1、Module10Module10 Unit1Unit1 WeWerere goinggoing toto differentdifferent schools.schools.教学设计教学设计 一、教材分析一、教材分析 本课教材为外研社英语 （新标准） （三年级起点）六年级下册 Module10 Unit1 Were going to different schools. 本单元的话题是谈论中学生活。 本单元的课文情境是 Lingling 的毕 业致辞。Lingling 对于即将毕业并进入中学学习感到兴奋又难过：兴奋的是在中学要学习许 多课程和新知识，还能结识新的朋友；难过的是要和现在的朋友告
2、别-大家会去不同的学 校，Sam 和 Amy 要回英国。不过，Lingling 也会为他们高兴，四年前他俩来学校时会说的汉 语不多，现在已学会了很多。Lingling 希望他们回到英国后继续练习汉语，并且有机会再回 到中国来。最后，Lingling 希望大家多写邮件、加强联系成为永远的朋友。课文充分展示了 Lingling 对中学生活的向往以及对同学的依依惜别之情。学生通过学习进而能够运用所学语 言表达心情， 简单地谈论自己的中学生活。 本单元的学习为全体学生在 Unit2 运用英语介绍 自己对中学生活的规划做了充分的准备。本单元共 1 课时完成。 二、学情分析二、学情分析 本模块的学习重点是
3、学会运用“Were going to different schools.”这样的语句来谈论中 学生活。 “be going to” 句型，学生在四年级上册 M8-M9 已经接触到了，在六年级下册 M2 已复习巩固了这一句型， 所以学生理解起来并不难， 主要是通过这种句型来接触和学习一些 新词汇并学会运用，同时，通过学习帮助学生复习和归纳 be going to 的用法。相信学生能够 通过读和说等活动很好地完成本课的学习任务。 从而， 能够在本模块学习结束后用英语介绍 自己的暑假计划。 三、教学目标三、教学目标 1、语言技能、语言技能 全体学生能听懂“Were going to differe
4、nt schools.” 全体学生能说： “Were going to different schools.” 全体学生能认读课文，阅读相关短文。 全体学生能按要求完成语句书写。 2、语言知识、语言知识 全体学生能够初步运用语句: “Were going to different schools.”这类语句谈论中学生活。 全体学生能够理解词汇:middle, middle school, speech, classmate, leave, September, excited, geography, same, at the same, spoke, little, keep on, prac
5、tice, sometime, each other. 部分学生能够运用词汇：middle, middle school, speech, classmate, leave, September, excited, geography, same, at the same, spoke, little, keep on, practice, sometime, each other. 进一步强化语音语调，初步达到语调达意。 3、情感态度、情感态度 乐于感知并积极尝试使用英语。 4、学习策略学习策略 积极运用所学英语进行表达和交流。 对所学内容能主动复习和归纳。 5、文化意识、文化意识 在学习和
6、日常交际中，能进一步注意到中外文化异同。 四、教学重、难点四、教学重、难点 1、重点、重点 正确使用“Were going to different schools.”这类语句来谈论中学生活。 能用所学语句简单地谈论中学生活。 2、难点、难点 准确使用“Were going to different schools.”这类语句来谈论中学生活。 准确适用“be going to” 制定暑假计划。 五、教学准备五、教学准备 单词卡片、录音机、课件、多媒体展台单词卡片、录音机、课件、多媒体展台 六、教学过程六、教学过程 （一）复习导入（一）复习导入 Warm-up and lead-in（ 5 分钟
7、）分钟） 1.Greetings to each other. 2.Sing a song. Goodbye,my friend. 3.Free talks. T: Dear children,when you sing this song,it means youre going to leave your primary school and start your middle school. Learn new word:middle；new phrase: middle school. T:Which school are you going to go this September?
