《【精品】人教精通版英语四下Unit 6Would you like to take a tripLesson 31教学设计》由会员分享，可在线阅读，更多相关《【精品】人教精通版英语四下Unit 6Would you like to take a tripLesson 31教学设计（7页珍藏版）》请在金锄头文库上搜索。
1、人教版精通版英语精品资料Lesson31 教学设计一、教学内容与分析1. Just talk本部分通过教师组织同学们谈一谈他们在假期要去哪里旅行的真实场景，引出要学习的目标语言Where shall we go? We want to go to the zoo.通过师生之间的对话，引导学生感知、模仿、学习和体验，能够运用Where shall we go? We want to go to . Would you like . ? How about . ?等功能语句提建议、说想法，在真实语境中进行交际。主要目标语言：Where shall we go?We want to go to th
2、e zoo.2. Just read and write本部分重点教学词汇。利用动物园和农场两幅图画面呈现单词，要求学生能够听、说、读、写zoo, farm，并能在四线格中规范书写；进一步巩固Where shall we go? We want to go to the farm.语句，并把词汇融入句子中进行学习、操练，从而达到在对话交流的过程中完成目标词汇学习的目的。3. Lets sing本部分设计了一首欢快而有节奏的歌曲Lets take a trip。学生通过表演欢快的歌曲，熟练运用所学语言，做出敏捷、机智的表现，以达到巩固和运用本课功能语句的目的。二、 课前准备1. 准备一周七天的词
3、卡，将全班分为七大组，开展小组合作学习。2. 准备zoo和farm生词卡片和教学图片，创设情景，引导学生学习。3. 准备zoo, farm, park, theme park, the Great Wall等场所图片，奖励表现出色的学生（力求每位学生人手一张），既做为评价依据，又为学生提供语言交流的道具（也可以课前给学生布置任务，学生自己画好带到课堂）。4. 课前在黑板上画好四线格，板书四会单词时使用。5. 准备好音频、教学课件，用于给学生创设情景，为趣味操练等话动提供依据。三、教学步骤与建议1. 热身/复习（Warm-up/Revision）1) 师生演唱英文歌曲Days of the we
4、ek。引导学生迅速进入愉悦的英语学习氛围，并有意识地引导学生初步感知教师在组织活动时使用的功能语句，为新授教学内容打基础。T: Good morning/ afternoon, boys and girls.Class: Good morning/ afternoon, Miss/ Mr.T: Would you like to sing a song with me?Class: Yes. /Sure. /Certainly.T: How about Days of the week?Class: OK.（师生借助一周七天的词卡一起演唱Days of the week这首歌）2) 教师将一周
5、七天的词卡背面朝上放在手中，请每组选派一个代表抽取一张，为自己的小组确定组名。T: Look! There are seven cards in my hand. They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. Group leaders, choose one, and it will be your group name. Ready? Go! 3) 教师请学生展所出各组的词卡，并提出问题What do you usually do on . ?请学生结合拿到的日期和生活实际做出回答，如
6、：T: Show me your card, please. What day is today?S: Today is Sunday.T: What do you usually do on Sunday?S: I usually go to see my grandpa and grandma.2. 新课呈现（Presentation）1) 问题引入，畅所欲言。教师拿出一张星期四的词卡，借助手势和动作向学生提出旅游的建议，引导学生说出I want to go to .这一目标语言，并在情境中感知重要功能语句。T: Look at my card. Today is Thursday. Sc
7、hool is out in two days. Would you like to take a trip?S: Sure. /Yes. /Certainly /Great .T: Where shall we go? I want to go to the park. How about you? Any ideas?S: I want to go to .2) 转换角色、增进了解。教师引导学生充当教师身份，在活动中然运用表示建议、询问的功能语句。T: I want to know more about your ideas. Who wants to be a teacher like
8、me?S: School is out in . days. Would you like to take a trip? Where shall we go? Any ideas?当被询问的学生说出和教师一致的想法时，教师适时地加入。如：Oh! You want to go to the theme park. I want to go to the theme park, too. We want to go to the theme pork. Who want to go to the theme park?引导学生熟练说出We want to go to the theme park
