教學(xué)設(shè)計(jì)模板3

1、recycle 1 lets take a trip 第一課時(shí) read and say（語(yǔ)篇教學(xué)） 【設(shè) 計(jì) 者】新鄭市外國(guó)語(yǔ)小學(xué)王娜老師【課程標(biāo)準(zhǔn)】1.能聽(tīng)懂課堂活動(dòng)中簡(jiǎn)單的提問(wèn)；2.能在圖片、圖像、手勢(shì)的幫助下，聽(tīng)懂簡(jiǎn)單的話語(yǔ)或錄音材料；3.能在口頭表達(dá)中做到發(fā)音清楚、語(yǔ)調(diào)達(dá)意；4.能正確朗讀所學(xué)故事或短文；5.能借助圖片讀懂簡(jiǎn)單的故事或小短文，并養(yǎng)成按意群閱讀的習(xí)慣；6.能根據(jù)要求為圖片、實(shí)物等寫(xiě)出簡(jiǎn)短的標(biāo)題或描述；7.了解英語(yǔ)簡(jiǎn)單句的基本形式和表意功能；8.能理解和表達(dá)有關(guān)下列話題的簡(jiǎn)單信息：數(shù)字、顏色、時(shí)間、天氣、食品、服裝、玩具、動(dòng)植物、身體、個(gè)人情況、家庭、學(xué)校、朋友、文體活動(dòng)

2、、節(jié)日等；【教材分析】本課時(shí)為pep小學(xué)英語(yǔ)六年級(jí)下冊(cè)第50、51頁(yè)，recycle1 lets take a trip 第一課時(shí) read and say的內(nèi)容。主要學(xué)習(xí)read and say中的對(duì)話文本，要求學(xué)生能夠正確的跟讀、朗讀課文，并能在老師創(chuàng)設(shè)的情景中正確運(yùn)用be going to句型描述自己假期旅行日程安排。本課時(shí)的學(xué)習(xí)重點(diǎn)是學(xué)生能夠在具體的情景中熟練運(yùn)用be going to句型詢問(wèn)并回答有關(guān)旅行安排信息?！緦W(xué)情分析】為了找準(zhǔn)學(xué)生學(xué)習(xí)的認(rèn)知起點(diǎn)，我從學(xué)生已有的知識(shí)儲(chǔ)備和課前學(xué)情調(diào)查問(wèn)卷兩個(gè)方面進(jìn)行了學(xué)情分析：（一）、 根據(jù)學(xué)生已有的知識(shí)儲(chǔ)備：學(xué)生在六年級(jí)上冊(cè)第三單元中已經(jīng)學(xué)過(guò)

3、be going to各種句型，如：what are you going to do ? im going to the bookstore. when are you going? im going on sunday. where are you going? im going to the cinema.等。同時(shí)由于我們是外語(yǔ)特色學(xué)校，從一年級(jí)開(kāi)始就要求學(xué)生書(shū)寫(xiě)單詞，隨著年級(jí)的增高，逐步加入識(shí)記單詞、讀背課文和重點(diǎn)句型、寫(xiě)簡(jiǎn)單的語(yǔ)句等要求。這為本課時(shí)的學(xué)習(xí)打下了一定的知識(shí)和能力基礎(chǔ)，也使本課的主句型be going to 的學(xué)習(xí)和運(yùn)用降低了難度。（二）、根據(jù)課前學(xué)情調(diào)查問(wèn)卷：1.口語(yǔ)問(wèn)答

4、中 :70%學(xué)生對(duì)于be going to 句型的掌握基本令人滿意，但是有30%的同存在有很明顯的回生和遺忘的現(xiàn)象，尤其是在結(jié)合實(shí)際，口語(yǔ)表達(dá)上存在有明顯的不足。2.通過(guò)書(shū)面描述，我發(fā)現(xiàn)假期旅行中：有35%的學(xué)生最想去北京、有32%的想去上海、有30%的想去香港，想去其它城市的占3%。因此在post-reading環(huán)節(jié)，我將為孩子們準(zhǔn)備這幾個(gè)地區(qū)的景點(diǎn)圖片，以供孩子選擇。所以結(jié)合以上兩方面的分析，我把這節(jié)課的難點(diǎn)確定為學(xué)生能夠在圖片和老師給出的提示句型的幫助下，在小組內(nèi)運(yùn)用be going to 句型介紹自己的假日旅行安排。（課前學(xué)情調(diào)查問(wèn)卷和統(tǒng)計(jì)表見(jiàn)附件1）【學(xué)習(xí)目標(biāo)】1.能在錄音的幫助下，

