小学英语《Youd better take an umbrella》优质教案教学设计Word文档下载推荐.docx

1、 What areyou going to do this summer holiday?预设一：S1：Im going to read some books. Reading is a good habit. Youd better read Snow White（ 白 雪 公 主 ）. It must be fun. /Youd better read Charlottes Web（夏洛的网）. Its a nice book. S1:Yes. You should say: Thank you. I will.预设二：What are you going to do this summe

2、r holiday? S2: Im going to take Chinese painting classes. Good idea! Chinese painting is a kind of traditional culture. Can you draw well? Yes, I can. You can show us after class. OK? OK. Thank you.预设三： S3: Im going to travel . Sounds good! How are you going there?I think youd better take a pair of

3、glasses/an umbrella/a cap. Youd better get ready for it.预设四：S3: Im going to take a swimming classes.How interesting! Youd better practice more .And then you can swim well. Come on!【设计意图】教师利用伙伴唠嗑式的 free talk 形式，恰当利用暑假即将到来这一具体情境，与学生展开话题交流，让学生在轻松的课堂氛围中激活学生与话题有关的已有知识储备，并获得主题知识。在唠嗑的同时让学生再度感知重点句型 Youd bet

4、ter Thank you. I will.为新句型教学做好铺垫。3.回归话题， 加深理解 Boys and girls, Just now we talked about our summer plans. This class lets go on talking about Unit6 Plan for the summer.【设计意图】话题是每个单元知识的主线，只有对话题进行认真的解读，解读出话题中隐含的重点知识内容，才能较好地制定出单元和课时教学目标，所以培养孩子的话题意识非常重要。本课虽为第二课，但通过与学生进行交流暑假计划，教师简单小结，直接点明话题，通过让孩子回顾、齐读的方式加

5、深对话题的理解与巩固。Step 2 Presentation（一） 初读文本，问题引领，整体感知。1、根据问题引领，学生回顾的方式，完成对 Lesson1 知识的复习巩固。In lesson 1,we knew our friends plans for the summer, Do you remember? （1）Whats Jennys plan?（2）What about Peters plan?（3）What about Wang Hongs plan?（4）What about Li Mings plan? （5）What about Danny?【设计意图】Lesson2 内容是

6、 Lesson 1 的有效衔接和拓展,在整体感知课文前，对 Lesson 1知识进行简单回顾，顺着 Li Ming 和Danny 去英国夏令营的主线，自然过渡 Lesson2，水到渠成，符合学生的认知建构，体现出学生认知优质化。2、运用文本插图中 Li Ming、Jenny, 和 Danny 三人正在谈论事情这一情景，进行问题引领，整体感知文本大意。 Look ,Theyre talking with each other. What are they talking about? Please watch and choose.A. Plan for the reading. B .Plan

7、 for the camp C.Plan for the travel【设计意图】通过问题引领，让学生整体感知课文的主要内容.接着教师引导学生采用选择的方式来解决问题，降低难度，让学生更集中的思考、理解文本内容，酝酿自己的思想，体现学生情感的优质化。（二） 精读文本，文化渗透，寓教无痕。1、充分利用插图一中 Li Ming 手中的计划表，出示计划表，教师先带领学生解决Where are they going to stay?这个问题，进行示范，培养提取主要信息的能力。然后让学生采用朗读、讨论的方式，提取文本主要内容，完成计划表格的填写。Q1： Where are they going to s

8、tay in Britain?S1: Theyre going to London. T: How do you know?S2: Danny says:“We are going to stay in London.” Yes. Maybe theyll stay in London for a long time. They will do many things.【设计意图】掌握有效的学习策略是培养学生自主阅读能力的重要条件之一。一张计划表四个问题（Where to stay/What to do/When to do/What things to get ready）囊括了文本的主要信

9、息。采用填写表格的方式，让孩子抓住文本核心信息，培养了学生抓关键词句的能力。2、依据计划表填写内容， 抓住重点， 讲解学习。Q2： What are they going to do?Theyre going to have English classes and visit some famous places.Q3： When will they visit some famous places? When will they have English classes?1 根据学生回答学习单词： during 和 weekday单词 weekday 学习： 图 解 weekend 和 we

10、 让学生理解记忆，解决重难点。We know there are seven days in a week. What does weekend mean?（Saturday and Sunday.）What about weekdays? Theyre Monday、Tuesday、Wednesday、Thursday andFriday. We call them weekdays.学习夏令营计划一： have English classes Theyll have English classes during the weekdays. Li Ming likes English ver

11、y much. In China, we speak Chinese. Its easy for us to learn Chinese. In London, people speak English. So its easy for LM to learn English.学习夏令营计划二： visit some famous place 在 London 地图上出示三个著名景点，采用教师介绍，学生猜测的方式重点处理 The British Museum,、Hyde Park 和the London Eye 三个景点。 Theyll visit some famous places dur

12、ing the weekends. What are they?【设计意图】巧妙插入 London 地图，标注 The British Museum、Hyde Park 、the London Eye.3 个景点，无形中让学生对三个景点的地理位置有了大体了解，丰富了文化背景。 They are all famous places in Britain. Lets visit them together and guess: What place is it?景点一： The British Museum教师介绍，学生猜测： Its one of the oldest and biggest m

13、useum in the world. There are manybooks in it. Its very famous. What place is it?景点二： Hyde Park Its a Park .Who is he? Hes a knight. Its named after knight “Hide”. In the park, There are many knights. What place is it?景点三： the London Eye教师直接介绍，学生欣赏视频： This is the London Eye. It s the first and the b

