Lesson 12教学目标设计

教学设计

教学内容

教学目标：

知识目标：

1.掌握重点词汇和短语，会读会说，准确理解，会使用。

2．能够正确理解课文，了解徒步远足这一运动的特点和不同方式。

3.能够运用Why do you love …? I can …. I like …. I like to ….等不同句型询问并讨论每个人的爱好，包括对爱好的内容，特点的简单介绍。

技能目标：

1. 通过二人对话练习，提高孩子主动思考和互助学习的能力。

2. 能够表达运动爱好，模仿课文方法队对某一兴趣活动进行描述介绍。

3．能通过听语篇完成填空，选择，找关键信息的活动提高听力技巧。

4. 能通过自己阅读总结和选词填空的活动提高阅读理解能力。

情感目标：

1.能通过谈论运动的爱好，增长运动健身等相关知识和爱运动的情感。

2.通过合作学习，培养学生的互助意识，帮助弱势学生建立口语表达信心。

3.通过猜测，对比和发散思维的提问，培养孩子乐于动脑,勤于思考。

4.通过采访活动，让孩子享受英语课堂，进一步巩固英语学习乐趣。

教学重点：

1.学习并理解课文，了解徒步远足这一运动项目,正确朗读课文。

2.正确理解并会使用重点词汇和短语：

interview, hiking, exercise, easy, alone, free, both, climb over, jump across. 3.对Why do you love…? 的提问和回答，不同介绍句型的理解和应用。

教学难点：

1. easy, exercise, both, free这四个较为抽象的词的正确理解使用。

2.本课动词词组比较多，部分学生熟练掌握和运用有难度。

3.对多种介绍爱好的句型的灵活运用。

Lesson 12

My Mother Likes Hiking

课时

1

教学过程：

Step 1 ：Warming up

Sing a song: walking 设计意图：用简单快乐的歌曲和动作让孩子提起精神，进入最佳上课状态；同时唤起孩子们，尤其是学困生们对walk(步行)一词的记忆，为后面的听力打下基础。

Step 2：Presentation

1、Introduce 3 teachers to the students. Have students watch two videos about them and answer questions: ⑴. What they did do? ⑵. What did they talk about? Learn the new word

interview

and the sentence structure: interview somebody about something

by answering these two questions. Read the sentences which show the topic of the two videos together. Emma interviewed Jimmy about basketball. Penny interviewed the students about their homework.

设计意图: 由于本课文是以采访的形式呈现的，所以首先通过我特意录制两个简短的视频，用孩子们熟悉的人物和最接近孩子们生活的话题，让孩子们轻松进入学习，直观地理解采访这个单词和“就某事采访某人”的句型，为下一步听懂课文内容打下基础。

2、Introduce the little girl, Wei Fang. Show students their listening task, Fill in the banks. Wei Fang interviewed ________ about ________. Have students listen to the whole text to get the main idea of this lesson. 设计意图: 让孩子们带着问题，有目的地听完整的课文，通过反复出现的关键词了解本文的话题：被采访者和她的爱好名称，并至少达到对此爱好的含义有大致模糊的猜测。

3、Ask students what hiking is. Have students listen to the first part of the text and find the definition of hiking.

Hiking is a long walk. T: Do you like hiking? Why or why not? Invite 4 to 6 students to share their opinion. 设计意图: 从这一步开始分段听课文，得到详细的信息，仔细学习理解课文，逐步解决重难点。在本步骤中听课文的第一部分，让孩子找到本文关键词hiking （徒步远足）的含义，解决刚刚有的孩子在第一遍全文听力时理解不到位的困难。在知道了hiking的本质含义后，马上问孩子是否喜欢，既是练习使用该词，更是带动孩子们对一个新词的感知，启发孩子们对它的思考，唤醒孩子们头脑中相关词，句，情景的记忆，使接下来较大段的听力变得简单。

4、Show some choosing task. Remind students to pay attention to the following information while listening. When you go hiking, you need _________. You can go hiking in _________. You can climb over a _________. You can ________ across a small river. Have students listen to the second part, get to know the requirement, the places and the fun of hiking. ⑴.Students choose two things that necessary from 4. hiking shoes, a bottle of water

Show slippers and hiking shoes, have students choose. T: Do you need any other things such as …? T: Do you need someone to teach you how to walk? Lead in the word easy.

Show students two math questions, have them compare easy

to

difficult. ⑵. Students choose two places from 4. forest and countryside

⑶. Students choose one from two. rock

Show the picture which shows the phrase climb over a rock and teach students to read. ⑷ Students choose one verb from 4. jump

Show the picture which shows the phrase jump across a small river

and teach students to read. ⑸.Repeat one sentence from this passage. Show the word

exercise; Show the two different meanings of this word with pictures. Have students choose the one which shows in this text. Read the word. Have students tell more things that is exercise.

