Unit 4 Going Outing Lesson 2教学设计

Unit 4 Going Outing Lesson 2 教学设计
学情分析
本节课的授课对象是小学五年级的学生,他们活泼、好动,有一定的观察能力,大部分学生对学习英语充满热情。通过近5年的英语学习,他们已经具备了一定的语言学习能力和学习方法,储备了一些英语知识。在第一课时,学生已经掌握了句型How do you go to the ____ 的问答,学习了一些表示交通方式的单词。这些都为本课学习频率副词,并进行相应的练习打下了良好的语言基础。
教材分析
本课选自五年级下册第四单元,重点讨论人们对于出行方式的选择,以及使用这些交通工具的频率。四个频率副词always / never / usually / sometimes的含义、区别跟选用是本课时的重难点。
为了遵循循序渐进,由易到难的学习规律,在第一课时,学生复习了之前已经学过的表示交通方式的单词,新学了drive a car, take a taxi, ride a bike以及take the subway,并且掌握了How do you go to the park I ride a bike to the park.的问答。但没有进行四个频率副词的学习和使用。
本课,将在上一课时的基础上,重点新授单词always / never / usually / sometimes 和句型How do you often go to the _____ I always / never / usually / sometimes…让学生了解这四个副词的含义,区别,并能根据实际情况进行选用。同时明确,这四个副词,不仅可以使用于交通工具的选用频率,还可以用来表述做其他事情的频率。
教学目标
1. 掌握always / never / usually / sometimes四个词的含义,区别和用法。
2. 能用How do you often go to the _____ I always / never / usually / sometimes_________.
进行使用某种交通工具的频率的问答。
3. 能用 always / never / usually / sometimes 表达做某件事的频率。
4. 掌握字母组合al发音。
5. 整堂课都以make friends和老师的Information Card 为主线。
通过一堂课的学习,学生可以填空老师的信息卡,并且制作自己的信息卡。
教学策略
1.整堂课设计一条主线(Information Cards),围绕主线进行教学。
2.重点词的学习将运用直观教学法,利用图片和表格等直接体现,让学生通过观察, 对比,明白单词的含义。
3.根据小学生活泼好动的特点,寓教于乐,将玩单词卡、同学之间P.K.、唱歌、chant等多种方式运用于教学当中。
用唱歌问答这一有趣的形式将全班分为四组,每组选用一种交通方式去一个地方,表现好可以向目的地迈进一步。小组评价方式与上课内容紧密相连。
4、注重板书设计与本课主题相结合, 将本课的重点单词与句型一一展现于一辆大的Bus上面,直观清晰。
教学重难点
【教学重点】
1. Words: always / never / usually / sometimes
2. Patterns:
How do you often go to the _____
I always / never / usually / sometimes_________.
3. Sounds: al
【教学难点】
频率副词的使用
教具准备
PPT
Some word cards
Students’ Information Cards
Draw a bus on the blackboard
教学过程
【导入】师生对唱，活跃课堂
一.Greeting and Warming up
1. Greeting
Nice to meet you!
2. Warming Up
T: Let’s sing a song SAY HELLO and be friends.
( sing a song )
【设计意图】本节课是借用其他班的学生教学,因此先用一首歌曲say hello师生对唱互动,轻松开场,拉近师生距离,也将与孩子们交朋友这条主线贯穿整堂课。
【导入】复习旧知，引出主题，歌曲分组，调控课堂。
二.Review -- Lead in the topic and Review
Step 1: Lead in the topic
T: Friends, let’s go outing. Where are we going
Sing and ask me: Going, going, where are we going now
Ss: (Ask and sing group by group)
T: You’re going to the park (G1) / beach (G2) / pool (G3) / zoo (G4).
【设计意图】老师点出本课的主题going outing, 并让每个大组依次用歌曲的形式问所在的组将去哪里。老师给出四个地方贴在大巴上,为下面的环节做好铺垫。
Step 2: Review the words and the sentence patterns
1: Ask and answer
T: ( Ask group by group ) How do you go to the park / beach / pool / zoo
Ss: ( Answer by the pictures and the word cards )
We drive a car / ride a bike / take a taxi / take a subway to the ______.
