北京版五年级上册UNIT SEVENWHAT WILL YOU DO IN CHENGDU -Lesson 23-教案、教学设计-县级公开课-(配套课件编号：a1183).doc

1、教学设计教学设计 UnitUnit 7 7WhatWhat willwill youyou dodo inin ChengduChengdu ? ? L23L23 一、教材分析：一、教材分析： 1.1. 单元分析：单元分析： 本单元的话题是谈论旅行时乘坐的交通工具，在旅行中安排活动时间以及计划做什么事 情。 本单元的交际用语是询问乘坐的交通工具 “Are you going to by ? No, we are going by ”，在某地计划做某事“What will you do in? I will”和安排活动时间“What time are we going to ? We are g

2、oing to at ”本单元的教学重点是学生能够在具 体情境中使用功能句型与他人交流计划乘坐什么交通工具，计划在某个时间做某事等。本单 元的教学内容中还包括许多国内旅游文化景点，可以增强学生的爱国意识。 2.2. 课时分析：课时分析： 本课时的“Listen and say”版块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。玲玲告诉宝宝自己要乘坐飞机去成都，因为它比较快捷，她还告诉宝宝自己要去 看大熊猫。 宝宝提醒玲玲不要忘了去参观都江堰。 在这个情境中呈现了本课时的功能句型 “Are you going to by ? No, we are going by ”。在“Liste

3、n, look and learn”版块, 教材提供了北京的著名景点鸟巢和颐和园，car, subway, bus, taxi 等交通工具，让学生在 情境中操练本课时的功能句型。 二、学生分析：二、学生分析： 五年级的学生具有充分的感知能力和想象能力，他们喜欢通过自己的感觉、喜好和体验 来进行自主积极的学习。通过四年多的英语学习，他们具备了一定的英语基础，掌握了大量 的词汇、短语和句型，具有较好的语音语调基础，乐于开口并敢于开口，能积极地参与课堂 学习活动，积极思考回答老师的问题，勇于发表自己的见解，能与同学进行交流与合作。他 们掌握了初步的英语学习方法，具有良好的自主学习习惯，形成了一定的自

4、主学习能力。因 此，我充分利用学生的这些特点，设计真实的教学情境，让学生在轻松的氛围内进行语言知 识的学习与掌握。对于旅游这个话题，孩子们都很感兴趣，他们都有相当丰富的旅游经验。 在知识储备方面，学生已经掌握了常见交通工具的词汇和相关的功能句型，能够利用这些词 汇和功能句型就旅游这个话题进行初步的交流。三年级下册第一单元出现了“be going to” 结构，第五单元出现了“I will.”的功能句型，这两个功能句型在四年级的教学内容中又 不断地复现，为本单元的学习奠定了基础。 三、教学目标：三、教学目标： 1. 能够询问及表达旅行时乘坐的交通工具：“Are you going toby?/N

5、o, we are going by .” 2. 能够正确指认、朗读交通工具类词汇 train， subway，场所地点类词汇 the Birds Nest, the Summer Palace 等。 3. 能在积极的情感体验中，感受旅行带来的快乐。 四、教学重点：四、教学重点： 能够询问及表达旅行时乘坐的交通工具：“Are you going toby?/No, we are going by .” 五、教学难点：五、教学难点： 1. 能运用功能句型“Are you going toby?/No, we are going by .” 询问及表达旅 行时乘坐的交通工具。 2能根据自己的实际情

6、况选择合适的交通工具。 六、教具准备：六、教具准备： 教学课件，自制课件，人物头饰，旅游计划表格等。 七、教学过程：七、教学过程： I I WarmWarm upup FreeFree TalkTalk 1.T: Do you love travelling? Im going to Xiangshan this weekend.Im going there by car. How about you ? S: I am going to. . . 【设计意图】：引出“旅游”这个话题，激发学生的学习兴趣，复现“I am going to.”。 这个功能句型。通过师生之间自由谈话，使学生初步运用

