北京版五年级上册UNIT SEVENWHAT WILL YOU DO IN CHENGDU -Lesson 25-教案、教学设计--(配套课件编号：b0528).doc

1、1 北京版小学英语五年级上册第 25 课 Unit 7 What will you do in Chengdu? Lesson25 一、教学内容 2 二、指导思想与理论依据 国家英语课程标准提出： “要强调学习过程，重视语言学习的实践性和应用性。 主张学生在真实的语境中接触、体验和理解语言，并在此基础上学习和运用语言。 ”本 课是高年级教学，注重以话题为主线呈现语言知识，教师要设计多种多样的板块活动。 因此我在在课堂上尽可能多的为学生创造运用语言的环境，学生通过多种形式跟读、小 组合作学习的形式学习本单元旅行的话题，在活动中体验并运用所学语言，提高语言在 真实环境中的应用。 三、教学背景分析

2、(一)教学内容： 单元内容分析：本单元围绕旅行这一话题，重点学习询问乘坐的交通工具，在旅行 中安排活动时间以及计划做什么事情。学生第一次接触此话题。本单元所要学习的新的 交际用语是询问乘坐的交通工具“Are you going toby?/No, we are going by” 在某地计划做某事“What will you do in?/ I will ”安排活动时间“what time are we going to?/ We are going toat”在本单元的三课学习课，以玲玲一家 去成都看望爷爷奶奶并游览当地的景点为情景主线。在第一课时中，玲玲向宝宝表达自 己要乘坐飞机去成都看望

3、家人和游览其他景点的计划。第二课时，玲玲在前往成都的飞 3 机上与陌生人交谈在成都计划做什么事情。在第三课时中，主要呈现玲玲一家在成都的 活动安排，强调了在某一时间里计划做某事，将前两课的功能句型进行了复现。 (二)学生情况： 五年级的学生在学习上有自主的学习能力，朗读能力及语言表达能力。他们对英语 的学习有兴趣，尤其是谈论外出旅行的话题更能激发他们的学习乐趣。但是学生的学习 存在着差异，对于学习基础较好的同学可以在课堂上积极地参与到课堂中来，学习效果 也比较好，有的学生只能学习简单的词汇与语句。在老师的和同学的帮助下，也可以参 与到课堂当中来。每个学生在老师的引导下，都能够进行学习，根据自己

4、的学习能力学 到知识。 教学方式：师生互动，体验学习，合作学习。 (三)教学手段及技术准备：Pad; 配套多媒体课件；自制课件；自制单词卡。 四、教学目标及重难点 (一一)教学目标：教学目标： 1.能够正确理解和朗读本课对话。 2.能在情境中理解、听说、认读单词 busy, leave, 等词汇，发展学生在情境中理解词汇 的能力。 3.能询问及表达“将在某时间做什么事情”的交际用语：“What time are you/ they going to ? We/ They are going to ”并能创编新的对话。 4.能熟练使用 pad 进行答题，抢答，以及课文跟读。 （二）教学重、（二）

5、教学重、难难点：点： 教学教学重点重点： 1. 询问及表达 “将在某时间做什么事情” 的交际用语：“What time are we going to do? We are going to at” 2. 能正确理解、朗读对话。 教学难点：教学难点： 询问及表达 “将在某时间做什么事情” 的交际用语：“What time are we going to do? We are going to at” 五、教学过程 4 Step1:歌曲导入歌曲导入，复习旅行计划复习旅行计划. 教师带领学生演唱歌曲，之后简单谈论歌曲内容，引入到本单元话题玲玲的旅行 计划。之后带领学生回忆玲玲的旅行计划是什么，学生

6、根据教师 PPT 上关键词用英 语叙述 Linglings travel.师生对话如下： 1. Sing a songWe are going to visit the moon T: Good morning, boys and girls! Lets sing a song, Ok? 2.Free talk T: Ok,Lets go back to our lesson. This lesson we are going to learn Lesson 25Ling lings travel plan for Chengdu. What is Lingling going to do?

7、She is going to The teacher will lead students to retell the key information in lesson 23&24 and students try to answer t he questions. 【设计意图设计意图】 ：通过歌曲导入，创造英语学习的氛围，激发学生本节课学习的兴趣， 同时复习主要功能句型。通过师生间对话，激活学生已有认知，唤起他们对本单元前两 课玲玲准备去成都旅行和在飞机上遇到的新朋友的背景知识的相关记忆，用语篇的形 式，帮学生梳理知识间的联系。 Step2: 对话学习，了解玲玲对话学习，了解玲玲的在成都

8、第二天的旅行计划。的在成都第二天的旅行计划。 1. 观察主题图，了解情景信息 教师出示图一 PPT（见图 2） ，引导学生关注对话发生的背景信息，以及猜测问候 语言，师生对话如下： T: Ok, lets travel with Lingling. Look, Linglings family are arriving in Chengdu. Where are they now? S1: They are at Chengdu airport. T: （叔叔出现）Who is coming to pick them up? S2: Yes, its Linglings uncle. T: G

