1、1 指导思想与理论依据指导思想与理论依据 英语课程标准强调要关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建 立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力。 本课教学内容以对话教学为载体，导入单元话题和相关语言。日常对话是丰富学生语言、 培养学生语感、增强学生语言表达能力的载体。本节课时通过整体呈现对话的方式，倡导学 生的积极参与，使学生在相对真实，完整的语境中接触，感知，理解真实有意义的语言，让 学生在学习的过程中提高综合运用语言的能力；通过感知、体验、实践参与及合作探究等活 动方式，学习和运用语言做事情；本课中我让学生观看动画、观察图片、听录音抓信息、模 拟交际等学
2、习策略，引导、帮助学生进行自主学习，给学生提供充足的时间和开放的空间， 让学生通过自主思考，小组探究的学习形式理解整个情景，做到把课堂还给学生，充分发挥 学生的主体地位。 教学背景教学背景分析分析 本单元的话题为出行方式。话题非常贴近学生的日常生活经验，学生对此话题兴趣高， 谈论起来偶读很积极。通过学习本单元，学生能在不同的情景中感知、理解、学习和掌握如 何询问他人及描述自己的出行方式，并在老师和同伴们指教的交流中领会绿色出行的环境意 识。 本课时以 go to school 这一学生最熟悉的活动引出本单元的主题，并结合 Baobao 询问朋 友及其家人的情景显现询问对方的出行方式的功能句“H
3、ow do you go to ?及其答语“I go to school .”并围绕功能句的操练呈现简单、常用的交通方式短语 by bus，by bike，和 on foot。 学生情况分析学生情况分析 本课的教学对象是二年级的学生。经过一年多的学习，针对情景会话的学习和句型理解 教学基本信息教学基本信息 课题 Unit Five How do you go to school? (第一课时) 学科 英语 学段： 低年级 年级 二年级 相关 领域 日常生活 交通方式 环境 教材 书名：教育部审定义务教育教科书 出版社：北京出版社 2 并替换练习有力一定的把握。能在语境中运用所学语言表达所要表达
4、的事物。学生在两幅主 题图的情境中感知语言，也有意识地观察非文本信息知语言，理解语言使用的场景的说话人 的语言、语调变化。在文本学习中，通过听音、看图理解关键词的方法理解语言。大多数学 生已养成整体接受听觉信息的习惯。在词汇和句型方面，通过学习，能听懂指认和识别相应 词汇，再把词汇套用到终点句型中，在适合的情景中运用词汇和句型。 学习方法：模仿、套用、总结、复数、合作交流等方式 教学准备：多媒体课件、短语卡片、人物图片 教学目标教学目标(含重、难点含重、难点) 重点：重点： 1. 能正确并流利地朗读对话； 2. 能听懂、会说询问交通方式的相关句型及其回答。能在真实情境中合理运用功能句型结 合自
5、己的生活经验就出行方式进行简单交流； 3. 能听懂、会说、认读 by bus、by car、by bike、on the school bus、on foot 等短语； 4. 自己及他人的出行方式进行准确描述、询问和回答； 难点：难点： on the school bus 与 by bus 意义和形式上的理解。 教学过程教学过程 Step 1：Mini Show Do you remember what my name is? Which school am I from? My Day: Hello, my name is I am a girl. I am years old. Every
6、 day, I get up at Then I have breakfast at I have bread, milk and an egg. I go to school at In the evening, I go home at I go to bed at This is my day. T: I have a question. When does she go to school? Yeah. You are right. She goes to school at (让学生接后半句 at ) When do you go to school? 1st 学生：Hello, n
7、ice to meet you. Whats your name? When do you go to school? 2nd: Hello, nice to meet you. Whats your name? How about you? When do you go to school? How do you go to school? By bike? S: bike. (提前预订学生) T: Oh, you go to school by bike. 3 3rd: How about you? How do you go to school? S: foot. (提前预订学生) T：
8、 You mean you go to school on foot. Step 2：Warming-up T: I know some of you go to school by Some by How about me? How do I go to my school? Please, look. This is my house. Every day, I go to Dongshaoqu School by bus. The bus number is 18(让学生说 18). Please guess how I go to your school, Chaoshi School
9、? Yes, you are right. I go to your school by bike(出现图片让学生说 bike). Step 3：Listen and say Picture 1 1. 介绍情境 T： Look, this is our friend, Baobao. That is his friend. Her name is Amy. Baobao and his mum go to Amy house. Guess how they go to Amys house? Yes, youre right. They go to Amys house on foot(让学生
10、接 on foot). 2. 观察图片： T: Look. Whos this man? Yes, he is Amys Dad. What are they talking about? Guess. 3. 初听整个对话(无字幕) T： Lets listen to the dialogue. Find what they are talking about? (回答不出时)Are they talking about how to go home? Of course not. Actually, they are talking about how to go to school. （板
11、书 go to school） 4. 听对话 1 细节 T: Who go to school? (提问时贴 Amy 和 Baobao 的头饰,指着问)Then how does Amy go to school? And how does Baobao go to school? Lets listen again. Can you tell now? How does Amy go to school? (贴图片 on the school bus) How about Baobao? How does Baobao go to school? (贴图片 by bus ) 带读两遍单词 5
