英语五年级下册 Module6Unit2 She visited the tianchi lake 教学设计 教学背景 本节课针对五年级下学期的小学生,五年级的学生形象思维已经有所发展,但仍以形象思维 为主,第二信号系统开始占优势,求知的欲望和能力,好奇心都有所增强,对新鲜事物开始思考、 追求、探索。对于旅行而言,五年级的学生都有很多的旅行经历,但用英语表达自己的旅行经历 存在一定的难度。通过本节课的学习,学生可以将所学内容运用到表述自己的旅行过程,在快乐 的体验中学习英语 二、教材分析: 《英语(新标准)》五年级下册 Module6Unit2 She visited the tianchi lake.一课出 自新标准英语小学三年级起点Book6, Module6Unit2。其主要教学内容是掌握.rode、 horse、 climb、 holiday四个新单词的准确读单音和意思以及句型 Where's…?It' s in the…of China.的学习和运用。并通过照片和自己的旅游经历运用所学的知识进行口语表达能力,培养 学生运用语言和扩展语言的能力和意识。 三、教学目标 1、知识目标:能听懂、会说、会用单词rode, parents, climbed, holiday:能听、说词 组 rode a horse, climbed the tianshan mountains, visited the Tianchi lake;能听、说 句子“ Where did you go to for the holidays? Where is…?”It' s in the north/ south/east/west of china 2、技能目标:掌握谈论过去行为的动词过去式和句子,并能在实际学习生活中运用、交流 讨论。在教学过程的各个环节培养学生的听、说、读、写技能。 3、情感目标:采取多种教学活动,激发学生学习英语的兴趣,让学生乐于参与课堂教学活 动,积极主动开口说英语。通过学习,培养学生热爱祖国,热爱祖国的大好河山,增加对祖国的 区域结构和名胜古迹的了解,热爱大自然 四、教学重点、难点: 重点:是新单词及句子,能听懂、会说、会用单词rode, parents, climbed, holiday:能 听、说词组 rode a horse, climbed the tianshan mountains, visited the tianchi lake;能 听、说句子“ Where did you go to for your holidays? Where is…?”It’ s in the north/south/east/west of China. 难点:是用英语描述自己的旅行、字母组合的发音规律总结
英语五年级下册 Module 6 Unit 2 She visited the Tianchi Lake. 教学设计 一、教学背景 本节课针对五年级下学期的小学生，五年级的学生形象思维已经有所发展，但仍以形象思维 为主，第二信号系统开始占优势，求知的欲望和能力，好奇心都有所增强，对新鲜事物开始思考、 追求、探索。对于旅行而言，五年级的学生都有很多的旅行经历，但用英语表达自己的旅行经历， 存在一定的难度。通过本节课的学习，学生可以将所学内容运用到表述自己的旅行过程，在快乐 的体验中学习英语。 二、 教材分析： 《英语（新标准）》五年级下册 Module 6 Unit 2 She visited the Tianchi Lake.一课出 自新标准英语小学三年级起点 Book6, Module 6 Unit 2。其主要教学内容是掌握.rode、horse 、 climb 、holiday 四个新单词的准确读单音和意思以及句型 Where’s … ? It’s in the … of China. 的学习和运用。并通过照片和自己的旅游经历运用所学的知识进行口语表达能力，培养 学生运用语言和扩展语言的能力和意识。 三、 教学目标 1、知识目标：能听懂、会说、会用单词 rode，parents，climbed, holiday；能听、说词 组 rode a horse, climbed the Tianshan Mountains, visited the Tianchi Lake; 能听、说 句子“Where did you go to for the holidays? Where is…?”It’s in the north/south/east/west of China. 2、技能目标：掌握谈论过去行为的动词过去式和句子，并能在实际学习生活中运用、交流、 讨论。在教学过程的各个环节培养学生的听、说、读、写技能。 3、情感目标：采取多种教学活动，激发学生学习英语的兴趣，让学生乐于参与课堂教学活 动，积极主动开口说英语。通过学习，培养学生热爱祖国，热爱祖国的大好河山，增加对祖国的 区域结构和名胜古迹的了解，热爱大自然。 四、教学重点、难点： 重点：是新单词及句子，能听懂、会说、会用单词 rode，parents，climbed, holiday；能 听、说词组 rode a horse, climbed the Tianshan Mountains, visited the Tianchi Lake; 能 听、说句子“Where did you go to for your holidays? Where is …? ”It’s in the north/south/east/west of China. 难点：是用英语描述自己的旅行、字母组合的发音规律总结
五、教学用具 多媒体、词卡、图片、NSE3-5软件、 Flash、PT课件等。 六、教学过程: (一)课前读词 (二)课上探究 step1复习旧知 1. Greeting and warming-up T: Hello, everyone! Ss: Hello. Mr. Sun T: How are you? Ss: I m fine, thank you. And you? T: Im fine, too. Thank you. 2. Today we’ lI learn“ She visited the tianchi lake.”(板书课题) T: First let’ s listen and chant.歌曲欣赏 T: First, lets listen to an English song. Take it easy, follow the tv to sing the 3. Listen and say, then sing. MY HOMES THE PLACE I travelled north. I travelled south I saw a lot of life, but now I'm back understand mmy home's the place to be travelled east, I travelled west. I understand my home's the place for me. kpmg (Play the CD-RoM, and let students follow it to sing. T: He traveled east, traveled west, the home is best. But i think, east, west, the school is best. You have your best teacher and friends here, school are best. [设计意图] MY HOME’ S THE PLACE”这首歌,作为第二单元的组成部分,放在课前进行欣赏式学习 既可以活跃课堂的英语气氛,又能提高学习的英语学习兴趣
