1、 教学设计方案教学设计方案 一、一、 概述概述 1. 小学英语，五年级 2. 冀教版学英语（三年级起始版）五年级上册 Unit3 Again, Please! 一课时 3.学习内容：本课是冀教版小学英语五年级上册第三单元的复习课。本单元内容 都是围绕旅行主题， 学习一些谈论、 讲述旅行的相关词汇和句子。 内容接近生活， 学生乐于表达。本课从听说读写各个方面复习，同时结合实际生活，力求达到学 以致用。 4.整体设计思路、指导依据说明 复习课既要注重知识的梳理，也要关注学生的实际学情。在本课的设计实施 上，我首先通过 Free Talk、师生问答等形式引导学生梳理李明去北京的旅行， 重新整合教材第
2、三单元的重点词汇和句型，使学生对第三单元内容有整体感知。 同时结合教师自身和学生的生活实际，通过 I love to travel. Ask my parent. Make a call. Make a travel plan 等一系列的话题活动，模拟真实的交际情景， 通过师生互动、生生互动等形式，进行交际练习。使学生对如何谈论、制定旅行 计划做到心中有数。学生联系自己的生活实际，在用中学，学中用。最后教师出 示一篇自己的旅行计划,方便学生由说过渡到写，实现本课听说读写的最大化。 二、教学二、教学目标分析目标分析 语言知识技能目标：语言知识技能目标： (1)学生能掌握本单元要求掌握的四会单词。
3、 (2)学生能用本单元所学词汇描述一次旅行。 (3)学生能掌握英语打电话的基本用语。 (4)学生能掌握句型 May I_? 以及肯定、否定回答。 (5)学生能制定旅行计划，并用句型 We are going to_.和 We will _. 描 述。 情感态度目标：情感态度目标： 学生能体会到旅行的美好。能认识到事先做好计划的重要性。 学习策略目标：学习策略目标：帮助学生形成以下基本的学习策略： (1)在课堂交流中，注意倾听，积极思考。 (2)运用所学内容主动练习和实践。 三、学习者特征分析三、学习者特征分析 本课的教学对象是小学五年级学生。 五年级学生已经掌握了一些英语基础知 识，有一定的会
4、话基础。同时学生有一定的旅行经验和旅行愿望。但如何用英语 来描述、 谈论旅行还需要教师的引导、 示范和启发。 部分学生在听说上还有欠缺。 四、教学策略选择与设计四、教学策略选择与设计 义务教育英语课程标准指出：现代外语教育注重语言学习的过程，强调语言 学习的实践性，主张学生在语境中接触、体验和理解真实语言，并在此基础上学 习和运用语言。强调教学活动的内容和形式要贴近学生的生活实际，符合学生的 认知水平和生活经验，要有助于培养学生的综合语言运用能力。因此，在教学活 动中，教师可根据教材内容，结合学生的生活经验，把学生带入他们所熟悉的情 境中。 教学重点、难点分析教学重点、难点分析 教学重难点是常
5、用句型自主对话的运用。 五、教学资源与工具设计五、教学资源与工具设计 本课运用多媒体课件、网络、教科书等多种工具，选择适合本课和学生 特点的资源为教学服务。 六、教学过程设计六、教学过程设计 Step Class opening.（5 5 分钟）分钟） 1.1.问候问候 T：Good morning, everyone. Hows the weather today? Ss: Its cold outside. T: But its warm in our classroom. I feel happy. Do you feel happy? Ss: Yes, Im very happy. 2
6、. Free Talk T: What day is today? T: Whats the first day of the week? Ss: Sunday is the first day. T: Lets say from Sunday to Saturday. （板书一周七天，空出学生易错字母 请同学填出。 ） 设计意图：在轻松的谈话氛围中，对学生掌握薄弱的星期、序数词等词汇进 行重点复习。学生填出易错字母并注意读音，帮助学生记忆单词。 Step II Review. (33 分钟分钟) 1. Talk about the travel to Beijing. （5 分钟）分钟） 师
7、生互动问答。 T: We know Li Ming wants to travel. Where does he want to go? Who does he want to come? T: Beijing is great. What do you know about Beijing? T: Look, what is it? T: There are many interesting places in Beijing. （板书领读） T: How far is it from Shijiazhuang to Beijing? S1: Its about 278 kilometers
8、. T: Its not far. So how can we go to Beijing? S123: By car. By train. By plane. By taxi. By bike. T: Which way is the best? Why? Talk about the trip to Beijing W h a t d o y o u k n o w a b o u t B e i j i n g ? H o w f a r i s i t f r o m S h i j i a z h a u n gt o B e i j i n g ? H o w c a n w e
9、g o t o B e i j i n g ? H o w w i l l L i M i n g g o t o B e i j i n g ? I k n o w T i a n a n m e n S q u a r e，t h e P a l a c e M u s e u m , t h e G r e a t W a l l a r e i n B e i j i n g . I k n o w B e i j i n g i s t h e c a p i t a l c i t y o f C h i n a . Its about 278 kilometers. By bus
10、. By plane. By train. By taxi. By bike. By car. He will go to Beijing by train. 设计意图： 以师生互动问答的谈话方式带领学生梳理李明去北京旅行的相关 内容。使学生对第三单元课本内容有整体感知。 2. 排序排序 Read and order. （3 分钟）分钟） T: This is Li Mings travel plan. Can you read and order? Take out your paper and write down your answers. Read and order（排序） ( )
11、Li Ming wants to go to Beijing. ( ) They will go to Beijing on Monday, February3. ( ) They will go shopping on Friday. ( ) They will go to the Great Wall on Thursday. ( ) They will go to the Palace Museum on Wednesday. ( ) They will go to Tiananmen Square on Tuesday. ( ) He wants his friends to come
12、. 1 2 3 4 5 6 7 找多个学生订正答案并读出句子。教师注意指导朗读。 设计意图：通过排序、读句子形式检查学生对重点内容的掌握，同时指导学 生朗读技巧，提高学生的朗读水平。 3. I love to travel. （6 分钟）分钟） 出示中国各地旅游胜地图片，学生互动交流。请学生猜测教师旅游事宜。 T: Beijing is great. China is great! There are many interesting places in China. Do you want to see it? Look，where is it? T: I think everyone lo
