Unit 2 1 go by train.教学设计一等奖

Grade2 New Standard Student’s Book1 Module 7 Unit 2 I go by train. 1 Provider：Zhang Xiaomin Analysis of teaching material: This teaching part is the 1st part of unit2, Module 7, whose content carries on the topic of this module: transport, but also contains more target language like: “I/We go to …

on holiday. I/We go by…Then I/We go by…”

to talk about and illustrate the way of transport to far places, which provide teacher a richer situation to expand SS knowledge to talk about transport, and an opportunity to guide SS to learn some culture or knowledge of China even the world.

Analysis of teaching material: SS in class 1 are able to talk about their way of transports to school by asking and answering: “—How do you go to school?—I go to school by…// I walk to school.”

which pave them SS the new class learning.

Theme: transport and travel

Objectives： By learning this class, SS can 1.

(knowledge objectives) listen, speak and use the key words and phrases:

run, then, on holiday, by train, by ship, by plane, love, and can read the key text in fluency.

2.

(ability objectives) master and use the target language: “I/We go to … on

holiday. I/We go by…Then I/We go by…” to talk about and introduce their travel experience and ways of transport to share information in the class. 3.

(emotional objectives) build their confidence of English by cooperating with

others, and cultivate SS’ patriotic feeling to our motherland, and enjoy the happiness of travel. Focus: 1. SS can read the key text in fluency to gradually cultivate their reading ability and strategy in daily tasks.

2. SS can use the key phrases: by train, by ship, by plane to talk about transports to far places. 3. SS can understand and use the target sentences: “I/We go to … on holiday. I/We go by… (Then I/We go by…)” to talk about and introduce travel experience and ways of transport with others in daily life. Difficulties: In the practice, SS can

1. have a good application of the key language to talk about and introduce their travel and transport in teams/class by talking and practising in different forms of oral practice. 2. get some knowledge of certain cities and their scenery or tourist interests in China or in the world under MZ’s explanation and information sharing.

Methods: situational teaching approach, cooperating learning approach

Strategies：

In the class, SS can learn by 1. singing a chant for consolidation. 2. reading pics for information. 3. learning in groups with others for oral practice. Aids：

CAI, Pictures, Cards, Map.

Procedures：

Step I. Warmer-up 1.

Let’s greet to each other. 2.

Daily report.

SS’ reports. Two SS give a presentation of self-introduction to practice their oral English and consolidate the former knowledge.

3.

Let’s review --Ask and answer.

“--How do you go to school? --I go (to school) by bus/car/bike.// I walk to school.”

MZ will lead SS to talk about their ways to school to review and stimulate their former knowledge.

4.

Let’s chant 1. A.

Listen and find SS listen to the chant, watch the cartoon, and find out how monkeys go to school: “I

walk and run to school.”

B.

Say and do “--How do you go to school? --I walk and run to school.”

SS say and do actions to practise: “walk and run”.

MZ will guide SS to have a small chant to help them to consolidate.

C. Let’s chant.

SS chant to consolidate the key expressions of transport and cheer themselves up and get ready for the new learning. Step II. Presentation

MZ’s report. MZ will start her report to lead SS to the new lesson. 1.

Listen, look and understand. SS listen to MZ’s report, look at the pics showed, and understand the new language:

“I go … on holiday. I love…”

Eg: I go to Beijing on holiday. I love Beijing. 2.

Free talk.

(“--Where do you go on holiday?)

SS: “I go … on holiday. I love…”

SS talk about their travel places on holidays using the key sentences. This task is done in three forms: T-S work, S-S in class work, and pair work. MZ will show the map of China to lead SS get some knowledge of places in China, and mark the cities SS talk in the map. 3.

Know about Hainan. “I go to Hainan on holiday. I love Hainan.”

SS listen to MZ’s introduction to Hainan, and enjoy the beautiful scenery of Hainan. 4.

Make a judgment. (1.)Let’s learn:

“I go by train. Then I go by ship.” SS look at the map, and guess how MZ goes to Hainan. And make judgments of how to get to Hainan.

(2.)Ask and answer.

--How do you go to Hainan?

SS: --I go by train. Then I go by ship.

SS have a drill to practice the key sentences with MZ by asking & answering.

(3.) Let’s learn:

“I go by plane.

// We go by plane.” --How do you go to Hainan?/ How do you go to Hainan with your mother/…?

SS--

I go by plane.// We go by plane.

