Unit 11 Review 2教学设计

Unit 11 Review 2教学设计
教学目标
1.语言知识
（1）能够正确听懂、会说、认读蔬菜、水果、饮料词汇carrots, onions, tomatoes, potatoes, cabbages, beans, apples, peaches, pineapples, watermelons, tea, water, juice和句型I want to take … for the picnic.
（2）能够正确听懂、会说、认读季节、天气、星期词汇 spring, summer, autumn, winter, windy, fine, snowy, rainy, windy, sunny, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday和句型It’s going to be ...on ... My favorite season is ...
（3）能够正确听懂、会说、认读生活场所词汇 police station, school, bank, hospital, supermarket, restaurant, train station, post office, library, park和句型Where is ... It’s near/ in front of/ behind/ next to ...
2.语言技能
（1）能运用I want to take … for the picnic句型表达自己去野炊想携带的食物和饮料的意愿。
（2）能运用It’s going to be ...on ... My favorite season is ...句型描述一周的天气情况和自己最喜欢的季节。
（3）能运用Where is ... It’s near/ in front of/ behind/ next to ...描述生活中一些场所的位置。
3.情感态度、价值观
培养学生做事情要有计划性的良好品质。
学情分析
本课教学对象为六年级的学生，经过五年的学习，学生积累一定的语言基础知识，具有一定的表达能力。
我所教授的班级中有46名学生，其中20名学生学习习惯好，语言基础知识和口语表达能力较强，兴趣较为浓厚，18名学生能积极参与课堂教学活动，乐于开口表达，不怕出错。8名学生学习习惯较差，语言基础较弱，学习暂时落后，羞于参与语言活动，针对这部分学生，我在教学中尽量在活动中搭设台阶，在合作学习中创设他们能承担的任务，并及时给予肯定和帮助，培养兴趣，激发自信心。
在语言知识方面，学生一至五年级积累了一定的系会，学习过
在语言知识方面，学生在二、三年级积累了一定的词汇，学习过蔬菜、水果、饮料、季节、天气、星期、生活场所等词汇，本课的重点在复习这几类别的词汇，进行按类别归纳，因这些词汇与学生日常生活密切相关，本课时中在生活化和情景化的情境下加以理解和运用。
在语言技能方面，学生能够初步运用句型I want to take … for the picnic. It’s going to be ...on ... My favorite season is ... Where is ... It’s near/ in front of/ behind/ next to ...进行表达，但是整体描述的上还不流利，需要在课上创设情境加以运用，并能整体描述自己的出游计划。
重点难点
教学重点
（1）能够正确听懂、会说、认读蔬菜、水果、饮料词汇并进行归纳。
（2）能够正确听懂、会说、认读季节、天气、星期、生活场所词汇。
（3）能运用I want to take … for the picnic. It’s going to be ...on ... My favorite season is ... Where is ... It’s near/ in front of/ behind/ next to ...句型进行野炊计划的讨论。
教学难点
能运用功能句型描述自己的野炊计划。
教学过程
课时教学目标
1.语言知识
（1）能够正确听懂、会说、认读蔬菜、水果、饮料词汇carrots, onions, tomatoes, potatoes, cabbages, beans, apples, peaches, pineapples, watermelons, tea, water, juice和句型I want to take … for the picnic.
（2）能够正确听懂、会说、认读季节、天气、星期词汇 spring, summer, autumn, winter, windy, fine, snowy, rainy, windy, sunny, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday和句型It’s going to be ...on ... My favorite season is ...
（3）能够正确听懂、会说、认读生活场所词汇 police station, school, bank, hospital, supermarket, restaurant, train station, post office, library, park和句型Where is ... It’s near/ in front of/ behind/ next to ...
2.语言技能
（1）能运用I want to take … for the picnic句型表达自己去野炊想携带的食物和饮料的意愿。
（2）能运用It’s going to be ...on ... My favorite season is ...句型描述一周的天气情况和自己最喜欢的季节。
（3）能运用Where is ... It’s near/ in front of/ behind/ next to ...描述生活中一些场所的位置。
3.情感态度、价值观
培养学生做事情要有计划性的良好品质。
学时重点
教学重点
（1）能够正确听懂、会说、认读蔬菜、水果、饮料词汇并进行归纳。
（2）能够正确听懂、会说、认读季节、天气、星期、生活场所词汇。
（3）能运用I want to take … for the picnic. It’s going to be ...on ... My favorite season is ... Where is ... It’s near/ in front of/ behind/ next to ...句型进行野炊计划的讨论。
学时难点
教学难点
能运用功能句型描述自己的野炊计划。
教学活动
【导入】review
一.Warming up热身及复习 (5’00”)
1.师生交流，引出“暑假”情景。
T: What day is today
S: It’s Thursday.
