1、制作video 对话1,2整体试听无文字 On the school bus. On the school bus. How about you? On the school bus. How about you? I go to school by bus. . ? On the school bus. How about you? I go to school by bus. . ? How do you go to school every day, Amy? Role play 男女生 Role play 男女生 At At 7:307:30. . I go to work I go
2、to work by car.by car. Role play Baobao uncle When? How? Listen Listen and and repeat:repeat: Pronunciation Pronunciation intonationintonation go to work 拷屏跟读 P42 Group work:Group work: 3 3 in a in a group.group. Choose Choose one of the tasks:one of the tasks: Task1: ReadTask1: Read Task2: Role pla
3、yTask2: Role play On the school bus. How about you? I go to school by bus. When do you go to work, Uncle? At 7:30. How do you go to work? I go to work by car. How do you go to school every day, Amy? Look at me. I go to school . on the school bus Look at me. I go to school . by car Look at me. I . .
4、go to school on the train I . . Look at me. go to school by bike Look at me. I . . go to school in a van Look at me. I go to school on a boat. I go to school in a truck. Look at me. dance I go to the park. I run there. I go to the park. I run there. I go to . I by . I go to the park. I run there. I
5、go to . I by . I . I . I go to the park. I run there. I go to . I by . I . I . Homework Listen and Read dialogue. Share your ideas to your parents.指导思想与理论依据指导思想与理论依据 英语课程标准2011 版强调：要力求合理利用和积极开发课程资源。因此，在导入 环节，通过播放自制小动画，既延伸了对话场景，激发学生的兴趣，又复现了一些交通工 具，使学生能够积极参与到有关出行方式的话题讨论中；在新授对话时，为了更加丰富对 话情境，教学中进行了文本拓展与
6、延伸（即谈论 Baobao 的妈妈是如何上班的） ，以促进学 生的思维发展，培养他们的语言运用能力；在操练环节中，通过呈现海尼曼英语绘本 Going to school ，引导学生观察并尝试说出不同国家的上学方式，开阔视野，形成跨文 化意识，这也体现了英语课程的人文属性。 英语课程标准2011 版提出：要面向全体学生，注重素质教育；突出学生主体，尊 重个体差异；采用活动途径，让学生逐步掌握语言知识和技能，最终感受成功。因此，在 拓展交流环节中，首先通过观看采访视频，教师引导学生关注身边熟悉的人的周末生活， 激发学生的学习动机，鼓励和引导学生用本课话题语言讨论、表达自己周末的活动及出行 方式，强
7、化他们的互动交流能力，调动他们大脑中的英语资源，从而操练并落实语言。然 后通过教师引导，学生能够辨别出不同出行方式的正确或者错误做法，培养学生批判性思 维，同时帮助学生培养正确出行方式的意识。 教学背景分析教学背景分析 【教材分析教材分析】： 本课时以 go to school 这一学生最为熟悉的活动引出本单元主题，并结合 Baobao 询问 朋友及其家人的情景呈现询问对方出行方式的功能句“How do you go to？”及其答语“I go to .”并围绕功能句的操练呈现简单、常用的交通方式短语 on foot, by bus, by bike。 【学生情况学生情况】： 1.知识基础：
8、在一年级上册 Unit2 Good morning 中学习了 bike, Unit5 I can sing 中学习了 car, 在一年 级下册 Unit2 What do you do?中学习了 go to school, go to the park, 在二年级上册 Unit2 What do you do on Sunday?中学习了 go to the cinema, go to the park, go to the zoo, go to the farm, go to the museum, go to the bookstore 等动词短语。在本册 Unit1 What time
9、is it? 中 学习了句型 When do you ? I at. 和词汇 work，这些知识在教材中的不断复现为学 生的学习奠定了一定的基础。 2.年龄特点： 二年级学生拥有好奇、好动、好玩、好胜、好表扬的五好心理，在学习中乐于模仿， 喜欢说唱英语歌谣，喜欢听故事，喜欢做任务。 3. 本班情况： 本班学生经过近两年的英语学习，对语言形式、语言意义和语言结构有了一定的感知。 此外，本学期学生初步尝试阅读英语绘本分级读物，具备了一定简单的语言交际能力。但 由于学校地处城乡结合部，生源大部分来自于外省市，所以学生的英语拼读水平高低不同。 教学目标教学目标 知识与技能目标知识与技能目标: 1.能够
10、听懂、会用“How do you go to”询问出行方式，并能用“I go to .”做出相应 回答。 2.能够听懂、认读表达出行方式的固定短语 on foot, by bus, by bike。 3.能够结合自己的真实生活经验就出行方式进行简单交流。 过程与方法目标：过程与方法目标： 1.通过教师问题引导，完成视、听、说等教学活动，学生能够理解对话及表达出行方式的 固定短语。 2.通过教师的引导，视听不同人群间的交互式问答，学生能够就出行方式进行简单的交流。 情感态度价值观：情感态度价值观： 在谈论出行方式时，学生能够有安全出行的意识。 教学重点：教学重点： 1.询问某人出行方式的功能句的
