjiang?Its in the west, in the west of China.I went there, last year.Did you go with your parents?Did you go with your parents?Yes, I did. Yes, I did. From Linglings first photo we know, Lingling went to Xinjiang with her parents. They went there to visit her grandma. Look.(出示海南照片) This is another photo they are talking about. Its Hainan. (出示帶方位的中國地圖) Where is Hainan? Who can tell me? S: Its in the south of China.T: Did Lingling go to Hainan? Watch and listen carefully.S: Yes, she did. (有的孩子可能對文本把握不夠回答錯誤，這時老師要問：Are you sure? Who has different answer? 和學生找到正確答案：No, she didnt.) Clever boy/ girl. (手勢表揚)Now read again and fill in the blanks.Hainan is in the _of China. Linglings _lives there with his three children. Her _ visit Beijing every year. They are Li people.Check answers. Do you know Li people? Look.（學生做完之后,出示三張黎族跳舞、婚娶照片）They are Li people. We know therere 56 peoples in China. We are a big family. 【設計意圖】用黎族的圖片繼續(xù)搭建情感支架，讓學生感受56個民族是一個大家庭。Step 4. Sum up (播放輕音樂,降低語速，教師加肢體語言加深學生理解)This class we talked about so much about travel. In China there are so many beautiful places. Wherever you go, whatever you do, home is the best place for you. China is our home. Love China, love our family!【設計