7、“I am going to . By .”这 个句型进行交流。 IIII PresentationPresentation 1.1. LearnLearn thethe dialog.dialog. (1)To show the picture1. Ask: “What are they doing?”“They are making the model plane.”Elicit the answer from the children. (2)“Why is Lingling so excited?”Elicit the answer from the children. Have th

8、e children watch the video. 【设计意图】：引导学生关注图片中的非文本信息，并预测对话的内容。 (3) Ask,“Why is Lingling so excited?”.Have the students listen.（Because she is going to Chengdu.）Show the pictures about Chengdu. To show some pictures from the Internet. Have the children to know interesting places, special food in Chengd

9、u. 【设计意图】：利用网络资源，使学生了解成都这个旅游城市，拓宽视野。 Ask,“How do they go there?”Have the children guess. Have the children watch the cartoon with the question. Elicit the answer from the children. “Why do they go there by plane?”（Its fast.） To show the picture.To help them to understand “fast”. 【设计意图】：通过课件中动画的对比效果，

10、使学生理解“fast”的含义。 (4)Have the children talk about what they will do in Chengdu?Have the children read the books and find out the answers and underline the sentences.“What will they do in Chengdu?”. (5) To explain the word “forget”with “remember”. To help them to understand the sentence. (6)To show a s

11、entence, to help the children to understand “No, I wont.” Linling and her parents wont forget to see Du-Jiang-Yan .They are going there. 【设计意图】：利用句子替换帮助学生理解“No, I wont.”这句话的意思。 (7)Have the children watch the video again. (8)Have the students finish the exercises by the computer first.Then guide the

12、children retell the dialog with the pictures. 【设计意图】：通过再看一遍动画和引导学生根据板书图片简要复述对话，使学生整体把握 对话内容，对语言进行内化。 2.2. PracticePractice thethe dialogue.dialogue. (1) Have the children read the dialogue after the computer. (2) Have the children open their books and read the dialogue. (3) Have the children role pl

13、ay the dialogue with his partner. One is Baobao, the other is Lingling. (4) Have some pairs role play the dialogue in front of the class. 【设计意图】：通过多种形式的朗读，使学生进一步理解对话内容，并培养学生的口语表达 能力。 IIIIII PracticePractice 1. To show the pictures of the Birds Nest and the Summer Palace.Ask: “Where are these places?

14、” 【设计意图】：学习新的单词短语。 2. T: I want to go there. How can I get there ? Can you give me some advice ? Then show the vehicles and the sentences. 【设计意图】：创设情境，使学生在真实的情境中来操练语言。 3. T: Can I get there by plane ? Can I get there by ship ? 【设计意图】：通过对乘坐交通工具的询问，让学生明白要根据实际情况选择出行工具。 4.T：Do you want to know how I am

15、going there ? Have one student ask the teacher with the sentence. Then have the students practice in pairs. 【设计意图】：让学生操练功能句型。 IVIV ProductionProduction 1.To show a picture. “Where are you going this winter vacation ?”Have the students talking about. 2.T: For me. I want going these places. ( Hainan,

16、Harbin, Hangzhou, Hong Kong) Do you want going ? 3. T: What will you do there ? (take pictures , eat yummy food.)Elicit the students speak out the sentence : I will. 4. Have the students make a dialogue with the paper. The teacher give them a model first. 5.Have some students share their work in the

17、 class. 【设计意图】：利用创编对话的形式使学生操练本课时的功能句型，同时为下一课功能句型 “What will you do in. I will.”做准备。学生在真实的情境中进行真实的交流，有 效地激发学生的学习积极性和用英语做事情的意识与能力。 V V SummarySummary Today we have learned a new dialog. Lingling is going to Chengdu by plane with his parents. She will visit her grandparents and see the pandas. She will visit Du-Jiang-Yan, too. VIVI HomeworkHomework 1.Practice the dialog with your partner. 2. Talking about your travelling for this winter vacation with your friends . PSPS： BoardwritingBoardwriting