Unit5 Have a Great Trip Lesson 2 表格式教案

人教版五年级下册
Unit5 Have a Great Trip
Lesson 2 教学设计
课题：人教版五下 Unit5 Have a Great Trip 课时：第2课时
教材分析
五年级下册Unit5 主要功能是询问某人曾经去过哪里的句型及回答。五年级的学生在本套教材本册第四单元学习了过去时态的句型，本单元第一课已经初步学习了Stone Forest,went to the beach, took photos等描述旅游景点名称及相关活动的单词和短语，绝大部分学生能够用What did you do I went to...I saw... 等初步表达在风景名胜中所从事的相关活动。这些为本节课的顺利开展打下了基础，能够真正实现英语的交际功能。
学情分析
学生们对自己身边熟悉的故事感兴趣。五年级的学生们已经有了一定的英语学习积淀，掌握了一些日常交际用语及其基础词汇，而且他们善于模仿，勇于探索新知，对英语学习有极大的兴趣。本单元前1课时已经出现了Stone Forest,went to the beach, took photos等描述旅游景点名称及相关活动的单词和短语以及I went to....这一介绍自己曾经去过哪里的句式。Where ... 这一句式在之前已经学过。本节课中有两个新的词汇delicious 及felt happy,整节课重点在于对已授知识的综合运用上。为进一步创编对话打下基础。
教学目标
一．知识目标：1.能够较为灵活的运用动词过去式来表达自己和他人的旅游经历。 2.能够运用功能句Where did you go？I went to...来谈论自己和他人的旅游经历。二、技能目标：能够模仿范例书写自己的旅游经历并和同学进行分享。三、情感态度目标能够体验旅行的快乐和意义：开阔视野，丰富生活经历；增强对祖国的认同感及爱国意识，培养学生树立积极向上的三观。
教学重点及难点
流利表达询问对方过去某次旅行的功能Where did you go I went to.....并运用所学句型，在情境中恰当运用。2.流利表达询问对方过去某次旅行的功能句Where did you go I went to...并运用所学句型，在情境中恰当运用；复述对话，写出意义连贯的一段话。
教学基本策略及设计思路
本课设计主要围绕启发学生思维为基本思路。该文本为教师再构文本，在原有的文本基础上又扩充了另一个同类型同结构文本，在处理第一个文本时，教师引导学生梳理文本结构，归纳出where, what和how等类别，将文本内容分类归纳，培养学生的逻辑概括思维和提取关键信息的能力。在讲解第二个文本时，教师先出示思维导图，让学生还原对话文本，培养学生的逆向思维能力，同时也巩固学生对于谈论旅行应该从哪些方面入手。另外，在讲解文本过程中，对学生进行阅读策略的指导，培养学生的阅读能力和阅读技巧，复述对话能够锻炼学生综合语言运用能力，对文本内容有更好的把握；此外教师全程注重学生语音语调的培养，同时适时地对学生进行情感渗透，通过自制的视频让学生由内而外的热爱中国，感受旅行的意义。
教学过程
教学环节 教师活动 预设学生活动 设计意图
Greetings T:Hello, boys and girls. Ss: Hello, teacher.
Step II Warm up Sing a song. After singing, teacher asks students what’s this song about to lead in the topic travel.Today, we are going to learn unit 5 Have a Great Trip. Read after me. Ss listen to the song, then sing together.Read after the teacher twice. Have a great trip. Have a great trip. 通过轻松欢快的歌曲,既复习了表达旅行所做的事情的短语，又缓解学生刚上课的紧张情绪,拉近师生距离，帮助学生进入到快乐英语学习中来。
Step III Presentation and practice1.讲解第一段对话Emma and Ted1）Listen and answer2）Read and answer3）Listen and imitate4）Watch a video讲解第二段对话Ted and Binbin1)Work in pairs:make a dialogue2)Listen and imitate3.Let’s retell 4.Let’s talkLet’s write6.Watch a video Our friend Ted likes traveling and he wants to travel. T shows Ted and his mum’s dialogue to lead in the dialogue between Ted and Emma.What questions did Ted ask T checks the answers with Ss. The questions are: Where did you go What did you do How was your trip How did you feel T leads Ss to refine the key words on the blackboard.Q1:What did Emma do in Beijing Q2:How was the trip Q3:How did Emma feel T explains delicious for Ss.When it comes to I felt very happy. T extends some words about feelings. And T tells Ss that be happy everyday because A smile can make you ten years younger.Let’s review Emma’s trip. Listen and imitateWe konw that Emma went to many places in Beijing. As the capital of China, Beijing is colorful and beautiful.I prepare a video about Beijing. Let’s enjoy the charm of Beijing.T shows the mind map about Binbin’s trip and lets Ss make a dialogue to introduce Binbin’s trip.Let’s review Binbin’s trip. Listen and imitate.You can choose one of the two trips to retell.We know Emma’s and Binbin’s trip. Now I want to know about yours. Let’s talk about your trip with your partner. Then I’ll call someone to share.Before writing. T shows her advice to Ted. Then Ss write.Do you like traveling Why Let’s watch a video and feel the meaning of traveling. Ss watch and listen.Ss listen to the dialogue.Ss: Where did you go What did you do How was your trip How did you feel Ss read silently and find the answers by using different marks.Ss listen and imitate.Ss watch the video about Beijing.Ss works in pairs to make a dialogue between Ted and Binbin.Ss listen and imitate.Ss retell with partners.Ss make their own dialogue with their partners.Ss write down their advice to Ted.I like traveling because...Ss watch the video. 自然导入，为后续学习做好铺垫。学生带着任务听录音，激发他们的学习目的和学习主动积极性。培养了学生的听力能力及对信息记忆加工和提取关键词的能力，这有助于培养学生的良好思维品质及学习能力。学生通过默读课文，并用不同标记找出不同答案，既帮助学生理解对话内容，又培养了学生的阅读技巧和阅读能力。结合图片，用学生能够理解的单词解释生词“delicious”，使学生明白该词的音义。为学生拓展更多的关于人情绪的词汇，为后续输出做铺垫，另外，让学生明白快乐的重要性，保持积极快乐的心态。用不同记号对升降调读音进行标注，培养学生良好的语音语调。教师播放关于北京景点，文化，美食和地位的视频，让学生从内而外喜欢北京，热爱国家，培养民族自豪感和爱国意识。学生通过思维导图创编对话，以此操练学过的语言，同时也培养学生逆向思维能力。用不同记号对升降调读音进行标注，培养学生良好的语音语调。根据板书复述，检测和巩固学生对学习内容的理解和掌握情况。给学生一个真实的语境，让学生的英文交际变得有实际性和应用性。同时也为后续的写作输出做铺垫。提问启发性和开放性的问题，培养学生的思考力，同时让学生更深刻地了解旅行的意义。
板书设计