Module 10 Unit 2 I played on the beach. （教学设计）-2023-2024学年外研版（一起）英语五年级下册

Module 10 Unit 2 I played on the beach. 教学设计 一、教材分析 本课是新标准英语一年级起点第十册第十模块第二单元，是五年级的最后一课，之后就要进入复习。本课话题是trip, 主要语言功能为talking about trips。是前四年英语学习第一轮复习的结尾。需要将一般过去时、现在进行时及一般将来时进行运用，同时向学生渗透阅读的方法。 二、学生分析 本课的教授对象是五年级的学生。他们已经学习了近五年的英语。他们对英语学习有一定的兴趣，并具备一定的英语知识,也具有了一定的自学能力和语言组织能力，但是在灵活应用上还有欠缺。 三、教学目标 1、语言知识目标：掌握四会单词building及目标语句I played on the beach. 2、语言技能目标：能用一般过去时、现在进行时及一般过去时对不同时间发生的事情进行描述，阅读能力得到培养。 3、情感态度与价值观：初步了解英语学校假期，知道做事要有计划。 四、教学重、难点 1、重点：掌握词汇building及目标语句，能用所学知识对不同时间发生的事情进行描述，掌握阅读方法。 2、难点：用不同时态对所发生的事情进行描述。 五、设计理念 《英语课程标准》强调课程从学生的学习兴趣和生活经验出发,倡导体验实践参与的学习方式,发展学生的综合语言运用能力。根据学生特点以及本课教学内容，我将Hannah的旅行作为一条主线，贯穿本课，同时联系学生的生活实际，让学生调查朋友的trip，让学生用英语做事情。让学生乐于学习,学以致用。 六、教学准备 CD-ROM, cassette, tapes, CAI, books 七、教学过程 Ⅰ Warmer 1.greetings. T: Good afternoon, boys and girls. How are you? Ss answer. 2. Look and say quickly. T : We sang Yesterday Once More just now. We know everyone has his own best memories. Now let’s see what their best memories are. T shows some pictures, asks Ss what they did, Ss talk about the pictures. (Climb the mountain, have a picnic, play on the beach, take photos.) 3. lead in. My friends had their best memories, too. Do you know who they are and what their best memories are? Let’s learn Module 10 Unit 2 I played on the beach. T writes the topic on the blackboard. Ss read the topic together. (课前的歌曲，营造轻松的学习氛围，同时由歌曲引入trip 这一主题。而看图问答则帮助学生回忆起学生已学过的相关词汇和语言结构，为新课的学习做好准备。) Ⅱ Presentation 1. read and talk about the main idea of the passage. T: Open your books, please. P40. Please read the passage in 30 seconds, think over these questions, ①Who are my friends? ②What are their best memories? Ss read quickly, try to answer the questions. Ss: ①They’re Hannah and Wang Fei. ②It’s about their trips last summer.  (设置问题情境，引导学生浏览全文，初步感知语言材料，捕捉相关信息，整体理解文章的主旨。) 2. Read and get the details. T: This passage is about trips. What do you want to know about trips? Ss try to ask some questions, T writes the question words on the blackboard.(板书疑问词，帮助学生构建语篇的框架。) Ss: Where did she go? When did she go? What did she do? T: Now let’s find the answers of these questions. When you asks “where”, what is the answer about? “when”, “what” Ss read the passage, and underline the answers. T shows the answer on the big screen. (引导学生用已有的知识经验提出有助于理解课文的问题，突出学生的主体地位；让学生在阅读时带着自己渴望解答的问题去读，增强了阅读的目的性，能使学生更好地理解文章。学生回答自己提出的问题，更容易体验成功。而对文本的勾画，能帮助学生将问题与文本对应，体会阅读方法。) After answering where, T introduces the city of Brighton. 3. Read and finish the form. T: Please read Paragraph 2 carefully, finish the form by yourselves. Ss read the passage, finish the form. T: Have you finished? Now let’s check the answer. Where did he go last summer? When did he go there? What did he do there? Ss answer the questions; T shows the answer on the big screen.  (经过教师和学生一起对第一段文字进行理解，（这个地方在第一段一定要突出教师的阅读方法的指导，然后放手让学生自主阅读）课文的第二段为学生提供迁移的机会，学生自读课文，使其在具体的学习活动中领悟阅读方法。) 4. Read and retell. 第一：这个环节一定要给学生语言支架（要么是填过的表格，要么是你黑板上的问题支架）；第二：可以采取分解的手段，先说汉娜，在说王菲。不能让学生自己选择。你的学生的学习能力和自觉性还不是可以放手的。语言可以这样设计(If you were Hanna/Wangfei, can you say something about your trip to Brighton last summer?) 第三：淡化复述课文这样的术语，让学生不知不觉地去说。 T: You did a very good job. Now let’s listen and repeat. T plays the CD-ROM, Ss listen and repeat. （听音跟读，纠正学生的发音，培养学生语感，为口头表达奠定基础。） T: If you were Hannah, can you try to say something about your trip to Brighton last summer? T asks three Ss to retell the passage. T: If you were Wang Fei, what can you say? Please talk with your partner. Ss talk with their partners, T asks 2 to retell. (在进一步巩固课文内容的同时，让学生开口说英语，巩固和提高学生的语言表达能力。