2. Review and read the words together by chant.
Car , car, driver a car.
Bike, bike, ride a bike.
Taxi, taxi, take a taxi.
Subway, subway, take the subway.
【设计意图】复习上节课学过的句型和交通工具的单词,为本课新授内容打好基础。同时将本课的奖励奖励机制与所问答的单词句子相结合。每个小组都将乘坐不同的交通工具去往不同的地点,看看最后哪组先到达。
【讲授】老师信息，头脑风暴，形成主线，贯穿整课。
三.Presentation 1 -- Teacher's Information Card
T: I’m your new teacher today. This is an Information Card about me
Any questions about my information
( Show the Information Card and free talk)
(Teacher's Information:apple, basketball, car, bike, playing cards, going outing)
【设计意图】 因为是新老师授课,因此全课就以老师的信息卡作为主线。此时先展示信息卡上的几个关键图片和词组。让学生就自己感兴趣的点进行猜测和提问,头脑风暴,活跃课堂。
【讲授】信息apple／basketball，新授always／　never
Step 1: The First Information -- Apple (always)
T: My English name is Apple. I like eating apples. An apple a day, doctor will be far away. So,
Monday apple
Tuesday apple
Wednesday apple
Thursday apple
Friday apple
Saturday apple
Sunday apple
On Monday, I eat an apple. On Tuesday, I eat an apple, too.
…
On Sunday, I eat an apple, too.
I eat an apple every day. I always eat an apple.
1. learn the word : always
2. learn the sounds and the words: al talk walk
【设计意图】通过讨论老师的第一个信息关键词apple, 教授always一词和语音al, 并且用表格的形式,让学生最直观的明白always的含义。
Step2 : The Second Information – Basketball (never)
T: Do I often play basketball
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
soccer run ping-pong swim tennis walk bike
I like doing exercising.
But I never play basketball.
1. learn the word : never, often
2. Practice the sounds and chant.
T: I never play basketball. But he always plays basketball.
Who’s he
Ss: Yao Ming.
Chant:
a-l al a-l al
He’s a star of basketball.
a-l al He’s tall.
a-l al Very tall.
Standing next to him, we look small.
【设计意图】通过讨论老师的第二个信息关键词basketball,教授单词never, often,并且继续用表格的形式,让学生最直观的明白never的含义。采用chant练习本课重点语音,节奏感强。
【活动】卡片游戏，寓教于乐
四.Practice 1 -- Playing Words Cards
There are three kinds of words: places; transportation; always and never.
Playing cards and make sentences in a group of four.
【设计意图】第一课时已经学习了选用哪种交通工具出行。在这一环节,让学生在句子中加入always 和never 两个副词。四人一组,三种卡片(地点卡,频率卡,交通卡)。每次三个人拿卡,一个人随意抽取。依据所抽出的单词,抽卡的同学造句。用学生喜欢的游戏方式练习单词跟句子。
【讲授】信息car／bike,新授usually／sometimes
五.Presentation 2 – usually and sometimes
Step1: The Third Information -- drive a car and ride a bike
1. Free talk: How do you go to school
2. Learn the words: usually and sometimes
T: How do I often go to work
( Learn the word: often)
Monday Tuesday Wednesday Thursday Friday
car car bike car car
I usually drive a car to work.
I sometimes ride a bike to work.
3.Practice the words and the sentences by chant
Work, work. How do you often go to work
Usually. Usually. I usually drive a car.
Work, work. How do you often go to work
Sometimes. Sometimes. I sometimes ride a bike.
【设计意图】通过讨论老师的第三个信息关键词drive a car and ride a bike教授单词usually and sometimes,并且继续用表格的形式,让学生最直观的明白这两个的含义。采用chant的形式练习句型单词,节奏感强,活跃课堂。
【活动】PK游戏，寓练于乐
六.Practice 2 – make dialogues and play P.K Game
Step1: The fourth Information -- Going Outing
1. Ask and answer
T: My hobby is going outing. I always drive a car to the park..
