1、Lesson 2 Where shall we meet 教案教案 1 1 教学目标教学目标 1.知识目标: (1)通过创设情境、图片、肢体语言等方式,让学生初步理解情境内容。 (2)词汇目标: by bike, by bus, by taxi, by ship, by car, by plane, by train, on foot. (3)句型目标: Where are you going? Im/Were going to visit. How can we get to Beijing? Lets go by plane. (4)对话目标:Lets talk 部分的会话。 2.能力目标
2、: (1)通过多样的方式和方法,使学生在学习本课后能够认读本课所授的新词、 句型及课文会话。 (2)通过引导,学生可以用已学过的知识对该课的句型进行替换练习。如:Im going to visit a farm/Beijing/the Great Wall/Chengdu/Zigong. Im going to .by plane/by bus/by bike/on foot. (3)通过多层次的听说,让学生能用比较标准的语音语调跟读课文。 (4)通过入情入境的故事讲解,让学生能分角朗读或表演部分课文。 (5)通过本课的学习,学生能够用英语对出行目的地和方式进行选择和谈论。 3.情感目标: 让
3、学生体会在集体讨论、决定一件事情时学会尊重同伴和集体的意见。让学生了解“绿色出 行”的知识,并能结合实际情况选择适当的出行方式。 2 学情分析学情分析 本课的教学对象是汇东实验学校六年级的学生,虽然在以前有过关于交通工具单词的学 习,但要求他们在本课中运用英语对出行方式进行讨论、在思维方面进行更加深入的思考,这 对孩子们来说比较有难度,需要进行技巧性的指导。且六年级的孩子相对中、低段的孩子来 说,害羞心理更强。但孩子们仍然有较强的表现欲,模仿能力强、记忆力好,学习记忆速度快, 乐于参与形式多样的教学活动。绝大部分孩子对英语有较为浓厚的兴趣,愿意参与课堂活动, 渴望受到老师的表扬和同学的肯定。w
4、ww.21-cn- 3 重点难点重点难点 1.重点: 本课知识目标所设定的单词句型及会话。 2.难点: first,then 的理解和运用; 对课文对话的表演; 小组合作制定出行计划,并参与出行方式的思考的讨论。 4 教学过程教学过程 活动 1【导入】Warmup Warm up 【教师活动】 T: Hello, boys and girls. Nice to meet you! How are you today? OH, Im fine, too, thank you. What day is it today? Whats the date today?21cnjy 【学生活动】 Ss:
5、 Good morning, Miss Zhang. S1: Its Friday. S2:Its April 17th. . 【设计意图】 通过师生问好创设和谐氛围,并在 Free talk 中询问到日期,为接下来的引入做铺 垫。 活动 2【讲授】Presentation 【教师活动】 1. T: May Day is coming. Im going to visit a place. Where am I going? Can you guess? 2. T: How can I get to the Great Wall? 3. Introduce my friend Le Le to
6、 Ss, tell them that he is also going to visit a place. 【学生活动】 1. Look at the picture and guess where the teacher is going.【来源：21世纪教育网】 2. Talk about how the teacher can get to the Great Wall.【出处：21 教育名师】 3. Guess where Le Le is going. 【设计意图】通过猜图片的方式让学生首先感知 I am going to visit.这一句型,再引导学生对 如何到达进行谈论,使学
7、生的英语思维得到初步的训练。最后从教师的出行过渡到乐乐的出 行,创设乐乐一行到果园游览的情景,为本课中 Lets talk 部分的教学做准备。 活动 3【活动】ControlledPractice 【教师活动】 1. Play the tape, have Ss listen and number the sentences.21 教育名师原创作品 2. T: Where are Le Le and his friends going? 3. Play the tape again, let Ss listen and repeat, then answer the questions: a.
