1、1 / 6 教学设计教学设计 课题名称：课题名称：Unit 4 Going Outing （第第 4 课时课时） 一、教材内容一、教材内容 : Unit 4Going outing（Reading and writing） 二、教学目标二、教学目标 : （一）语言知识目标 1）词汇：wait in line、push、seat、elderly people, front, remember, yet 等词汇 2 )句型： Please wait in line. dont push. Please give your seat to these people. Hes pushing to t
2、he front of the line. （二）语言技能目标 1）听：能听懂有关的阅读材料，培养学生在阅读中提取信息的能力。 2）说：能熟练运用句型和同学交流，并能口头回答问题; 能根据情景利用所学编对话。 3）读：能正确朗读 Reading and writing 的小短文，培养一些阅读技巧,回答短文的问题。 4）写：能正确写出短文中问题的答案。 （三）情感态度目标 1、让学生紧密联系学习和生活实际，通过有趣的情景和对话，体会英语学习的趣味，提 高学习积极性。 2、通过学习短文，了解如何做一名文明的乘客。 （四）学习策略目标 通过培养学生合作学习的态度和方法，有效利用 Pair work
3、，Group work 等活动，培养 学生合作学习的意识。 （五）文化意识目标 了解如何做一名文明的乘客。 三、教学策略三、教学策略: 本课时主要采用任务型教学法、交际法和讨论教学法，三种教学法相互交替。同时借助 多媒体课件，创设模拟情景，引导学生自主学习，合作学习，提高学生用英语进行交际的能 力。 四、教学重点和难点四、教学重点和难点 教学重点: 掌握一定的阅读技巧和基本的写作策略。 教学难点：根据生活体验，能用英语表达个人对了解如何做一名文明的乘客的看法。 五、教学过程五、教学过程: Before -reading 2 / 6 Step 1 Warming up 1. 全班说唱 Every
4、 day I take the bus.(课前) T: Hi，class. Lets sing: Every day I take the bus. 【设计意图】吸引学生进入课堂，活跃课堂气氛。 2. Free talk T: Every day, Every day, Every day I take the bus. Every day, Every day, Every day I take the bus. T: Listen, boys and girls. Every day I take the bus to school. How do you usually go to sc
5、hool? S1: . 【设计意图】通过与学生交谈，为下面的阅读做铺垫。 Step 2 Lead-in (1) T: Oh, you take a bus , too. Lets think. Where can we take a bus? Ss: We can take a bus at the bus stop. (引导学生试图说出 bus stop) 读课题：At the bus stop (2) T: How can we take a bus? Lets have a look. (ppt 出现一幅乘客排队上车图片，引导学生观看图片) T: We should for the bu
6、s. (引导学生试图说出 wait in line) T: Bingo. Can you read? （教授单词 wait in line） T: How to wait in line? Can you try? (生：做动作 wait in line ) T: Look, they can wait in line. Good. T: Remember , we should wait in line for the bus . （教授单词 remember） (3) T: Look at Miss Li, Im in front of the line now. （师示范动作） T: C
7、an you read? （教授 in front of the line） Ss: 学生尝试说出 Ss: Miss Li is in front of the line. (ppt 出现图片，学生尝试说出) (4) T: People usually wait in line for the bus. Look at that man. Is he right? S1: . T: Whats he doing? Can you read? （教授单词 push） T: Can you act? (生：做动作 push ) T: Can we push at the bus stop? Ss:
8、 No, we cant. T: Yes, please dont push. （教授单词 dont push） 3 / 6 T: Remember , dont push at the bus stop. (5) T: Look, people are on the bus now. T: We see an old woman and an old man here. T: Theyre . (引导学生试图说出 elderly people) T: Can you read? S2: .（ （教授 elderly people）elderly people） T: What can we
9、do for them? Ss: 让座 T: Yes, we should give the seat to elderly people. T: Can you read? （point to seat,教授） (6) T: We should give the seat to these people, too. Such as the children, elderly people, the pregnant woman, a person who is holding a little baby, the disabled people. （简单描述 the disabled peo
10、ple, pregnant woman, a person who is holding a little baby.) 【设计意图】这个环节通过以乘坐公共汽车话题为主，让学生看图说出词汇或短语，及复习 一些旧知识，又激发学生学习的兴趣及培养学生的发散性思维。 While-reading Step 3 Presentation 1、The first reading: Listen and read. T: Oh, look, My friends are at the bus stop now. T: Who are they? S: They are Xiaoqiang and his m
11、om. T: Where are they going? Can you guess? (ppt 出现图片) S1: They are . T: May be. T: Now, listen to a dialogue. And find out the answers. T: OK, where are they going? Ss:. (生听完对话后回答问题) T: How are they going there? Ss:. 【设计意图】让学生带着任务听录音，培养学生以听获取关键信息的技巧，同时让学生整体 理解语篇。 2、The second reading: Read silently
