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2011 版强调：要力求合理利用和积极开发课程资源。因此，在导入 环节，通过播放自制小动画，既延伸了对话场景，又复现了一些交通工具，使学生能够积极 参与到有关出行方式的话题讨论中；在新授对话时，为了更加丰富对话情境，教学中通过谈 论 Baobao 的妈妈是如何上班的，进行了文本的拓展与延伸，以促进学生的思维发展；在操 练环节中，通过呈现海尼曼英语绘本： Going to school，引导学生观察并尝试说出不同国 家的上学方式，开阔视野，形成跨文化意识，这也体现了英语课程的人文属性。 英语课程标准2011 版提出：要面向全体学生，设计活动要贴近
2、学生的真实生活。 在热身环节呈现学生自己学校和学校学生上学的场景，能够激发学生学习兴趣。在最后的输 出环节，呈现通州区本土的风景和文化场所图片，让学生表达自己周末的活动及出行方式， 强化他们的互动交流能力，调动他们大脑中的英语资源，从而操练并落实语言。体现了课程 标准提倡的学语言用语言的理念。 教学背景分析教学背景分析 【教材分析教材分析】 ： 本课时以 go to school 这一学生最为熟悉的活动引出本单元主题， 并结合 Baobao 询问朋 友及其家人的情景呈现询问对方出行方式的功能句“How do you go to？”及其答语“I go to .”并围绕功能句的操练呈现简单、常用的
3、交通方式短语 on foot, by bus, by bike。 【学生情况学生情况】 ： 1. 知识基础： 一年级上册一年级上册 Unit2 bike 一年级上册一年级上册 Unit5Unit5 car 一年级下册一年级下册 Unit2 句型：句型：What do you do on Sunday? 短语短语：go to the cinema, go to the park, go to the zoo, go to the farm, go to the museum, go to the bookstore 二年级上册二年级上册 Unit1, Unit2, Unit6 go to the
4、 cinema/ bookstore/ museum/ farm/ zoo, draw pictures, read books, go to see a film, go to see my grandma, go to buy books, make a snowman, make a card, watch the fireworks 二年级下册二年级下册 Unit1,Unit1, 句型句型 When do you ? I at. 词汇词汇 work， 2. 年龄特点： 二年级学生活泼好动，课上积极参与课堂活动，好胜心强。他们喜欢在学习中模仿，喜 欢说唱英语歌谣，喜欢听故事，喜欢做任务。
5、 3. 本班情况： 本班学生经过近两年的英语学习，对语言形式、语言意义和语言结构有了一定的感知。 学生有学习英语的热情和兴趣，语言基础相对较好。 教学目标教学目标 知识与技能知识与技能目标目标: 1. 能够听懂、会用“How do you go to”询问出行方式，并能用“I go to .”做出相应 回答。 2. 能够听懂、认读表达出行方式的固定短语 on foot, by bus, by bike。 3. 能够结合自己的真实生活经验就出行方式进行简单交流。 过程与方法目标：过程与方法目标： 1. 通过教师问题引导，完成视、听、说等教学活动，学生能够理解对话及表达出行方式的 固定短语。 2.
6、 通过教师的引导，视听不同人群间的交互式问答，学生能够就出行方式进行简单的交流。 情感态度价值观：情感态度价值观： 在谈论出行方式时，学生能够有安全出行的意识。 教学重点：教学重点： 1. 询问某人出行方式的功能句的理解与运用。即“How do you go to ?” “I go to .” 2. 能够认读短语 by bus, by bike, on foot. 教学难点：教学难点： 结合自己的真实生活经验就出行方式进行简单交流。 教具准备：教具准备： 多媒体、人物头饰、图片、照片 教学教学过程过程 一、Free talk T: Class begins. Good morning, boy
7、s and girls. T: Now lets have a look. Do you know where it is? What time is it? T: Yes, its our school. Students in our school go to school in the morning. Some go to school by bike. Some go to school on foot. And others go to school by car. T: How about you? How do you go to school this morning? T:
8、 Now, today we are going to talk about different ways to travel. 【设计意图】谈话【设计意图】谈话导入，导入，激活学生的激活学生的已有知识和已有经验，已有知识和已有经验，并引入有关出行方式的并引入有关出行方式的话题。话题。 二、Lead in T: Ok, look. Our friend, Baobao and his Mom are coming. Theyre going to a place on foot. T: Now, Everyone, lets follow them and see: where are the
9、y going? What do they see on the way? Stand up, please. Lets go. T: Good. They visit Amys family. 【设计意图】通过观看自制小动画，既激发学生的兴趣，又复现了一些交通工具、延伸了【设计意图】通过观看自制小动画，既激发学生的兴趣，又复现了一些交通工具、延伸了 对话场景， 使他们能够积极参与到有关出行方式的话题讨论中， 为接下来对话场景， 使他们能够积极参与到有关出行方式的话题讨论中， 为接下来的的对话对话学习做准备。学习做准备。 三、Presentation 【对话一】 ： T: Look, they
10、 are happy and they are talking. Do you want to know: what are they talking? Now, lets listen and watch carefully. (整体对话视听无文字一遍) T: Children, at first, we heard Baobao and Amy talk about how to go to school. T: Do you remember? How do they go to school? Listen again.（对话一，无文字视听） T: How does Amy go to
11、 school? Amy says T: Lets look at the school bus. Whats it like? T: How about Baobao? Baobao says T: Ok, children, Baobao wants to know how Amy goes to school. Do you remember: AT first, how does Baobao ask Amy? How do you go to school every day，Amy?（学生先答，再听 Baobao 的提问。 ） T: Now boys, you are Baobao
