Lesson 3优秀公开课教案

Unit2 Vacation Plans 教学设计

台山市斗山镇中心小学 伍长贤

一、教材分析

1.教材内容

本课时教学内容是粤人民版《英语》五年级下册Unit 2 Vacation Plans的Reading and writing部分，要求学生阅读Ms. Black 与Kids的对话（1.Read and match），了解故事内容，并于阅读后进行相关的练习（2.Plan a class tip.3.Complete the poster）。

2.教材链接

此套教材与本课时教学内容相关的链接如下：三年级下册教材学习了tent，clothes等词汇，学习了Where is / are…? It is / They are ….? They are…/ There is / are ….?等句型；四年级上册教材学习了What are you doing? I am…?等句型；四年级下册教材学习了park, swimming pool ,ride a bike等词汇, 学习了Where are you going? We’re going to…等句型；五年级上册学习了What do we need? We need …等句型；五年级下册学习了go camping, by bus,等词汇；What are you going to do? I am going to…/ How are we going there? We’re going by…/ Where are you going to stay? We’re going to stay…? 等句型。

二、学生分析

1.生本分析

本课时教学对象为都斛中心小学五年级学生，年龄在11岁左右。他们的逻辑思维能力得到初步发展，随着年龄和认知水平的增长，语音表达能力也得到增强。他们喜欢英语课堂的学习活动，对学习英语有着很高的学习热情。他们的好奇心强，对于假期、旅游等与生活密切相关的事情较为感兴趣，有着强烈的倾诉表达、思想交流的欲望。他们是农村的小学生，乐于与同伴交流，较喜欢小组合作学习、操作、展示等学习方式。对客人友善，且乐于与客人们交流、分享。

2.学情分析

他们经过两年多学习英语的时间，已经掌握了四百多个词汇、一百左右的句型，积累了一定的语法知识，他们大部分已经具有独立阅读的能力，但尚未掌握科学的阅读方法，他们对阅读材料的理解仍停留在浅表层次，还未能深入思考深层次的问题，需要教师为他们营造丰富的阅读环境条件，提供适当的阅读方法指导，促进他们应对策略和能力的发展，养成良好的阅读习惯，更进一步发展他们的思维能力，提升文化意识。

三、教学目标 （一）语言能力

1.语言知识目标

(1)词汇：Green Hill, walk up, grass, row boats , at night, camera

(2)句型：Where are going …?How are we going to…?What are we going to

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do …?.Where are we going to stay…?What do we need to bring …? 2.语言技能目标

(1)听：能听懂Let’s go camping的阅读材料，培养学生通过听文本内容，提取信息的能力。

(2)说：能口头回答教师提出的问题；能根据小组合作活动任务与同伴进行口头交流，运用主要句型表达小组的旅游计划。

(3)读：能根语音材料正确模仿朗读Reading and writing的对话，理解对话意

义，培养一些阅读技巧。

(4)写：能补全对话内容，能判断exercise1的内容与文本内容是否相符；能

写出小组旅游计划和旅游公告。

（二）文化意识

通过学习，引导学生对阅读文本材料所蕴含的旅游文化进行感知、理解，指导学生做一个文明的游客，提升他们的道德修养，加深他们的爱国情感，享受美好生活的积极人生态度。

（三）思维品质

引导学生根据文本对话内容正确回答Where are going this weekend? How are we going to get there? What are we going to do there? Where are we going to stay? What do we need to bring?等问题后，再进一步追问Why do we need a camera? Why do we need some warm clothes? What else do we need? 之后，引导学生在旅游时，什么行为不可以做等问题，让学生进行思考、分析、推断，发展其逻辑思维。最后，引导学生思考旅游的计划，并于组内交流制作小组旅游计划，培养他们综合运用英语进行思考和创新性思维能力。

