外研版Book6Module6Unit1Iwenttherelastyear教学设计 1.docx

1、外研版Book6Module6Unit1Iwenttherelastyear教学设计 1Book 6 Module6 Unit 1 I went there last发布者：王君浏览量：135评论数：9发布时间：2013-04-26 18:36修改时间：2013-04-26 18:36 外研版Book 6 Module6 Unit 1 I went there last year教学设计一、教材分析 英语（新标准）第六册Module 6的主题是Travel,第一单元为 I went there last year，语言功能是运用一般过去时谈论旅游见闻。能用When did you go to?

2、 Did you go with?自由地做出问答。二、学情分析 【学生学习优势分析】1. 学生生理等要素分析：五年级7班共有学生41人，男生29人，女生12人。11岁的32人，12岁的9人。该班是寿光市县级学校，父母经商的有15人，父母在事业单位的有21人，父母为农村户口，但在县城居住的5人。这些学生中，大约25%属于视觉类型学习者，20%属于触觉、动觉类学习者,15%属于听觉类的学习者，其余为综合类学习者。2. 学生经历要素优势：本节课以travel为话题，孩子们都有出游经历，并且对于自己过去的经历都有很深刻的印象，对本节课的讨论能够提供足够的素材。3. 学生心理要素优势：在前期的学习中学生

3、已初步形成了一定的学习态度，部分学生随着自主、自律能力的增强，出现了意识较强的学习动机。【语言知识储备分析】五年级的学生通过前两年的学习已经有了一定的语言知识储备，对于一般过去时有了学习的体验，在四年级下册学过了动词一般过去式的规则变化，如phoned, walked, talked等。这些学习经历已经让学生大脑中有了关于一般过去时的知识储备。班里大约80%以上的学生能基本掌握动词过去式的变化，比如你问go的一般过去式，孩子们都知道是went，但这种知识是没有意义的知识。大约有20%的孩子能初步用一般过去时表达相对完整的、有意义的句子。他们的问答仅仅局限于课本中刚学的几个句子，而不能把以前学过

4、的知识整合运用。比如，在描述过去发生的事情时，往往还会出现语法上的错误，比如, I play football last week. 因此，在本课教学中，我的重要任务就是通过设计贴近现实情境的活动，给学生搭建实现语言运用的支架，让学生充分联系已学知识，实现从语言知识到语言运用的目的。三、教学目标（一）知识目标1100%的学生能听懂、会说并认读单词： photo, stay, week, parents290%的孩子能听懂、会说并认读下列句子：When did you go to? We went there . Did you go with ? Yes, I did. / No, I did

5、nt. 其余的孩子能听懂、会读以上句子。（二）能力目标180%的学生在情景中运用When did you go to? We went there . Did you go with ? Yes, I did. / No, I didnt. 来谈论旅游经历。240%的学生能听懂别人的介绍。（三）情感目标 1开拓学生视野，增长人文地理知识，激发学生热爱祖国大好河山、增强民族自豪感等的情感意识。2培养学生珍视亲情、传承中华美德这一情感意识。四、教学重、难点（一）教学重点 1认读和运用句子: When did you go to ? We went there last year. Did you

6、go with your mother and father? Yes, I did. / No, I didnt. 2. 借助教师搭建的支架，获取信息、加工信息，并在真实的语境中输出信息。（二）教学难点 在真实的语境中熟练运用所学重点句型来谈论自己和他人的旅行经历。五、教学策略在本课的教学中，将以学生为主体，以真实的生活情境为学生搭建文本阅读支架、情境支架、情感之架，便于学生深层次挖掘文本里隐含的信息。灵活运用多种教学方法，引导学生在参与、体验、合作与交流中，主动获取知识，提高语言运用能力，达成语言运用的目标。六、教学准备多媒体课件、点读笔、教师自己的黑白、彩色、家庭照片等。七、教学过程：S

7、tep1. Greetings T: Free talk: Hello boys and girlsStep2. Warming upT: Before our class, lets sing a song together. OK?Sing “Where did you go?” together with the help of the CD.T: 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.

