1、教学目标 1. 能听懂并正确朗读对话内容。 2. 能听懂并认读表示地点的词汇 the Birds Nest ,the Summer Palace ,表示出行方式的短 语 by train, by subway,及其他词汇 excited, fast 并在相应的情景中运用。 3. 能用表示将来时的句型 Are you going to Chengdu by plane? We are going by 询问 对方采取何种交通方式旅行及回答,并在相应情景中运用。 4. 能根据实际情况选择合适的出行方式,并在一定的情境中运用本课所学语言进行表达。 5. 增强学生热爱祖国美景的意识,感受旅行带来的快乐
2、。 2学情分析 本课时授课对象为五年级学生,学生对假 期旅行很感兴趣。从知识水平上看,学生们能用 be going to do 表达出某人的计划和安排;能用 by简单表达出自己的出行方式,因此本课的新 句型 Are you goingby ?We are going by对于学生难度不大。学生们具有一定的听 说、阅读能力,部分学生具有一定的对语言材料进行简单加工、复述的能力。通过随机选取我 校五(2)班 30 名 学生进行前测,学生都有旅游的经验,大部分学生有假期旅行的打算,但较少 制定旅行计划,因此对“制定旅行计划”的活动很感兴趣。 3重点难点 1.教学重点 (1)能用将来时的句型 Are
3、you goingby ?We are going by询问并表达旅行时乘坐何 种交通工具。 (2)在一定的情景中学习与交通方式和地点相关的词汇和短语。 2.教学难点 准确理解情景句 Dont forget to see Dujiang-yan. No, we wont 的意思. 4教学过程 4.1第一学时 4.1.1教学活动 活动 1【导入】自然交流，引入话题 Step1. 师生交流,自然导入 (1)自然交流,引入话题 The winter vocation is coming。老师讲述自己的旅行计划。询问学生的寒假做什么,是否 有出行计划。 T:Hello boys and girls!
4、S: Hello, Miss Luo. T: Today I am very excited do you know why? :S: Maybe because many teachers come here today. T: Yes, I am very happy to see many teachers here. But there is another reason. Look at this calendar.) :S 不能回答原因.) T: Let me tell you the reason. Look at this calendar. T:The winter voca
5、tion is coming. I am very excited because I am going to Hainan. It is beautiful, I will visit Sanya. I will see Tianyahaijiao. :What are you going to do this winter vocation? :Im going to T: Great. 【设计意图】通过师生的交流,激发学生对寒假生活的憧憬,自然引入话题。 (2)呈现评价,激发参与 I know you are going to visit some places. I have some
6、 beautiful stickers about travel. If you answer one question you can get a sticker from this box. Are you clear? 【设计意图】评价方式将个人与小组相结合,能有效激发学生参与课堂活动的热情,也为后 面的输出环节做了铺垫和准备。 活动 2【讲授】情景理解，学习新知 评论 Step2. 情境理解,学习新知 1)借助人物,感知故事 Lingling 的表情,然后鼓励学生猜测原因。 :Look, who is coming? (课件出示课文中的图片) S: Lingling and Baoba
7、o are coming. :Are they happy? S: Lingling is happy. T: Can you guess why Lingling is happy? 老师出示一张 lingling 提着行李箱子的照片。 构建人物情景,暗示学生 Lingling 可能去旅行。 S: Maybe she is going to some place. :Maybe she is going to have a trip. 2)问题引领,自主探究 T: Lingling is excited because she is going to have a trip. What do
8、 you want to know about her trip? :Where is she going? How is she going there? Who is she going with? who, where (听录音) 【设计意图】通过问题引领,引发学生自主探究,初步感知故事。 (3)细节处理,学习词句 观察对比,准确理解 老师提问 Are they going to Chengdu by train? 学生看书回答 No,theyre going there by plane. 老师提问 Why are they going there by plane? 学生回答 fas
9、t.(阅读课本) 通过出示两种交通方式所需要的不同时间。让学生理解 fast。 变换形式,理解句意 T:What are they going to do there ? S:They are going to visit grandparents. 之后变换提问 What will they do there ?课件出示 are going to=will 【设计意图】will 在本课中第一次出现,但是在本册教材中不要求与 be going to 进行准确 辨析,因此我利用变换提问的形式使学生知道 will 与 be going to 意思相同。 借助“等号”,突破难点 T: What wi