How do you often go to the park
( Talk about the beach / pool / zoo with the blackboard design )
2. Pair Work
A: How do you often go to ……
B: I always / usually /sometimes / never ….
【设计意图】通过讨论老师的第四个信息关键词going outing,再次点题,并且利用板书设计,跟学生讨论出行选用的交通方式以及使用频率。做好示范后将时间交给学生,进行两人对话,练习单词句子。
Step 2: P.K Game
Make sentences with always / never/ usually / sometimes in a minute. The more the better.
e.g. I always drive a car to work.
I never shout in the movie theater.
I usually take a plane to the moon.
【设计意图】依据学生好玩好胜的特点,在一分钟内进行比赛,看谁说的句子多。并且可以展开想象,说一些异想天开的句子。但是必须用到今天所学的四个频率副词。这个游戏不但激发了学生的学习兴趣,还提升了综合语用能力,跳出选用交通工具的范围。
【练习】回归主线，制作卡片，边说边演，热情参与
七.Activity – make Information Card
Step1: Talk about Teacher’s Information Card
1. Fill in teacher’s Information.
Hello! My name is_______. I _______ eat an apple everyday. I ______ play basketball. My hobby is __________. I ______ drive a car to the park. I _________ ride a bike to the beach. I _________ take a taxi to the pool. I ________ take the subway to the zoo. Let’s be friend.
2. Ask a student imitate teacher’s sounds and motion to read the passage.
3. Imitate teacher’s sounds and motion to read the passage together.
【设计意图】整堂课均以老师的信息卡作为主线进行,最后再次回到信息卡。依据课堂所学,填空完整老师的信息。并且找学生模仿以及全班模仿老师的声音和动作来读语篇。用这种趣味的方式替代枯燥的齐读,并且为下一环节,学生自己制作信息卡做好铺垫。
Step2: Make Class Information Book
1. Own Information Card -- Write and Draw
( picture )
Hello! I’m ______________.
My hobby is _____________.
I always________________.
I usually________________.
I sometimes_____________.
I never_________________.
Let’s be friends.
2. Show and read
3. Make Class Information Book
【设计意图】整堂课的主线是新老师与新同学互相了解,做好朋友。课堂上一直在谈论老师的信息,因此在活动环节,让学生也制作自己的信息卡,老师收集好,装订成班级信息手册,首尾呼应。
【讲授】情感教育，低碳出行
八. Emotional Education
T: How do you often go outing
Ss1:….
Ss2:…
Low-Carbon transportation is popular now. We should protect our environments and choose
Low –Carbon transportation more for going outing.
【设计意图】情感教育,保护环境,低碳出行。
【作业】信息卡片，延展课外
九.Homework
We’re friends now. I want to get more information about your families and friends. Please make a information card about them.
【设计意图】将信息卡延展到课外,以及身边的家人朋友。因为会用到第三人称,也以此促使学生预习,为下一课时做准备。
【作业】课后反思，继续进取
本堂课授课时,是借班教学,所以在进行教学设计时,能结合实际,以make friends和师生的Information Card 为主线,贯穿全课。
在整个授课过程中,能遵循“循序渐进,由易到难”的学习规律,把关于交通方式的对话、短语放在第一课时,把难度较大的频率副词放在第二课时,有效地帮助学生更好地掌握教材内容。
课堂中,能根据小学生活泼,好动,乐于参与课堂的特点,将师生对唱、节奏感强的chant、同学之间PK、进行扑克牌游戏、小表演等一系列活动与教学相结合,寓教于乐,学中玩,玩中学,课堂气氛轻松活跃,学生参与度高。
本课的主题是Going Outing,因此在进行板书设计时,特意将所有的新授单词和句型,合理的写在一辆旅游巴士上。既紧扣主题,又清晰明了的展示了课时重难点。
本课主要讨论人们对于出行方式的选择,以及使用这些交通工具的频率。学习完知识性的语言点后,能与学生讨论自己与家人平时出行所选用的交通工具,并进行情感教育,低碳环保,绿色出行。
但是在课堂中可以再多加利用现代信息技术(如投影仪、电子白板等),辅助课堂。