为后期的口头或书面表达做好语言和提纲的准备。) ⅢPractice 1. Talk about the trip. T: Just now we talked about Hannah and Wang Fei’s trips. Can you tell me something about your trips last year? You can use these words and phrases. Ss describe their own trip last year. （根据提炼出来的语篇框架，谈论去年自己的一次旅行，通过阅读活动发展学生表达能力；联系生活实际，让学生体会英语的语用功能。） 2. A guessing game. T: It’s almost the end of May. Hannah’s half term holiday is coming. Hannah is going to visit her friend, Daisy. She is very busy now. Can you guess what she is busy doing now?(这样问可能更有易于学生理解。) ---提示：She’s getting ready for her coming trip. T shows the main structure of the drill. First Ss guess what she is doing by using the given structure, then look at the picture and talk about what Hannah is doing. (buying some food, putting the clothes in the bag, write an email, make a present, buy a present, write a letter, read books about Brighton.) 沿袭试讲的做法，先鼓励学生自由想象，再补充提示，让学生看图片提示描述。 （沿着Hannah’s trip这一主线，了解Hannah目前的活动，引导学生运用现在进行时对正在发生的事情进行描述，拓宽学生的视野。并渗透英国文化。） 3. learn the poem T: Hannah is getting ready for her trip. It is going to be a different trip. Why is it going to be a different trip? Let’s read the poem and find the answer. Ss read the poem and find the answer: Because I am going to go by ship. (根据教师提问，学生检索文本材料，找出问题答案。) 4. Talk about Hannah’s trip this year. T: Hannah will meet Daisy in Brighton. What are they going to do then? Please talk in your groups, one of your group members should write the sentence down as many as you can. Now begin. ( eat traditional English food, go to the library, play on the beach, see Stonehenge, go shopping, go to the children’s theatre, ect.) （讨论Hannah这次旅行的活动，将学生的思想进一步引向深入，拓展学生思维，渗透英国文化。） 5. Reading T: Hanna has written her plan. Let’s read it together. While you listen, please think over these questions. T write the questions on the blackboard. Ss read the passage and try to think over the questions. Questions: Where’s hannan going to go? When is she going to go? What’s she going to do? How’s her feeling? 我认为这个环节这样比较好。教师说：Hanna has written her plan. Let’s read it together. 然后你用问题的形式提问：聚焦在： Where’s hannan going to go this summer? What’s she going to do? How’s her feeling? 三个问题可以板书在黑板之上，作为学生后面的语篇生成的框架。不要让学生做题，这个环节的目的是利用提供的范文，学生可以模仿写作。 （问题的提出为后面的将生成语篇提供框架，而带着问题对此语篇进行阅读，再次巩固课文学习过程中学习的阅读方法，也为学生输出提供范文。） Ⅳ Production 1. Talk about your trip plan. T: Summer holiday is nearly here. Do you want to have a trip? I’ve got some beautiful photos. Let’s have a look. Where are you going to go? I really want to know. Would you please tell me your trip plan? Here are my questions. T shows the questions on the big screen. Ss read the questions then try to complete the questionnaire. T shows 2 paper on the big screen. Questions: 1. Where are you going to go? 2. What are you going to do? 3. How will you get there? 4. How’s your feeling? (出示图片，勾起学生旅游的愿望，使其在真实的情境中，在老师示例的引导下，创作自己的文章，使自己的创作生动有趣。汇报之后进行笔头书写，加深印象。通过谈论自己的旅行，达成本课的教学目标。) （至少提供一个学生写作的范例展示给其他学生为他们课后写作指明标准和要求。展示时你评价的标准应该是学生的书写是否规范、大小写和标点符合是否正确。当然还有语法、拼写的正确性。） 附： 我突然想到，在五年级这样的写作要求是否太高了？ 是否可以这样做？对学生说：老师想知道你们的暑假计划，给你们发了一个问卷，请你们回答。 1、Where are you going to go this summer? ______ 2、What are you going to do? _______(3件事) 3、……（第三个问题你设计）  同样，（至少提供一个学生写作的范例展示给其他学生为他们课后写作指明标准和要求。展示时你评价的标准应该是学生的书写是否规范、大小写和标点符合是否正确。当然还有语法、拼写的正确性。） Ⅴ Cooler 1.Summary. T and Ss summarize. 2.Homework a. read or recite the passage. b. Talk about your trip with your friends. （根据不同层次的学生提出不同要求的作业，满足不同层次的学生，让各层次学生均有所收获，体验成功的乐趣。）   板书： Module 10 Unit 2 I played on the beach. Where When What Who 学科网（北京）股份有限公司 $$