5、聽(tīng)懂課文內(nèi)容，正確地跟讀、朗讀對(duì)話，做到發(fā)音清晰、語(yǔ)音語(yǔ)調(diào)正確。能夠借助表格在同桌間，正確、熟練地運(yùn)用be going to句型詢問(wèn)和回答有關(guān)mike的旅行安排信息，達(dá)成率為85%。（主目標(biāo)，學(xué)習(xí)重點(diǎn)）2.能夠在圖片和老師給出的提示句型的幫助下，在同桌或小組內(nèi)正確運(yùn)用be going to句型合作編對(duì)話，介紹自己的假日旅行安排，做到發(fā)音清晰、語(yǔ)句正確，語(yǔ)調(diào)達(dá)意，達(dá)成率為80%。（學(xué)習(xí)難點(diǎn)） 【評(píng)價(jià)設(shè)計(jì)】1.針對(duì)目標(biāo)1，可以采用指名提問(wèn)、觀察學(xué)生的口型、聽(tīng)辨發(fā)音、觀察同桌或小組合作的情況、提問(wèn)某小組或同桌進(jìn)行角色對(duì)話、巡視學(xué)生表格上的書(shū)寫(xiě)內(nèi)容、學(xué)生互評(píng)的形式來(lái)達(dá)成。2.針對(duì)目標(biāo)2，通過(guò)小組合作、

6、指名提問(wèn)、觀察學(xué)生的口型、合作時(shí)的表情、聽(tīng)辨語(yǔ)句結(jié)構(gòu)和語(yǔ)音語(yǔ)調(diào)的形式來(lái)達(dá)成。【教 具】 ppt課件、單詞卡片、石林、民族舞圖片【教 法】 情境式教學(xué)、任務(wù)教學(xué)、【學(xué) 法】【學(xué)習(xí)過(guò)程】環(huán)節(jié)學(xué)習(xí)過(guò)程steppre-reading（一）創(chuàng)設(shè)情景，復(fù)習(xí)舊知，鋪墊熱身1.the teacher shows some pictures of her trip on her last holiday . let the students try to ask some questions about these pictures: “where did you go on your holiday? wha

7、t did you do there?” and so on. 2.then the teacher asks the students:“where are you going on your holiday ? how are you going there? ”let the students try to answer （設(shè)計(jì)意圖:創(chuàng)設(shè)旅游場(chǎng)景，同時(shí)復(fù)習(xí)be going to 句型。很自然地在情景中導(dǎo)入課題，同時(shí)為落實(shí)目標(biāo)1中朗讀課文、回答問(wèn)題做鋪墊）step while-reading:step while-reading:（二）情景中走進(jìn)文本: 聽(tīng)錄音，回答問(wèn)題1.with the

8、 music fengweizhu moonlight ，the teacher says :our friend mike is going to take a trip on his holiday,too.what do you want to know about his trip ? do you have any questions about his trip? show the picture of mike .（lead the students ask these questions :）where is mike going on his holiday?what is

9、he going to do there?who is he going with?how is he going there?when is he going? (板書(shū)出疑問(wèn)詞)(if the students cant ask the questions ,the teacher will say: “now i have some questions.”to lead in these questions . )2.let the students listen to the tape, and try to answer these questions.3. ask some stud

10、ents to share their answers , and check them .kunming where is mike going on his holiday? （板書(shū)上貼出圖片）who is he going with ? （板書(shū)上貼出圖片）what is he going to do? see folk dances stone forestat the same time , learning the new words “folk dances” and “stone forest”：a. show the cards of folk dances and stone

11、 forest ,and then show the other side of the cards (the pictures of folk dances and stone forest ). let the students know the meaning of the two phrases. (板書(shū)上帖出圖片)by planeb. then read the two new phrases after the teacher and read them together.how is he going to get there ? （板書(shū)貼出圖片）when is he going

