Unit 3 Lesson 14 May I Go to Beijing 教案

教学 内容 冀教版 五年级上册
Lesson 14 May I Go To Beijing?
教学 目的 知识和技能目标：
1.能听懂会说北京一些著名景点的单词。掌握四会单词 may, young, come, great.
2.能用May I……? Yes, you may. No, you may not.句型来表达请求。
情感态度目标：
使学生乐于学习英语，能够积极地用英语进行交流并通过讨论来激发学生的学习兴趣与合作意愿。
学习策略目标：
通过学生比赛、小组讨论等方式培养学生英语思维及互助学习模式。
教学 重点 学生能够用 May I……? Yes, you may/ No, you may not.句型来表示请求。掌握四会单词 may, young, come, great.
教学 难点 将句型 May I……? Yes, you may. No, you may not.灵活运用于生活当中。
教学 准备 幻灯片,图片
教学过程
教学设计 设计意图
Step1. Warming up. T: Hello, boys and girls. How are you today?
Step 2. New Concepts.
Review.
T: Can you say some interesting places about Beijing?
New concepts:
T: Wow Beijing is great. I want to go on a trip to Beijing, do you want to go with me?
Ss: Yes.
T: OK, we want to go on a trip to Beijing, so we can ask our mother like this：
eg:(教师与手偶对话) Mum, Beijing is great. May I go to Beijing?引出新句型May I go to Beijing? Yes, you may./No, you may not.(板书并解释这个句子是一个礼貌的请求方式。)
T:(拿着手偶走向同学) Hi, Bob, may I__________? Yes, you may./No, you may not.
T: Li Ming wants to go on a trip to Beijing. What does he do?
Ss: Ask his mom.
T: Yes, he asks his mom for permission. What does he say?
Ss: May I go on a trip to Beijing?
T：Does his mother agree? What does his mother say?引出句子I’m afraid not.解释操练让学生理解其意。运用图片让学生明白young ,old.
Listen and read the text.
Step 3. Presentations.
1.Pair work:
出示不同的场景，让学生操练对话。
2. Play “Mother, May I….?”
Teacher plays the game with phrases such as “read a book” “sing a song” “write a story” “draw a picture” “eat an apple” “go on a trip” “ride a bike”and so on. Ask the students to work in pairs. One plays “Mother”, the other plays “Child”.
Child: Mum, May I_____________?
Mother: I’m afraid not. You’re too_________.
Child: You can_____too! Please, Mum?
Mother: OK, you ____________ in school. You______ go. And I _______ with you.
Child:__________! Thanks Mum. May I go to___________?
Mother: Yes,______ _______/ No, ______ _______ _______.
3.Shijiazhuang is not far from Beijing, but Li Ming is too young. Can he go to Beijing? Read Part 1 and then draw for “may” and for “may not”.
a.

b.
c.
d.
Step 4. Summary.
What did you learn in this class?
Step 5. Homework.
板书设计
go to Beijing?
May I go shopping? Yes, you may./
help you? No, you may not
Watch TV?
……
简短的问候，与学生沟通，并尽快进入到英语学习的氛围中。然后教师将学生分成两组来进行比赛，吸引了学生的注意力。

在复习环节，教师设计了用图片来复习上一单元的所学内容，为这节课的学习做了铺垫。
在这个环节教师采用了与手偶对话的方式，直接引入本课的新授内容。而后进行拓展练习。
在情景中运用所学的知识，为接下来的活动做铺垫。
通过听音练习，小组合作完成，体现了同学之间相互合作，相互配合的精神，不但增加了学习的趣味性，而且在练的过程中培养了英语思维及互助学习模式。
最后让学生自己去总结，联系生活实际去感受本课所学句型的魅力。
课后反思 结合已学过的知识、对北京的了解、视频的观看，可以激发学生的学习兴趣，调动其学习的积极性，课堂中我应该采取不同的教学方法，有效地做到培优补差，可我在课堂中关注后进生的时间还是太少了，今后会努力调整自己的教学方法，关注到每一位孩子，争取让每个孩子都能在英语的世界里展现自己的才能。