《《Travel plans》教学设计》-优秀范文-写作素材-范文大全-范文网

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《Travel plans》教学设计

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《Travel plans》教学设计

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 Let’s play, C Let’s 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, row 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, 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: Let’s 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，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: Let’s 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: Let’s 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 …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

①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，/’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。

②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 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!

设计意图：激活学生已有的知识和生活经验。

③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 visit the Summer Palace.

S3: …

T: Good job! Look! Where is it?

Ss: 长城

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。

④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.

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 …

设计意图：培养学生说话的能力。

⑤教学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?(做动作)

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 …

设计意图：通过追问，培养学生综合运用语言的能力。

⑥Look, listen and repeat

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

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: Let’s 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)Let’s listen and repeat.

学生听音跟读，班内展示，及时评价。

(2)Let’s play

T: Let’s play. First let’s see how to play.(点击课件)

学生观看

T: Are you clear?

Ss: Yes.

T: Let’s go. Work in 2.

Ss:学生两人一组问和答，班内展示，及时评价。

(3)Let's 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 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 …

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。

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