T: What do you do on Thursdays
S1: I do my homework.
S2: I play football.
【设计意图】语言来源于情景，语言的交际功能是在特定情景中体现出来的，情景是英语教学中非常重要的因素。因此，语言操练要在感知、理解的基础上进行，否则缺少意义。教师通过与学生讨论引出暑假假期这一真实生活情景，并通过课件图片帮助学生直观理解summer holiday，有效引发了学生对暑假假期的联想，为之后制定暑假野炊计划做好了情景的准备。
2. 炸弹游戏，复习词汇。
T: What do you want to do during the holiday Do you want to stay at home everyday
Ss: No！
T: Do you want to do home work everyday
Ss: No!
T: Do you want to play games
Ss: Yes!
T: OK. Let’s play a game now.
When you see the picture, you say the words and do the actions. But when you see a bomb, you protect yourselves like this.(教师示范抱头) Understand
Ss: Yes!
T: Let’s go.
游戏说明：课件逐一出现图片，如果学生看到动词词组图片时，要大声读出该词组。如果学生看到的是“炸弹”图片时，不出声音，并保护好头部，避免“被炸弹炸到”。
相关词组：
【设计意图】教师利用游戏的方式力求快速复习已学过的相关动词短语，为后面制定野炊计划做语言准备。此活动活泼有趣，可以迅速吸引学生的注意力，帮助学生在轻松愉快的氛围下复习语言。
3. 两人交流， I want to …
T: We can do so many things. What do you want to do in the holiday You can use I want to … to answer this question.
学生两人一组交流自己的打算
【设计意图】通过“炸弹游戏”学生复习了相关动词词组，为讨论“做什么”提供了素材，使得各层面的学生都可以有话可说。在“炸弹游戏”活动的基础上，教师引导学生用I want to …句型就“五一假期做什么的意愿”进行初步讨论，由词到句，为制定野炊计划做好了答句准备
【讲授】review
二．Presentation 制定野炊计划
1.情境引入(5’00”)
T: What do you want to do in the holiday
S1: I want to go shopping.
S2: I want to play badminton.
…
T: I want to do something interesting too. Which season is it now
S: It’s summe.
T: How many seasons are there in a year What are they
S: There are four. They are spring, summer, autumn and winter.
T: My favorite season is spring. What’s your favorite season
S1: My favorite season is …
S2: My favorite season is …
…
have a picnic
T: My favorite season is summer. It’s also the most beautiful season. I think summer is the best season to have a picnic. So in this holiday，let’s have a picnic.
Do you want to have a picnic
S：Yes.
(呈现野炊的照片，把学生带入轻松欢快的野炊情境中，吸引并激发学生野炊的欲望)
T:Where do you want to go？
出示通州地图
I want to go to Chao Bai River to have a picnic.
T: Let’s have a picnic next week. 板书Where ：Chao Bai River
But on which day will we go to have a picnic Monday Tuesday Or …
S1: Monday.
S2：Saturday.
【设计意图】通过师生交流假期的打算，四个季节与假期所在季节能做的有趣的事情，自然地呈现野炊轻松欢快的情境，吸引并激起学生野炊的兴趣，积极进行野炊活动的讨论。
2．听天气预报，确定野炊日期(8’00”)
T: Having a picnic needs a fine day. Let’s listen to the week weather report then we pick out a day.
T：Which season now What’s the weather like in summer/spring autumn/winter
It’s warm/hot/cloudy…
【设计意图】通过师生交流复习四个季节不同的天气变化，引导学生猜测下周的天气情况，以备学生选择合适的野炊时间。
T：What’s the weather like next week
OK Play the tape of the week weather report.
（1）学生仔细倾听天气预报，完成一周天气预报表格（把天气情况图与对应的日期匹配）
S: Listen to the tape carefully and match the picture of weather of the day.
(2) 反馈：运用句型It’s going to be on .描述天气
① 同桌间核对答案
S: Check the answer in pairs. Using the sentences: It’s going to be on .
② 学生尝试在描述后，完成书写练习。
S: Finish the gap filling.
It’s going to be on Monday.
It’s going to be on Tuesday.
It’s going to be on Wednesday.
It’s going to be rainy on .
It’s going to be sunny on .
It’s going to be cloudy on .
T: According to the weather report, on which day do you want to have a picnic
S1: On Saturday.
T: It’s a sunny day for picnic. Shall we go on Saturday
S: Ok.
T: 板书 Day：Saturday
【设计意图】确定野炊的地点后，出游日期的选择成为下一个需要确定的事情，构成了真正的制定出游计划的需求。学生在真实的语境中通过倾听一周的天气预报，匹配对应的天气情况理解语言，运用图文匹配的形式巩固词汇，调动学生的学习热情。并通过询问、描述、交流、书写多种方式运用语言，最终分析思考确定出游的日期。
3.讨论野炊需要带的食物(7’00”)
（1）挖掘学生对于食物的已有知识
T：What would you like to take for the picnic
S1: I would like to take some hamburgers.
