Lesson 1PPT及专用教学设计内容

Book 7 Unit5 A Circus in the Park第一课时教学设计

江门市陈白沙小学

周悦彤

一、教学目标

1、语言知识目标

学习四会单词good, bad , yucky , tasty , snow, spicy, Canada , Thailand 和四会句子Where were you yesterday ? I was in Thailand . What was the food like ? It was spicy and tasty .

2、语言技能目标

通过chant、游戏、表演、比赛等形式多样的教学方法，使学生多方面的能力得到发展和提高，让学生在两两对话、小组对话中主动参与、独立思考、合作交流，形成能力。

3、情感态度目标

通过本课的学习，使学生有兴趣听、说英语，乐于模仿，敢于开口、积极参与合作，能够认识到学习英语的目的在于生活中运用英语进行交流，从而让他们充分感觉到学习的美妙与魅力。

4、文化意识目标

通过本课学习，让学生体会到各地方食物味道如何。

二、教学重点

本节课重点学生能自如运用句型进行对话。

三、教学难点

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通过新知学习，让学生能运用在阅读与写作之中，提升能力。

四、教具准备

多媒体课件

五、学情分析

本节课的教学对象是江门市陈白沙小学六年级一班上学期的学生，该班学生在英语学习上普遍存在着浓厚的兴趣，而且对一些新单词和句型，学生能够用肢体语言来表达，或者进行角色扮演，能够积极按照老师要求进行小组活动学习，他们在英语的听、说、读、写方面已经奠定了比较坚实的基础。

学生在本学期Unit 4已经学过一些形容词和句型What was ( were ) …like…? 及回答和were (was )的用法。本节课为了调动学生参与课堂，我设计了多种评价方式，有个人评价，也有小组评价，并针对学生在课堂上的表现，及时进行表扬，虽然时间有限，但是，我让学生参与评价，不但节约了时间，而且使评价更具有公正性。

六、教学内容分析

此教学内容是选自广东人民出版社开心学英语六年级上册

Unit 5 A Circus in the Park. 本单元主要让学生掌握单词: good, bad , yucky , tasty , snowy, spicy, Canada , Thailand 和四会句子Where were you yesterday ? I was in Thailand . What was the food like ? It was spicy and tasty . 根据本单元的教学内容，可采用活动教学法、情景教学法组织教学活动。我依据课程的总体目标和结合教学内容，并根据学生的年龄特点和认知规律，主要围绕自己的和朋友的旅行教学情境开展教学，并在教学中引导学生阅读与写作，采用听、说、读、玩、演、练等教学方法，引导学生积极参与、大胆发言、自主探究、合作交流，完成知识的自我构建，突破本节课的重难点，形成2

初步的能力。此外，在评价方法的选择上，我采用了小组评价和个人评价相结合的评价方法，极大的调动了学生的学习热情。

七、教学环节与活动：

Step 1: Warm-up Step 2: New lesson 1. I like travelling. I want to go to many places. Look! There are some places here. What are they?（出示7个国家城市）They’re _______.They’re so beautiful. So, today Let’s talk about the trips! 【设计意图：此环节与学生口语交流主要是为下文导入做铺垫。老师自然地转入travelling的学习中】

2. Look! What was the date?（出示去成都的日期）It was September 9th, 2017. On that day I went to Chengdu with my family. Because my daughter went to school there. Do you know Chengdu?（出示地图）It’s very far from Jiangmen. This is my first time to Chengdu. I was excited. Do you want to know something about my trip? OK. Let me tell you.

