9 Around the cityppt配套的教学设计方案

上海教育出版社《牛津英语5A》

Unit

9

Around

the

city Period

2

Say

and

Act

执

教：方菲菲

单

位：东莞市道滘圣广小学

时

间：2017年11月

课题：新版《牛津英语5A》课时：第二课时

P60-61 Say and act 上海教育出版社

Module3 Unit 9 Around the city 教材

教材内容

教材分析

1.本教材为上海教育出版社《牛津英语》（三年级起点）五年级上册。本课教学设计是Module3 Out and about Unit9 Around the city.的第二课时。第一课时学会问路及简单的路线表达的句子，第二课时深入情景，让学生熟练运用语言和表达去到某个地方的线路安排并能设计出最为合理的路线。

2.本教材有大量语篇，阅读量较大，设计和安排大量形式多样，趣味性强的语言实践活动，为了让学生在学习英语的过程中感知，实践和体验，采用参与，探究，合作等学习方式学习和运用英语语言知识和语言技能。

学情分析

1.五年级的学生已经接触英语两年拥有一定的词汇量，对英语学习的兴趣比较浓厚，喜欢挑战和展示，通过上一课时初步学习了：How do I get to the……?句型，walk along…,turn left at…,turn right…, on your left/right, between…and…等词组，但还不能熟练的运用到日常生活中。

2.本课时的关键句型What do you want to ..? I want to …在本教材第一单元已经接触过，学生对此类句型有一定的英语知识积累，课上能结合学习过的内容进行简单的讨论。

3.五年级的学生已经具备了“小组合作”的能力，但在小组合作的活动中，组内也有相对的后进生，需发挥以强带弱，互相帮助学习，给予鼓励提高自信，给他们提供展示能力的机会。

教学目标

一．知识与技能目标

1.

学生能够读懂短文，找出行走路线。

2.

学生能够在恰当的语境中运用How do I get to the……?句型，walk along…,turn left at…,walk straight…,turn right…, on your left/right, 等词组来表达地图位置和线路，并能到达目的地。 3.

能够在语言支架

提示下写出turn left...,turn right...,walk along... 二、过程与方法

1.通过view and say, look and say, skeleton ,等方式激活思维，为学生提供口头表达的机会并培养学生的观察能力、想象力与思维能力。

2. 通过group work培养学生团队合作的精神，发挥各自的潜能，让学生在小组内合作学习、相互帮助。通过小组内部自行分配任务，运用短语和主要句型，进行英语对话和沟通，让学生成为课堂的真正的主角。

三、情感态度目标 1.通过教学活动，引导学生通过日常生活认真观察身边的小地图，让自己有方向感并能在危机时刻找到安全出口，保护自身的安全并能帮助他人，体会助人为乐的乐趣。

教学重点及难点

一、教学重点

1.能够听说读写短语词组:walk along, on one’s left/right, turn left/right,句型：How do I get to....? 2.在情景中正确运用词组及句型来描述线路并能用First, next, then, after that进行阐述。 二、教学难点 1. 准确的使用描述路线的词和短语，如：walk along, turn„, walk straight等。 2. 会看地图，能正确使用turn left和turn right等短语。并能运用first, next, then, after that将路线贯穿使用。

教学准备

PPT，词条，地图，动物图片，指示标志

教学过程

教学

教师活动

预设学生活动

设计意图

环节

Step one: 1.

greeting

热身任务，主要

是集中学生注意力，引起学生注意。让follow to the 学生通过愉快的开do. 场热身，复习上节T: Hello, everyone. I’m Echo. 1.Ss: Hello, Echo.

2.Ss warm-up Welcome to my class. 2.Let`s play a game T: OK, Please stand up. Before we orders start our lesson today. Shall we Revision for last 课学习内容，使得play a funny game together, Simon session. says: turn left, turn 学生迅速进入学习状态。

left…1.

create situation

1.Ss view and say, 1.吸引学生注意There are some scenic spots they are Alice, Peter 力，确立主题. around the city. Look, Who are and Kitty. they? They have a school trip .

Step two: presentation &practice

2.View and say: T:Look at the picture, they are in the zoo now. Qs. What are they doing?

They will go to the zoo.

They have a school trip.

2.Ss try to view and 2.设置问题引导学answer the Q. 生通过关键词获取S: They are looking at 相关信息，了解课the map of the zoo. 文的大意.

View and say

3.Watch and say: 3.Ss view the picture 3.通过引导学生观find their 察课文插图，激发学生对动物园的想T: view the map, where are they? and Watch the video,then think What do location. they want see in the zoo. Ss: They want to see 像，为学生提供口Watch and sayWhat do they want to see in the zoo?the monkes, birds and 头表达的机会并培bears.