（四）学习能力

教学过程中，通过创设情境，借助图片，引导学生通过知识迁移等方法培养词汇学习能力，了解文本的相关内容；通过阅读技巧、方法的指导，引导学生正确提取核心信息，并运用抓关键词句、联系上下文等有效策略，实现有效理解，发展阅读能力；通过设置开放性问题，激发学生自主思考的能力；通过师生、生生之间的真实交流互动以及小组合作活动等交际性任务，培养学生的交际能力。

四、教学重点和难点

教学重点：深入理解文本意思，了解相关的旅游知识文化，并掌握一定的阅读技巧和基本的写作策略。

教学难点：学生对文本的朗读，以及结合生活实践，根据老师布置的任务内容，用英语和同学进行表达与交流。

五、教具准备

PPT课件，单词卡片，学生练习材料，小组旅游计划等

六、教学过程

Ⅰ. Pre-reading Step 1:Greetings and self-introduction

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T: Hello. Ss: Hi. T: My English name is Camera. Hello, Nice to meet you. Ss: Nice to meet you, too. T: Everybody call me Camera .Do you know why? Because I like taking photos. Today, I bring a camera and a hat. After class ,we can take some photos.

【设计意图】以轻松、愉悦的方式跟学生进行自我介绍，缓解学生紧张的情绪，提出课后与学生拍照的活动，拉近师生间的距离。

Step 2: Sing a song

T: I like taking photos, I like singing, too. I know you also like singing, stand up, please! Let’s sing a song. 【设计意图】通过趣味的歌曲引入，激发学生学习英语的积极性，能在一个和谐放松的氛围中学有所得。

Step 3:Lead-in T: Going, going, where are you going now? Look, I am going to take photos in the park. Wow, the park is very beautiful, because there are…

Ss: There are some flowers and green grass. T: In spring, it is very beautiful everywhere. I am going to take a trip with you this weekend. Would you like to come with me? Ss: Yes. T: Good. But, first, we need to make a trip plan together.

T: Look! Where are we going this weekend?

Ss: We’re going to the Shihua Park.

T: How are we going to get there? Ss: We’re going by …

T: Oh，there are many ways. Which is the best way?

Baidu Map will help us. Look! It’s about 39 kilometres. we’re going by…

Ss: We’re

going by bus.

T: What are we going to do there?

S:

We’re going to …

ride a bike

row boats

walk up the hill

T: Where are we going to stay? S: We’re going to…

stay in a hotel

stay with my aunt and uncle

stay in tents. T: We’re

going to stay in tents. We’re

going to go camping. We have a good class trip plan now. Get ready for a very fun trip this weekend. 【设计意图】巧妙地以图片引出问题，创设语言情境，巧妙解决文本中出现的一些重点单词的发音，为学生搭建语言支架，为下一环节make a trip plan的主

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题埋下伏笔。

Ⅱ. While-reading Step 1:The first reading

Look and say T: Listen! What happened? School is over. Ms. Black and the kids are also going to take a trip this weekend. They are talking about their trip plan. Let’s have a look. T: Where are they going this weekend?

Look at the picture. Is this a beach? Ss: No, it’s a hill. T: so, they are going to Green Hill.

T: Very good! 【设计意图】首次阅读让学生带着问题，根据图片的提示，初步整体感知文本的主要围绕的话题，初步培养学生获取信息的能力。

Step 2:The second reading

Read and choose 1. Read and choose

T: Open your books at page 22. Choose and write down the answers on the lines. The reading tips can help you find the answers. 2.Check the answers T: Time’s up. Let’s check.No.2. The key words are…

S1: By bus. T: So the answer is…Who wants to try? S1: a How are we going to get there? T: No.3. The key words are…

S2: walk up the hill ,row boats.

T: The answer is…

S2: b What are we going to do there? T: No.4. The key words are…

S3: stay in tents. T: The answer is…

S3: d Where are we going to stay? T: No.5. The key words are…

S4: take some warm clothes and your camera T: The answer is…

S4: c What do we need to bring? 【设计意图】第二次阅读让学生根据文本的对话内容，获取一些关键的信息，

选择正确的问句，补全文本内容，完成Ms. Black and the kids的旅游计划，以进一步理解文本的整体内容，培养学生良好的阅读习惯，发展他们的阅读能力，并有效地落实既定的阅读目标，为下面的语言输出打下铺垫。

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Step 3:

The third reading

Read and judge. “√”

or “ⅹ”.