12、. (1) T: Now please open your books at page 50. Read the dialogue for the second time. After reading, Ill check your answers on you books. Please pay more attention to the new words. (2) 学生读短文（Underline the key sentences） (3) Ok, any new words? (生展示新词，齐读） (4) Now. Let me check your exercise. Open yo
13、ur books at page 51, exercise 2. 4 / 6 (5) T: Finish? Who can show? (生展示已做练习） (6) T: Please find out the key sentences to the questions (接着教师与大家一起对答案，每 做一题，教师要求学生划出重点句型作为判断的依据。 ） 【设计意图】通过第二遍阅读，学生划出重点句型，完成书本判断练习，检查学生的理 解。 3、The third reading: Read after the teacher. (1) Read after the teacher. (2) Lo
14、ok and judge . (3) Check and read.( ppt 呈现练习) T: You really did a good job. Ok, this time, please read after me. T: You can read very well. Well done. Any more questions about the dialogue? If you dont have, I have a task for you. Now, look at this picture. Is he right? Ss: T: Do you ever? Ss: T: Th
15、ats right. That means we should always We should never T: Now, Lets check Exercise 3. Check it together. 【设计意图】首先通过跟读，纠正发音，看图判断，学生操练语言，内化语言，在这过 程中教会学生如何更好做一名文明的乘客更多的知识。 (4) Finish the chant. 编一个 chant,把一些规则和口令都编进去。 T: Boys and girls. Remember. We should be polite when we take the bus. T: Here, I hav
16、e a chant for you, can you finish it? OK, please chant by groups. T: Who can try? Be polite! Chant： Wait! Wait! Wait in line for the bus. Say! Say! Say “Excuse me”. Give! Give! Give your seat to elderly people. Dont! Dont! Dont push. Dont! Dont! Dont jump. Dont! Dont! Dont rush to get a seat! 【设计意图】
17、通过对新知识进行归纳总结，用说唱的方式把知识留在学生的脑中。 4、The fourth reading: Read aloud T: This time, its your turn. Read aloud the dialogue in groups of 4. 1. 四人一个小组大声朗读短文。 【设计意图】通过 group work 活动，培养学生之间的合作精神。 Post-reading 5 / 6 Step 4 Extension 1、Complete the dialogue. 创设情境： Xiaoqiang and his mom 汽车站巧遇 Tony, Jenny and Gog
18、o. 学生 2 人 1 小组，利用学过的知识，为故事续写，然后表演。 T: Hello，boys and girls. Look, This is Guangzhou. T: Xiaoqiang and his mom are going to the Yuexiu Park on Childrens Day. T: Look, The Yuexiu Park is here. Theyre going by bus. Now, theyre at the bus stop, they met Tony, Jenny and Gogo here. What are they talking a
19、bout? Lets guess. T: Let me try first. ( 师： 示范) (1) Listen and look (2) Read and act. 【设计意图】通过看图编对话，续写故事,让学生仿佛置身于一个真实的环境里使用语言，达 到学以致用的目的。 2、Write down your plan . T: How about your plan for Childrens Day? Who can talk? (1) Talk by little teacher. (2) Write the plan (3) Check in groups (4) Read and s
20、how. Childrens Day Hello, I am _ . _ is coming. Im going to _ . Im going there _ . Im going to _. I will _. 【设计意图】通过写出儿童节计划内容，逐步锻炼学生的口语以及写作能力。 Step 5 Homework 1. 听读熟课文。 2. 制作英语手抄报：“我是文明乘客” 要求：利用所学的英语交通知识制作一份手抄报，发挥自己的想象力，可以上网搜索 更多的知识。版面设计要合理，尽量要做到图文并茂。规格是一张 A4 纸大小，下星期五完 成。 【设计意图】通过完成作业，将课本的知识向课外延伸，同时
21、起到了思想教育的作用。 板书设计：板书设计： At the bus stop 6 / 6 教学反思：教学反思： 小学阶段，因为小学生的语言量小，相应的阅读能力也就十分有限。教师对阅读方式的 指导直接影响到他们对阅读的兴趣与信心。在五年级 Unit 4 reading and writing 的教学中，我 针对文中所需要解决的两个练习，先设置最简单的任务，也就是学生能够与真实情景联系的 （我们去哪乘坐公共汽车？怎样做？）创设情景：讲解重点句型，结合单词与重点句型去理 解文章。即：发现于生活，运用于生活。这是我对于这节阅读课最深的体会。这也是我现在 认为很值得提倡的一种教学理念。 经过备课，磨课，
22、上课，又听了教研室雷主任和各兄弟学校老师们的宝贵见解，我真的 是收获蛮多的，也深有体会：在阅读课上不一定要对所有学生不认识的单词（或是不记得的 单词）一一讲解。教师要做的只是提炼出文章的重点词汇，然后务必保证全班 85%的人懂得 这些关键词汇。那样子学生对于文章的大概意思也就有了一个了解。对于学生似懂非懂的词 汇，教师应该在课前给出时间来进行预习，并以表扬学生的发现为主。让学生在探索中找到 自主学习的乐趣。从而提高学生的自信心与成就感，为下一次的学习做铺垫。 在阅读课上还应适当的引导学生找出文章中的重点句型。让学生学会一种迅速提炼信息得技 能。 阅读课要紧密联系生活。由生活中的事件引出话题，在学习完新内容之后又回到生活去 运用这些句型。在今后的教学中，我要努力设计跟生活贴近的句子，创设于生活相关的情景。 希望这次的反思不仅是带自己多一层感受，同时能以更开放的视野去看待英语阅读教学。 wait in line give the seat to elderly people say “Excuse me” push jump rush to get a seat remember Childrens Day Who Where When What How
