1、 冀教版冀教版 四年级下册四年级下册 Unit 3 All about Me Lesson 16 How do you go to school ? 教学设计教学设计 Lesson 16 How do you go to school ? 【Learners Analysis】 The young learners are about 10 years old. They begin to strengthen the sense of independence. Although their voluntary attention and memory have been developed
2、, they cant concentrate their attentions more than 30 minutes. The students need the teacher to help them get the learning method. They like this living topic “How do you go to school ？I go to school _”. It can help the students learn and use the dialogue. 【Teaching Material Analysis】 The title of U
3、nit 3 is All about Me. Lesson 16 is the fourth one of this unit. It introduces the things How do you go to school ? I go to school by _.have been appeared in the previous books. 【Teaching Aims】 1Language Knowledge: Students will be able to read, recognize, and use phrases: by bus by car by bike on f
4、oot . sentences: How do you go to school ? I go to school by _. Do you _to school ?No, I _to school_. 2Language Skill： (1) understand the phrases: by bus by car by bike on foot . (2)get useful information from the pictures through attentive listening / reading. (3)Ss are able to talk about:How do yo
5、u go to school ? I go to school by _. (4)Talk in the movies help Ss abilities of listening and speaking developed. 3. Emotional Aim： (1) To help students cultivate and foster their abilities of working in groups. (2) To foster Ss consciousness of good-cooperation and proper competition. (3) To help
6、Ss cultivate their abilities to analyze and solve problems independently. (4) To foster Ss initiative and creativeness. 4. Learning Method aims: With learning activity, help students understand and get knowledge. With talking, improve students get and use the language. 【Teaching Importance and Diffi
7、cult】 Learning and using the phrases Sentences: How do you go to school ? I go to school by _. 【Teaching Method】 In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and so on. 【Teaching Preparation】 words cards，pictures，PPT 【Teaching ProcessTeachi
8、ng Process】 Step1Step1：Class Opening and Review.(3 minutes)Class Opening and Review.(3 minutes) 1 1. Greeting:. Greeting: T: Good morning, class! Nice to see you again! Ss: Good morning, Miss Zhao! T: How are you? Ss: 2Pravite Resume Thinking:以”私人档案”导入激发孩子们的上课热情，使孩子们快速融入英 语课堂。 T: Whats your name? S1
9、: My name is T: How tall are you ? S3: Im 1.4 metres tall. S4: S5: T:How old are you? Ss: . 3Free talk “show time” Hello! My name is _. I am_ years old. I am _ metres tall. I am _.(tall/short) T: How about you? Step2：New Concepts.(33 minutes) 1.learn new lesson (以思维导图的方式呈现学习目标，让学生在做到上新课前就对本课的学习以思维导图
10、的方式呈现学习目标，让学生在做到上新课前就对本课的学习 目标了然于目标了然于胸。胸。) 1. 1. New sentences:(7 minutes) Listen to the tape then answer(6 minutes) PPT: text T: Lets listen to the tape and think “How do they go to school?” 1) Listen carefully. 2) Listen to the tape again and match. 3) Think and answer. How does Jenny go to schoo
11、l? How does Steven go to school? How does Kim go to school? How does Danny go to school? Thinking:这一环节是老师让孩子先听课文录音，灌耳音，再边听边默读， 通过听读思考，完成练习 1 最后回答问题,这一过程，老师没有直接讲授语 法，而是用心把单数第三人称的语法渗透在情景交际中，让学生先感知， 再理解，最后在回答中使用。 2.Read text. (5 minutes) (1) listen and follow the tape (2) read together loudly (2) read
12、text in roles Thinking:这一环节是锻炼孩子们读的能力，同时加深对课文的理解。 Step 3 1. play a game(hit the egg) Thinking:这一环节通过砸蛋游戏，激发学生学习兴趣同时加深对课文的 理解。 2. Chant:(3 minutes) T: All of you did good job! Lets chant together! T and Ss: How do you go to school? On foot,on foot. I go to school on foot. How do you go to school? By
13、bus,by bus. I go to school by bus. How do you go to school? _. I go to school _. Thinking:孩子们借助教师自编的儿歌加深了重点句型的记忆， 熟练了口语， 为后面的进一步练习打下了良好的基础。 3. Practice:(5 minutes) （1）T: Excellent! Lets look at the pictures and talk with these sentences. First, T makes a model with the class. S1: How do you go to La
14、nzhou? S2: I go to Langzhou by train. Then T encourage S1 makes a model Show their dialogue: S3: ? S4: Thinking:借助一些图片，老师鼓励孩子们用刚学过的对话进行交际，拓展 知识面，这一环节，老师尽量充当协助者的角色，只是站在一旁，提醒和 纠正孩子对话过程中的一些失误，同时，语言、肢体和实物和三维度评价 也鼓励孩子勇敢地参与到课堂活动中。在学生开始练习前，老师的示范尤 其重要。根据学生课堂生成的情况，老师会调整示范的次数和力度，以确 保孩子在后面的展示中能顺利完成。 4.拓展拓展 (Pl
15、ay a game) T:Whats your favourite super star? T: How do you go to Beijing？ I go to_by_. 5. Group work “make a survey(3 minutes) T. Lets make a survey. How do you go to_? I go to _ by_. Thinking:这一环节是老师通过让孩子在自己的同学中做调查，直入孩子的 真实生活，借助练习纸上的语言支撑，完成自己与同学之间的交际和记录。 这样做是为了锻炼孩子们的说、写能力. 6.Summary Thinking:这一环节是
16、是本课的小结，以思维导图层层呈现本课的重点短语 和句型，设计极为简单，而且结构清晰，层次分明，便于对信息的组织和 管理，让学生更具条理性，帮助记忆。 Step 3: Class Closing (2 minutes) Homework： 1. Listen to the tape 17，Read Lesson 17 twice loudly. 2. Draw and write the things you like to do. 3.Ask your family ,teachers ,friends What do you like to .？. Writing on the blackb
17、oard Thinking: 板书设计也采用了思维导图， 更好的使图片和单词卡片有效的结 合，结构清晰，层次分明，让学生更具条理性，帮助记忆。 课后反思课后反思 四年级的学生思维活跃，已经具有一定的英语听、说、读、写能力，本节课重点学 Lesson 16 How do you go to school ? How do you go to school? I go to_. . . by bus by car on foot by bike How ride a bike by train by ship by subway by plane 习如何询问和回答人们日常出行的方式， 难点是学生能
18、够熟练使用所学的语言询问并回 答坐某种交通工具去某地。而在本课中，我在三个方面使用了思维导图，整个思维导图 就是一个大的图像，是整个信息的整体架构，它们的设计极为简单，而且结构清晰，层 次分明，便于对信息的组织和管理，帮助记忆，达到了理想的效果。 同时我在课堂教学中，多创设情境，给学生提供综合运用语言的机会。如在教学交 通方式之前先出示学生学过的交通工具，再引入到交通方式的学习，学生了解了交通方 式的构成结构是 by+交通工具后，就能自主运用，这样新旧知识交融，也起到了温故而 知新的作用。在教学时就以学生学过的内容入手，不仅降低了学习的难度，还及时对旧 语言知识进行了巩固。本课操练形式多样，学生在说说、动动、猜猜等活动中学习语言， 由词及句，由易到难。 本课也有不足之处，比如，教学要面向全体学生，对于性格内向，不善于发言的学 生要多给予关注，让他们开口说英语，让每一位同学都有发言的机会，主动地开口说英 语。只有不断地反思，才能取得更大进步。
