英语教案.docx

1、英语教案Howdoyougotoschool？任务型教学设计对比(2011-09-23 07:57:26)转载标签：howdoyougotoschool？任务型教学设计教育分类：优秀教案How do you go to school？任务型教学设计以下是关于本课时的两个教案设计，各有各的特点，你更喜欢哪个设计或哪个环节呢？案例设计1：莒县城阳街道第二小学葛安芬主题：交通核心语句：Lingling: How do you go to school, Amy?Amy:I go to school by bus.Lingling: How does Sam go to school?Amy:He g

2、oes to school by bike.Lingling: Thank you.教学过程：一、导入新知利用生活化的话题和照片呈现功能句（出示自己骑车上班的照片）T: Look, boys and girls. Whos in this photo?Ss: Its you.T: Yes,its me . I go to work by bike every day.T: Boys and girls, how do you go to school?(板书句子How do you go to school?领读，确认学生理解句子意思。)T:If you go to school by bik

3、e too, you can say,(板书I go to school by bike.)请学生试读，再请学习能力较强的学生单个读。与几名学生问答，为全班作示范，然后请几组学生问答，确认学生能正确问答后，请学生同桌问答。完成后请几组学生展示。二、任务呈现T:Boys and girls,now we have moved to the new school,how do you go to school now? And how about your friends? Lets learn how to ask your friends ,find out how they go to sc

4、hool every day,OK?(设计意图：利用搬入新校这一新鲜事件，设置真实生活情境。有的学生可能因为校址变动，上学方式也发生了相应的变化，就此呈现本课的任务：调查同学们的上学方式，让学生带着这一任务学习课文，调动学生参与任务的积极性。为了避免此处用于介绍任务的课堂语言过长，此时只简单呈现任务，具体的任务完成方式留在后面再向学生说明。)三、课文学习1、呈现课文，整体感知T:Who are they?Ss:Lingling and Amy.T:What are they talking about?Ss:How to go to school.(可以用汉语，师用英语复述，使学生感知。)（设

5、计意图：呈现课文图片，提问简单问题，帮助学生整体感知课文。）2、设疑激趣，全面深入学习文本（1）课件出示问题，播放课文CD-ROM，学生观看后回答问题：How does Amy go to school? She goes to school _.How does Sam go to school? He goes to school_.(设计意图：提供给学生一个支架，降低问题的难度。用红色标出动词的第三人称单数形式，给学生视觉上的提醒，促使学生不自觉地注意这些动词。)学生回答完问题之后，再听CD-ROM检查答案，板书：How does Sam go to school? He goes to

6、 school by bike.(2)请多名学生看板书练习问答。(3)跟读课文，模仿语音语调。(4)请学生分角色读对话，表扬语音语调好的学生，及时纠正发音问题。四、拓展练习Maomaos Family.Look,read and answer.多媒体出示毛毛一家分别去了哪里，图示他们采用的交通方式，学生看图，读句子并回答，再出示答案检查。How does Maomao go to school?（学生回答：She goes to school by bike.）How does her father go to work?(He goes to work by car.)How does he

7、r brother go to Rizhao?(He goes to Rizhao by bus.)How does her mother go to the park?(She walks to the park.)(为了拓宽语用范围，在练习中加入car 和walk，供学生在任务完成阶段借鉴使用。另外，go to Rizhao,go to the park的出现，让学生了解这一句式除了可以询问怎样去上学之外，还可以用来询问如何去其他地方。)五、任务完成1、任务要求T: Boys and girls, now letsdiscuss how you go to school every day

8、.First, lets make a survey in your groups,then we can report to your head teacher,she will divide you into different groups after school. OK?(根据我校的实际情况，将调查结果汇报给班主任，让班主任根据结果将学生分成不同的两个路队:骑自行车的一队和其他方式的一队。)T: (与一名组长示范对话)Hello,Li Qing.How do you go to school?Li:I go to school by bike.T:Very good.(在调查表格中相

