Module 6 Unit 2 She visited the Tianchi Lake. 教案

Module 6 Travel Unit 1 I went there last year
教材分析
《新标准英语》第六册的主题是Module 6 Travel。
Unit1 I went there last year.的语言功能是运用动词的过去式谈论旅游见闻以及介绍城市的方位。学习任务是1.Where did you go for the holidays I went to...
2. Where is ... It’s in the west/ east/ north/ south of China.
3. Did you go with your parents Yes, I did.
一、教学目标：
《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神是小学英语教学的基本任务。在认真分析教材的基础上，我针对学生实际，将课标分析如下：
1、知识目标：
(1)能听说读单词：photo ,stay ,week ,parent ,cousin，
(2)学习语句：We went there last year. Did you go with your parents Y
es, I did. Where did you go for the holidays I went to ...It’s in the west of China.
2、语言技能目标：
1能口头运用Did you go with your parents 询问自己的判断是否准确，并能口头运用Yes ,I did.\No, I didn’t.回答。
2.能运用Where did you go for the holidays I went to ...问答对方去了哪里旅行。
3.能运用It’s in the west of China.回答城市的方位。
4.能运用所学句型对照片进行介绍。
3、情感态度目标：
1.了解一些国家不同的文化习俗。
2.通过本课使学生有兴趣听、说英语，，敢于开口，乐于模仿，在鼓励性评价中树立信心，在小组活动中积极参与合作，从而意识到交流学习英语的重要意义。
二、教学重难点
(一）教学重点
1、听说读单词photo, stay, week, parent...
2、认读和运用句子: Where did you go for the holidays I went to.... Did you go with your mother and father Yes, I did. / No, I didn’t.It’s in the west of China
（二）教学难点在情景中熟练运用所学重点句型来谈论自己和他人的旅游经历以及城市的方位。
三、教学准备：
录音机，PPT
四、教学过程
Step 1 Warming-up
1、Greeting .
T: Good morning, class.
Ss: Good morning, teacher.
T: What is your name
Ss: My name is xxx
T: Do you like holidays
Ss: Yes, I do
2. Have a review. The words past tense
Go—went do—did meet—met visit—visited
【设计意图】课前用英语和学生进行简单的问候可以拉近师生间的距离，帮助学生尽快地进入英语学习的状态,活跃课堂气氛，既对已学过的过去式进行了复习，又为接下来的新课教学作好铺垫。
Step 2 lead-in
1. T: Let’s look at the pictures and have a free talk. What did you go for the holidays How did you get there
【设计意图】出示月球和电脑的照片，既能够吸引学生注意力又能形象的学习新单词moon computer
Step 3 Presentation
Listen and answer
1. What did Ling ling have got
2. Where is Xinjiang
3. Did she go with her parents
4. Where is Hainan
Listen and choose
1.lingling_____with her grandma for a week in July.
A. stays B. stayed c. stay
2.The mountains are_____ beautiful.
A. real B. really C. realy
3.Lingling’s uncle _____ with his three children.
A. lived B. lives C. live
4.Lingling’s cousins _____Beijing every year.
A. visit B. visits C. visited
5. Lingling met them in _____.
A. June B. July
6.Lingling’s uncle are______.
A. Li people B. Bai people
3. Listen and read听录音跟读对话，并且全班分角色读对话。
【设计意图】首先运用听录音吸引学生注意力，引出对新单词句型的学习，然后通过多种操练形式来巩固对所学句型的表达，从而提高学生的语言交流、表达和运用能力。让学生跟读录音，并在读的过程中注意对学生进行朗读技巧的指导，有利于培养学生良好的语音、语调，使学生养成正确的朗读习惯，充分发挥小组的作用。
Step4 practice1.To be an interviewer.
A: Where did you go for your holidays
B: I went to...
A: Where is ...
B: It’s in the ... of China.
A: How did you go there
B: I went there ...
A: Did you go with your ...
B: Yes, I did.
2. Point and say to do a group work
Look at the map and say Where is Beijing Where is Guangzhou
2.Look and say. (group work)Look at the pictures and say Where did he go and what did he do last year
【设计意图】小组讨论加强团结合作精神，实际情景对话加深句型印象，将英语放到实际生活中去说，提高学生的积极性。
Step 5 Consolidations.1.Read the words and sentences.
2.Test
【设计意图】本活动将加深语言知识的理解，从而完成对本课知识的有效拓展，培养学生的综合语言运用能力。
五、Homework:
Recite the text in your words.
随堂练习：
1.当一名小记者采访你的同学。
A: Where did you go for your holidays
B: I went to...
A: Where is ..
.B: It’s in the ...of China.
A: How did you go there
B: I went there ...
A: Did you go with your ...
B: Yes, I did.
二.连词成句
1. is, the, Xinjiang, in, of, the, west, China (.)
2. did, where, you, for, go, holidays, your ( )
3. you, with, go, did, mother, your( )
教后反思：
我在本课的设计主要运用了“任务型”教学法，在教学中采用多样化的教学手段将听、说、玩、演溶于一体，激发学生学习英语的兴趣和愿望。在上课一开始，我运用听、说的热身活动，复习了动词过去式，为新课做好了铺垫。我提出问题：Where did you go for the holidays 学生听得认真，看得专注，并且小组讨论回答，既集中了学生注意力，也使气氛变得轻松，学生学习兴趣自然调动起来。结合学生回答，我很自然地引出新单词holidays等，轻松完成学习任务。在课文学习过程中，我用图片等，紧紧围绕主句型Where did you go Did you go with ... 展开进行教学。我坚持“发展为本”的原则，在时间、空间上为学生提供充分条件，引导学生多思、多说、多练，使学生实现更多的信息交流。注重教学内容与学生的生活经验相结合活化课堂，在学完课文后，我让学生看着照片，说出照片中的人物在干什么。学生积极性非常高，学得非常快乐。本课也有不足之处，主要句型操练时，活动不够多。