【设计意图：此环节从日期引出一家人去成都旅行，为新知学习打下基础，生活的点滴会引起学生学习的兴趣，抱着“老师一家去做了什么呢？”投入学习中去。另外，学生也会对老师的家庭成员很有兴趣哦。】

3. We went to Chengdu on September 9th, 2017. The weather was good. It was sunny. I thought the food was spicy and tasty. But my daughter didn’t like the food there. She thought it was bad and yucky. She likes the food in Jiangmen. We visited the university. It is so big and nice. We took lots of photos.（图）教tasty, good, yucky, bad, spicy,

【设计意图：此环节老师将整个教学内容巧妙地融在介绍中，给学生一个整体认知，接着再一个个知识点去突破，形成“面—点—面”的教学思路。】

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4. 句子学习。

T: I was in Chengdu this September. Could you tell me where were you yesterday? 提问学生，让学生回答I was________.并顺便训练三单形式。

5. Look at my friends. Where were they? 出3幅图操练，含不同的过去时间，人称、地点。

6. 教Thailand: Look at Tony and Jenny. Where were they? 用图形盖住部分让学生猜Were they in Jiangmen? Look! They were in Thailand.（教读）

7. 引并教Canada and snowy. 出图Oh, a nice girl! She’s my niece. Guess, where was she? Was she in Thailand? 让学生猜No, I don’t think so. Let me tell you. She was in Canada. She went to school there. （教读）

It’s in winter in Canada now. What’s the weather like in winter in Canada?（提问）It’s cold. It’s very very cold. It’s snowy, too.（教

snowy—读）I think the food in Canada is tasty. Do you think so?

Big hands for you! 8. 教句子What was the food like? It was ________.

I was in Chengdu. I thought the food in Chengdu was tasty and spicy. Mm, yummy. That’s good! But my daughter thought it was yucky and bad. 9. You’re so clever. What about the food in other places? Let’s talk about the pictures from my friends.（4幅图）

10.(书本Target.) This is my friend Jim. Let’s listen his trip. Where was he? What was the food like?（没文字图）Where was he? 答He was in Thailand. （填空题）

Then repeat. 学生跟读（有文字图）

Big hands for you! 11. Listen and repeat.（听音跟读单词）

Today we have learnt these words. Let’s listen and repeat. 【设计意图：此环节通过不同的朋友的行程，重点突破了本节课的词句教学，用猜与练让学生达到对新知识的巩固，效果很好。当学生完成这个环节，除了4

老师的口头表扬外，课件中出现Big hands for you!很好地让学生得以鼓励，振奋人心。】

12. Game: 读对错Boys and girls, read after me if I am right. Or, you should Ssh!（不出声）

【设计意图：简单又操作方便的读对错小游戏不但可以让学生在轻松中再次巩固新单词，还可以让学生整装出发到下一个环节的学习中去。】

13. Pair work: 提供多幅图片（地点、天气、食物）给学生，让他们同位互问互答。最后，提问2-3组学生。

I want someone to help me. Who wants? （与1学生对话）It’s your turn. Practice in pairs.

【设计意图：让学生深入运用新知去进行交际，让他们在与人合作中进步，在表演中锻炼各种能力。】

14. Chant: You all did a good job. Let’s relax now.

Where were you yesterday? Where were you yesterday? I was in Canada. I was in Thailand. What was the weather like? What was the weather like? It was snowy. It was snowy. What was the food like? What was the food like? Was it bad? Was it yucky? No, it was good. It was tasty and spicy. Mmm, yummy! 【设计意图：通过自编的说唱，让学生边唱边拍掌，帮助他们记忆新知识，把枯燥变成乐趣，激发了他们的兴趣，学习气氛更高了。】

Step 3: Exercise 1. Let’s play: 引Ben’s trip（快速读单词，有炸弹时请站起来读。）Excellent! Let’s play a game, OK? Read the words quickly, but when you hear the sound Boom, 5

you should stand up to read the word, have you got it?（游戏里的单词以本阅读为主）

2. Who’s he? Yes, he’s our friend Ben. Let’s read and listen to his trip. Are you ready?（听力）

【I was in Thailand last month. It was November. The weather was cold in Guangzhou, but it was hot in Thailand! I liked the warm weather. I swam every day. I took lots of photos, too. The Thailand food was spicy and tasty. 】

Maybe you should pay attention to two words: swim-swam, take—took, read after me. OK? Please read the passage in groups. Fifteen seconds.（数数）Time is up, everybody stops please. Which group wants to stand up and read the passage for us. （抽小组读）Thank you, Thank you, Big hands. 全班读1次短文

。

3. Let me make it more difficult. Can you answer the questions? Please find the key words and circle. (1) Where was Ben last month? (2) What was the food like? (3) What was the weather like? Have you got the key words? Let’s check.

