人教版（新起点）四年级下册Unit 3 Travel Plans-Lesson 1-教案、教学设计--(配套课件编号：1072e).doc

1、UnitUnit 3 3TravelTravel PlansPlans 教学设计教学设计 （第（第 1 1 课时）课时） 一、教材内容分析 本课时的教学内容为新起点英语四年级下册 P24，即 A Look, listen and repeat, B Lets play, C Lets write. A 部分借助对话录音和图片呈现八个目标词汇：sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos，并通过让学生看、听、说、 做等途径来感受并学习这些词汇。B 部

2、分通过“小导游”游戏，帮助学生操练词汇，并体会 词汇在交际情景中的运用。C 部分为让学生根据所给的信息提示，选择本科所学词汇或运用 已学词汇完成句子填空，同时强化良好的英文书写习惯。 二、学生情况分析 四年级的学生通过第一单元的学习，学习了 restaurant, post office, bank, grocery, crossroads 等表示场所和地理位置的词汇，为这节课的顺利学习打下基础。 三、教学目标 通过本节课的学习，学生能够达到以下目标： 1. 能够听懂、 会说 sea, ski, eat seafood, visit the Mogao Caves, West Lake, ro

3、w a boat, the Great Wall, take photos 等描述旅游景点名称及相关活动的单词和短语；能够根据语境恰当使用它 们，并能借助拼读规律认读、识记单词和短语。 2. 能够用 We can 初步表达在风景名胜中所从事的相关活动。 3. 能够根据实际情况，选择本课所学词汇或运用已学词汇完成句子填空，同时强化良好的 英文书写习惯。 4. 能够通过课堂交流，了解在风景名胜所能从事的活动，拓展视野。 四、教学重难点 教学重点： 能够听懂、会说 sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat,

4、 the Great Wall, take photos 等描述旅游景点名称及相关活动的单词和短语；能够根据语境恰当使用它 们，并能借助拼读规律认读、识记单词和短语。 教学难点： 能够用 We can 初步表达在风景名胜中所从事的相关活动。 五、教学步骤 1. 热身（唱一唱） T: Good morning, boys and girls. Ss: Good morning, Miss Fan. T: Do you like playing games? Ss: Yes! T: Lets play Bomb games.（点击课件） 设计意图：通过玩炸弹游戏复习以前学习过的表示地点场所的名词，

5、激活学生以往的知识， 同时在紧张愉快的氛围中让他们迅速进入学习英语的状态之中。 T: Look! The train is coming. I say park, you say , he says Are you clear? Ss: Yes! T: Lets play. 设计意图：进行头脑风暴活动，激发学生头脑中已有的关于此类话题的单词。 T: What can you do in a park? S: I can play ping-pong. S: T: Lets work in 2. Ss: 学生两人一组展开对话，班内展示，及时评价。 设计意图：复习由单词过渡到句子。复习 I can

6、 功能句，为本节课的学习做好铺垫。 2. 学习（学一学，练一练） （1）单词教学 教学 eat seafood T: Look!（点击课件）Andy and Lily are enjoying the pictures. What places are they? S: T: Have you ever been to these places for travelling? S: T: Today we are going to talk about travel plans. Travel means 旅游，Plan means 计划， / trvl/, /pln/. Ss: /trvl/

7、 /pln/ T: Great! What do the two as say? S: They say /. T: Well done. Look at the beautiful pictures. Where is it? Ss: Sanya. T: Right! What can you do in Sanya? S1: I can swim in the sea. T: We can swim in the sea. I like the sea. What can we do by the sea? S1: We can walk/ T: Do you like eat seafo

8、od? Look here! They are seafood. What does seafood mean? Ss: It means 海鲜。 T: The food comes from the sea. We can eat seafood by the sea. 设计意图：sea, seafood 单词比较简单。主要是运用。 教学 ski T: Look at the beautiful pictures. Where is it? Ss: Harbin. T: What can you do in Harbin? S: We can T: Look here! What can h