10、ll they do ? Will they see Du-jiang-yan? 预设 1:S:Yes . (学生明白大致意思)T:How do you know that? S: Because Baobao says “Dont forget to see Du-jiang-yan” Lingling answers “No, we wont”. T: We wont means we will not to 引导学生补全句子 we will not to forget to see Du-jiang-yan. We will remember to see Du-jiang-yan. 课
11、件出示1、wont =will not 2、They wont forget to see Du-jiang-yan.= They will remember to see Du-jiang-yan. 3、wont forget = will remember 预设 2: S:No . (学生不明白句子含义,只是看到 No 即简单判断) T:Really?What does Baobao say ? S: Dont forget to see Du-jiang-yan. T: What does lingling answer? S: No, we wont. T: We wont to引导学
12、生补全句子 we wont to forget to see Du-jiang-yan. We will remember to see Du-jiang-yan. 课件出示1、wont =will not 2、They wont forget to see Du-jiang-yan.= They will remember to see Du-jiang-yan. 3、wont forget = will remember 【设 计意图】 这两句话中有两个难点,一是生词 forget,二是答语是祈使句的否定式,对于学 生来讲很难理解,教师在这里采用了两种方式进行处理 1、 三个等 号:won
13、t=will not; We will not to forget to see Du-jiang-yan.= We will remember to see Du-jiang-yan. wont forget = will remember 2、反义词替换,remember 尽管是生词,却是课堂上经常使用的课堂用语,通 过 wont to forget=will remember 帮助学生理解 forget 意思为忘记,不理解。我力图通过 补全句子和反义词的形式帮学生理解在语境中理解这两个难句,巧妙地突破教学难 点。 (4)朗读课文,巩固理解 听录音跟读一遍自由朗读分角色朗读展示 【设计意图
14、】通过不同形式的朗读,使学生加深对故事的理解。 活动 3【活动】实践运用，内化语言 评论 Step3.实践运用,内化语言 (1)播放短片,激发情感 教师播放半分钟的短片,让学生欣赏国内外美丽的景色,呈现景点的英文名称。 【设计意图】在故事学习之后适当放松,通过短片向学生介绍各地美景。 (2)以旧带新,学习短语 T:What can you see in the video? S: the Birds Nest, the Summer Palace. 课件出示:Bird +Nest- Birds Nest 朗读词组 出示宫殿图片,学习 palace- the Summer Palace 【设计意
15、图】采取多种方式,在学生已有认知基础上,巧妙建构新知,易于识记。 (3)以“用”代学,自然习得 T:Where are you going?S:Im going to T:Are you going to by ?S:No, we are going by . T:Why are you going there by ? 出示 Word bank(far ,near ,cheap ,comfortable)为学生提供表达中的所需词汇 S:Because it is far /near /cheap /comfortable. 【设计意图】在学生已有认知的基础上建构学习新句型,通过追问引发学生思
16、考,渗透合理选 择交通工具的意识。 4)联系实际,尝试应用 创设情境:课件出示顺天府和丰台花园的图片, T: This weekend ,Im going to Tengtai park ,so I want to buy something in Shun Tianfu supermarket. If you are Miss Luo ,How are you going there this weekend? Why? S:Im going to Shun Tianfu supermarket on foot because it is very near. Im going to Ten
17、gtai park by bike because it is little far 拓展延伸听录音跟读一遍 on foot ,by bike by 的表达。 听力练习,巩固句型 Lingling 的舅舅和舅妈参观北京,学生先预测他们可能参观的景点和出行方式,然后播放 录音,学生听录音选择出行方式。 通过听力练习,进一步巩固本节课的知识。 结合实际、拓展提升 1. 师生交流,导入活动 T: Today we know Linglings travel plan. Can you make a travel plan for your group? There are three places
18、Hainan, Xian and Sydney. Each group can choose one place. If your group answered more than ten questions your group can choose a set of beautiful pictures. 2. 提出要求,明确任务 Make and decorate a poster of your travel plan in a group. Talk about your winter travel plan. 小组合作,完成任务 交流共享,展示成果 活动 4【练习】写作练习，语言输出 评论 Exercise: Can you make a weekend plan? I want to go to _ with _. We will _ and _. We are going there by _. We will _! 活动 5【作业】家庭作业 评论 布置作业: 1. Read the dialogue at home. 2. Please make a travel plan for your family.
