Unit 3 A Travel Plan Lesson 14 May I Go to Beijing ?教学设计

Lesson14: May I Go to Beijing教学设计
学情分析:
本课针对的是五年级的学生，学生已经有了四年的英语基础，能够准确得表达一些动作短语和句型，能在老师引导下，完成情境教学，和同学一起实现合作学习。
教学目标剖析：
本课是五年级上学期第三单元第二课，本单元主要学习去旅行的相关的知识。本课是承上启下的一节课，前一节课，学生已经学到了李明和妈妈计划去北京旅行。而这一课，主要是李明和妈妈沟通去北京以及做相应的一系列事情的问答。
重点运用“May I …”句型来寻求妈妈的许可。
教学目标：
1、学生在本课要学会用“May I …”句型来问答，实现在各种情境下的合理问答。复习上单元学过的各个国家的相关内容以及四年级学过的各种活动场所和动词短语。
2、注意对学生礼仪方面的培养。
3、实现中西方文化的碰撞，激发学生的学习兴趣。
教法：问答法，启发教学，对话教学，微课教学，情境教学，故事教学。
学法说明：学生主要通过自己观看微课学习本课句型，进而
主要通过同桌两两对话通过多种方法来练习。
教具：利用多媒体,ppt课件，flash ，微课
教学过程:
一、 Play a game: Do actionsand guess.
What is he/she doing
read books draw a picture sing a song sleep stand up sit down eat hamburger
二、 导入：
Li Ming wants to travel. So he asks for his mother’s permission .
Q1:Where does Li Ming want to go Why Play the video.
Q2:What does he want to do in Beijing
Play the video again and read following one sentence by one sentence.
导入微课：When we ask for permission, we should use the sentence: May I …
If you are allowed, they will say： Yes, you may. If you are refused, they will say: No, you may not. 四：Can Li Ming’s wishes come true What does his mother say
Read freely and discuss with groups. Try to find the answers in the text.
Q3:Why does Li Ming’s mother disagree with (不同意)him to travel to Beijing at first(起初)
Because Li Ming is too young. His mother thinks he is too young to go to Beijing.
Q4: Why does Li Ming’s mother agree him to travel to Beijing at last
Because Li Ming is a good boy. He works hard in school. And his mother will come with him. (Who will go to Beijing with Li Ming )Yes, it will be safe with adult. [' d lt]
when you want to go somewhere, you should go with your mother or father. 三、 Practice.
a. Do you want to travel What country/city do
you want to go What do you want to do Make a dialogue with your partner.
A: May I travel to______ B:Yes,you may.
A:May I go to _________ B:Yes,you may, A: May I____________ B:No, you may not.
b.Tell a story.
1.Baby cat: Mum, may I catch the bird
Mother cat: Yes,you may.
Baby cat: Mum, may I catch the butterfly Mother cat: Yes,you may.
Baby cat: Mum, I’m hungry now. May I eat your fish Mother cat: No, you may not.
2. crow: [kr ] Oh, I’m so thirsty. Here is a bottle of water.
It’s great! But it’s so little.
May I put some soil（泥土） in the bottle Bird：No, you may not.
. crow: May I put some feathers in the bottle Bird：No, you may not.
. crow: May I put some stones(石头) in the bottle Bird：Yes,you may.
crow: Haha! I can drink now.
3.MonkeyA: Today I’ll find some food to eat.
May I pick some peaches
MonkeyB: Yes,you may.
MonkeyA: May I pick a watermelon MonkeyB: Yes,you may.
MonkeyA:May I catch the rabbit MonkeyB: No, you may not.
4. Bajie:May I eat noodles Tangsen: Yes,you may. .Bajie:May I eat fruit Tangsen: Yes,you may. Bajie:May I eat hamburgers Tangsen: Yes,you may. Bajie:May I eat meat Tangsen: No,you may not.
c. Choose one letter and make a dialogue with your
partner.
At home At school At the zoo On the farm In the library On the playground In the park In the restaurant In the bedroom In the supermarket In the bathroom(浴室) A:May I _______________ B: Yes, you may. A:May I _______________ B: Yes, you may. A:May I _______________ B: No, you may not. 四、 Homework.
Do you have a wish What do you want to do Whose permission will you ask for Try to ask and write down the dialogue.
教学反思：
本课虽然是一节新授课，但是主要是句型为主，因此，本课主要以学习和练习句型为目的。微课的导入，特别新颖，学生非常感兴趣，实现了多媒体的合理运用，改变了传统的老师讲，学生听的课堂模式，学生通过观看微课和练习，基本就可以掌握本课的内容。利用本课的句型，让学生复习上单元学过的说英语的国家的相关内容，以旧带新，学生接受起来比较容易。再以他们耳熟能详的故事导入，学生在选择的过程中本身就有趣味性，这个环节设计特别成功，学生的学习兴趣浓厚，课堂气氛非常活跃。最后一个环节设置多个场景的情境，既复习动词短语又和开头的游戏相呼应。同时，本课也实现了中西方文化的碰撞，给学生礼仪等方面进行了熏陶。达到了教学目标，实效性较强。