9、e do? He can ski, /ski/. Ss: /ski/ T: Do you like skiing? Ss: Yes. T: What else can you do in Harbin? S: We can see the ice engraving. T: Great! 设计意图：激活学生已有的知识和生活经验。 教学 the Great Wall 和 take photos T: Where is it?（点击课件） Ss: 北京 T: What can you do in Beijing? S1: I can visit Tianmen Square. S2: I can

10、visit the Summer Palace. S3: T: Good job! Look! Where is it? Ss: 长城 T: The Great Wall. eatgreat, allwall. Ss: The Great Wall. T: Have you ever been to the Great Wall? Ss: Yes. / No. T: The Great Wall is great. What can we do on the Great Wall? Ss: We can climb the hills. T: What else? S: We can see

11、the flowers. T: Can we take photos there?（做动作） Ss: Yes! T: take photos. Ss: take photos T: Where can we take photos? S: We can take photos 设计意图： 培养学生说的能力。 将以前学习的场所单词和这节课学习的做的事情有机结合起 来。 教学 visit the Mogao Caves T: Have you ever been to there?（点击课件，出现敦煌景色图片） Ss: Yes. / No. T: Where is it? Ss: Dunhuang

12、. T: What can you visit in Dunhuang? S: We can eat good food. S: We can T: Excellent. What is it? Ss: 莫高窟 T: Its the Mogao Caves, /keivs/. Ss: /keivs/ T: We can visit the Mogao Caves in Dunhuang. What else can we do in Dunhuang? S: We can take photos in Dunhuang. S: We can 设计意图：培养学生说话的能力。 教学 West La

13、ke 和 row a boat T: There is a nice place in Hangzhou. Many people visit it. Many poets wrote poems about it. Sushi thought it is as beautiful as Xizi. What is it? Ss: 西湖 T: Yes, its the West Lake. What does a-e say? Ss: /ei/ T: Good! /west/, /leik/. Ss: /west/, /leik/ T: What can you do on West Lake

14、? S: I can take photos. S: I can T: Can you row a boat?（做动作） Ss: Yes. T: /r/ Ss: /r/ T: /bt/ Ss: /bt/ T: You can row a boat on West Lake. Where can you row a boat? S: I can row a boat 设计意图： 通过追问，培养学生综合运用语言的能力。 Look, listen and repeat T: Look at the pictures! Lets say by using This is We can Please w

15、ork in 2. 学生两人一组操练，班内展示，及时评价。 T: Open you book. Listen and number.（点击课件） 学生听音标号。班内校对，及时评价。 设计意图：让学生先说再听，一则是复习巩固了新学习的单词，二则是进行了听前预测。 T: Lets listen and finish the chart.（点击课件） 学生听音，完成表格，班内校正，及时评价。 T:（点击课件，出现文本）Lets listen and repeat. 学生听音跟读，班内展示，及时评价。 （2）Lets play T: Lets play. First lets see how to p

16、lay.（点击课件） 学生观看 T: Are you clear? Ss: Yes. T: Lets go. Work in 2. Ss:学生两人一组问和答，班内展示，及时评价。 （3）Lets write T: Look at the pictures. （点击课件， 出现 A 部分图片） We can eat seafood in Sanya. What can you do? S: We can 设计意图：说是为写作铺垫。 T: Now lets write. （4）Homework 1. Read the words to your parents. 2. Repeat the dialogue to your parents. 3. Write about your travel plan: We can in 设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩 子根据自己的学习能力选作，真正实现了以生为主。 六、板书设计 整个板书以本节课的教学重难点为主， 辅之以教学评价。 老师每教授一个单词就板书一个单 词。随着教学的深入开展，接着在单词旁边添加单词或者标点符号，使之成为句子。评价是 这样进行的：全班分成 AB 大组比赛，比赛为争夺小红旗，看谁得到的小红旗最多。最后用 这个板书来进行整节课的小结。