译林小学英语五下 Project1（Period 1）教学设计方案
译林小学英语五下 Project1（Period 1）教学设计方案
学校：新北区薛家中心小学 | 班级：五（8） | 人数：50 | 日期：4月4日 | ||||||||||||
学科：英语 | 课题：Project1 Around our city | 教时：1 | 执教： 刘敏娟 | ||||||||||||
一、教学目标： 1、通过创设情境，复习地点类，主要建筑类的名词museum,restaurant,post office,cinema,shop,bookshop,library,supermarket,zoo，同时了解道路的基本信息。 2、通过小组制作交通信息图卡，了解主要场所地点的位置和主要场所标志和道路信息。 3、通过创设模拟想象情境复习问路、指路、看医生等基本话语“Where is the ...? It’s on the ...How do I get there? You can take the ... Go along...turn right/left at the ...The ...is on your right/left. There is a ...You can see the ... You should...You shouldn’t...” 4、在表演的基础上感悟语言，并在情境生活用流利准确地运用所学语言表达。 5、提升学生情感：绿色出行，低碳生活，认识到要与自然和谐相处。 二、教学重点和难点 1、学生通过看一看、读一读、说一说、演一演等活动，综合复习和运用所学语言进行指路和问路，输出自己家人上学上班方式。 2、学生通过交流小组的城市地图，综合语言输出，自动进行语言输出能力的提升。 三、学情分析： 五（8）班共50人，其中男生27人，女生23人，班级大部分学生比较热爱学习，英语语言学习热情积极，上课发言积极，思维活跃，课堂参与程度高，课堂纪律强，养成了良好的学习习惯和倾听习惯以及思维和回答问题的习惯，基于此学情分析，在课堂上我设计了学生的小组活动，旨在调动班级每一位孩子的交流互动，从而最大化最优化地发展每个孩子的潜力，小组活动的同时也注重个人学习，强调学生思维品质的提升和学习策略的形成。 | |||||||||||||||
Teaching Procedures | |||||||||||||||
Time | Steps | Teacher’s activities | Learners’ activities | Purpose, Feedbacks &Aims | |||||||||||
5 min | Step 1 Warming-up 吸引注意，积累语言 | 1. Greetings 2. Free talk A:Where do you live? B:I live in/on... A:How do you come to school? B:I usually come to school by ...because ... A: How about your parents? B: My father goes to work by... My mother goes to work by... A: I see. | 1.Greetings 2. Free talk S: (pair work)
| 师生交流，复习日常用语。
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10 min | Step2 Pre-task导出目标，生成结构 | 1. let’s talk: T: I live in Xuejia Town in CZ. CZ city is a beautiful city. What’s around the city? Today we will learn Project 1 Around the city 2.Brainstorm T: What's around the city? | 1. Let’s talk S:I live in Xuejia Town,Xinbei district，CZ City. 2. Brainstorm S: Read the title.(class work) Zoo, supermarket, bank,post office, bus stop, metro station, train station, railway station, shop, restaurant | 头脑风暴，激发学生已知，由问题what’s around the city?引出系列的地点以及建筑。 达成目标1
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5 min
| Step3 Task1 回忆相关知识，初步运用结构 | 1. Let’s review and learn (1) How does Yangling get to suhai’s new home?
(2) How do they get to the park?
| 1. Let’s learn (1) suhai show the way in the phone. You can take the ... You can get on the metro at ...and get off at ... Then,come out from... Walk along ... The ... is on your right.
(2) ss help them to find the way to the park Pair work
| 复习已经学过的有关问路和指路的话语，以及电话功能的话语，激起学生的思维，同时顺势引入到运用中来。 达成目标2
主要通过复习文本话语从take the ...引入到go along ...不同的指路话语。
达成目标3 | |||||||||||
5 min | Step4 Task2 | Let’s say 1. Look and say T: what's in the park? T: who is he? T: What is Charlie doing? Where is he sitting? What is he eating? Pair work
2. Let’s imagine. T: Imagine. What are the children doing in the park?
3.Let's think T: How is SuHai? How does she feel? Where do they want to go? | 1. Look and say Pair work What is Charlie doing? He is sitting on a bench. He is eating chicken for his lunch.
2. Let’s imagine S: Maybe they are flying a kite in the park. Maybe they’re fishing. They’re eating/drinking/reading/drawing/fishing/camping/... 2. Suhai feels tired. 3. Suhai feels ill. She wants to go to see the doctor.
| 通过引导学生看图，想象图片情境。 通过一个开放问题“Let’s imagine: What are the children doing?” 复习所学词汇和句型，为以后学习时态做好内容上的铺垫。 通过听一听，想一想，进一步发散思维，通过创设的情境，给学生提供交流的支撑，鼓励学生利用所学语言相互交流，活用所学语言。 达成目标3，4 | |||||||||||
10 min | Step5 Task3 引发期待行为，强化结构 | Let’s draw and act Who (1) Draw a map in groups (2) Ask and answer the way to the hospital (3) Act the story in the hospital |
(1) draw a map in groups. (2) Ss ask and answer the way to the hospital. (3) Act the dialogue in the hospital between the doctor and the patient. | 引导学生采用小组合作的形式绘画地图，标注标志和地点建筑等。 小组表演，注重评价。复习巩固核心知识。 达成目标2 | |||||||||||
5 min | Step6 Post – tas提供反馈评价，巩固结构 | 1. Let’s think T: Where do you want to go? Where is it? How do you get there?
4. Summary We should do more to protect our city.
| 1. Let’s think S: They want to go to ...
2. Summary We can go to school by bus. We should drink warm water. We should...
| 通过思考他们还会去哪里，怎么去？等一系列问题进一步巩固和运用句型。 最后进行情感教育：热爱生活，低碳从我做起，保护城市环境。 达成目标5 | |||||||||||
Homework 1. 绘制地图，标注建筑标志。 2. 用“Where is …? It’s …How do I get there? ”句型来说说去的线路图。 | |||||||||||||||
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