养学生的观察能力、想象力与思维能力。

4.read and draw:

4.Ss read the text 4.培养学生主动获 T: But how do they get there? Read then draw the route 取的能力，更好的the text,then draw the route line line on the paper 理解文本，让学生on the paper sheet. Meanwhile sheet. And try to say 充分掌握训练使用invite one Ss come to front and the lines with first, 方位短语对路线进draw the route lines. next, then, after 行描述以及使用能individually 够运用first, After drawing, T leads to say: that First we can walk along summer road then say it by groups. next, then, after and turn right at Spring road…

next… then…after that…Ss try

to say the route line with first,

next, then, after that to repeat.

read and drawLook and sayHow do they get there? that…描述，表明先后。

5．listen and imitate: 5.Ss follow the 5.鼓励学生挑战自Ask Ss follow the sounds and professional sounds 己，引导学生模仿imitate pronunciation to read. to imitate. Noticed 跟读，让学生自主Sentences one by the pronunciations. 去探究语言的习得

one.

6. Act out the dialogue: Can you find other route lines besides the route in the book? T asks Ss to try to find and draw other route lines to find these animals. Invite Ss come to front and show the lines to others and asks Ss indicate it. T: Which one is the best line? T: Why? T:offers The 3 S rules. Short

规律：看、读、在模仿，培养学生正确的语音语调，培养学生模仿地道英语的自主意识和习惯。

6.Ss draw other lines 6.锻炼学生思维，on the paper 找其他能找到相同

individually. To show 动物的路线。通过and indicate other Ss 其他路线再对比书in front of 上路线，选择最为优秀的路线。帮助学生意识到最佳路classroom.

Ss according to the 3S 线的意义。

ruls to find the best

route lines.

7.学生分4人为小组，先观察如何找到其他动物后，通过学生小组讨论自行选择任务，确定最佳路线，并能人人参与进行汇报， distance, short time, save first.

7. Make a new dialogue: Can you 7.4 Ss as a group. find other animals in the zoo? What Ss must present route do you want to see? Design the best lines in this way: route line. S1: I want to see… Group working. S2: I want to see… T gives the examples. S3: I want to see… e.g. S4: I want to see… S1: I want to see…

S2:I want to see… S3: I want to see… S4: I want to see… S1-S4: First…next…

并全程使用顺序语then… after that… 言应用到实际中。Ss design the route 主要锻炼学生描述S1-S4: First…next…then… after lines, then show us. 位置的能力，选择that…

1. Retell the story 1.Ss story.

2.Ss create a new travelling plan by groups.

retell the 1.通过前面的文本结构在此进行文本建构，也后面的写做铺垫。

2.学生通过拓展训练，将所学和使用发挥并运用实际日常生活中。将对话内容和线路选择规划能力使用到实际中。并能在英语环境下，听懂路线，询问路线，选择最佳路线

出最佳路线，将一切课堂操练运用到日常生活中。

Retell the storyHello! I am Peter. Today we have a_______ ____. We can go to the ____.I want to______ _________. Alice wants to _____________. Kitty wants to_____________.Firstwe can ___________summer road and then______ ________________. We can_____________ on our right. Then we can_______________ ____and see the birds. After that, we can __________________________________. We can ___________on our left. We are tied but happy.

Step three：production 2.Create a new dialogue : T offers a new map for visiting Wuhu Museum, Ecological garden , Central Park , Fante Magic Kingdom… and six venues for Ss to choose and plan route lines. - Choose places which Ss want to go in the map. - To design a new and the best route line. - Make a new dialogue.

Ss must use “First, next, then,

after that…” to indicate their

task.

FanteMagic Kingdom

Ecological gardenCentral Park神山路Wuhu MuseumBianDanhePark3.Design your route plan 3.Ss write down their plan for this Your plan for this weekendThis weekend, we will__________. I want to go to ________________._________ wants to_______________._________wants to _______________.First, we can_____________. We can visit _____ there. Then, we can ____________ and see the___ _______. After that, we can _______________and visit___________onour_____. That will be a amazing trip for us.weekend, then share with us.

Step fourT:This is our assignment today. ：

conclusion Step five: Talk about your route line from your home to school. 让学生把学习的知S: Goodbye! 识运用到日常生活中。

Homework T: Class is over. Thank you. 学生学习活动评价设计

《新课程标准》指出：小学的评价应以激励学生学习为主，以激励学生的学习兴趣为主要目的，充分调动学生的学习热情与积极性，激发学生学习的内驱力，使课堂更加生动、高效。 课前：课前物品准备

各个环节的评价目的就是使学生成为课堂的主体，促进他们全面发展。

板书设计