最后一个问题：Boys and girls, are you in Thailand now? Where are you? Yes, we are in Jiangmen. We are in China. We must love our country. It’s so great!

【设计意图：通过炸弹游戏引出书本的阅读文章Ben’s trip，学生既兴奋又投入，学习热情就更高涨了。另外，游戏中出现的单词都是本阅读为主，变相地就为学生复习一遍，减低阅读难度，也减低他们对阅读的畏难情绪，做题时就得心应手了。】

4. Group work: What about your trips? Let’s talk about your trips in groups. Maybe you can use these words and phrases. ( word bank-tips: where, when, weather, food, what to do

)抽2人说一说几句话。【I was in ____ _______. The weather was ____. The food was ____.I ___________. I was _______. 】

【设计意图：此环节主要是通过口头表达进一步训练学生对新知识的运用于理解。】

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Step 4 思德教育: When we plan a trip, we must pay attention to these: 1. Watch the weather report and take the clothes according to the weather.(关注天气，并根据天气情况带衣服。

2. Don’t eat too many different kinds of food when you go on a trip, or you will have a stomachache.（在旅途过程中，饮食不要太杂，否则会肠胃不适。）

3. Take some medicine.（带一些应急的药品。）

【设计意图：通过思德教育，让学生学会在旅行前充分做好各方面的准备。】

Step 5 Homework: 1. Share your trips with your friends after class.

2. Write down your trips.

I am sure, you are happy today. If you are happy, let’s chant again.

So much for today, thanks a lot, goodbye.

八、课后反思

通过这节课，我的学生是快乐的，通过老师与朋友们的旅行，让他们也体验着自己正在快乐地旅行，从中品味生活。在师生、生生互动过程中，学生能够在老师指导下积极、主动地完成各项练习。这节课的每一个环节都很紧凑，由浅到深，使学生很好地学习英语，运用英语，发掘了学生的思维，学习目标完成较好。

本节课，我通过形式多样的教学方法，如猜一猜游戏、读对错游戏、炸弹游戏、chant等让学生在游戏、歌曲中习得英语，在两两对话、小组对话中引导学生主动参与、独立思考、合作交流，形成能力。

整节课的教学过程宗旨是层层递进，互相渗透，过度自然。1、导入巧妙，让学生“旅途愉快”：刚开始通过自己一家人去成都的旅行吸引着学生的注意力，7

也为下文做铺垫。2、注重能力，层层深入。本节课从自己的旅行--不同朋友的旅行—学生的旅行为方块来层层深入，从练习中注重培养学生的听说读写综合能力。3、小结到位，渗透德育。在小结的基础上引出学生要学会在旅行前充分做好各方面的准备，不能打无准备之仗，安全最重要。4、评价反馈，个性张扬。我在设计本课的练习活动中经常运用赏识教育，用掌声、表扬语、神态、动作等对学生进行鼓励，给与他们信心。5、作业拓展，重在分享。通过本课学习，回顾我们的主题Let’s talk about the trips!让学生课后在同学间小组间分享自己以前的旅行，增强学生的交际能力。

当然，在教学过程中，也还存在着一些不足，如本课如能再加大生生间的互动范围，效果定能更好。英语是流淌的，流淌在老师精心设计的课上，流淌在学生心恳中，知识的沉淀，必定是喷发而出，形成能力。我相信40分钟的课堂会是学生们领略英语流淌之美的过程。

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