Lesson 4优质课教学设计

Unit 2 Vacation Plans (the third period) Reading and writing 一、教材分析

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，了解所发生的计划内容，并于阅读后进行回答问题及完成海报的内容，从而进行有效的语言输出。

二、学生分析

本班学生学习英语已有两年多时间了，此过程中他们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，但阅读部分仍是不少学生的薄弱环节，语言输出较弱（从平时教学中Read and write部分的作答情况可知）。虽然不少优秀生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，还未能主动、深入思考深层次的问题，还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。

三、教学目标

（一）语言能力

1.语言知识目标

（1）词汇：能听懂并理解far,lake,grass,camera, bring,walk up,Green Hill, row boats, stay in tents等。

（2）句子：

There is /are…

2.语言技能目标

在老师创设的语境中，整合性地运用已有知识理解语篇所表达的意

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义，有效地使用口头语言、书面语言表达思想和进行情境交际。

（1）听：能听懂阅读材料，培养学生在阅读中获取信息的能力。

（2）说：能熟练地运用所学句型进行询问，并能口头回答老师所提的问题。

（3）读：能正确朗读Reading and writing

的小短文，回答短文的问题。

（4）写:学生能运用所学的内容制定旅游计划，并能通过独立自主地阅读完成相关的练习，能正确写出短文的答案。

（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中应做一个文明的旅游者的文化进行感知、理解，让他们初步注意文明行为与不文明行为的异同，逐步加深思想教育，增强民族意识，培养学生热爱祖国山河的情怀。

（三）思维品质

引导学生根据对话内容正确回答Where are they going? How are they going there?等问题,让学生进行思考、分析、推断，发展其逻辑思维。之后，再引导学生思考如何制定vacation plan，并于组内交流完成海报，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，引导学生通过Phonics、知识迁移等方法培养“见词能读”的语音、词汇学习能力，扩大词汇量，积累丰富的语言知识；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；

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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：深入理解课文意思，并掌握一定的阅读技巧和基本的写作策略。

教学难点：条理清晰、流畅、具体地描述个人的假期计划

五、教具准备

PPT课件，卡片，实物图片，学生练习材料等

六、教学过程：

Ⅰ. Pre-reading Step1：Warm- up 1.Sing: We’re going …

【设计意图】通过歌曲复习重要句型，让学生很快融入轻松愉快的氛围。) 2.Free talk : 教师用PPT出示自己的旅游照片，引导学生利用下面的句型提问：Where are you going for your vacation? How are you going to get there？

Who are you going with? Where are you going to stay?

What are you going to do there? 【设计意图】通过分享老师的trip plan，

帮助学生复习巩固本单元的核心句型，同时呈现where, what, how这三个疑问词，帮助学生了解他们分别是对什么进行提问。

Step 2

Lead-in

1.T: Mis Black has a vacation plan, too.

PPT: Show the Blacks family photo to class.They are talking about their vacation plan. 2.T:What plan they are talking about ?

Ss: About going camping. 3.贴书课题并朗读：Let’s go camping.

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【设计意图】巧妙地以图片引出主题，创设语言情境，培养学生借助图片获取信息的学习能力。

Ⅱ. While-reading Step 1:Listen and match. T: Some sentences are missing,they need help.Can you help them to match the answers.Now ,let’s listen to the tape and fill in the blanks with the sentences on Page23. 1.

Ss match the questions. 2.

check the answers. 【设计意图】学生带着任务听录音，培养学生获取信息的能力，同时整体初步感知对话内容。

Step 2:The first reading 1.

Read the dialogue by themselves and underline the new words. 2.Learn some new words

T: Any words you don’t know? Let me check you. Check these words : (1)Green Hills / walk up the hill，row boats and camera并板书。

(2) not very far

show a map of Guangdong. Guangzhou is very far from us, Jiangmen is not very far from us, it’s near.