13、ves to travel. I love to travel too. Guess！ Where do I want to go? Guess! Who do I want to come? There are many interesting places in Hainan. Such as beaches, the forest park. Guess！How far is it from Shijiazhuang to Hainan? Guess！How can I go there? T: Now think about your travel during the winter
14、holiday. Where do you want to go? Who do you want to go with? How do you want to go there? Write them down in the paper. Part2. I love to travel. I want to go to Hainan. I want my mother and my daughter to come . There are many interesting places in Hainan. Its about 2400 kilometers from Shijiazhuan
15、g to Hainan. I go to Hainan by plane. Part2 I want to go to _. I want _ to come. I want to go there by _. T: Who wants to say something about your travel? 随机找 4-5 人谈论自己的旅 行。 设计意图：以猜测教师去旅行的话题，引起学生的兴趣，同时也为学生的表 达提供示范。重点培养学生的听力和口语表达能力。 4. Ask your parents. （6 分钟）分钟） 二人小组练习对话，征求父母意见。 T: I want to travel
16、to Hainan. I can go. But if you want to travel, you cant just go. Because you are too young. You have to ask your parents. You may ask: Mum, May I go to _? Mum Dad, May I invite _? Now practice in pairs. One is child and another is parent. Ask your parents. Child: Mum Dad, May I go to _? Parent: No,
17、 you may not. You are too young. Child: You can come, too! There are many beautiful places. Please, please! Parent: Okay! You may go. Child: May I invite _ to come? Parent: Yes, you may. Child: May I take a train? Parent: Yes, you may. No, you may not. You should（应该） be a good girl or a b oy. You sh
18、ould w ork hard i n school. You should help your father and m other at hom e. Come on! T: If you want your parents say “yes”, you should be a good boy or a girl. You should work hard in school. You should help your father and mother at home. 设计意图：通过模拟与家长的对话来复习本单元重点句型 May I_? 以及 肯定、否定回答。在相对真实的环境中练习所学
19、知识，使学生真正掌握句型。教 师恰到好处地鼓励学生在家、在校努力表现，渗透情感教育。 5. Make a call（6 分钟）分钟） 播放教师打电话录音，之后请学生两人一组练习打电话邀请家人、朋友。 T: If your parents say yes, you may make a call to someone. This is a call to my mother. Listen, please! Make a call A: Hello! This is _. May I speak to_? B: This is _. A: I want to go to_. Can you co
20、me? B: Great! How will we go there? A: By _. B: When will we go? A: _. B: Ok. See you! A: Bye! 设计意图：通过模拟打电话的场景来复习打电话的基本用语，并练习相关重 点句型，使学生真正能学以致用。 6. Make a travel plan.（7 分钟）分钟） 教师请学生读出老师去海南旅行的计划，并写出自己的旅行计划。 T: Now, we invite our friends to come, can we go? No. Before we travel, we will make a plan.
21、Do you want to know my travel plan? Look, here is it. Who wants to read it for us? My Travel Plan On Sunday, January31, we will get ready for the trip. On Monday, February1, we will go to Hainan by plane. On Tuesday, we will go to the beaches. On Wednesday, we will eat delicious food. (fish, crab, c
22、oconut) On Thursday, we will go shopping. On Friday, we will go to the forest park. On Saturday, we will go home. T: Now, you can write down your travel plan. 设计意图： 学生通过听、 读、 写、 交流等多种方式复习 We will 及 We are going to 句型。教师首先给出自己的旅行计划请学生读，一方面检查、指导学生的朗 读水平，同时也给学生自己制定旅行计划提供了参考。降低了学生写作的难度。 这部分内容可以根据时间确认是否课
23、上完成。完成后可以小组内交流。 Step III Homework 家庭作业家庭作业 ( 1 分钟分钟 ） T: Travel makes us open and clear. Travel plan helps us have a nice trip. After class, you may finish your travel plan. You may talk about the trip with your parents. Today, you did a good job. Goodbye! 板书设计：板书设计： Again，Please！ Sun_ _ _ I love to
24、 travel! M_ _day T_ _ _day Interesting We_ _esday places Th _ _sday F_ _day S_t_ _day 7. 7. 教学评价设计：教学评价设计： 本节课我采用的是教师评价和学生评价相结合的形式。教师以 Good! Good job/work. Good try! Excellent! Wonderful 等激励性语言，结合表情、肢体 动作对学生做出激励性评价。同时结合学生的自评、互评。 8.8.总结与帮助总结与帮助 教师采用观察、个别指导、全体指导、示范等多种方式，针对不同的学习阶段设计相应 的不同帮助和指导，针对不同的学生提出不同水平的要求，给予不同的帮助。