9、uess, what uncle will say to them? S3: Nice to meet you/Welcome to Chengdu. 教师播放图一第一句的录音，学生听后跟读，对话内容如下： Uncle: Nice to see you all again. You are taller, Lingling. 【设计意图【设计意图】通过观察主题图的人物及地点，引导学生关注本课对话发生在机场这一场景， 预测人物问候语，为学习玲玲的具体行程安排扫清障碍。 2. 整体视听，了解玲玲的具体日程活动安排 5 (1) 教师提出问题， 请学生思考他们接下来会谈论哪些内容， 随后播放完整视频，

10、 请学生观看后在 Pad 上完成学习单。师生对话如下： T: What will they talk about next? Now, lets watch and listen（播放课文视频） T: Ok, boys and girls. What are they talking about? You have 2 choices. A: They are talking about the plan for tomorrow. B: They are talking about the food to eat. Now please open your Pad and make a ch

11、oice. (学生打开 Pad， 在 Pad 上完成选择，之 后教师查看学生答题情况，核对答案,最后请学生合上 Pad,观看教师 PPT) (2) 教师继续提出问题“Whats the plan for tomorrow?”之后播放课文录音，请学 生在 pad 上填写初玲玲一天的旅行计划。 师生对话如下： T: Whats the plan for tomorrow? You can read the dialogue on your book and fill the blanks on Pad . T: So Whats the plan for tomorrow? Ss: They ar

12、e going to see the pandas and visit Du-jiang-yan. T: Great! How do you know that? Can you show me the answer? Ss: Point to the answer. T: Is it right? Ss: Yes./ No T: Where will they have dinner?At home or not at home? Ss:At home. T: So, we know in the morning, they are going to see the panda. In th

13、e afternoon, they are going to visit Du-jiang-yan. And in the evening, they are going to come back for dinner. Now who can retell the plan? Ss: 6 3.处理课文细节问题 教师出示课文对话，提出细节性问题：What time are we going to leave? And how will they see the pandas 请学生从对话中找到答案，并在 Pad 上完成作答。最后，完整 呈现 the plan for tomorrow.引导学生

14、评价玲玲的计划怎么样。 T: Look, Mom has question, whats the question? Listen. Ss: What time are we going to leave？（学习新单词 leave） T: So What time are we going to leave？ Ss: We are going to leave at 7:30 after breakfast. T: Very good! Now lets listen. What does uncle say? T: Please think about why mom ask what ti

15、me are we going to leave? Ss: Maybe she want to know the time and she wants to prepare something before they are leaving. T: So now we know they are going to see the pandas in the morning and they are going to leave at 7:30. Well, how will they go by bus or by car. Ss: By car T: Why? Ss: Because unc

16、le says “ I will drive you there. I am a good driver.” T: Good job! This is all about linglings plan for tomorrow. How is the plan? Will they have a good time tomorrow? How will they feel? Ss: They will be very happy. T: Yes! What does uncle think of the plan. Listen! What does uncle say? Ss: We wil

17、l have a busy day. （学习新单词 busy） T: Look! Tomorrow they will see pandas in the morning and they are going to leave 7 very early at 7:30. And then they will visit Du-jiang-yan and at last they will come back for dinner. Maybe they will come back late. So they will have a busy day. 【设计意图设计意图】 ： 逐句呈现对话，

18、完整呈现玲玲一天的活动计划，引发学生思考妈妈为 什么要问出发的时间， 引导学生做计划时要有时间意识， 同时尝试评价玲玲的旅行计划， 理解 a busy day 的含义。 4.在 pad 上进行跟读练习。 Listen and repeat the whole dialogue.（学生在 Pad 上进行跟读练习） 5.学生分角色朗读课文。 【设计意图【设计意图】 ：学生通过使用 Pad 进行课文的跟读练习，能让学生有针对性的进 行自主学习。 Step3: 操练功能句型，创编新的对话。操练功能句型，创编新的对话。 1. 教师创设爸爸想知道去都江堰的时间和奶奶想知道回家吃晚饭的时间， 让学生使 用功

19、能句型进行操练，之后，教师创设玲玲一家要做更多更细致的计划，为学生呈现他 们一家人计划好的时间安排，请学生为他们编一段新的对话。师生对话如下： T: Mom wants to know the time to leave, so she ask what time are we going to leave, right? Ss: Yes. T: Now Dad wants to know the time to leave for Du-jiang-yan, how will he say? Ss: What time are we going to leave for Du-jiang-y

20、an. T: Well done! Grandma wants to know the time to have dinner, how will she say? Ss: What time are we going to have dinner? T: Now, Lingling wants to have a good trip tomorrow. So she needs to make more 8 plans, like the time to get up, have lunch, visit Du-jiang-yan and go home. Look! This the plan they make. Can you make a new dialogue according to the plan? Ss: 2. 学生表演对话 3. 教师总结板书 T: Sometimes, we can also ask what time are you/ are they or is he/she going to leave? Right? And the answer should be we are/ you are or he/she is going to leave at7:30. Step4: Homework 板书设计板书设计