小学英语_Unit 1 I went there last year.教学设计学情分析教材分析课后反思.doc

M6 U1 I went there last year. 教学设计 一、教学目标 （一）知识目标 1．100%的学生能听懂、会说并认读单词： photo, stay, week, parents 2．90%的孩子能听懂、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. 其余的孩子能听懂、会读以上句子。 （二）能力目标 1．80%的学生在情景中运用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。 2．40%的学生能听懂别人的介绍。 （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、增强民族自豪感等的情感意识。 2．培养学生珍视亲情、传承中华美德这一情感意识。 二、教学重、难点 （一）教学重点 1．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. 2. 借助教师搭建的支架，获取信息、加工信息，并在真实的语境中输出信息。 （二）教学难点 在真实的语境中熟练运用所学重点句型来谈论自己和他人的旅行经历。 三、教学策略 在本课的教学中，将以学生为主体，以真实的生活情境为学生搭建文本阅读支架、情境支架、情感之架，便于学生深层次挖掘文本里隐含的信息。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，达成语言运用的目标。 四、教学准备 多媒体课件、点读笔、教师自己的黑白、彩色、家庭照片等。 五、教学过程 一、Warm up 1. Greetings 2. T:OK，children，let’s enjoy a video(观看beautiful China视频) ? What’s the video about?? (教师提示并板书 travel) T: Today we’ll talk about travel.（领读模块课题）Do you like travelling?? Ss: Yes. T: Well, where did you go on May Day(五一)？（板书：where did you go？）（为复习歌曲提供语言支架） S：I went to … T: How about you? S： … (Places) Now first, let’s sing a song. You can clap your hands. 3.(出示歌曲,与学生打着拍子唱歌,唱完后用激励性语言鼓励学生的表现) 【设计意图】从学生已学过的歌曲和教材的故事情节, 自然引出本节课的词汇及句型。根据学生已有的知识经验搭建支架，学生更容易接受。 二.Presentation Step1. Leading –in (课文导入) T: Boys and girls, where did Lingling go? S: Lingling went to London. T: Very good. Look here, Lingling is in London. This is Lingling’s photo. ? (Learn the word: photo.) Now she is in London. 【设计意图】教师为学生提供词汇学习的情景支架，让学生通过情景来理解单词并多次练习。 T：Ok, now look. This is a map of England. Where is London? S: It’s in the south of England. 1. Great, you know, Lingling is in London now. She’s in Ms Smart’s home. Today what happened in their home? Let’s listen and answer my questions. (出示课本图片，帮助学生理解) Q1: What has Lingling got? Q2: What are they talking about? （播放CD-ROM .整体呈现文本。） T: who can answer my question? S: Lingling has got some photos. S: They are photos of