Module6Unit2ShevisitedtheTianchiLake.docx

1、Module6Unit2ShevisitedtheTianchiLakeModule-6-Unit-2-She-visited-the-Tianchi-Lake英语五年级下册Module 6 Unit 2 She visited the Tianchi Lake.教学设计1、教学背景本节课针对五年级下学期的小学生，五年级的学生形象思维已经有所发展，但仍以形象思维为主，第二信号系统开始占优势，求知的欲望和能力，好奇心都有所增强，对新鲜事物开始思考、追求、探索。对于旅行而言，五年级的学生都有很多的旅行经历，但用英语表达自己的旅行经历，存在一定的难度。通过本节课的学习，学生可以将所学内容运用到表述自

2、己的旅行过程，在快乐的体验中学习英语。二、 教材分析：英语（新标准）五年级下册Module 6 Unit 2 She visited the Tianchi Lake.一课出自新标准英语小学三年级起点Book6, Module 6 Unit 2。其主要教学内容是掌握.rode、horse 、climb 、holiday四个新单词的准确读单音和意思以及句型Wheres ? Its in the of China. 的学习和运用。并通过照片和自己的旅游经历运用所学的知识进行口语表达能力，培养学生运用语言和扩展语言的能力和意识。三、 教学目标1、知识目标：能听懂、会说、会用单词rode，parent

3、s，climbed, holiday；能听、说词组rode a horse, climbed the Tianshan Mountains, visited the Tianchi Lake; 能听、说句子“Where did you go to for the holidays? Where is?”Its in the north/south/east/west of China.2、技能目标：掌握谈论过去行为的动词过去式和句子，并能在实际学习生活中运用、交流、讨论。在教学过程的各个环节培养学生的听、说、读、写技能。3、情感目标：采取多种教学活动，激发学生学习英语的兴趣，让学生乐于参与课堂

4、教学活动，积极主动开口说英语。通过学习，培养学生热爱祖国，热爱祖国的大好河山，增加对祖国的区域结构和名胜古迹的了解，热爱大自然。四、教学重点、难点：重点：是新单词及句子，能听懂、会说、会用单词rode，parents，climbed, holiday；能听、说词组rode a horse, climbed the Tianshan Mountains, visited the Tianchi Lake; 能听、说句子“Where did you go to for your holidays? Where is?”Its in the north/south/east/west of Chin

5、a.难点：是用英语描述自己的旅行、字母组合的发音规律总结。五、教学用具：多媒体、词卡、图片、NSE3-5软件、Flash、 PPT课件等。6、教学过程：（1）课前读词（2）课上探究Step 1 复习旧知1.Greeting and warming-upT: Hello, everyone!Ss: Hello, Mr. Sun.T: How are you?Ss: Im fine, thank you. And you?T:Im fine, too. Thank you.2. Today well learn “She visited the Tianchi Lake.”(板书课题)T： Fir

6、st lets listen and chant.歌曲欣赏T: First, lets listen to an English song. Take it easy, follow the TV to sing the song.(Play the CD-ROM, and let students follow it to sing.)T: He traveled east, traveled west, the home is best. But I think, east, west, the school is best. You have your best teacher and

7、friends here, school are best.设计意图“MY HOMES THE PLACE”这首歌，作为第二单元的组成部分，放在课前进行欣赏式学习，既可以活跃课堂的英语气氛，又能提高学习的英语学习兴趣。2、复习east, west, south, north四个方位词的用法T: Look at this map of China, lets review the four directions, I point, and you say.S(根据教师指的) : East, West, South, North.T: Good! Look at the map, where is

8、 Xinjiang?S: Its in the west of China.T: Where is Shanghai?S1: Its in the east of China.T: And where is Beijing? Where is Hainan?T1: Beijing is in the north of China.T2: Hainan is in the south of China.T: Perfect! Now lets chant!East, east, shanghai is in the east of China. West, west, Xinjiang is i

9、n the wet of China.North, north, Beijing is in the north of China.South, south, Hainan is in the south of China.设计意图由谈话法复习了四个方向，通过让学生回答教师的提问，练习这四个方向在句子中的用法，并进一步用Chant加深了学生语言的机械、意义操练，增强了课堂的英语学习气氛。并为谈论旅行去过的地方，进而谈论本模块的话题“travel”打下基础。Step3. Text Learning. （课文学习，拓展新知 ） 1、课文重点部分的学习T: Just now, lets see. L

