Lesson 2教案和学案内容

Unit 4 Going Outing教学设计

崔明杏

新会实验小学

教学课时：Unit4的第二学时

教材内容：

本课学习的是人粤版五年级下册Unit 4 Going Outing，主要让学生能够围绕Talking about :

How do you go to ...? 话题，利用never，sometimes，usually，always，subway ,a car ,a taxi , a bike 等词汇，利用How do you go to ...?句型进行有效的交际运用和描述。教师引导学生结合已有的知识丰富对话内容，完成听说认读等任务，以活动和任务的形式增加课堂语言信息的有效输入，从而形成有效的输出。

教学目标: （1）能听、说、认读单词never、sometimes 、usually、

always、subway和能运用句型How do you go to the +地方名词

？

I +频率副词+take a +交通工具

（2）情感态度目标：

培养学生对英语学习的兴趣、敢说英语和对乘坐交通的礼仪教育。能够建立音、义、形之间的联系，整体学习单词。

教学重难点：

掌握频率副词never , sometimes , usually , always 。

难点：1. Use the sentence patterns “How do you go to the zoo ?

I usually take a bus . ”

to ask and answer with others .2. Conversion the sentence patterns into other person to ask and answer with others . 教具：

PPT 学情分析：

约11到12岁的五年级学生喜欢接受新知识和新事物，能长时间集中注意力学***部分学生对英语表现出持续的兴趣和爱好，有自我的表达的意愿，初步具有独立思维能力，对问题开始有独到的见解，正在逐步形成自己的价值观和社会观，他们需要老师发自内心的欣赏和鼓励，不断地扶持和强化他们英语学习的自信心。以逐步养成良好的学习习惯，具备一定的听说读写能力，形成一定的学习策略和方法：如具备一定的拼读能力，能用已经学过的单词进行迁移学习新的单词。能借用图片理解故事的内容，找出主要的信息，具备与他人合作共同用简单的英语完成学习任务的能力，能主动练习和实践所学的内容，并能在词语与相应事物之间建立联想。因此，在教学中要善于采用视听训练、交际训练、游戏活动等形式多样的教学活动创设情境帮助学生理解和运用新知识，激发学生英语学习的兴趣。指导学生学习，培养他们知识运用到生活的意识。

教学过程：

一、Warming up 1. Greeting 2.Free talk: Where are you going tomorrow? How are you going there? 3. Chant: Take, take, take a car! Take, take, take a taxi! Take, take, take a subway!

Ride, ride, ride my bike! Drive, drive, drive my car! Walk, walk, walk to school! 4. Guessing game: take a taxi, drive, ride a bike, take a bus, walk, take a car, by train, by plane [设计意图] ：通过free talk, chant环节，复习之前第二单元呈现过得交通工具bus ,并拓展到新课的新词汇，为本节课做铺垫。

二、Presentation and practice 1. Lead in :通过听声音猜交通工具，然后猜猜老师是怎样上学的？最后引出句型How do you go to school ? [设计意图] ：通过听音猜交通工具，另外运用悬念教学法，让学生猜想老师选择什么交通工具上学，引起学生学习英语的好奇心，并带着问题去思考，引出新单词和句型并进行教授。

2 .Teach the new words and sentences: 1. Teach the word “always” and the sentence “ How do you go to school?”

I take a bus to school from Monday to Friday. So I can say “I always take a bus to school.”

Mon Tue Wed Thu Fri

Lead in: always

all-way-s

always(phonic教学)

phonic教学明确英语字母音形的关系，减轻拼读与拼写单词的负担，增强学生学习英语的兴趣，提高自主学习英语的能力。

Lead in: How do you go to school? I always take a bus to school. 2. 用同样的方法教授剩下的单词和句型：

never, sometimes, usually（其中sometimes运用phonic 教学法

some-time-s

sometimes

How do you go to school? I never\sometimes\usually take a … to school. 3. Sum up Never 0%

sometimes 40-50%

usually 70-80%

always 100% [设计意图] ：用百分率解释有助于学生理解所学副词的频率。

三、Drills :

1. Let’s read

2. Missing game

3. Can you

Mon. 用副词表达Tue. Wed. Thur. Fri.

√

√

√

√

√

never

√

√

√

√

√

√

4. Look and say (7 pictures) Mon

Tue

Wed

Thu

×

×

×

Fri

How do you go to school? I

take a car.

5. Group work

A: How do you go to

the park\ the zoo\ the beach…

? B: I

take a

. How do you go to

? C: I

take a

. How do you go to

? D: I

take a

. How do you go to

? A: I

take a

.

四、Development 1. Make a survey

Who

Frequency How to get to school?

Me always\usually\sometimes\never take a car \ take a motorbike \ walk take a bus \take a taxi\ ride a bike take a subway\ take a ship always\usually\sometimes\never take a car \ take a motorbike \ walk take a bus \take a taxi\ ride a bike take a subway\ take a ship always\usually\sometimes\never take a car \ take a motorbike \ walk take a bus

\take a taxi\ ride a bike

take a subway\ take a ship always\usually\sometimes\never take a car \ take a motorbike \ walk take a bus \take a taxi\ ride a bike take a subway\ take a ship

采访三个同学，采访后圈出单词或短语。然后口头简单报道。

开展与设计小组合作活动，发挥“学生为主体，教师为主导”的作用，培养了学生的团队协作精神。

2.Give a report 小组内口头报道你采访到的同学的上学方式。

五、情感教育：

We should cherish the happy life we have now and study hard.

我们应当珍惜我们现在所拥有的幸福生活，努力学习。

六、Homework Make a survey about how do your friends go to school . (调查你的朋友是怎样上学的。）

板书设计：

Unit 4 Going outing How do you go to school? I always take a bus to school.

usually take the car

sometimes walk

never take a subway