12、. 解释 bus 和 school bus School bus is for boys and girls at school. So this is a school bus. This is a (呈现图片时让学 生说 school bus) then is it a school bus? Of course not. Its a bus. 4 6. 整体观看一遍，第二次跟读 7. 梳理对话内容 T: (指黑板说)How do Amy and Baobao go to school? Amy says I go to school on the school bus. And Baob
13、ao says I go to school by bus. (让学生说出来) 8. 功能句型 And do you remember how Baobao ask Amy? (学生答出时给大大的夸奖，学生答不出时老 师起头说学生接) Lets listen. Can you repeat. (多让几个孩子重复说，再一起说) Every day means from Monday to Friday. 9. Role play T: now lets have a role play. Boys Girls Picture 2 1.观察图片 T: Whos this man? Do you r
14、emember? Does Amys Dad go to school like Amy？He goes to work. (带读 work 和 go to work) Then how does he go to work？（板书 go to work ）Maybe，I think you are right. 2.整体听对话 2（无字幕） T: Lets listen how Amys dad go to work and when he goes to work? (贴时钟)Now can you tell? How does he go to work? (贴 by car) Then
15、 when does he go to work? (学生拨时钟) 3.听细节信息 T: When does he go to work? How does he go to work? 4.整体观看一遍，第二遍跟读 5.梳理对话内容 T: We got that Amys dad goes to work by car at 7:30. Right? 6.拓展 Baobaos mum Amys dad goes to school by car. How about Baobaos mum? How does Baobaos mum go to work? How do you ask? (
16、学生答不出时老师起头学生接)How do you go to work，Auntie？Can you guess how? (播放自行车的铃声) oh, you are so clever. She says I go to work by bike or on foot. 5 Step 4: Practice 1.Watch (不打开书) 2.Repeat. （重点、纠音） 3.Read by themselves. 4.Read in pairs.（说明专练图片 1 或 2） 5.Show reading. （ppt 上呈现图 1，图 2）(学生能角色表演最好) Step 5 Listen
17、 and match 1.Listen T：We know that Baobao goes to school by bus. How about his friends? How do they go to school? 2.Check. T: So how do they go to school? Momao says I go to school How about (板书补上 on foot) (老师起头学生接)（处理 on foot） 3.Learn to say the phrases Step 6 Production 1.Make a survey Now we know
18、 that how they go to their school. How about you? How do you go to school? Lets make a survey in groups. We have four in a group, a, b, c, d. For example, a asks b, b asks c, c asks d, then d asks a. （出示调查表） Which group wants to show. 2. Watch a short video about how to go to school. 3. Talk about w
19、eekends 1)导入： T：From Monday to Friday, you go to school every day. But do you go to school on weekends, Saturdays and Sundays? So what do you do on weekends? (学生答不出时)For me, on weekends, I go to the Yexianta Park by bike.(在 PPT 上打出) How about you? T：There are some places maybe where you can go. Lets
20、 look together. Where is it? What is it? 6 (museum, cinema, park, bookstore, zoo, farm, dancing lesson, drawing lesson, swimming lesson . ) （找一个孩子示范） 2）Talk in pairs. 3）Show. A model: My name is On weekends, Im so happy/Its super. 4）We can go to some places in many ways. What ways are good, on foot,
21、 by bike, by bus, or by car? Step 7 Homework: 1. Read the dialogue. 2.Talk about weekends with your friends or parents. 板书设计板书设计 学习效果评价设计学习效果评价设计 1对本节课学生学习效果教师进行现场及时评价。 科学、适时、适度的评价是实现教学目标的重要保障，也是促使学生主动参与课堂教学 活动、帮助学生养成良好学习习惯的有效措施，在本节课教学过程中，根据学生主动参与对 话学习的程度,教师采用小组评价和个人评价相结合的评价形式， 通过体态语,口头表扬,个人 奖励和小组奖励
22、等方式激励和评价学生,促进教学。 2对本节课教师自身教学效果的评价 本节课以故事教学为主线，学生在教师的引导下自主学习，根据故事教学的特点，教师 采用分层讲解和逐图讲解相结合的方式，提出有层次，值得学生思考的问题，引导学生观察， 倾听，思考，表达，一起构建故事内容，提高了教学的实效性。 本课教学设计区别与其他教学本课教学设计区别与其他教学设计的特点设计的特点 1. 本课教学内容以对话教学为载体，导入单元话题和相关语言。日常对话是丰富学生语言、 培养学生语感、增强学生语言表达能力的载体。本节课时通过整体呈现对话的方式，倡导 学生的积极参与， 使学生在相对真实， 完整的语境中接触， 感知， 理解真实有意义的语言， 让学生在学习的过程中提高综合运用语言的能力；通过感知、体验、实践参与及合作探究 7 等活动方式，学习和运用语言做事情；本课中我让学生观看动画、观察图片、听录音抓信 息、模拟交际等学习策略，引导、帮助学生进行自主学习，给学生提供充足的时间和开放 的空间， 让学生通过自主思考， 小组探究的学习形式理解整个情景， 做到把课堂还给学生， 充分发挥学生的主体地位。