8、 How can they get to the orchard? b. When will they meet? c. Where will they meet? 4. Have the Ss go on listening and repeating, then answer the questions: Are they happy? How do you know?21*cnjy*com 5. Help Ss know the meanings: Good news! I cant wait. 6. Let Ss read the two sentences happily. 7. H
9、ave Ss ac it out. 【学生活动】 1. Listen and number the sentences, and try to find out where Le Le is going. 2. Ss: They are going to visit a farm. 3. Listen and repeat, then answer the questions. 4. Listen and repeat, then answer the questions: Yes, they are. Because. 5. Learn the sentences: Good new! I
10、cant wait. And try to read them happily. 6. Read the text in roles in groups. 【设计意图】 1.通过层次递进的听、 跟读、 回答问题,使学生对文本材料及对话情景进行逐步深入的感受和 理解。 2.问题的设计遵循由简到难、由浅入深的原则,在学生回答的基础之上适时追问 Why?使学生 的思维得到挖掘和训练。21 世纪教育网版权所有 3. 通过抓关键句 Good news! Good news! Oh, great. I cant wait. 让学生体会文本的感情基调, 为下一步制定自己的出行计划做出积极的情感铺垫。21 教
11、育网 4.在学生对文本的意义、 情感都有一定的体会和理解的基础之上,让学生分小组进行角色朗 读表演,强化对课文语言材料的巩固,同时使练习能够面向全体学生,调动每一个学生的学习 主动性。21cnjycom 活动 4【练习】Free Practice 【教师活动】 1. T: May Day is coming, where are you going for this holiday? 2. Set the Situation that we are going to make a plan for May Day. Let Ss talk about where we are going. A
12、nd we can give the plan to the headmaster. 3. Ask each group for the answers. Then decide the most popular place to go. 4. Have Ss talk about how to get there. 5. Let Ss discuss which one is the best way, and why. Give them help when they cant express accurately. 【学生活动】 1. S1: Im going to visit. S2:
13、 Im going to visit. 2. Do a survey in groups. The group leader asks each group member: Where are you going? The group members answer one by one: Im going to visit. Then choose the most popular place to go. 3. Group leader report the result one by one: We are going to visit.2-1-c-n-j-y 4. Give advice
14、 about the way to go there: By bus/By bike/By taxi/on foot. 5. Open up their minds and share ideas with each other.21世纪*教育网 【设计意图】 1.通过图片、语言激励等方式,形象地为学生创设五一出行的情景,激发学生的兴趣和热情 。 2.通过出行目的地、出行方式的逐步讨论的决定,引导学生在解决问题的过程中运用语言,帮 助学生进入到真实任务的解决、完成的过程当中,体现做中学、用中学。 3.通过对出行方式的选择和讨论,引导学生打开思维,分享观点,使其从中得到语言和思维的双 重训练。
15、活动 5【活动】Emotionalpenetration 【教师活动】 1. T: Why do you think it is the best way to go there? Lets watch video. Maybe we can find the answer in it.www-2-1-cnjy-com Play the video. 2. T: What do you know from the video? 3. Let Ss complete the plan. 【学生活动】 1. Watch the video. 2. Ss: Wed better go there o
16、n foot. Because it is good for our health and the environment. 3. Complete the plans in groups, then send it to the teacher.【来源：21cnj*y.co*m】 【设计意图】在讨论出行方式的过程中渗透“绿色出行”的情感教育,教育学生尽量选择低碳、 健康的出行方式,最后在达成共识后完成计划书并上交。使学生的语言知识、技能得到提高 的同时,在思想和思维方面也能有所收获。【版权所有：21 教育】 活动 6【作业】Homework 【教师活动】 T: I know that you
17、 want to go to visit some farther places. For example.Maybe you can go there in this summer vacation. So please make your family traveling plan with your parents. Ill ask some of you to show your plan in class next Monday.21*cnjy*com 【学生活动(课后)】 Make a family traveling plan for summer vacation. 【设计意图】在家庭作业的设计上呼应和弥补了之前课堂中制定“五一”集体出行计划时,不 能选择更远的旅游点的遗憾,也使学生在本课所学习和掌握的语言知识能在课后得到延伸。 同时告诉学生他们的计划将会在下次英语课上得到展示,一方面督促学生课后能更加认真地 完成作业,另一方面也能增加孩子们对下次英语课的期待。