T: Do you really understand the text? Let me check. Take out the exercise paper and do the exercise. Write down “√”

or “ⅹ”.Let’s go! 【设计意图】检查和反馈学生对课文内容的掌握情况，帮助学生深入复习文本内容。

Step 4: The fourth reading

1.Read after the tape and imitate.

T: Let’s read after the tape and imitate. Know more about their trip plan.

Are you ready? Let’s go!

2. Role play T: Now, let’s act out the dialogue. I believe you can do it well.

You are good actors. 【设计意图】第四次阅读，让学生听音仿读，并根据对阅读材料的理解，在小组内演活对话，让学生入情入境，更进一步掌握语言，内化语言。培养学生用英语表达、交流和合作的能力。通过展示，让学生体验成功的喜悦，增强学习和使用语言的自信心。

Step5: The fifth reading

Read and think

T: Read on your book and answer the questions.

1.Why do they take some warm clothes?

Because it’s cold at night. We should take the right clothes.

2.What do they need to bring? They need to take some warm clothes (right clothes ) and a camera.

3.What else do they need to bring?

They need to take…

T: You did a good job!

【设计意图】设计开放性的问题以促学生不断思考，有效促进他们思维能力的发展。对问题进行进一步的追问，扩充文本内容，让课堂的知识应用到实际生活中来，遵循课堂知识传授人文性和工具性的特点。

Ⅲ. Post-reading Step 1:

Retell the story Now, you know the text very well, Look at the blackboard. Let’s retell. 【设计意图】通过让学生根据板书内容对故事进行复述并以填充的方式转述故事，检查学生对课文内容整体脉络的掌握情况，培养学生的语言组织能力。

Step 2:Extension T：Our country is beautiful.

Look! There are many beautiful places in our country.

Such as Tibet, Hainan, Hong Kong, Xi’an ,Guangzhou and so on.

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There are also many beautiful places in our hometown. May Day is coming, we can take a trip with our group. But first, We should

plan a group trip. 1.Plan a group trip T: Look! You can choose the answer in the box.

You can also write down your groups’ idea. Now,

take out the card and finish the group trip plan in groups.

2.Share the group poster T: Look at the group poster and finish it.

Time’s up. Let’s share your group poster. 【设计意图】通过让学生自主选择May Day小组出行旅游的地方和方式，创设真实活动场景,让学生把所学知识用于生活交际，实现学以致用。通过

plan a group trip和Share the group poster活动，培养学生用英语表达、交流能力，培养学生的团队合作精神，发展学生的英语综合能力。

Step 3:Moral Education 1.Some tips for you!

T: May Day is coming. Maybe we will take

a trip with our family. Here are some tips for you .

T: If you take a trip in other country, when you

are in danger, please call 12308,

our motherland

will help you all the time.

【设计意图】通过图片渗透思想教育，教育学生要做一位文明的旅游者，.培养学生的核心素养。

2.Show a Passport. T: Our motherland becomes more and more powerful!

When you are in danger in overseas, don't give up! Please remember: Your powerful motherland will protect you!

3.Love our motherland! Love our life!

T: I Love our motherland! Our life is like a rainbow,

it’s colorful, enjoy our life! 【设计意图】结合当前热播的电影《战狼2》的画面，激发学生的爱国情感，引导学生爱祖国，爱生活的积极生活态度，提升学生的文化意识。

Step4 Summary T: Today you did a very good job.

We have learnt how to make a trip plan.

【设计意图】利用思维导图引导学生总结有关make a trip plan的关键疑问代词、重点句型等知识点，培养学生的学习归纳能力。

Step 5 :Homework My family trip is from ______ to ______. We’re going to ______. We’re going by ______.We’re going to stay ______. We’re going to _________. …

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七、板书设计

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