C第二课时教学设计

清远市新北江小学2017—2018学年

第一学期In a nature park教学设计及反思

教学

内容

主

PEP book5 Unit 6 In a nature park B Let’s talk

用Are there any谈论某地是否有某物

问题

知识与技能：

1. Be able to understand and read the dialogue with the correct pronunciation and intonation. 2. Be able to listen, speak and read about the topic of whether there are some things in some place. 三

3. Be able to use the sentence structure “Are there any…? Yes, 维

there are. No, there aren’t” to talk about whether there are 目

some things in some place. 标

过程与方法：

1. To develop the students’ abilities of listening, reading and speaking. 2. To train the students’ abilities of communication and - 1 -

cooperation.

情感态度与价值观：

1. To foster the students’ sense of good cooperation and proper competition. 2. To arouse the students’ interests in learning English.

3. To know we should protect our environment. 1. To understand and read the dialogue with the correct pronunciation and intonation. 学习

2. To use the sentence structure “Are there any…? Yes, there 重点

are. No, there aren’t.” to ask and answer about whether there are something in some place. 1. To know the differences of the pronunciations of the words 学习

“there are” and “they are”, clearly. 难点

2. To recognize the words “any” and “nature”. 导学五环节

一、善读生疑问

1. Free talk How are you? 2. Know more about me. 设计意图

通过free talk问好来拉近师生距离，缓解大家紧张的心情，创造轻松愉悦的课堂氛围，提高学生对英语课堂的兴趣。引入对学生的评价方式，3. Introduce the assessment and lead 初步感知本节课的重点句型和重点词in the question: Are there any? 汇。

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二、善思定策略

问题驱动思考，调动学生已有的思考：看完图和问题后，你想知道什么学习经验，讨论尝试解决问题的方法。

问题？你打算怎样去解决这些问题？

三、善学得新知

1. Know more about me

通过介绍我的家乡，创设一个来(1) Use “there is / there are” to 我的家乡参观的情境，让学生在情境describe the place. 中整体感知本节课的目标语言。同时，(2) Use “are there any…?

Yes, 通过问题与回答的匹配，让学生在相there are. No, there aren’t” to 对容易的情景中学习语言。

ask and answer about the place. 2. Lead in “Let’s try”

通过创设一个Zhang Peng和Miss White去连州自然公园的情境，让学(1) Use “are there any…?

Yes, 生在实际生活中感受英语的应用，能there are. No, there aren’t” to do 有效地调动学生学习的积极性

，加ask and answer exercises to describe 深语言应用的真实性，很自然地引出the nature park (2) Ask where are the tables? (3) Listen and answer 3. Be in the nature park (1) Watch and answer Q1: is the nature park quiet? 本节课的重点句型“Are there any…? Yes, there are. No, there aren’t”通过以旧带新，降低学习难度，然后再通过多种形式的操练来突破本课的重难点。

基于对问题的思考，激发学生对- 3 -

Q2: are there any tall buildings? 环境保护的意识，进而进行对我们应 Q3: are there any animals? (2) Check the answers to Q1, Q2, and Q3. 四、善用试拓展

1．Listen and repeat （1）Listen to the tape and follow （2）Follow the teacher （3）Read together. （4）Read in groups 2. Role play. 角色扮演为学生提供操练语言的3. Guessing game 机会，借游戏来操练语言点，同时激Use “are there any…? Yes, 发学生的学习兴趣。

there are. No, there aren’t” to play the game. 4. Find your friend Use “are there any…? Yes, there are. No, there aren’t. Is there any…? Yes, there is. No, there isn’t. ” to play the game - 4 -

保护环境的教育。

通过四人小组合作，培养学生的五、善省生智慧

1.Make a similar dialogue. 2. Sum up 合作和创新意识，同时训练了学生听、说、思考的能力。轻松愉快的方式，帮助学生梳理所学知识，再次清晰和巩固所学习的内容。

Unit 6 In a nature park 板

Part B Let’s talk

书

Are there any tall buildings? 设

Yes, there are. 计

No, there aren’t.

本课能较好地实现教学目标，有效突破教学重点和难点，学生能教

积极参与课堂活动，效果好。但是由于内容较多，时间没有掌控好导学

致后面的自编对话时间不足，只叫了两组上来表演，许多学生准备好反

了都没时间上来展示。没有满足到学生的表演愿望。在今后的教学中，思

对于课堂内容和时间的掌控能力有待加强。

清远市新北江小学 黄细珍

2017年12月22日

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