Unit 2 1 go by train.优质教案设计

教学设计模板

莞城阮涌小学

陈惠娇

教学设计具体内容

课题名称

Module 7 Unit 2 I go by train.

教学年级

二年级

一、教学创新或研究点简述

二、指导思想与理论依据

外研社教材的语言教育理念是：强调语言应用，培养实践能力，养成学习兴趣，发展学习策略让学习者通过运用语言来完成各种交际活动。因此，本节课以理念为指导，以学生为主体，以任务为中心，以交际为目的，关注生活实际和生活体验，让他们参与、体验、合作探究，从而实现教学方式和学习方式的转变。

三、教学背景分析

虽然每周仅有两课时，经过将近一年半的学习，学生掌握了26个字母读音、基本发音及相关例词，有了一定的歌曲、绘本的有声课外阅读的积累，初步形学生分析

成较好的语貌、语感、理解能力及学习兴趣，并且课堂乐于尝试自然拼音拼读、旧知识整合运用、新知识的预测猜想等，比较喜欢竞赛，因此本节课尝试以小组互助、任务探究方式进行学习。

本模块以Transportation为中心话题，围绕How questions和Talk about how to go to school展开，学习运用I go to school by … / on foot.面对本人执教的学生，出行方式by bike, by car, by bus以及前面罗列核心句型的语言知识、语言结构及语言意思并不陌生，但为什么选择此出行方式，也就是语言功能及语用目的这教材分析

些需要老师点拨。本节课为模块的第二单元，此单元的知识比较零散及多样，Where is your school? My school is at the zoo. I go to Hainan on holiday. I go by train. Then I go by ship.相对稳定的语言复现更利于学生对于话题知识掌握及话题表达能力培养，因此对教材知识进行重组Where is your school? My school is in Beijing. How do you go to school ? I go to school by plane. 四、教学目标与策略分析

教学目标

1.能运用Where is your school? My school is in Beijing. How do you go to school? 1

I go to school by plane.询问、表达适合自己的上学方式。

2.在任务情景中明白上学方式因条件不同可灵活调整，健康环保的交通方式是首选。

3.初步感受小组合作学习的意义，乐于互助互学。

教学策略

任务驱动的小组合作探究式学习。

五、教学重、难点分析

教学重点:

能运用Where is your school? My school is in Beijing. How do you go to school? I go to school by plane.询问、表达适合自己的上学方式。

教学难点:

在任务情景中明白上学方式因条件不同可灵活调整，健康环保的交通方式是首选。

六、教学过程设计

Step 1：Warm-up 1. Sing the song Wheels on the bus. 设计意图：活跃气氛，吸引注意力，缓解学生因换场地上课的兴奋或紧张。

2. Brainstorm the transportation: by bike/motorcycle/car/bus/taxi/van/truck/subway/train/boat/ship/plane on foot=walk, run, jump, climb ride the horse/elephant/ 设计意图：激活学生的话题知识，并无意注意词汇类属及交通方式表达类别。

教学3. Say together: 过程

T: How do you go to school? WC: I go to school by … / on …. 设计意图：延续上活动，从听、读词形到认读图文、理解意义，巩固复习，从学优生到学困生的兼顾。

Step 2: Presentation 1. Lead in: How do you go to school? Where is your school?

What about our schoolmates? Where are their schools? 预设对话，板书：

T: Where is your school?

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Yichen: My school is in Dongguan.

2. Present the task: They live in Dongguan. Guangzhou is near Dongguan. Beijing is far from Dongguan. Hainan is not near, but not far from Dongguan. How do they go to school?

Does he/she go to school by train? 设计意图：为任务布置承上启下，初步感知距离不同交通方式各异。

Step 3: Practice & Production 1. Read the tips of the group work. 2. Group work: design the suitable transportation for the schoolmate. 3. Group report: show their outcomes. S1\2\3: Where is your school?

S4: My school is in …. S1\2\3: How do you go to school?

S4: I go to school by …. In turns. 设计意图：发挥小组合作互助互学的优势，让学优生学有所展，让学困生学有所得。任务驱动，让学生在情境中、在生活中使用英语解决问题，发挥语言的工具性及思维性，落实课程标准。

Step 4: Extension（备用的活动设计）

Introduction: play one schoolmate and tell others the school location and the way to school.

设计意图：自我介绍，从对话是文本过渡到陈述性文本的表达训练，改编教材到回归教材。

Step 5: Homework Introduce your way to school and your hometown in the Spring Festival. 设计意图：回归学生生活。

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七、教学评价设计

激励性语言,小组合作竞赛等方式多元推进，激发学生学习兴趣，引导他们学会调控。

八、板书设计

M 7 U 2 I go by train.

Where is your school? My school is in ….

How do you go to school? I go to school by / on ….

九、教学反思

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