外研版（三起）小学英语五年级下册Module6Unit1I went there last year教学设计.doc

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1、外研版（三起）小学英语五年级下册Module6Unit1I went there last year教学设计小学英语Book6Module6说课稿Module6 Unit1 I went there last year.教学设计 教学目标 1、知识与技能目标 （1）能听懂、会说并认读下列单词：photo, stay, week以及短语 Li People, in the east/west/north/south of China。 （2）能听懂会说句子Its in the north of Where/When did you go? I went there last year with

2、Did you go with your mother and father? Yes，I did. / No, I didnt. 2、过程与方法目标 能用所学对话中的过去式句型描述自己或他人的经历，以及该地的方位。 3、情感态度价值观目标 （1）通过有关“旅游”的教学活动激发学生学习英语的兴趣。 （2）通过小组竞赛活动培养学生的合作意识和合作技巧。 （3）通过对“旅游”这一课题的交流，开拓学生们的视野，渗透情感教育。 教学重点和难点1、听、说、认读本课相关单词，并能灵活运用。 2、能运用简单英语句型相互间交流询问同伴间去过的旅游景点。 3、能根据教师所出示的景点图片进行介绍突破重、难点的措施

3、创设情景，让学生在情景中学习，组织活动让学生在活动中掌握知识，在活动中巩固运用新知。本节课我设计的游戏“击鼓浪花”，就是通过游戏的方式，有效地把较难的句型“Where/When did you go?”以及“Tts in the east/west/north/south of China .”，并通过设置一个真实的情景，让学生在轻松愉快的氛围中很快接受。教学过程 Step 1 Greetings and showT : Hello, boys and girls .How are you today ? Ss: Fine .Thank you . T : Im glad to hear th

4、at . Now, lets sing a song together,ok ? Ss:Ok . 出示课件，让学生齐说关于方向的chant。(设计意图：上课伊始，与学生亲切自然的相互问候并一起唱英文歌曲，可以较好的营造一个英语学习的氛围，使学生快速的进入学习状态，并且以关于方向的chant导入新课。) Step 2 Presentation and activity首先出示课件学习本模块单词，先有老师领学单词，然后以chant形式进一步巩固所学单词。之后，出示平面方向复习英语单词north,south,west 和east。然后进入新课的学习。T: (课件出示一张长城的风景图片)This is

5、 the Great Wall.its in Beijing.Did you go there?Ss:Yes,I did/No,Ididnt. 然后听课文录音，并跟读。T：(课件再出示一张海南的风景图片)This is a photo .Do you know where the scenery it is ? Ss: It is Hainan . T: Good .Yes ,it is Hainan. T: Great.(海南的所在地) Here is Hainan. It is in the south of China.I went there last year, and I stay

6、ed there with my sister for a week . 听课文录音，让学生带着问题“When did lingling go there ?”Who did she go with ?Where does linglings uncle live ?听课文录音，再分角色进行对话。 （设计意图：让学生带着任务听录音，集中学生的注意力，培养学生的听力。） Step3 Practice and correctGame:“击鼓传花” 教师拿不同旅游景点的图片（长城、海南、上海、北京）作为传递工具, 如传新疆时,全班问”Where did you you go to Xinjiang?

7、 , 教师喊停时拿到新疆图片的同学就必须要站起来运用新句型“I went there ”来回答上面的问句，其间，教师可根据学生的实际情况适当的增加询问句子，如“Did you go with your？” 等。回答完毕后教师组织学生复述该学生的答案。 （设计意图：游戏是最受学生欢迎的活动之一。此活动既能活跃课堂气氛，又能在无意识间输入知识量，加深了学生对新知识的认知与理解，充分激发了学生学生学习英语的热情。） 同学之间把自己旅游过的地方写下来，然后相互运用句型“When did you go to ?”和“Did you go with your？”进行交流询问对方，同时教师应把交流时所用到的

8、相关句子“When did you go to Guilin Beihai?”“Did you go with your friendsmother ？”写到黑板上让学生模仿，同学在交流时要做好相应的记录，稍后教师抽查学生上讲台做简单的介绍和总结。e.g.: My partner is she went to she went there she went with 不管学生是根据自己能力或是在教师的指导下作出的回答，教师都应予以其相应的语言评价或者物质奖励。 (设计意图：让学生在真实的情景中运用所学的语言进行交际；对学生的学习成果进行肯定的评价，有利于激发学生参与学习活动的积极性。) 在这一

9、环节，我还用课件的形式设计了部分习题，从而进一步巩固了本节课所学内容。Step 4Sum-up and Homework 同学们回家后询问父母及家里人他们曾经去过的旅游景点，那些地方有什么特点，做好笔记，下节课大家一起分享。 （设计意图：巩固新课知识，同时也为下节课内容做铺垫。）通过对知识的小结，帮助学生将本课的信息进行加工、储存，从而明确教学目标、重2 D& i( _. W/ z点和难点；对学生的表现进行总结评价，以评价促发展，培养小组团队精神，激励学生大胆开口，积极活动，为小组争得荣誉。最后做活动手册，是一个常规练习，其目的在于全方位地、及时检测学生对本课时掌握的程度。 , Q5 K4 #

10、 N1 y; 9 0 w Step 5 板书设计 I went there last yearWhen did you go to ?I went there Did you go with ?photo stay weekWhen did you go to Guilin Beihai?Did you go with your friendsmother ？结束语！祝大家学到有用的知识，提升自己的能力，实现自己的梦想，踏踏实实干好每一件事，为美好的明天而努力！162mctx53p0ocefymrz8ko4nj54nsui1s1gpwbvkm.p0rg4.4i0x6mh3,y2l99me7pz

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