SS think another way to go to Hainan, and have a simple practice in pairs by asking & answering. MZ will ask many SS to answer: “I go by plane” to lead the new sentence: “We go by plane.” These key sentences will be practiced quickly. Step III. Let’s learn--

Part2 (This part is designed for SS’

cooperative-learning to cultivate and develop SS’

daily learning strategies of reading and learning in teams.

There are three tasks for SS in this part. One tip or aim is given to SS in order that they are clear about what task they are asked to finish.)

1. Look at the pics in part2, p41, and try to talk about them. Who? Where? How? SS learn the text by reading pics for information for the text understanding.

2. Listen to the tape, point at the words, pay attention to the pronunciation and intonation, and then follow the recording.

3. Let’s do cooperative reading. SS work in groups to read the text and check each other’s reading. MZ will monitor SS’ reading and provide necessary helps during SS’ self-learning. Step IV. Practice 1.

Let’s say.

(--Where do you go on holiday?) --I/ We go to… on holiday. (--How do you go to …?) --I/ We go by… (Then I/ We go by…) --I/ We love…

MZ will show the symbol of some cities and guide SS to talk about travel and transport, and lead SS to get some knowledge of these cities of our motherland. 2.

look and talk. SS look at the map of China to talk about the cities and way of transports to practise the target language. --I/ We go … on holiday.

--I/ We go…

Eg: I go to Shanghai on holiday (with my mother.) I

/ We go by plane. MZ will work with one S to set an example and give SS clear directions of how to do the task. 3.

Let’s share and show Key language：

Hello/ Hi! I’m/ My name’s ***. I/ We go to … on holiday. I/ We go by… (Then I/ We go …) I/ We love …

SS work in groups to show their travel pics and share their travel experience with partners, and then give a presentation in the class.

MZ will share her travel experience with SS to set an example and give clear directions of how to share information with partners in groups.

Eg:

Hello, My name’s Miss Zhang.

I go to New York with my sister on holiday. We go by train. Then We go by plane.

We love New York. We love the USA. Step V. Summary

1. Let’s review the key in this class.

2. Comment on SS’ performance. 3. Emotional education:

Enjoy the holiday, enjoy the life. Enjoy the holiday, see the world. SS will look at pics of cities around the world and know the importance of enjoy and love holidays and life with families and friends.

Step VI. Homework 1. Listen, point, and read the two texts on p41 for 15mins.

2. Make your poster and report: My holiday!

Blackboard Design

Unit 2 I go by train. 1 I go to … on holiday.

I go by train. / plane.

Then I go by ship. Reflections: 一、教学效果

本节课在本模块第一单元学习的基础上继续以交通方式为话题，主要应用I/We go to … on holiday. I/We go by…，让学生来讨论如何去较远的地方。教材选取了一名中国小男孩和两名外国小朋友分别使用不同的交通方式去度假的有趣情境，通过对教材文本的解读，我将本节课的主题定位为交通方式和旅游分享，并通过创设一定的语言情景来开展语言应用和情感升华，培养学生语言的实际运用能力及大胆英语交流的能力,从而达到本节课的教学目标。

本节课主题贴近日常生活，我努力的方向也是为学生创设自然的语言情景，并引导学生通过感知、参与、合作、实践等方式完成学习目标。

具体体现在以下几个方面：

1.创设情景、学练新词：

热身阶段，从日常学生的daily report开始进入课堂，其内容结合本册书6模块和本模块的语言要点进行“自我介绍”，通过问答的形式，引导学生理解chant1 的情境下，使学生学习新表达“I walk and run to school.”的表达，并完成热身。

2.在情景中构架新句型

作为本节课目标语言习得的重要过程。新课以“Miss Zhang”带领学生体验交通和分享旅游的情景展开，并逐步呈现本节课的目标语言，让学生初步感知、理解并构架新句型。学生通过听，看，说等即时表达来练习新句型：I go to。。。on holiday.通过观察地图，分析海南岛的位置，学生理解并讨论或表达如何去远方，学会用英语思维和表达在生活中去远方的交通选择：I/We go by。。。Then I/We go by。。。

3.学习策略，理解语言情景

本节课文本以陈述的方式呈现，作为常规训练，学生能在老师的引导下学会阅读策略，看图识别信息，提取信息，从而理解语境，感知文本，并整体构架语篇表达。同时，通过小组合作的方式开展朗读练习，培养学生一定的小组合作学习的能力。

