2023學(xué)年完整公開(kāi)課版教學(xué)設(shè)計(jì) Lesson21HowCanWeGotoBeijing

冀教版小學(xué)英語(yǔ)教案Book5Lesson21:HowCanWeGotoBeijing?教學(xué)目標(biāo)：1、知識(shí)目標(biāo)：（1）掌握四會(huì)單詞airplane(plane),train,fast,slow,faster,slower.（2）聽(tīng)懂、會(huì)說(shuō)句型____isfaster（slower）than____.并能在實(shí)際情境中進(jìn)行運(yùn)用。2、能力目標(biāo)：能夠正確運(yùn)用本課單詞及比較級(jí)句型表達(dá)事物的快慢。3、情感目標(biāo)：培養(yǎng)學(xué)生小組合作中互幫互助的競(jìng)爭(zhēng)意識(shí)。教學(xué)重點(diǎn)、難點(diǎn)：能夠在實(shí)際情境中正確運(yùn)用句型____isfaster（slower）than____.教具準(zhǔn)備：錄音機(jī)、多媒體課件、交通工具圖片教學(xué)過(guò)程：Step1.LeadinT:1.GreetingT：Areyouready?S:Yes.T:OK,NowIamyournewteacher.Iwanttoknowaboutyou.Pleaseanswersomequestions.Undersdand?S:OK.Theteacherandstudentsintroduceeachother.Step2.Presentation1.教學(xué)單詞airplane(plane),train,fast,slow。T:(屏幕出示一幅圖片)ShowapictureofLiMingWhoisthis?S:ThisisLiMing.T:LiMinglovestogoontrips,too.WheredoesLiMingwanttogo?Doyouknow?S:LiMingwantstogotoBeijing.T:Yes.LiMingwantstogoonatriptoBeijing.DoyouwanttogotoBeijing?S:Yes.T:IwanttogotoBeijing.too.Let’sgotoBeijing.But,HowcanwegotoBeijing?onfoot?ByBybike.S:NoT:No?Whatelse?S:Bybus.坐飛機(jī)，坐火車(chē)。(出示火車(chē)，飛機(jī)，汽車(chē)圖片)Teachnewwords.Listentothetape.DrillUsefasterthan….slowerthan…(使用一些交通的圖片)Showlastaquestion.DoyouwanttogotoBeijing?S:YesOKIwanttogothere,too.howcanyougotoBeijing.undefinedS:IcangotoBeijingbytrain.T:OKLet’sgotoBeijingbytrain.Let’stakeatraintoBeijing.(板書(shū))LearnN2T:TodayLiMingwantstogoBeijing.Lookhere.Let’sreadittogether.Listentothetape.Andshowsomequestions.BoysareLiMing.GirlsareLiMing’smotherreadN2together.Thenanswerthesequestions.Usetakeabus=bybustakeatrain=bytraintakeaplane=byplanemakesentences.TheEXPOheldinShanghai.That’showIgotoShanghai.ListenT:DoyouwanttogotoShangHai?S:OKT:Let’sgo.(出示一張地圖).小組活動(dòng)IngroupTalkaboutHowcanyougotoShanghai?IcangotoShanghaiby….OrIcantakea…toShanghai.（展示學(xué)生討論結(jié)果）SingasongHomworkCanadaisfarfromChina.Abusisslow.(板書(shū)并領(lǐng)讀)Shecangotherebyairplane.(拿出飛機(jī)單詞卡片貼在黑板上，教學(xué)airplane(plane),向?qū)W生介紹飛機(jī)的兩種寫(xiě)法)Anairplaneisfast.(板書(shū)并領(lǐng)讀)T:IwanttogotoBeijingonthisChildren’sDay.CanIgotherebybus?S:No.T:HowcanIgothere?S:Bycar.T:ButIdon’thaveacar.S:Byairplane.T:Oh.Theairplaneisfast,butIdon’thaveenoughmoney.IthinkIcangotherebytrain.Thetrainisfasterthanthebus,andcheaperthantheairplane.Thetrainisjustrightforme.2.教學(xué)句型____isfasterthan____._____isslowerthan_____.T:Whichoneisfast?Whichoneisslow?（CAI課件出示飛機(jī)和火車(chē)圖片）S:Anairplaneisfast.Atrainisslow.T:Yes.Anairplaneisfasterthanatrain.Atrainisslowerthananairplane.T:Look,whichoneisfaster?Whichoneisslower?（出示火車(chē)和自行車(chē)圖片）S:Atrainisfasterthanabus.Abusisslowerthanatrain.Step3.Practice1.出示飛機(jī)、火車(chē)、公共汽車(chē)等有關(guān)交通工具的每對(duì)圖片，讓學(xué)生說(shuō)出圖片要表達(dá)的內(nèi)容。Eg:Atrainis_______thanabusbut_______thananairplane.2．多媒體展示自行車(chē)和大卡車(chē)，出租車(chē)和飛機(jī)，小雞和兔子，劉翔和MissCui等等圖片，學(xué)生對(duì)比，運(yùn)用句型____isfaster（slower）than____.Eg:Abicycleisslowerthanatruck.Atruckisfasterthanabicycle.Acabisslowerthananairplane.Anairplaneisfasterthanacab.Thechickenisslowerthantherabbit.Therabbitisfasterthanthechicken.LiuXiangisfasterthanMissCui.MissCuiisslowerthanLiuXiang.[設(shè)計(jì)意圖：借助多媒體和圖片出示不同的交通工具，有趣的動(dòng)物形象，卡通人物，鼓勵(lì)學(xué)生模仿說(shuō)句子，激發(fā)學(xué)生敢于表達(dá)所學(xué)句型。]3.Studentbook:T:WeknowLiMingwantstogoonatriptoBeijing.HowdoLiMingandhismothergotoBeijing?Let’slistentotheaudiotapeandtrytofindtheanswers.Step4.ConsolidationDemonstrateadialoguewithavolunteer.T:Boysandgirls,Children’sDayiscoming.Wheredoyouwanttogo?Howdoyougothere?Talkaboutitwithyourfriends.Herearesomeplacesandvehiclesforyou.(黑板上為學(xué)生提供地點(diǎn)和各種交通工具的詞，幻燈片為學(xué)生呈現(xiàn)創(chuàng)編對(duì)話時(shí)所需要的句型)Children’sDayiscoming.Iwanttogoonatrip.Let’sgoto_____by_____.Iwanttotakea______.____isfasterthan____._____isslowerthan_____.[設(shè)計(jì)意圖：通過(guò)創(chuàng)設(shè)真實(shí)的語(yǔ)言情境來(lái)檢驗(yàn)學(xué)生能否準(zhǔn)確地運(yùn)用本課所學(xué)句型。]Step5.ClassClosingHomework:讓學(xué)生去調(diào)查身邊的人或事物，寫(xiě)一寫(xiě)____isfaster/slowerthan____.教學(xué)反思：本節(jié)課是一節(jié)典型的關(guān)于比較級(jí)的語(yǔ)法課。小學(xué)階段的語(yǔ)法教學(xué)應(yīng)體現(xiàn)隱性語(yǔ)法教學(xué)原則，作為教師不應(yīng)為學(xué)生直接講解語(yǔ)言中出現(xiàn)的語(yǔ)法概念，而是應(yīng)通過(guò)創(chuàng)設(shè)的語(yǔ)言情