（3）grass

lake stay in tent Show the picture:

学生根据图片或具体语境猜词意

(4) bring

bring: Show the picture，让学生自己感悟词义，利用phonics方法让学生自己尝试读。br

/br/ ing

【设计意图】学生提出自己不懂的单词，借助图片帮助学生理解，强化记忆，解决学生的疑惑。】

Step3:The second reading

Group

work:

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1.Read the text in groups and fill in the blanks:（完成表格填空）

When to go? Where to go ? How to go? What to do? Where to stay? What to bring? this weekend the Green Hill by bus

walk up the hill/ row boat on the lake. stay in a tent

warm cloths/

camera 学生边回答，老师边在黑板表格里贴上相应的句条，其他学生检查自己的答案。

【设计意图】通过阅读，找出相应信息填写表格，培养学生良好的学习习惯，更好发展学生的阅读能力，并落实既定的教学目标。

Step4:The third reading 1. Read and imitate T: Let’s read after the tape and imitate. 2. Read the dialogue together emotionally. 【设计意图】第三次阅读，让学生听音仿读，帮助学生进一步掌握语言，内化语言。

Ⅲ. Post-reading Step 1

Consolidation 1.Retell the dialogue.提醒学生看板书和PPT一起复述。(T: Look at the blackboard. Let’s retell.) This w___________, The Blacks are going to go_________, They are going to stay in a _____________. They are going to w__________ the hill and _____________ on the lake. They are going to bring some warm ____________and a ___________, they are going by ___________.It will be fun.

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【设计意图】通过复述对话，加深学生对对话的理解，加强学生口头表达能力的培养。

Step 2

Extension 1.Task1. Do a survey T: Ms. Black and the kids are going to go camping this weekend. May Day is coming soon.Do you want to have a trip on May Day ? let’s have a group trip. Now, let’s watch the VCD about four places.

播放介绍台山下川岛、都斛农业公园、浪琴湾、北峰山的风光和饮食影片。

T:Are they beautiful? Where do you want to go ?

Now Let’s do a survey. Please circle your choices on your exercise paper. You can only choose one. And then discuss in your group.

We are going to : Xiachuan island

Duhu Agriculture Park

Langqinwan Beifeng Mountain Nation Forest Park We are

going by:

bike

school bus

ship

taxi We are

going to : stay in a hotel

go camping

stay with friends or relatives We are

going to: take photos

row boat

eat seafood go sightseeing 通过调查，组长根据小组人数统计数据，少数服从多数原则，选择一

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个地方，再制定小组计划。

【设计意图】把课本P 23 练习2计划去的Tibet

Hainan

Xi’an

Hong kong,

改为台山本地的旅游景点，更切合班级旅游实际。同时把P23里的class trip改为group trip,使旅游计划的制定更加符合大多数学生的意愿，使之成为积极参与活动的内动力

2. Task2

Now complete this poster for the bulletin board with your answers above . P23 练习3. Our class trip is from April 29th to May1st. We are going to _____________. We are going by _____________.Please bring_____________ .We are going to ____________, please bring _____________.We are also going to ___________.Get ready for a very fun trip. 2.

Task3. Share your group trip plan. 【设计意图】体现任务型教学的理念，让各小组带着任务去交流，综合运用单元知识，培养学生合作学习的能力并在分享中提升自我。

3.Task4.Read and judge. (

) (1). Give your seat to old people on the bus. (

) (2). Write your name on the trees. (

) (3). Walk on the grass. (

) (4).Don’t litter around. (

) (5).Don’t draw the wall.

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(

) (6).We can swim alone. 【设计意图】通过Read and judge, 渗透品德教育，做一个文明的旅游者。

Step 3

Summary

T：All of you did a good job. Now let’s do a summary.

Useful phrases: wall up the hill, row boats,stay in tents T: And we should know how to make a vacation plan.

What should we think of… (when,where, how,…)

【设计意图】引导学生用关键词、句型进行总结，培养学生的归纳能力。

Step4

Homework 1.Read the dialogue twice. 2. Make a family trip for the summer vacation. 七、板书设计

Unit 2 Reading and writing

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