10、isten and number.听音排序。 Where did Lingling go? We talked about this in Unit 1.S: She went to Xinjiang.T: Yes. What did she do there? Lets talk about the pictures.（教师点击课件，依次呈现下列图片）S1: She rode a horse.S2: She climbed a mountain.S3: She visited a lake.T: Great! Now lets Chant!Rode, rode, rode a horse!C

11、limbed, climbed,Climbed a mountain!Visited, visited, visited a lake!I had a lovely time!设计意图对于课文的重、难点句型是学生学习课文中的难点。设计这个教学环节的目的，是让学生通过谈论图片初步了解课文学习的内容，并练习重点句型，特别是最后设计练习了一个chant，大大降低了下一步学习课文中的难点。同时通过谈论图片，加强了学生利用教材插图理解课文的能力。2、课文的初步学习T: Lingling did lots of things in Xinjiang, she rode a horse, she climb

12、ed a mountain, she visited a lake. But I have some questions about her travel, can you answer?(教师点击课击，出现下列问题。)1.When did Lingling go to Xinjiang ?2.Where is Xinjiang?3.Which mountain did Lingling climb?4.Which lake did Lingling visit?5.Did she have a good time?T: Now, lets listen to the tape about p

13、art 2, and repeat, then find the answer about the questions.S: (听、跟读短文后，在教师的引导下，回答出所出示的问题。)设计意图让每位学生带着问题来听、跟读短文，激活了学生的思维，使学生学习目的明确，提高了听、读的有效性，较好地理解了课文大意。3、Listen and read.让学生逐步句听、读课文，教师采取循序渐进的练习方式，让学生能读出课文。练习方式如下：全体学生逐句跟读；齐读短文；男、女生读短文；分组读出短文；优秀生读；小组练习读出短文。设计意图跟录音朗读课文既可以进一步加强学生对课文的理解，又可以练习对话题“travel”

14、的表达方式，为进一步让学生表达自己的旅行经历，打下了很好的基础。Step2. Presentation & Practice. （任务呈现，感知新知）1、“Where did you go?”句型的练习巩固。T: I like to travel. Last year, I went to lots of places of China. I went to Qingdao, I went to Weifang. How about you? Where did you go?(教师板书Where did you go?换行板书：I went to.)S1: I went to Weihai.

15、 （T: Oh, thats a beautiful city. Its in the east of China.）S2: I went to Qingdao. (T: Qingdao is very big and nice. Its in the east of China)S3: I went to Hong Kong. (T: I havent been there; you must say something about there for me.)T: Oh, I am tired. Where did you go, where is it, can you say the

16、information by yourselves?S: Yes!S4: I went to Beijing. Its in the north of China.S5: I went to Hainan. Its in the south of China.T: Great! Youve been to lots of places, and you can say it to your friends that information.（学生找自己的好朋友，彼此交流去过的地方。）设计意图谈论去过的地方及这个地方所处的地理位置，是话题“travel”的第一个难点。为了突破这个难点，我设计了这

17、个教学环节，采取由易到难循序渐进的操作方式，进行句型的意义操练。在操作过程上，先由教师作示范性讲解，并板书句型，再让学生先谈去过哪里，逐步加上描述地理位置的描述。在操作范围上，先由教师示范性讲解，再到优秀生的尝试性练习，最后落脚在学生个体的表达上，使每个学生都能、都敢、都乐于用英语进行信息交流。2、What did you do?及其回答的训练。T: Ah, you went to Beijing, you went to Shanghai, you went to lots of places. What did you do there?(教师板书What did you do?)T: A

18、s you know, I went to Qingdao. I played football. (重点强调played，提醒学生注意时态的表达。)You went to Qingdao, you went to Hangzhou, and what did you do there?S1: I went to Qingdao. I played football on the beach. ( T: You like football, too!)S2: I played flute. (T: You like music. Thats very good. )S3: I swam in

19、the sea. (T: That was very interesting! You must had a lovely day!)S4: I had some seafood. (T: Thats delicious.).T: You can talk about that in your group.（学生小组内谈论自己做过的事情。教师点击课件，呈现教师骑马的图片。）T: I went to Mongolia, What did I do?S: 骑马！T: Yes, I rode a horse.T:(用单词卡片，呈现单词rode和horse，并进行相应的练习。）S: (Students