4. 在真实的生活中开展合作，应用语言分享信息，开拓眼界。

本节课以学生生成并表达目标语言，开展交流为目标，学生通过集体认识和参与讨论所呈现的中国城市讨论交通，和学生自己的旅游经历分享来实现，这也是学生语言掌握和综合表达的检验。学生通过多种形式，如：师生问答，双人合作，小组合作的方式应用语言，分享信息，开拓眼界，感受到我国多个城市的文化与魅力，培养爱国情感，分享快乐的经历，激发英语表达热情。

二、教学收获：

本节课上完的收获就是：

第一：语言是在一定的情景中产生和进行的，以文本为依托，创设贴近生活的语言情景，能帮助学生更好地理解和内化知识点，在本节课中，为学生出示的地图能帮助学生更直观地判断交通方式，帮助学生构建和生成目标语言。

第二：开发贴近学生生活又拓展学生视野的学习材料，能吸引学生学习兴趣，也能激发学生的表达潜能，促使他们结合自己的生活实际应用所学知识，甚至生成语言，也能让学生体现会学英语的目的就是和他人交流和分析经历，达到交际的效果。

三、反思不足

1：课堂练习中，应设计不同的方式，并把语言练习的机会和时间留给学生，把握好老师的主导和学生的主体，做好老师课堂参与度和学生练习能够配合有度。同时监控学生的语言生成，不论是个别问答，还是集体问答，有难点的地方老师应注意引导学生进行简单的操练，达成学生对重难点的掌握。如：by plane, I go by plane. Then I…，有问题及时操练巩固是很有必要的。

2：对学生自身的生成性拓展语言，如：I go to New York on holiday.除了给予正面评价，应思考更多方式，抓住学生的生成来进行简单的拓展和练习，帮助课程内容的推进，同时也是一种从侧面给予学生赞扬的更激励学生的途径。这是对教学中整体细节的把握能力考验。

3.课程最后进入到拓展应用时，引导学生练习过程中应注意对学生语言的生成性和牵引性练习，使话题进入到更加符合学生生活经历，同时丰富语言框架和表达，如：go—come，I come to school by…恰当地引导学生丰富语言内容与形式。

4.作业布置的升华性体现：本节课两个作业，一是朗读，二是制作poster分享旅游。这两个作业的语言应用升华性不够，应该思考如何让学生在巩固课堂语言练习后，在课后更加生活性的应用，以达到语言的实践牵引，使学生能自然的听和说，自然的交流。

四、再教设计

本节课的文本为陈述性语言，与学生之前所熟悉的会话型文本相差很多，给学生的练习提高了一定难度。那么在学生任务设计中，把握好任务内容由易到难，阶梯式的设计，让学生通过由会话到陈述的表达任务，提供学生在留白部分思考和练习，循序渐进的开始学习任务，能更好地实现本节课的教学目标。

Step IV. Practice 1.

Let’s say.

A: --Where do you go on holiday? B: --I/ We go to… on holiday. A: --How do you go to

B: --I/ We go by… (Then I/ We go by…) --I/ We love…

(通过展示分享我国重要城市的象征或重要建筑物，以问答的方式开展目标语言的练习，检查学生的语言生成。这项任务形式主要以老师引导，学生问答的方式进行，老师监控学生就知识重难点的掌握，给予适当的评价和帮助。任务的开展形式，决定了这个活动的有效性，以帮助学生在下一个活动中双人活动。学生掌握I的用法，学生根据情景会表达We，就可以。) 2.

look and talk. I/ We go … on holiday.

I/ We go…

(Then I/ We go by…) --I/ We love…

在第一板块的会话形式练习后，学生根据图中的展示，采用陈述的方式说一说自己的旅游方式，本活动前，老师应给予示范，或要去一两位学生说一说，确保其他同学能够知道这项任务中，语言表达方式的转变。教学任务也能逐步增加难度，同时也确保学生能够完成。

3.

Let’s share and show Key language：

Hello/ Hi! I’m/ My name’s ***. I/ We go to … on holiday. I/ We go by… (Then I/ We go …) I/ We love …

SS work in groups to show their travel pics and share their travel experience with partners, and then give a presentation in the class.

MZ will share her travel experience with SS to set an example and give clear directions of how to share information with partners in groups.

Eg:

Hello, My name’s Miss Zhang.

I go to New York with my sister on holiday. We go by train. Then We go by plane.

We love New York. We love the USA. （此外，本节课在语言上学生能较好地完成对第一人称单数I的表达，对于复数形式We的表达，可以要求在有语境的情况下，学生会说就ok，那么，在板书中，也就只需要出示I go to …

on holiday. I go by…

Then I go …这几个主句型。）