11、理解与运用。即“How do you go to ?” “I go to .” 2.能够认读短语 by bus, by bike, on foot. 教学难点：教学难点： 结合自己的真实生活经验就出行方式进行简单交流。 教具准备：教具准备： 多媒体、人物头饰、图片、学生的照片 教学过程教学过程 一、Free talk T: Class begins. Good morning, boys and girls. T: Sit down, please. T: Now lets have a look. Where is it? What time is it? T: Look, whos she
12、? Actually, in our daily life, sometimes we go to school by bike. Sometimes we go to school on foot, like Mary. And also sometimes, we go to school by car. T: How about you? How do you go to school this morning? T: Now, today we are going to talk about different ways to go to a place. All right? 【设计
13、意图设计意图】谈话导入，激活学生的已有知识和已有经验，并引入有关出行方式的话题。谈话导入，激活学生的已有知识和已有经验，并引入有关出行方式的话题。 二、Lead in T: Ok, look. Our friend, Baobao and his Mom are coming. Theyre going to a place on foot. T: Now, Everyone, lets follow them. Lets see: where are they going? What do they see on the way? T: Good. They visit Amys famil
14、y. 【设计意图设计意图】通过观看自制小动画，既激发学生的兴趣，又复现了一些交通工具、延伸通过观看自制小动画，既激发学生的兴趣，又复现了一些交通工具、延伸 了对话场景，使他们能够积极参与到有关出行方式的话题讨论中，为接下来的对话学习做了对话场景，使他们能够积极参与到有关出行方式的话题讨论中，为接下来的对话学习做 准备。准备。 三、Presentation 【对话一】： T: Look, they are happy and they are talking. Do you want to know: what are they talking? Now, lets listen and wat
15、ch carefully. (整体对话视听无文字一遍) T: Children, at first, we heard Baobao and Amy talk about how to go to school. T: Do you remember? How do they go to school? Listen again.（对话一，无文字视听） T: How does Amy go to school? Amy says T: Lets look at the school bus. Whats it like? T: How about Baobao? Baobao says T:
16、Good. You can choose someone to say. T: Ok, children, do you remember: first, how does Baobao ask Amy? （听这 Baobao 的提问。 ） T: Now boys, you are Baobao. Girls, you are Amy. Lets try to role play. (对话一视频有文字) 【设计意图设计意图】先整体输入对话，引导学生初步感知对话内容，再细致学习。对话一的学先整体输入对话，引导学生初步感知对话内容，再细致学习。对话一的学 习是通过让学生看无文字视频，反复听对话，帮
17、助学生理解语言。通过男女生角色扮演，习是通过让学生看无文字视频，反复听对话，帮助学生理解语言。通过男女生角色扮演， 体验语言的运用。体验语言的运用。 【对话二】 T: Baobao and Uncle talk about how to go to work. Lets listen: what does Baobao want to know? (对话二第一遍听-音频) T: First, Baobao wants to know. When? T: Next, Baobao wants to know.How? T: How about uncle say? Lets listen and
18、 watch. (对话二第二遍视听-无文字) T: When does uncle go to work? T: How does uncle go to work? T: Super. Now Im Baobao. You are Uncle. Lets talk together, all right? (对话二 role play). 【设计意图设计意图】对话二的学习是听对话，首先找出宝宝的问题，提取关键信息（特殊疑问对话二的学习是听对话，首先找出宝宝的问题，提取关键信息（特殊疑问 词）词） ；然后通过观看无文字视频，找出；然后通过观看无文字视频，找出 uncleuncle 的答语；最后
19、通过师生间角色扮演，理解语言的答语；最后通过师生间角色扮演，理解语言 的运用。的运用。 T: Baobao knows uncle goes to work by car. How about Baobao Mom? T: If I am Baobao Mom, you are Amy. Lets talk again. Ready? (T+S_role play) 【设计意图设计意图】通过延伸原文本内容，能够就话题师生间进行模拟交流，完成语言交往任通过延伸原文本内容，能够就话题师生间进行模拟交流，完成语言交往任 务，体验语言运用能力。务，体验语言运用能力。 四、Practice T: Ok.