14、iggest wheel in the world. Its more beautiful in the evening. Lets enjoy it.【设计意图】按照表格内容依次分解学习，图 2 是文本的重点部分，围绕 weekend 与weekday 分为 2 部分，条理清楚，简单明了。大英博物馆、海德公园、伦敦眼三处景点的学习采用欣赏图片，教师简单介绍，让学生猜测地点的方式处理，活动设计具有信息差，不但培养了学生分析、提取信息的能力，而且学生在无形中观赏了伦敦著名景点，感受了丰富的文化，伦敦二字不再只是个符号，在学生的心目中变得立体起来，而且对于文本的内涵解读也变得丰富起来。对于 wee

15、kend 与weekday 处理，采用图解的方式，进行区别，理解学习记忆。3. 图 3，学习重点句型“ Youd better Thank you, I will”（1）T: Li Ming and Danny made full plan for the camp. Are they ready for the camp? Yes, they are. They have camera, clothes and a map. （ 学 习 单 词 camera, map，camera 新单词采用拼读进行学习，通过实物介绍、现场拍照的方式让学生理解记忆： Look，Its a camera. I

16、ll take a pictures for you, I think youd better say cheese.） T: They have many things,But Jenny gives them advice. Whats Jennys advice? Youd better take an umbrella.（引导学生说出带伞的原因：It often rains in London. 并出示 London 天气预报，让学生了解天气情况，真正弄清楚 Jenny 提建议的原因。）（2） 借 Wang Hong 关心朋友具体情境，进行情感教育。Wang Hong is a goo

17、d girl. She cares for Li Ming and Danny. We should learn from her ,Yes?Ss: Yes.Li Ming took her advice. He says, “Thank you. I will.” And Danny says, “Ill take my football.”【设计意图】图 3 体现了小主人公朋友之间的互相关心，其中的人文关怀需要教师细心挖掘。李明计划周密，为夏令营做了较为充分的准备，此时 Jenny 帮李明提建议，提醒他带着雨伞，因为伦敦经常下雨。李明对 Jenny 的建议表示感谢和采纳。通过引导，学生感受

18、到了朋友之间的互相关爱，“立德树人”的德育目标有效达成。（3）总结 Youd better Thank you, I will.用法（4）让学生给 Li Ming 和 Danny 提建议，运用 Youd better Thank you, I will.句型， 适当进行拓展。Whats your advice for Li Ming and Danny?预设答案：Youd better take Chinese food/fruits/medicine.教师评价：Your advice sounds good. Good idea.【设计意图】Youd better Thank you. I

19、will. 句型是本课的重点句型，对这一句型的学习采用“课前渗透文本抽取提炼总结适景运用”的方法，让学生有了从“感性理性” 的深化理解学习过程，符合学生的认知规律和心理期待，充分体现了教师设计优质化和学生学的优质化。（三） 思维导构，梳理文本，整体回顾。利用文本学习时的表格作为支架，梳理文本，总结全文。【设计意图】教师利用思维图表引领学生对文本内容进行完整回顾，通过导图的直观性对新知识加以定向引导，从而帮助学生实现文本内容的整合，同时在表格中加入“will、have”两个单词，为学生提供语言支架，降低难度，同时又实现新知识的内化和思维能力的提升。（四） Listen and imitate.

20、Step 3 Practice1. 操练“ Youd better ”句型充分利用 Lesson1 回顾文本内容，给 Jenny、Peter 和Wang Hong 提建议。 When we talk about summer plans, we can also give advice to our friends. Now,lets give our friends some advice.【设计意图】回归文本，给 Lesson1 中Jenny、Peter 和Wang Hong 提建议，重点操练“Youd better ”句型，有效利用文本情景，做到“从文中中来，到文本中去”。2、Lucky

21、 wheel 游戏活动分为两步来进行：（1） Pair work 同桌两人活动，操练句型（2） 转盘游戏:Lucky wheel【设计意图】“Lucy wheel”游戏设计循序渐进，共分两个层次来设计。 Pair work 设计是有效操练本课重点句型 Youd better Thank you. I will. Lucy wheel 抢答游戏含有一定的“信息差”，不仅能够激发学生的学习兴趣，使学生在真实情景中操练重点句子，巩固所学知识，而且还可以培养学生在具体情境中正确运用语言的交际能力。在多元的实践活动中，学生兴趣盎然， 思维活跃，以情激思，以思促情，实现情思交融。3、Group-work.

22、The summer holiday is coming. We should make full plans for it. Take out yourposters, talk about them in groups, and give advice to each other.【设计意图】通过谈论自己的暑假计划，将课本所学知识与日常生活进行了有机的结合，学生在谈论的过程中实现了语言的输出，提高综合运用语言的能力，实现了有效的拓展。4、情感教育Make a good plan for summer.Enjoy your summer life.（合理安排，享受生活）Step 4 Summary and Homework师生共同回顾本节课所学的新单词和重点句型，利用 check it 的形式检查掌握所学内容。1.Check it.2.Homework（1）Read the text three times.（必做）（2）Talk about your plans for the summer with your friends and parents.（选做）【设计意图】教书育人是每一位教师的责任，本节课的学习就是要引领学生合理制定暑假计划并及时做好准备。作业的异步，正是照顾到每一位学生，让他们在不同的梯度上享受到英语学习的快乐，享受到和谐课堂、和谐师生关系的魅力。