9、应的栏内打勾)Now you can do the survey in your groups like this.By bikeBy busWalk to schoolBy carLi Qing2、小组运用本课的功能句问答，完成任务。3、小组长汇报调查结果。S1: I go to school by XX goes to school byXX walks to school.(设计意图：示范对话，让学生明确小组活动方式，为顺利完成任务做好准备。组长汇报时，可以综合练习本课功能句，达到在真实情境中运用语言的目的。)4、总结调查结果，渗透情感教育1、 T: Boys and girls, yo

10、u have done a good job! Now we know how you go to school every day .We will tell your head teacher about this.2、SummaryT: Boys and girls, what did you learn this class?(指板书，与学生一起总结本课目标语言)3、T:Although we go to school in different ways, we all need to pay attention to the safety.Enjoy your way to scho

11、ol every day!六、作业The homework for you: Discribe how your family members go to work/ go to school.给学生提供简单的框架，学生根据家庭成员的实际情况完成。by bus,by car,walk to,by bikeI go to school _.My mother goes to work _.My father goes to by_.My goes to _.（根据课堂任务内容，以个人形式完成，使课外作业与任务型语言课堂教学融为一体。作业与课堂学习任务及学生的生活经历有关，既复习和强化所学知识，变

12、机械学习为有意义的学习，又可以为学生提供展示个性和能力的舞台。）案例设计2：莒县第四实验小学孔凡香单元主题：交通核心语句：Lingling: How do you go to school, Amy?Amy: I go to school by bus.Lingling: How does Sam go to school?Amy: He goes to school by bike.Lingling: Thank you.任务活动设计：Step1. Warmer在这个环节先引出今天的任务：国庆节马上就要到了，很多同学可能要出去游玩的，那你们打算去哪儿呢? 如何去呢？今天我们就一起来学习如何表

13、达自己或者别人怎样去某个地方。首先我们来欣赏一首歌，学习交通工具词。全班齐唱英语歌 The wheels on the bus go round and round.让学生复习以前学过的表示交通工具的词，并学习本课的新授单词。引导学生用以前学过的句型-Ive got a来描述自己拥有的交通工具。Step1. Presentation and practice在讨论国庆节度假之前，我们先来讨论一下我们的学校生活。1. 教师说自己拥有的交通工具，并出示一张自己骑车去学校的照片，引出本课的重点句型并板书。I go to(the) school by bike.接着出示另一种句型，教师说：I go t

14、o school by bike.How do you go to school?引导学生用刚才练习的句子回答。并板书句子：学生操练。首先学生两人一组操练，然后展示。小组调查，请同学们先调查一下你的同学是怎样去上学的。学生用刚刚学过的对话，-How do you go to school?-I go to school by bike.在小组内展开调查，调查学生的上学的情况。完成下列表格，然后进行展示。nameGo(es) to school byLi LinbusWang Huicar2. 展示学生的一张调查表，教师说;Li Lin goes to school by bus.How doe

15、s Wang Hui go to school?引导学生用He goes to school by car.来回答。利用刚才的调查表，继续问不同的学生上学的方式，引导学生用HeShe goes to school by来回答小组操练，交换刚才小组的调查表，操练对话，-How does go to school?-HeShe goes to school by并进行展示，注意引导学生用动词的第三人称单数形式does goes.3.Listen and repeat4.Self-checkRead and fill in the blanks.Amy goes to school by_.Sam goes to school by_.考查学生对文本的理解。Step 3 Production1. 同学们，刚才我们说国庆节马上就要到了，老师要出去玩，我要去下面的地方，你说我该怎么去呢？I go to Beijing by_.I go to Shuhe Park(在莒县) by_.I go to Qingdao by_.I go to Hongkong by_.让同学们根据自己的生活经历填空。答案不一定是唯一的，只要合情合理就可以。2. 同学们，国庆节老师要出去玩，你们出去玩吗？都到哪儿玩呢？怎么去呢？请同学们在小组内展开调查。完成下边的表格，并编出自己的对话。