20、 Practice the words.).T:(点击课件，呈现教师爬泰山的图片。）And I went to Taian. I climbed the Mountain Tai.教师带领学生练习climb这个生词，并用小技巧呈现climbed词形。设计意图克拉申认为,英语学习者通过接触略高于他们现有水平的语言材料,即i+1(i为现有水平 ,1为略高于i的水平),而习得语言。因而在这个教学环节中，我先让学生练习掌握得比较好的what did you do?的句型问答，即练习“i”部分，又悄悄加入了练习“1”的内容，即本单元的生词rode, horse, climbed等。使学生既对重点句型进行

21、了练习，又在情境中学习、练习了新的内容。Step4：Talk about your travel.（ 情景操练，巩固新知）1、榜样的力量是无穷的。T: Just now, we learned to talk about Linglings travel.Can you say something about your own travel? Now, lets look at Activity 6.设计意图给同学们树立一个module, 让学生听同龄人谈论自己旅行，激发学生谈论自己旅行经历的欲望。2、DIYT: Do you want to introduce your travel, pl

22、ease try. I can give you some tips like this:（点击课件，呈现帮助词汇。）TravelIn_, I went to _with my_. Its in the _of China. I _. I _. It was _. I had a lovely time there.学生在小组内完成，并请完成得快的同学，到台前给大家介绍自己的旅行。设计意图小学英语教学的总体目标是培养学生的综合语言运用能力。因而我将本课的最终目标放在让学生能用所学语言，谈论自己旅行。这个环节的设计，是这种思想的集中体现。让学生以小组为单位，讨论、交流并形成自己的旅行报告，让学生

23、在完成任务中使用了所学的语言，同时培养了英语学习的自信心。Step5: Pronunciation.Game: Find your friends.让得到奖状的同学，带着自己的奖到台前来。展开自己的奖状，大家会发现是单词，如south, about, mouth等。让学生根据手中单词的读音，找到自己的好朋友，站成一排。教师根据学生手中单词及分组情况，让学生一起总结一下发音的规律，并朗读这些单词。设计意图小学生的注意力持续时间短，思维方式又以形象思维为主，因而在总结单词的读音规律时，若按成人学习方式如听听、读读、概括，很可能达不到所要的效果。为了适应学生的年龄特征，将要总结的单词做成若干奖状，并

24、卷起来，让学生一到台上，打开“奖状”时，会产生一种新奇感。让自己的同学举着单词，根据单词读音找自己的“伙伴”，使抽象的单词，具象化，符合学生的思维特点，又达到了很好的教学效果。Step 6: Homework. （布置作业，活用新知）1.You must(必做): 能听懂、会说、会用单词rode，parents，climbed, holiday；能听、说词组rode a horse, climbed the Tianshan Mountain, visited the Tianchi Lake; 能听、说句子“When did you go to for your holidays? Wher

25、e is?”Its in the north/south/east/west of China.2. If you can（选做）：Use the new words and talk about your travel with your friends.(与朋友谈论你的旅行经历）,tell us where did you go for the holidays ?设计意图对学生的作业进行分层设计，进行弹性处理，提供更多的选择空间，有利于激发学生的学习兴趣，增强学习效果。这样可以使学生都有适合自己水平的课外作业。Design of the blackboard（板书设计）Module 6

26、Unit 2 She visited the Tianchi Lake.When did you go to for your holidays? Where is?Its in the north/south/east/west of China. 设计意图作业是课堂学习的延伸，又是学生生活的组成部分。让学生将所学的内容带入生活之中，在“用中学”，学以致用，可以进一步培养学生英语学习兴趣和英语学习的自信心。七、教学反思本节课的主题是“旅行”，主要学习、练习是第二单元的内容。在学习本单元之前，第一单元就已对“旅行”这个话题，用玲玲去新疆的线索进行了语言学习，因而本节课要描述玲玲的旅行过程，并从

27、中学会描述自己的旅行，就显得非常重要了。笔者在设计本节课时力求做：将操练贯穿始终，以培养学生综合语言运用能力为目标。因为是学习、练习第二单元，新的语言点较少，目标指向为通过活动培养学习的语言运用能力。在这堂课的设计上采取操练贯穿始终，如复习部分的east, west, north, south的chant练习，即属于机械操练部分；让学生交流、讨论自己去过的地方及地理位置，谈论去过什么地方，属于意义操练；通过练习让学生描述自己的旅行过程，属于交际操练。语言是一套习惯反应系统，要遵循机械、意义、交际的训练过程，才能使语言习惯变成人的语言能力。在教学中，我始终把激发、促进和呵护学生的兴趣放在首位，并注重新旧知识的联系，设计的教学活动符合学生的年龄特点和知识水平。