20、 This is the dialogue. Do you have any questions? T: Well. lets listen and repeat. Please, open your book. Page 42. Listen, point and say. Everybody, ready? T: Lets work in your group. Some tips for you! Tip1: 3 children in a group. Tip2: You can choose one of the tasks. Task1: read the dialogue. Ta
21、sk2: role play. Tip3: 1 min for you. Here we go! T: Times up. Which group wants to try? T: I think you did a good job, so close your book. 【设计意图设计意图】本环节，通过跟读对话再次体会对话文本语言。通过在小组内分角色朗读本环节，通过跟读对话再次体会对话文本语言。通过在小组内分角色朗读 或者角色扮演，帮助学生内化语言，培养学生交往合作能力。或者角色扮演，帮助学生内化语言，培养学生交往合作能力。 T: From our class, we know Baob
22、ao goes to school by bus. Amy goes to school on the school bus. Well. How about foreign children? How do they go to school? Lets follow this picture book. Lets see how do they go to school? 【设计意图设计意图】通过呈现绘本，引导学生尝试说出不同国家的不同上学方式，让学生有跨通过呈现绘本，引导学生尝试说出不同国家的不同上学方式，让学生有跨 文化的意识，拓宽国际视野。文化的意识，拓宽国际视野。 T：Super.
23、 They go to school by different ways. Now, children, lets enjoy a song about going to school. 【设计意图设计意图】通过哼唱话题相关的歌曲，激发学生的学习兴趣，引导学生积极参与到接通过哼唱话题相关的歌曲，激发学生的学习兴趣，引导学生积极参与到接 下来的活动。下来的活动。 五、Production 活动一： 1. Enjoy the activities T: You sing really well. We know: form Monday to Friday we have to go to sch
24、ool T: Children, the weekend is coming. Do you go to school on the weekend? What do you do? T: Next, lets follow a video and have a look: How about other peoples weekend? 2. Share your activities with partner T: How about you? Lets share your ideas with your partner. T: Please take out your photos.
