Part C D教学设计第一课时

参赛教学设计基本信息

所用教科书

书名

所教年级

香港朗文（一年级起点）

二年级

所教册次、

单元

二年级上册Unit2 About me

1.整体设计思路、指导依据说明

以语言技能、语言知识、情感态度、学习策略和文化意识五个方面为目标，以《英语课程标准》为依据，旨在：1、让学生成为学习的主体，养成良好的学习习惯和有效的学习策略。

2、创设生活化的情境，尽可能赋予语言意义。让学生习得语言，在玩中学，在学中玩。

3.依据不同学生的特点，因材施教，调动学生的积极性，培养兴趣，符合其多元智能的发展。

2.教学背景分析

教学内容分析：

本单元的主要内容是谈论个人信息。学生通过学习香港的地名从而过度到湖北宜昌的地名。学生通过问与答了解彼此住在哪个区、年龄、上下学方式、电话号码等信息。在学习中进一步了解我们所居住的城市。本课是本单元的最后一个课时，通过阅读短文综合运用本单元所学的核心句型复习了第一单元的关键句型。其内容在本册教材中占有重要地位，起到了承上启下的作用。学好这一课对第四单元的学习尤为重要。

学生情况分析：

二年级的同学，英语输入量相对于高年级的同学来说相对较低，所以在表述时可以借助适量的中文作为辅助。同时学习朗文的二年级孩子对于英语学习有了较为浓厚的兴趣，他们敢说、感想，积极表达自己的奇思妙想。

3.教学目标分析

1.能够正确听、说“Where do you live?” “What’s your telephone number?”等询问他人信息的交际用语。 2.能灵活运用“What’s your name?”

“How old are you?”

“How do you come to school?”等重要句型进行交流。

3.能够通过小组合作与交流去调查同学们的上下学方式。

4.有低碳出行的环保意识，并能提出合理的解决方案。

4.教学重点、难点分析

教学重点：

能够在实际语境中运用句型:“Where do you live?” “How do you come to school?”

“How

many pupils come to school by car?”

教学难点：

能够运用所学句型在小组内进行居住地和上下学方式的调查并能归纳整理好信息发现问题。

5.教学过程设计

Step 1. Pre-task 1. Greeting and warm-up

Do you like watching cartoons?

Guess who is coming today?

It's Dora. Yes, Dora wants to go to ... But she doesn't know the way. What can she do? 2. Watch the video.

What can she do? --- Ask the map. 设计意图：

开课求新，通过观看《爱探险的朵拉》激发学生兴趣，并引出当我们不知道路的时候要会看地图。

3. Evaluation basis

Here is a map of China. Hubei province is in the middle of China. Yichang is here, in the southwest.

There are 6 districts in Yichgang, they are Xiling District, Wujia District, Xiaoting District, Gaoxin District,Dianjun District and Yiling District. And there are 8 counties, Xingshan, Yuan'an, Yidu, Zhijiang, Zigui, Dangyang, Wufeng and Changyang.

设计意图：

通过看中国地图、湖北省地图和宜昌市地图，逐层大致了解中国、湖北的位置、家乡宜昌的地理位置和行政划分。

Do you like doing puzzles? Here are some jigsaws. If you listen carefully and answer actively, you'll get it.

Step 2 While-task 1. Lead-in T: Our school is here. It's in Xiling District. Dora: I live in Xiling District, too. I go to school on foot.

What about you? (Where do you live? / How do you go to school?) 学情1：S: I live in Xiling District, too. I walk to school.

D: It's near. We can go to school together. 学情2：S: I live in Xiling District, too. I come to school by car.

D:No. It's near the school. You can walk to school together with me. 学情3：S：I live in Wujia District. I come to school by car.

D: Yes, it's far from the school.

Work in pairs to ask and answer:

Where do you live?

How do you go to school?

What about you? 设计意图：通过对话复习关键句型为后面的调查做好输出准备。

2. Here comes a new student. (Stick the mask on the blackboard). Her name is Kitty. Watch the video and answer two questions: Where does Kitty live? How does she go to school? 3. Listen and repeat. 4. Read in roles. T: Next time, how will Kitty come to school?

Answer: They can go to school by taxi together. Why? 设计意图：

通过阅读短文，训练学生的发散性思维和批判性思维。思考文中的两个女孩Mary和Kitty是如何成为好朋友的。她们下次可以如何去上学，为什么？

Step 3. Post-task Each semester, the school will do a survey on ways of coming to school. (show the chart on the whiteboard). Can you help me to finish it?

Group work:

1. Work in pairs. Ask and answer, then fill in the blanks.

2. 6 students a group to sum up the totals:

How many students come to school by car?

Where do they live? Which district? 表一：

Pupil Record Form Name:

Address:

Age:

Tel:

District

How do you come to school? On foot By bike By bus By minibus By

By school bus ferry By taxi By car By Brt Others

What is your name? How old are you? Where do you live? What's your telephone number? How do you come to school? 设计意图：

通过两人小组讨论在真实语境中了解好朋友的更多信息，熟练运用1—2单元的核心句群。

表二：

How many pupils in your group? 设计意图：通过收集、归纳本班同学所住区域及上学方式，让学生发现问题并提出解决方案“有没有更好的上下学方式？”

Step4 Sum up and assignment 1.

Show some pictures about our environment. “Fewer cars , better life.”

2.

Make a poster

Group 1 Group 2 Group 3 Group 4 Group 5 Totals By car

Xiling District

Wujia District

Yiling District

Gaoxin District

Dianjun District

Xiaoting District

设计意图: 1、

树立环保意识，低碳出行。

2、

分层作业，自主选择，利用现代信息技术辅助学生完成作业，体现“现代课堂”的教学理念。

6.教学评价设计

评价内容：

Do you like doing puzzles? Here are some jigsaws. If you listen carefully and answer actively, you'll get it. 将家乡宜昌的地图做成拼图，让孩子们通过学习和自己的努力拼凑起自己的家乡。

评价方法：小组评价，个人评价相结合