9、,3) 画面出现，引出生词。教师通过大屏幕（图片）向学生展现出动物园和农场的照片，引导学生结合教师描述选择去处。T: If we want to see pandas and elephants, where shall we go, the zoo or the farm?S: We want to go to the zoo.T: What can we see on the farm?S: We can see pigs, horses, cows, roosters .4) 以旧带新，拼写生词。教师用以旧引新方式引导学生结合读音规律拼读单词，并在黑板四线格中书写。T: Can you
10、spell “zoo”? The first letter is in zebra or zip, the second and the third letters are in too, afternoon, school. Can you spell it?S: Z-O-O, zoo.T: Good! Can you write “zoo” on the blackboard?T: How about farm?（教师指着自已的胳膊说Look at my arm. Can you spell “arm”？待学生拼写正确时，教师请学生板书arm）T: How about the first
11、letter? farm, /f/.S: F.T: Great! Lets spell “farm” together.5) 视听结合，学习对话。教师描述在一天上课时，教师组织同学们谈一谈他们在假期要去哪里旅行的场景，并呈现去掉文字的教学课件（图片），引导学生开动脑筋，认真观察画面内容，为图中的人物配音。随后教师播放对话录音，让学生先判断自己的配音是否正确，再通过跟读、分组读等方式模仿对话内容，并进行对话表演。T: School is out in two days. The teacher and her class arc talking about their ideas about t
12、he trip. What are they talking about? Listen and show me what you can hear.6) 歌曲演唱，愉悦心情。教师再次询问Would you like to take a trip?引导愿意旅行的同学用Great!等做出回应。 教师适时加入Lets take a trip. Im ready to go. Lets go.来突破歌曲中的重点语句。随后伴着有节奏的韵律，学习本课歌曲。教师还可以鼓励学生创编新的歌曲。3. 趣味操练（Practice）1) 书写愿望，寻找伙伴。教师向学生呈现出动物园、农场、游乐园、公园、海洋馆等场景，
13、引导学生完成写一写自己想要去的地方，找出与自己有相同想法的同学这一任务。T: So many places! Where will you go? Write down your ideas, read for us and find who has the same idea as you.2) 创编chant，巩固新知。教师先带领学生读一读自己创编的歌谣，并激发学生创作兴趣，创编有节奏感的歌谣，巩固本课的目标语言和功能语句。T: I have a chant for you. Would you like to read it?Where shall we, where shall we,
14、 where shall we go?We want to go, we want to go, we want to go to the zoo.Would you like, would you like, would you like to go to the farm? Id like to go, Id like to go, Id like to go to the farm.教师可引导学生将zoo, farm替换成park, theme park等场所，由小组同学自选地点进行创编。4. 语言运用（Language use）1) 创设情境，编演对话。场景设置：教师创设一个“两天后就
15、是周末了，Peter和小伙伴们想去旅游。他们有的想去农场，有的想去动物园，有的想去游乐园，有的想去公园”的情景。根据这一情景引导学生开展讨论。Step 1，教师启发并引导学生说出更多旅游场所，让学生们分组创编对话。Step 2，六人一组进行活动。Step 3，交流展示。语言支持：建议：Would you like to .? Shall we .? How about .? What about .? Lets .询问想法：Where shall we go? Any ideas?表达想法：I want to . We want to . Id like to . Wed like to .2) 小组调查，运用新知。教师将调查表下发给七个小组长，让他们结合自己的组名和调查表国内外国家名称（国旗、建筑），进行Where shall we go on .?的调查活动。活动分为两个层次，一是问答后在相应位置打钩，并进行调查活动过程展示。二是在展示调查过程的基础上，各组选派一个代表将组内所有成员的调查结果进行汇总，以一小段语篇的形式介绍。 Name America England Canada Singapore Germany