8、（出示课本第一幅图）What are they talking about, do you know? Theyre talking about some photos. (借助自己的黑白照、彩色照、家庭照等学习并操练photo)【设计意图】从学生已学过的歌曲和教材的故事情节, 自然引出本节课的词汇及句型。根据学生已有的知识经验搭建支架，学生更容易接受。Step 3. Text learning. T:(出示玲玲的图片) Look at Linglings photo carefully. Where did she go？Yes, she went to Xinjiang. Do you k

9、now Xinjiang? Where is it? （出示带四个方位词的中国地图）This is Xinjiang. Its here. Its in the west of China. (通过肢体语言引导学生回答)进一步操练方位：And where is Beijing? north. Where is Shandong( Shouguang)?east.T: Now boys and girls. We know Lingling went to Xinjiang. (PPT 出示问题)1) When did Lingling go to Xinjiang?2) Why did she

10、 go there? Read your book and find out the answers. You can talk about the questions with your partner. S1: (Lingling went to Xinjiang) last year.(教师评价) Quite right! Why?S2: Because her grandma lives there.T:(教师评价) Great! Youve got it. 【设计意图】用图片和提供的问题搭建语言支架，让学生更容易获取文本中的信息，为后面对文本的深度把握做好铺垫。 Q3: Who di

11、d she go there with? Now read again and answer. T: How do you know? Yes. Lingling and her parents stayed there for two weeks. Now, take out your pen. Underline this sentence. 借助日历和手势学习weektwo weeks;Whats the meaning of stay here? Can you guess?S: 停留，呆在。（操练stay：In the May holiday, I went to see my gr

12、andparents. I stayed there for two days. They are very happy. （问一个学生）Did you visit your grandparents in the holiday? How long did you stay there?S1: T: Please go and visit your grandparents often. And stay with them. OK?【设计意图】为学生搭建情感支架，进行亲情教育，加深情感体验。 From Linglings first photo we know, Lingling went

13、 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 talkong about. Its about Hainan. (出示带方位的中国地图) 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

14、孩子可能对文本把握不够回答错误，这时老师要问：Are you sure? Who has different answer? 和学生找到正确答案：No, she didnt.) Clever boy/ girl. (手势表扬) Who can read as carefully as you can? Now read again and lets see. (电脑出示问题及要求)Hainan is in the _of China. Linglings _lives there with his three children. Her _ visit Beijing every year.

15、They are Li people.Check answers. Do you know Li people? Look.（学生做完之后,出示三张黎族跳舞、婚娶照片）They are Li people. We know therere 56 peoples in China. We are a big family. 【设计意图】用黎族的图片继续搭建情感支架，让学生感受56个民族是一个大家庭。 Listen and follow. Read by yourselves. Quiz: Fill in the blanks. You can talk about them.(关注语言点)1)

16、Lingling _to Xinjiang last year.2) She_ with her grandmother for a week.3) Linglings cousins _Beijing in June last year.Step 4. Production T: Lingling went to Xinjiang last year. And I went to Gansu last year. (出示自己去甘肃支教的照片) Where is Gansu? Do you know? (出示有四个方位词的中国地图，再次复习方位表达法) S：Its in the north o

17、f China. I stayed there for two weeks. Why did I go to Gansu? Can you guess?ST: (播放下一张山里孩子的图片)I taught the children English there. I want to help the children in the mountain area. I feel very happy. Look, these are photos of Gansu. （出示几张图片, 其中一张是回族老人照片）He is Hui people. We are Han people. He is Hui

18、 people .Linglings uncle is Li people. We are a big family.【设计意图】：用自己的实际经验为学生搭建真实语境支架，同时回族老人与玲玲的黎族uncle 形成呼应,再次体现民族之间的融合。Step 5. Group work T: Boys and girls. I went to Gansu last year. I went to see my grandparents in the May holiday. I cooked for them. I stayed with them for 2 days. Where did you

19、go in the May holiday? What did you do? Lets talk about your travel. （提供多幅中国名胜风景图片或者爷爷奶奶照片，并在幻灯片上用思维图提示： 请两组学生到台前展示。【设计意图】通过前面几个语言支架的搭建，在本节课的重点词句逐步呈现的基础上，让学生自然输出自己的生活经历，实现本节课的语用目标。Step 6. Sum up (播放轻音乐,降低语速，教师加肢体语言加深学生理解)This class we talked about so much about travel. In China there are so many bea

20、utiful places. Some of you visited your grandparents. Some of you went to some places of interest. Wherever you go, whatever you do, home is the best place for you. China is our home. Love China, love our family!【设计意图】根据上个环节学生介绍的自己的旅行经历作为真实的情景支架，教师进行总结，加强情感的升华，让学生加深从个人的小家上升到中华一家的情感体验。Step 7. Homework 1. Choose your favorite travel photos. And Introduce them to your friends.2. Share your travel experience with your friends, the more the better.【设计意图】第一个作业让学生选择最喜欢的旅游照片并向好朋友介绍，这是基于学生的生活经验而设置的作业。第二个作业是根据学生自身的学习优势，分享旅行经历，输出的句子越多越好。这个要求可能会激发优等生的挑战欲望，体现作业的层次性。