12、? this weekend。（板書(shū)）(設(shè)計(jì)意圖：為了落實(shí)目標(biāo)1中在錄音的幫助下，聽(tīng)懂課文內(nèi)容的要求，在這個(gè)環(huán)節(jié)中，我讓學(xué)生帶著問(wèn)題去聽(tīng)錄音，邊聽(tīng)邊思考，并且在回答問(wèn)題時(shí)隨機(jī)教學(xué)新詞“folk dances、stone forest”，以語(yǔ)篇、語(yǔ)境為主體帶動(dòng)新詞句的學(xué)習(xí)來(lái)達(dá)到目的。) （三）情境中內(nèi)化文本: 填表格，同桌問(wèn)答1.show the form of mikes trip schedule .where to go?what to do?when to go?how to get there?t:please finish the form in groups ,and try to

13、 use “be going to” to ask and answer about mikes trip in pairs .2.according to the form ,ask some groups share their dialogues.(落實(shí)目標(biāo)1后半部分要求)（四）美讀中體驗(yàn)語(yǔ)言: 跟讀錄音，角色對(duì)話1.let the students listen to the tape again, and follow it.（設(shè)計(jì)意圖：為了落實(shí)目標(biāo)1，通過(guò)聽(tīng)錄音，模范跟讀，來(lái)達(dá)到正確朗讀課文的目的）2.practice the dialogue in pairs, and act

14、it out. 3.ask some pairs to show. (設(shè)計(jì)意圖:為了落實(shí)目標(biāo)1中正確地跟讀、朗讀對(duì)話的要求，通過(guò)學(xué)生跟讀錄音、分角色讀課文、展示對(duì)話達(dá)成這樣的目的。同時(shí)在美讀文本過(guò)程中，為落實(shí)目標(biāo)1中在小組內(nèi)就mike 旅行安排進(jìn)行問(wèn)答作了鋪墊。)4.according to the pictures and the questions ,let the students try to retell the dialogue together .（落實(shí)目標(biāo)1）step post-readingstep post-reading（五）拓展延伸，語(yǔ)言輸出 1結(jié)合圖文，創(chuàng)編對(duì)話；同桌

15、會(huì)話，嘗試運(yùn)用the teacher shows some pictures of shanghai ，beijing，hong kong . beijing shanghai hong kong disneyland（迪士尼）oriental pearl the great wall（長(zhǎng)城）the great wall（長(zhǎng)城） madame tussauds wax museum zhujiajiao town（朱家角鎮(zhèn)）the summer palace（故宮）let the students choose the place where they want to go on this h

16、oliday ,and make three groups.then talk about their trip schedules and try to make a new dialogue with the important sentences :be going to in pairs.a: _are you going on your holiday?b: im going to _. a:_ are you going with ?b: im going with _.a: _are you going to do there?b: im going to _.a:_ are y

17、ou going to get there?b: im going by_.(設(shè)計(jì)意圖：為了落實(shí)目標(biāo)2 中在圖片和老師給出的提示句型的幫助下，在同桌或小組內(nèi)正確運(yùn)用be going to句型合作編對(duì)話，介紹自己的假日旅行安排的目標(biāo)，依據(jù)“第五屆全國(guó)小學(xué)英語(yǔ)優(yōu)質(zhì)課”中專(zhuān)家的理念：語(yǔ)言的輸出要小于語(yǔ)言的輸入，并且能夠檢測(cè)本節(jié)課的學(xué)習(xí)效果，這一環(huán)節(jié)給學(xué)生展示出北京上海香港的景點(diǎn)圖片的同時(shí)，還給出了提示的對(duì)話句型，來(lái)激發(fā)孩子的交流欲望，讓孩子在它們的幫助下，達(dá)成能夠正確運(yùn)用be going to句型在小組內(nèi)介紹自己的假日旅行安排的目的。)2展示對(duì)話，體驗(yàn)成功let two groups show th

18、eir new dialogues. （落實(shí)學(xué)習(xí)目標(biāo)二）3情感升華，走出課堂the students will enjoy their life, and love our beautiful country.homeworkmake a dialogue about your trip plan on your holiday with your friend and act it out.（和你的朋友合作創(chuàng)設(shè)一個(gè)旅行安排的對(duì)話，并表演出來(lái)。）blackboarddesignsrecycle 1 lets take a trip read and say how are yougoing to get there? goig to get there ?what are you goig to do ?when are you goig ?who are you goig with?whereare you goig ? folk dancesthis weekendby planekunmingstone forest 小學(xué)英語(yǔ)“基于標(biāo)準(zhǔn)的教學(xué)”教學(xué)設(shè)計(jì) recycle1 lets take a trip第一課時(shí)read and say 單位：新鄭市外國(guó)語(yǔ)小學(xué)姓名：王娜日期：2011-03-23附件1：lets take a t