外研社英语五年级下册《I went there last year》教案
教材分析:本单元的语言功能是运用动词的过去式谈论旅游见闻。能用When did you go to…? Did you go with…? How long did you stay? 做出自由的问答。
学情分析:
本课的教学对象是五年级学生。四年级他们对过去时态的学习已有了一定的基础,能够正确地运用“Where did you go?”“Did you go to …?”等句型来进行问答交流。但是,真正能开口把自己的经历大胆表达出来的孩子并不多,他们的问答仅仅局限于课本中刚学的几个句子,不能把以前学过的知识整合运用。因此,在本课教学中,我的重要任务就是通过设计贴近现实情境的连环性的活动,让学生充分联系已学知识 ,把潜藏在大脑中的词、句挖掘出来,与现有的新句型相联系,从而生成新的知识储存,并用流利的语言表达出来。
教学目标:
(一)知识目标
1.能听懂、会说并认读单词: photo, stay, week, parents
2.能听懂、会说并认读下列句子:When did you go to…? We went there …. Did you go with …? Yes, I did. / No, I didn’t.
(二)能力目标
在情景中运用When did you go to…? We went there …. Did you go with …? Yes, I did. / No, I didn’t. 来谈论旅游经历。
(三)情感目标
1、开拓学生视野,增长人文地理知识,激发学生热爱祖国大好河山的情感。
2、培养学生的家庭情感意识,旅行的再远,家才是最温暖的港湾。
教学重点:
1、认读单词photo, stay, week, parent
2、认读和运用句子: When did you go to …? We went there last year. Did you go with your mother and father? Yes, I did. / No, I didn’t.
教学难点:
在情景中熟练运用所学重点句型来谈论自己和他人的旅游经历。
教学策略与方法:
在本课的教学中,将以学生为主体,以活动为载体,以语言的运用为目标。灵活运用多种教学方法,引导学生在参与、体验,合作与交流中,主动获取知识,提高语言运用能力。
教学准备:
多媒体课件、点读笔、照片等。
教学过程:
step1、Greetings
(做free talk. How are you? Do you like holiday? …)
step2、warm up
Ok, boys and girls , let’s sing a song. What did you do?...
(设计意图:激发学生学习兴趣,让课堂氛围轻松愉悦,同时本节课重点操练句型得以呈现。)
T: look at this photo .学习photo.并板书。
This is Beijing. I went there last year.
Do you know where is Beijing?(出示中国地图)
S:引导学生回答:It’s in the north of China.
T: Did you go there before?
S: No, I didn’t.
T:Where did you go before? (询问一个学生)
S: I went …
T:when did you go there ?
S: I went there …
T: Did you go there with your mother and father?
S: yes\ no ….
T: (出示新疆地图)This is xinjiang . where is it?
S: It’s in the west of china .
T: Did you go there before ?
S:…
T:(出示海南photo)
Where is Hainan ?
S: It’s in the south of China .
T: Did you go there before?
S:…
T:OK, (把刚才学生回答的问题总结一下),you didn’t go to Xinjiang and Hainan before.
How about lingling? Let’ look and see.
step3、呈现课文
A、听录音,找出新单词
提示学生listen to the tape, and find out the new words.
photo:Can you explain the word in another way?
S: picture .
stay , parent , week,
B、带问题听。
1、who has got some photos?
2、where did Lingling go?
3、why did lingling and her parents go there?
4、How long did they stay there?
C、听录音,模仿发音.注意语音语调,体验英语的美感。
Step4、操练
把课文重点句型编写一首歌唱出来。用调:《山谷里的农夫》
Did you go to Xinjiang ?
Did you go to Xinjiang?
Yes, I did. I went to Xinjiang.
Why did you go there?
How long did you stay there ?
We visited my grandma and we stayed for a week.
Hainan’s in the south of China.
My uncle lives there.
His three children visit Beijing every year.
Step 5、Game : 提供词库
(小组每个人选一个。时间、地点、人物、组成一个句子到台前展示。)
(设计意图:培养学生自主学习能力,学生能否把散的单词融入句子,再把几个句子整合一个小语篇。真正做到词不离句,句不离篇。)
step6、情景 photos party. Group work
学生讨论自己带来的图片,继续操练重点句型。教师在幻灯片上提示句型:I went to …with … It’s beautiful . I feel …I stayed there for…
请两组学生到台前展示。展示自己运用语言知识的能力。
Step 7、Homework
调查表。调查自己的朋友或者家人的旅行经历。采访一下他们旅行的感受。
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