五、教学用具： 多媒体、词卡、图片、NSE3-5 软件、Flash、 PPT 课件等。 六、教学过程： （一）课前读词 （二）课上探究 Step 1 复习旧知 1.Greeting and warming-up T: Hello, everyone! Ss: Hello, Mr. Sun. T: How are you? Ss: I’m fine, thank you. And you? T:I’m fine, too. Thank you. 2. Today we’ll learn “She visited the Tianchi Lake.”(板书课题) T： First let’s listen and chant.歌曲欣赏 T: First, let’s listen to an English song. Take it easy, follow the TV to sing the song. (Play the CD-ROM, and let students follow it to sing.) T: He traveled east, traveled west, the home is best. But I think, east, west, the school is best. You have your best teacher and friends here, school are best. [设计意图] “MY HOME’S THE PLACE”这首歌，作为第二单元的组成部分，放在课前进行欣赏式学习， 既可以活跃课堂的英语气氛，又能提高学习的英语学习兴趣
2、复习east,west, south, north四个方位词的用法 T: Look at this map of China, lets review the four directions, I point, and you say. S(根据教师指的):East,West, South, North T: Good! Look at the map where is Xinjian S: It's in the west of china T: Where is Shanghai? SI: It's in the east of china And where is Beijing? Where is Hainan TI: Beijing is in the north of China. T2: Hainan is in the south of china T: Perfect! Now let's chant East east shanghai is in the east of china. West, west, Xinjiang is in the wet of china North, north Beijing is in the north of china. South, south Hainan is in the south of china [设计意图] 由谈话法复习了四个方向,通过让学生回答教师的提问,练习这四个方向在句子中的用法, 并进一步用〔hant加深了学生语言的机械、意义操练,增强了课堂的英语学习气氛。并为谈论旅 行去过的地方,进而谈论本模块的话题“ travel”打下基础。 step3. Text Learning.(课文学习,拓展新知) 1、课文重点部分的学习 T: Just now,let'ssee. Listen and number.听音排序 here did lingling go? We talked about this in Unit 1. S: She went to xinjiang. T: Yes. What did she do there? Let's talk about the pictures (教师点击课件,依次呈现下列图片)
2、复习 east, west, south, north 四个方位词的用法 T: Look at this map of China, let’s review the four directions, I point, and you say. S(根据教师指的) : East, West, South, North. T: Good! Look at the map, where is Xinjiang? S: It’s in the west of China. T: Where is Shanghai? S1: It’s in the east of China. T: And where is Beijing? Where is Hainan? T1: Beijing is in the north of China. T2: Hainan is in the south of China. T: Perfect! Now let’s chant! [设计意图] 由谈话法复习了四个方向，通过让学生回答教师的提问，练习这四个方向在句子中的用法， 并进一步用 Chant 加深了学生语言的机械、意义操练，增强了课堂的英语学习气氛。并为谈论旅 行去过的地方，进而谈论本模块的话题“travel”打下基础。 Step3. Text Learning. （课文学习，拓展新知 ） 1、课文重点部分的学习 T: Just now, let’s see. Listen and number.听音排序。 Where did Lingling go? We talked about this in Unit 1. S: She went to Xinjiang. T: Yes. What did she do there? Let’s talk about the pictures. （教师点击课件，依次呈现下列图片） East, east, shanghai is in the east of China. West, west, Xinjiang is in the wet of China. North, north, Beijing is in the north of China. South, south, Hainan is in the south of China