25、And 2 min for you. All right? Here we go. 3. Show your activities T: Who wants to share your activities? Thank you for sharing. 【设计意图设计意图】授课时间距离周末很近了，通过观看采访视频，教师引导学生关注不同人授课时间距离周末很近了，通过观看采访视频，教师引导学生关注不同人 群周末的不同活动，最后鼓励学生用本课话题语言讨论、表达自己周末的出行动态及出行群周末的不同活动，最后鼓励学生用本课话题语言讨论、表达自己周末的出行动态及出行 方式，操练并落实语言。方式，操练并落
26、实语言。 活动二： T：Children, we know we can go to some places by different ways. Look, here are some pictures. Lets see which one is the right? 【设计意图设计意图】通过教师引导，学生能够辨别出不同出行方式的合理做法，培养学生批判通过教师引导，学生能够辨别出不同出行方式的合理做法，培养学生批判 性思维，同时帮助学生梳理正确的出行方式的意识。性思维，同时帮助学生梳理正确的出行方式的意识。 六、Homework T: We know when we go to some
27、places by different ways, please pay attention to safety, all right? Ok, At last, todays homework is: No.1 please listen and read the dialogue again. No.2 please share your new ideas to your parents. T: Ok, class is over. Stand up. Bye-bye class. 【设计意图设计意图】总结提升阶段进一步体现学科德育的重要性。教师引导学生尝试不同的出总结提升阶段进一步体现
28、学科德育的重要性。教师引导学生尝试不同的出 行方式，并注意安全。此外，课后作业的目的是使学生就出行话题，结合新旧知识与实际行方式，并注意安全。此外，课后作业的目的是使学生就出行话题，结合新旧知识与实际 情况与他人进行真实交流。情况与他人进行真实交流。 七、板书 学习效果评价学习效果评价 语言评价： 课上，教师用鼓励性语言对学生进行学习效果的评价。如 Good! Great! Wonderful! Good job! Very nice! 等。 实体评价： 课后，教师根据学生课上发言的有效次数，奖励发言章，以鼓励学生课上能够做到积极 发言。 本教学设计与以往或者其他教学设计相比的特点（本教学设计
29、与以往或者其他教学设计相比的特点（300-500 字数）字数） 本课在学生已有的知识基础上，围绕谈论出行方式这一话题主线，对教学内容进行整体 规划，由此设计出不同的教学活动，使学生通过接触、理解到运用，逐步实现语言知识的 内化。 一、从学生的生活经验出发，引入话题 本课由谈话导入，激活学生的已有知识和已有经验，引入有关出行方式的话题。再通过 播放自制小动画，既延伸了对话场景，激发学生的兴趣，又复现了一些交通工具。 二、采用不同活动，讨论话题 在新授对话时，为了更加丰富对话情境，教学中进行了文本拓展与延伸（即谈论 Baobao 的妈妈是如何上班的） ，以促进学生的思维发展，培养他们的语言运用能力
30、； 在操练环节中，通过呈现英语绘本Going to school ，引导学生观察并尝试说出不同国 家的上学方式，开阔视野，形成跨文化意识，这也体现了英语课程的人文属性； 在拓展交流环节中，首先通过观看采访视频，教师引导学生关注身边熟悉的人的周末生 活，激发学生的学习动机，鼓励和引导学生用本课话题语言讨论、表达自己周末的活动及 出行方式，强化他们的互动交流能力，使学生能够积极参与到有关出行方式的话题讨论中， 从而操练并落实语言。然后通过教师引导，学生能够辨别出不同出行方式的正确或者错误 做法，培养学生批判性思维，同时帮助学生培养正确出行方式的意识。制作video 对话1,2整体试听无文字 On
31、the school bus. On the school bus. How about you? On the school bus. How about you? I go to school by bus. . ? On the school bus. How about you? I go to school by bus. . ? How do you go to school every day, Amy? Role play 男女生 Role play 男女生 At At 7:307:30. . I go to work I go to work by car.by car. R
32、ole play Baobao uncle When? How? Listen Listen and and repeat:repeat: Pronunciation Pronunciation intonationintonation go to work 拷屏跟读 P42 Group work:Group work: 3 3 in a in a group.group. Choose Choose one of the tasks:one of the tasks: Task1: ReadTask1: Read Task2: Role playTask2: Role play On the
33、 school bus. How about you? I go to school by bus. When do you go to work, Uncle? At 7:30. How do you go to work? I go to work by car. How do you go to school every day, Amy? Look at me. I go to school . on the school bus Look at me. I go to school . by car Look at me. I . . go to school on the trai
34、n I . . Look at me. go to school by bike Look at me. I . . go to school in a van Look at me. I go to school on a boat. I go to school in a truck. Look at me. dance I go to the park. I run there. I go to the park. I run there. I go to . I by . I go to the park. I run there. I go to . I by . I . I . I go to the park. I run there. I go to . I by . I . I . Homework Listen and Read dialogue. Share your ideas to your parents.