8、 S1: I am going to S2: I am going to T:So youre going to the same school. Ss: Yes ,were going to the same school. Learn new words:same 4.Look,listen and say. T: Daming and Sam are going to middle school,too.Which school are they going to go?Lets watch. Then read after the CD-ROM,and read in roles,le
9、ad to say:“Were going to different schools.”And practise more. 【设计意图【设计意图】通过演唱上一模块歌曲，活跃课堂气氛的同时，既复习了已学的语言点，又将 语言点切入到中学这个话题上。对本课的导入活动做好话题上的铺垫。 （二）任务呈现（二）任务呈现 Task presentation（ 1 分钟）分钟） Show the task of this lesson with PPT. T: Today, Well learn how to talk about the life of middle school. And after t
10、his, please write a plan of our summer holiday. 【设计意图】【设计意图】通过任务呈现，使学生明确学习目标以及学习之后要完成的任务。 （三）课文学习（三）课文学习 Text learning（18 分钟）分钟） 1. Look at three pictures, know the basic information of the text and watch the CD-ROM. T: Look! There are three pictures. What can you see? Ss: We can see Lingling and he
11、r classmates. (Teaching classmate with the word card) T: Yeah, What is Lingling doing? Ss: .A goodbye speech by Lingling. T: Yes, Lingling is making a goodbye speech.(Teaching speech with a word card) 【设计意图【设计意图】视觉感知语篇背景，预测对话基本信息，启发思维，教授新单词，初步感知其 语意，为下一步课文学习奠定基础。 2. Watch the CD-ROM with a question
12、and know the whole situation. The question is: How does Lingling feel? T: Lingling is making a goodbye speech. The other classmates are listening. Please watch the CD-ROM and try to answer “How does Lingling feel?” S1: She is excited and also sad. T: Yes, but why? S2: Because they are going to leave
13、 their primary school soon and start middle school this September. After that Ill show the picture and practice this sentence . 【设计意图【设计意图】通过视听感知，带领学生整体感知课文大意，为学生建构整体思维框架，同时 为引导和帮助学生理解课文和解决问题，做好语境和思维上的铺垫。 3. Read the text by themselves and find out the answers to the three questions. Then talk about
14、 the answers in groups. T: Do you want to know more about Linglings speech? Ss: Yes! T: OK! This time, please read the text and find out the answers to the questions. The three questions on PPT: (1)Why does Lingling feel excited? (2)Why does she feel sad? (3)Why does feel happy? After reading the qu
15、estions, Ill get them to read the text by themselves, then talk about the answers in teams. 【设计意图设计意图】学生独立阅读，然后小组交流，组内达成一致，此活动既能培养学生自主阅读 能力， 同时这个过程能够让组内学困生得到学优生的帮助， 对提高他们的自信心起到很好的 作用。同时，也是学生在小组内感知、理解和自主学习新词汇及核心语句的过程。 5.Say the answers and learn to say the new words and sentences with the help of PPT
16、. And try to do some exercises with “little” “spoke”. The new words to learn: geography, same, spoke, little, practise, sometime. The new phrases to learn: at the same time, keep on, each other. The new sentences to learn: （1）Were going to leave our primary school soon and start middle school this S
17、eptember. （2）Im very sad to say goodbye to you. Were going to different schools. At the same time, write down the sentences on the blackboard. The sentences to write down: Were going to leave our primary school soon and start middle school this September. Im very sad to say goodbye to you. Were goin
18、g to different schools. After learning each main sentence, learn to use them with PPT. 【设计意图设计意图】学生在语境中感知，理解和学习核心词汇及核心语句，体验语意及语言功能。 对于学生难以理解和表达的词句进行强化训练，体现以学定教，练学跟进，促使学生真正理 解和掌握核心词汇及核心语句，并学会运用。 5. Sum up the function and the grammar of the sentences. 【设计意图】【设计意图】总结语言功能及语用和包含的语法规则。 6. Read the text a
19、fter the tape. (Teaching the new word “sometime” ) Then practice reading by themselves. （四）训练巩固（四）训练巩固 Practice（6 分钟）分钟） 1. First read the text by themselves,then read in class. 2. Retell the main information of the text with the help of PPT. 【设计意图【设计意图】借助图片的提示，按照开课时所建构的思维模式，对本课主要信息的回顾，同 时，再一次巩固核心语句
20、。 Do it like these: a. Help them to retell with the pictures and the tips of the key words. b. Retell it in groups. c. Retell it without the tips of the key words. d. Retell it together. 3. Finish Linglings goodbye speech. Do it like these: a.Show the speech to the students. b.Fill in the blanks by
21、themselves. c.Check up their answers. 【设计意图】【设计意图】通过帮助玲玲完成 speech，进一步构建课文的整体框架，同时帮助学生学会 运用核心语句及本课所包含的语言点。 （五）任务完成（五）任务完成 Task completion（ 8 分钟）分钟） The task: Make a plan of their summer holiday. Do it like these: a. Show a picture of Huangshan Mountain,then talk about it. b. Ask and answer by teacher
22、 and 2-3 students. c. Practice it in pairs. T: Summer holidays is coming. I m really excited. I m going to go to Anhui this summer. Im going to climb Huangshan Mountain.Where are you going to go? What are you going to do? Look at the questions, then ask and answer freely. e.g.A: Summer holidays is c
23、oming. How do you feel? B: Im really excitedhappy A: Where are you going to go this summer? B: Im going to go to A: How are you going to go there? B: Im going to go there by A: What are you going to do there? B: Im going to A: Thank you. Have a good trip. If there is enough time, say and write it do
24、wn. Do it like these: a. Say and write it down. b. Show it in class and correct it. 【设计意图【设计意图】通过师生问答，生生问答最后让学生写出他们的暑假计划，训练学生的语言输 出能力，使大多数学生完成本课的任务，同时，也尊重了学生的个体差异。 （六）小结与布置作业（六）小结与布置作业 Summary and homework（2 分钟）分钟） 1. Sum up the knowledge and the skills of this lesson with the teachers help. 【设计意图【设计意图】 通过学生对本课句型结构及语言功能的总结， 再一次明确本课任务并能够根据 自己的目标和技能达成情况进行自我总结，课后及时进行归纳和巩固。 2. Homework. A. The whole class: Listen and read the text twice. Read and copy the words and sentences five times. B. Most of the class: Talk about the plan of their summer holiday. 【设计意图】【设计意图】分层设计，注重双基训练，尊重学生个体差异，有利于学生个性发展。