设计意图: 通过四个问题的解答让孩子们了解徒步这项运动。第一小题通过对徒步所需物品的选择和我的提问让孩子明白重点词easy(简单，容易)，并用两个数学算式的对比进一步加深对该词的理解,用两双鞋的对比让孩子明白hiking shoes(适合徒步的鞋)；第二小题通过对四个地点的选择让孩子明白这是一项户外运动；第三四小题通过对物体和动作的选择让孩子学习两个重点短语“翻越”和“跨越”，并配以图片帮助基础较弱的孩子直观理解。第5个小步骤用对比，举例的方式帮助孩子学习重点词exercise（练习，运动）的两个含义，并让学生举例什么是运动来练习该词的发音及检查理解。

5、Have students read the third part by themselves, find the two ways of hiking and the advantages of each way. ⑴. T: What are the two ways to go hiking? Learn the new words and phrases: alone, with a group, Show two pictures about them. Lear to read. ⑵. T: What can you do when you hike alone and with a group?

Draw a table on the blackboard. Write the phrases at the correct places to complete the table while the students are answering. stop, take photos, sit and rest, talk with people, make friends. ⑶. T: Which way do you like? Why? Lead in feel free

T: Do you need to ask somebody if you want to stop/…? Show two more example to help students understand free. Eg1: Students watch a video.(A is calling B and C to invite them to play together. B is doing his homework. C has finished all his homework.)Have students judge who is free. Eg2: Show two pictures: a sad bird in a cage and a happy bird flying in the trees. Have students tell why they are sad or happy. Extension: another meaning of free. Pictures: Buy 1 get 1 free, something for free. ⑷.T: Which way does Li Ming’s mother like to hike? learn the new word both 设计意图: 本段新词alone对孩子们都很生，短语又很多，不偏于孩子听和记忆，所以用自己阅读的方式学习。用图片直观学习alone(单独)和with a group(团队)两种方式，用表格学习文中短语，用选择对比两种方式的活动和优点，引出重点词free并通过是否需要征询他人意见的提问和两个对比事例让孩子理解重点词free（自由的）。用提问的方式让孩子了解两个都喜欢时可以用both（两者都），理解学习这个重点词。

6、Teach Ss to read the key words and phrases in this text. Students read the text together. 设计意图: 课文长，所以领读黑板上的重难点词汇短语后，让孩子们整体朗读课文，对课文信息获得更加完整的认知，并在发现错音时及时纠正。

7、Exercise. Show six key words and six sentences.

Have students choose words and complete sentences. They have three minutes to think, try and finish it.

group

alone

hiking

free

easy

1. It is ________ to ride a bike.

2. I do not like to stay ________ at home.

3. Every student in my ________ had a good time.

4. Autumn is the best season to go ________ .

5. I have no homework today. I am ________ to do what I want to.

Check their answers. Make sure they have mastered the new words. 设计意图: 通过用本课重点新词进行选词填空，检查孩子们是否已经正确理解并可以正确使用。给孩子足够的时间，让每个孩子自己尝试在纸上做题，然后在全班抽查和讲解错误中加深印象。

8. Tips: Safety rules. Bring bandage and medicine. 设计意图: 提醒孩子在徒步时注意安全，带上创可贴和防蚊虫药。

Step 3、Practice and Production 1、Show few pictures about some students who have different hobbies. Have students tell their hobbies. Eg：Peter’s hobby is playing the violin. Sally likes painting. Correct students and remind them to use nouns and verb-ing to express their hobbies. 设计意图:谈论其他孩子的不同爱好，练习使用名词或动名词表示爱好的正确句型，并引发孩子谈论不同爱好的兴趣。

2、Make new dialogues Group work. Two to Four students work together. Interview your partner about his or her hobby. Show some useful sentence pattern on the PPT. Teach students to read them. A: Hello! I am the reporter from Da Xing TV. May I interview you? B: Sure! It’s my pleasure! A: What’s your hobby? B: My hobby is …. / I love …. (ing) A: Why do you love …? B: … is …. It makes me …. / I can …

I love …. / I love to…. A: What do you need to …? / How do you …? When do you …? / Where do you …? Do you … alone? Whom do you … with? B: …

A: OK. Thank you very much! B: You’re welcome.

Three to five minutes for students to practice. Walk around and offer help. Have students performance. Ask few questions after each performance to make sure all students can learn something.

设计意图: 通过两人或多人一组的对话练习，让学生之间互相帮助进行练习，从特点，所需装备，时间，地点，方式等方面询问并讲述自己的爱好，练习本课的语言结构，发展自主的语言组织能力，使语言学习得到实用。在每组采访展示后的小提问用于保证孩子们认真倾听和了解更多活动。

3. Sum up: T: We have so many different kinds of hobbies. What can hobbies bring us? Have students share their ideas. Ss: Hobbies brings us … / make us …

friends, happy, wise, strong, beautiful, health, …

Sum up: Hobbies make our life wonderful. 设计意图: 总结爱好如何让我们的生活更精彩，鼓励孩子培养自己的爱好。

Homework: 1. Recite the text, remember the key words. 2.Write a composition My Hobby. 板书设计：

Lesson 12 water climb over a rock hiking shoes need can jump across a small river easy hiking a long walk alone: stop, sit, rest

forest exercise how take photos free like

countryside where with a group: both make friends, talk