《Travel plans》教學設計

一、教材內容分析

本課時的教學內容為新起點英語四年級下冊P24，即A Look, listen and repeat, B Let’s play, C Let’s write. A部分藉助對話錄音和圖片呈現八個目標詞彙：sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos，並通過讓學生看、聽、說、做等途徑來感受並學習這些詞彙。B部分通過“小導遊”遊戲，幫助學生操練詞彙，並體會詞彙在交際情景中的運用。C部分為讓學生根據所給的資訊提示，選擇本科所學詞彙或運用已學詞彙完成句子填空，同時強化良好的英文書寫習慣。

二、學生情況分析

四年級的學生通過第一單元的學習，學習了restaurant, post office, bank, grocery, crossroads等表示場所和地理位置的詞彙，為這節課的順利學習打下基礎。

三、教學目標

通過本節課的學習，學生能夠達到以下目標：

1. 能夠聽懂、會說 sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos等描述旅遊景點名稱及相關活動的單詞和短語;能夠根據語境恰當使用它們，並能藉助拼讀規律認讀、識記單詞和短語。

2. 能夠用We can … 初步表達在風景名勝中所從事的'相關活動。

3. 能夠根據實際情況，選擇本課所學詞彙或運用已學詞彙完成句子填空，同時強化良好的英文書寫習慣。

4. 能夠通過課堂交流，瞭解在風景名勝所能從事的活動，拓展視野。

四、教學重難點

教學重點：

能夠聽懂、會說sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos等描述旅遊景點名稱及相關活動的單詞和短語;能夠根據語境恰當使用它們，並能藉助拼讀規律認讀、識記單詞和短語。

教學難點：

能夠用We can … 初步表達在風景名勝中所從事的相關活動。

五、教學步驟

1. 熱身(唱一唱)

T: Good morning, boys and girls.

Ss: Good morning, Miss Fan.

T: Do you like playing games?

Ss: Yes!

T: Let’s play Bomb games.(點選課件)

設計意圖：通過玩炸彈遊戲複習以前學習過的表示地點場所的名詞，啟用學生以往的知識，同時在緊張愉快的氛圍中讓他們迅速進入學習英語的狀態之中。

T: Look! The train is coming. I say park, you say …, he says … Are you clear?

Ss: Yes!

T: Let’s play.

設計意圖：進行頭腦風暴活動，激發學生頭腦中已有的關於此類話題的單詞。

T: What can you do in a park?

S: I can play ping-pong.

S: …

T: Let’s work in 2.

Ss: 學生兩人一組展開對話，班內展示，及時評價。

設計意圖：複習由單詞過渡到句子。複習I can …功能句，為本節課的學習做好鋪墊。

2. 學習(學一學，練一練)

(1)單詞教學

①教學eat seafood

T: Look!(點選課件)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 旅遊， Plan means計劃，/’tr?vl/, /pl?n/.

Ss: /?tr?vl/ /pl?n/

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 seafood? Look here! They are seafood. What does seafood mean?

Ss: It means 海鮮。

T: The food comes from the sea. We can eat seafood by the sea.

設計意圖：sea, seafood單詞比較簡單。主要是運用。

②教學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 he 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!

設計意圖：啟用學生已有的知識和生活經驗。

③教學the Great Wall和take photos

T: Where is it?(點選課件)

Ss: 北京

T: What can you do in Beijing?

S1: I can visit Tianmen Square.

S2: I can visit the Summer Palace.

S3: …

T: Good job! Look! Where is it?

Ss: 長城

T: The Great Wall. eat—great, all—wall.

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 the flowers.

T: Can we take photos there?(做動作)

Ss: Yes!

T: take photos.

Ss: take photos

T: Where can we take photos?

S: We can take photos …

設計意圖：培養學生說的能力。將以前學習的場所單詞和這節課學習的做的事情有機結合起來。

④教學visit the Mogao Caves

T: Have you ever been to there?(點選課件，出現敦煌景色圖片)

Ss: Yes. / No.

T: Where is it?

Ss: Dunhuang.

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: It’s 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 …

設計意圖：培養學生說話的能力。

⑤教學West Lake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, it’s 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?

S: I can take photos.

S: I can …

T: Can you row a boat?(做動作)

Ss: Yes.

T: /r??/

Ss: /r??/

T: /b??t/

Ss: /b??t/

T: You can row a boat on West Lake. Where can you row a boat?

S: I can row a boat …

設計意圖： 通過追問，培養學生綜合運用語言的能力。

⑥Look, listen and repeat

T: Look at the pictures! Let’s say by using This is … We can … Please work in 2.

學生兩人一組操練，班內展示，及時評價。

T: Open you book. Listen and number.(點選課件)

學生聽音標號。班內校對，及時評價。

設計意圖：讓學生先說再聽，一則是複習鞏固了新學習的單詞，二則是進行了聽前預測。

T: Let’s listen and finish the chart.(點選課件)

學生聽音，完成表格，班內校正，及時評價。

T:(點選課件，出現文字)Let’s listen and repeat.

學生聽音跟讀，班內展示，及時評價。

(2)Let’s play

T: Let’s play. First let’s see how to play.(點選課件)

學生觀看

T: Are you clear?

Ss: Yes.

T: Let’s go. Work in 2.

Ss:學生兩人一組問和答，班內展示，及時評價。

(3)Let's write

T: Look at the pictures.(點選課件，出現A部分圖片)We can eat seafood in Sanya. What can you do?

S: We can …

設計意圖：說是為寫作鋪墊。

T: Now let’s 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 …

設計意圖：家庭作業以說為主，檢測學生是否真正掌握本節課的內容。作業實行分層，讓孩子根據自己的學習能力選作，真正實現了以生為主。

六、板書設計

整個板書以本節課的教學重難點為主，輔之以教學評價。老師每教授一個單詞就板書一個單詞。隨著教學的深入開展，接著在單詞旁邊新增單詞或者標點符號，使之成為句子。評價是這樣進行的：全班分成AB大組比賽，比賽為爭奪小紅旗，看誰得到的小紅旗最多。最後用這個板書來進行整節課的小結。