12、. Girls, you are Amy. Lets try to role play. (PPT 呈现) 【设计意图】先整体【设计意图】先整体输入对话，引导学生输入对话，引导学生初步初步感知对话内容，感知对话内容，再细致再细致学习。学习。对话一的对话一的学习学习 是通过让学生是通过让学生看看无文字无文字视频，视频，反复反复听对话听对话，帮助学生帮助学生理解理解语言。语言。通过男女通过男女生角色扮演，生角色扮演，体验体验 语言语言的的运用。运用。 【对话二】 T: Baobao and Uncle talk about how to go to work. Lets listen: what
13、does Baobao want to know? (对话二第一遍听-音频) T: First, Baobao wants to know. When? T: Next, Baobao wants to know.How? T: How about uncle say? Lets listen and watch. (对话二第二遍视听-无文字) T: When does uncle go to work? T: How does uncle go to work? T: Super. Now Im Baobao. You are Uncle. Lets talk together, all r
14、ight? (对话二 role play). 【设计意图】 对话【设计意图】 对话二的二的学习学习是听对话，是听对话， 首先首先找出宝宝的问题，找出宝宝的问题， 提取关键提取关键信息 （特殊疑问词） ；信息 （特殊疑问词） ； 然后通过观看无文字视频， 找出然后通过观看无文字视频， 找出 uncleuncle 的答语的答语； 最后最后通过通过师生间角色扮演，师生间角色扮演， 理解理解语言的运用。语言的运用。 T: Baobao knows uncle goes to work by car. How about Baobaos Mom? T: If I am Baobaos Mom, you
15、are Amy. Lets talk again. Ready? 【设计意图】 通过【设计意图】 通过延伸延伸原文本原文本内容内容， 能够能够就就话题话题师生师生间进行模拟交流间进行模拟交流， 完成语言交往任务完成语言交往任务， 体验体验语言语言运用能力。运用能力。 四四、Practice 1. Listen and repeat. T: Ok. This is the dialogue. T: Well. Lets listen and repeat. Please, open your book. Page 42. Listen, point and say. Everybody, rea
16、dy? 2. Read by yourselves 3. Check in class. T: Who wants to be Baobao/ uncle/ Amy? 4. Work in groups. T: Lets work in your group. Some tips for you! Tip1: 3 children in a group. Tip2: You can help each other. Tip3: 1 min for you. Here we go! T: Times up. Which group wants to try? T: I think you did
17、 a good job, so close your book. 【设计意图】本环节，【设计意图】本环节，通过跟读对话再次体会对话文本语言通过跟读对话再次体会对话文本语言。通过通过在小组内分在小组内分角色角色朗读朗读或或 者角色扮演者角色扮演，帮助学生内化语言帮助学生内化语言，培养，培养学生学生交往合作能力交往合作能力。 T: From our class, we know Baobao goes to school by bus. Amy goes to school on the school bus. Well. How about you? Lets travel by a train
18、: How do you go to school? I go to school . We know we go to school by different ways. How about foreign children? How do they go to school? Lets follow this picture book. Lets see how do they go to school? 【设计意图】通过【设计意图】通过呈现呈现绘本，绘本，引导学生尝试说引导学生尝试说出出不同国家不同国家的的不同不同上学上学方式，方式，让学生有跨文让学生有跨文 化的意识，拓宽国际视野。化的
19、意识，拓宽国际视野。 T：Super. They go to school by different ways. Now, children, lets enjoy a song about going to school. 【设计意图】通过【设计意图】通过哼唱话题相关的歌曲，激发学生哼唱话题相关的歌曲，激发学生的的学习学习兴趣，兴趣，引导学生积极参与引导学生积极参与到接下到接下 来的来的活动活动。 五五、Production 活动一： 1. Make weekends plan T: You sing really well. From Monday to Friday we have to
20、 go to school. On the weekend, we can go to other places. Right? In Tongzhou, there are many interesting places we can go. If we want to see a film. We can go to the cinema. If we want to fly a kite or go boating, we can go to the park. If we want to read books, we can go to the bookstore or library
21、. We can go to the museum and enjoy it. But if we want to see animals, we should go to the Beijing zoo. T: Children, the weekend is coming. I will go to the cinema. I will go there by bike. That is my weekends plan. How about you? Where do you want to go? How do you go there? Please tick and make yo
22、ur plan. Take it out, please. Do it. 2. Share youre your plan with partner T: Ok. Lets share your plan with your partner. 3. Show your plan in class. T: Who wants to share your plan? Thank you for sharing. 【设计意图】授课【设计意图】授课时间距离周末很近了，通过观看时间距离周末很近了，通过观看采访采访视频，教师引导学生视频，教师引导学生关注关注不同人群不同人群 周末的周末的不同不同活动活动， 最后， 最后鼓励鼓励学生用本学生用本课课话题话题语言讨论语言讨论、 表达自己周末的出行动态及出行方式，、 表达自己周末的出行动态及出行方式， 操练并落实语言。操练并落实语言。 六、Homework T: We know when we go to some places by different ways. Ok, At last, todays homework: 1. Read the dialogue again. 2. Share it to your parents. T: Ok, class is over. Stand up. Bye-bye class. 七、板书