S1: She rode a horse S2: She climbed a mountain S3: She visited a lake T: Great! Now let' s chant Rode, rode, rode a horse Climbed, climbed Climbed a mountain/ Visited, visited, visited a lake! I had a lovely time! [设计意图] 对于课文的重、难点句型是学生学习课文中的难点。设计这个教学环节的目的,是让学生通 过谈论图片初步了解课文学习的内容,并练习重点句型,特别是最后设计练习了一个 chant,大 大降低了下一步学习课文中的难点。同时通过谈论图片,加强了学生利用教材插图理解课文的能 力 2、课文的初步学习 T: Lingling did lots of things in Xinjiang, she rode a horse, she climbed a mountain she visited a lake. But I have some questions about her travel, can you answer? (教师点击课击,出现下列问题
S1: She rode a horse. S2: She climbed a mountain. S3: She visited a lake. ..... T: Great! Now let’s Chant! [设计意图] 对于课文的重、难点句型是学生学习课文中的难点。设计这个教学环节的目的，是让学生通 过谈论图片初步了解课文学习的内容，并练习重点句型，特别是最后设计练习了一个 chant，大 大降低了下一步学习课文中的难点。同时通过谈论图片，加强了学生利用教材插图理解课文的能 力。 2、课文的初步学习 T: Lingling did lots of things in Xinjiang, she rode a horse, she climbed a mountain, she visited a lake. But I have some questions about her travel, can you answer? (教师点击课击，出现下列问题。) Rode, rode, rode a horse! Climbed, climbed, Climbed a mountain! Visited, visited, visited a lake! I had a lovely time!
1. When did lingling go to Xinjiang 2. Where is Xinjiang? 3. Which mountain did lingling climb? 4. Which lake did Lingling visit? 5. Did she have a good time? T: Now, let's listen to the tape about part 2, and repeat, then find the answer about the questions S:(听、跟读短文后,在教师的引导下,回答出所出示的问题。) [设计意图] 让每位学生带着问题来听、跟读短文,激活了学生的思维,使学生学习目的明确,提高了听、 读的有效性,较好地理解了课文大意。 3、 Listen and read. 让学生逐步句听、读课文,教师采取循序渐进的练习方式,让学生能读出课文。练习方 式如下:全体学生逐句跟读:齐读短文:男、女生读短文:分组读出短文;优秀生读:小组 练习读出短文 [设计意图] 跟录音朗读课文既可以进一步加强学生对课文的理解,又可以练习对话题“ travel”的表达 方式,为进一步让学生表达自己的旅行经历,打下了很好的基础。 Step2. Presentation& Practice,.(任务呈现,感知新知) l、“ Where did you go?”句型的练习巩固 I like to travel. Last year, I went to lots of places of China. I went to Qingdao, I went to Weifang. How about you? Where did you go? (教师板书 Where did you go?换行板书: I went to.) SI: I went to Weihai. (T: Oh, that's a beautiful city. It's in the east of China. S2: I went to Qingdao. (T: Qingdao is very big and nice. It's in the east of China) S3: I went to Hong Kong I haven t been there; you must say some thing about there for me
T: Now, let’s listen to the tape about part 2, and repeat, then find the answer about the questions. S: (听、跟读短文后，在教师的引导下，回答出所出示的问题。) [设计意图] 让每位学生带着问题来听、跟读短文，激活了学生的思维，使学生学习目的明确，提高了听、 读的有效性，较好地理解了课文大意。 3、Listen and read. 让学生逐步句听、读课文，教师采取循序渐进的练习方式，让学生能读出课文。练习方 式如下：全体学生逐句跟读；齐读短文；男、女生读短文；分组读出短文；优秀生读；小组 练习读出短文。 [设计意图] 跟录音朗读课文既可以进一步加强学生对课文的理解，又可以练习对话题“travel”的表达 方式，为进一步让学生表达自己的旅行经历，打下了很好的基础。 Step2. Presentation & Practice. （任务呈现，感知新知） 1、“Where did you go?”句型的练习巩固。 T: I like to travel. Last year, I went to lots of places of China. I went to Qingdao, I went to Weifang. How about you? Where did you go? (教师板书 Where did you go? 换行板书：I went to...) S1: I went to Weihai. （T: Oh, that’s a beautiful city. It’s in the east of China.） S2: I went to Qingdao. (T: Qingdao is very big and nice. It’s in the east of China) S3: I went to Hong Kong. (T: I haven’t been there; you must say something about there for me.) 1.When did Lingling go to Xinjiang ? 2.Where is Xinjiang? 3.Which mountaindid Lingling climb? 4.Which lake did Lingling visit? 5.Did she have a good time?