S2: I would like to take some apple, banana and orange juice.
S3: I would like to take some carrots.
…
（2）食品归类
T: We can bring some drinks, food, fruit and vegetables for the picnic.
vegetables
fruit
food
drinks
板书
Do you know these things Can you put them in the right table 出示食品类图片和单词，请学生同桌合作进行归类。
onions carrots tomatoes hot dog water cake banana s chicken potatoes apples oranges hamburgers pear grapes milk watermelons juice pineapples tea peaches beans
vegetables fruit

food drinks
（2）列出picnic所需的食品清单
T: Now, please work in groups and make a list of what you would like to take for the picnic.
S: 四人小组讨论，并列出食品清单。
We want to take some vegetables:
some fruit:
some food:
some drinks: for the picnic.
(3) 全班交流各自所列的食品清单。
【设计意图】通过师生交流，学生两人一组给食物归类，四个一小组讨论列出食物清单，全班交流所列食物清单的方式，确定组内野炊需要携带的食物。利用同桌和小组合作的学习方式，加强了小组内成员的交流、合作，提高小组学习的实效性。
4.谈论购物地点和野炊地点(8’00”)
T: We would like to bring some drinks, food, fruit and vegetables for the picnic. Let’s go shopping and buy things you want.
利用通州平面示意图，创设情境，复习地点名词，讨论购物地点和野炊地点与到达目的要乘坐的交通工具。
T：This is map of Tong zhou. Do you know the places in Tong zhou Look carefully and write the names of the places in the map.
S：Look at the map carefully and write the places.
T&S: Check the answer.
T: On the map of Tong Zhou, do you know “where is the supermarket ”
S: The supermarket is near our school.
T: How can we go to the supermarket from our school
S: Go straight and then turn left.
T: On the map, can you see the place where we are going to have a picnic: Chao Bai River
S: Yes.
T: Where is the Chao Bai River
S: It’s near the park.
T: Yes, oh, it’s far from our school.
How can we get to Chao Bai river
S: By car/bus/bike…..
【设计意图】利用通州地图，学生通过观察自己城镇的地图，认识地图，描述并写出地图中的建筑物，为交流做好铺垫。接着通过师生交流，学生运用已知进行建筑物地点的描述，确定超市和潮白河的地点方位以及去游玩的方式。
在这个活动中，学生是活动的主体，教师引导学生观察和利用地图，解决实际问题，体现了语言的应用性。
【练习】review
三．Practice
1.完成野炊计划(4’00”)
T：We will have a picnic in the holiday. Can you make a picnic plan
S: Make picnic plan by themselves.
【设计意图】通过之前一系列的习得活动，学生已经形成了自己“假期”的游玩意向.通过讨论游玩计划，为学生提供了真实的语言运用情景，使学生在实际交流中有话想说、有话能说。学生在贴近生活实际的情景下自然地运用语言讨论计划，体现了语言的功能性，从而达到将所学的语言与生活实际相结合，促进学生语言综合运用能力的提高。
2. 全班汇报(3’00”)
T：Who want to show us your picnic plan
邀请部分学生到前台面向全班汇报，教师予以适时提问，检测其他同学的倾听情况。
【设计意图】应用表达则是引导学生结合生活实际进行综合表达，培养学生能就具体话题情景，用一段话有逻辑地表达个人想法的能力。此环节学生在完成“野炊计划”中运用目标语言，将所学语言整合输出。这是在前几项操练基础上的高层次的语言输出，既是对前面语言学习的提高和升华，也是对前面教学环节成效的鉴定。“野炊计划”为学生表达提供了语言素材支持，不同层次的学生都有话可说，使得教学切实做到面向全体。
【测试】review
[Picnic Plan]
Where: Chao Bai River
when: Saturday
Weather: sunny
We want to take some vegetables:
some fruit:
some food:
some drinks: for the picnic.
others:
what to do: fly a kite read a book play badminton
play football play basketball play cards
others
How: car bus bike
【作业】review
四．Summary (0’30”)
T: In this class, we know how to make a picnic plan for our holiday. To make a travel plan, we should know …(手指板书，示意学生回答)
Ss: Where do you want to go What do you want to do there How
T: Excellent. A perfect plan is the start of a successful trip. To have a happy trip, make a trip plan first. The better your plan is, the happier you will be.
五、Homework
仿照“旅游计划”尝试制定周末、某项活动的计划。如：
A Dinner Plan
I want to go to with .
We want to eat and .
We want to go there by . I will ________________!
A Movie Plan
I want to go to cinema with .
We want to see .
We want to go there by . I will ________________!