Lesson 16 How Can We Go to Beijing?优秀说课稿

《Lesson 16 How Can We Go To Beijing?》教学设计

一、教学目标：

1.知识目标：

（1）学生能够听说读写四会掌握单词plane，train，fast ，slow，cheap等。

(2)学生能够理解掌握两组比较级faster、slower。

2.能力目标：

能够在实际生活中正确运用fast、faster、slow、slower等词进行比较、交流。

3.情感目标：

激发学生学习英语的兴趣，培养学生综合运用语言的能力。

二、教学重难点：

重点：单词plane , train ，bus及两组比较级的句式。

难点：理解和在实际生活中正确运用两组比较级的句子进行比较。

三、教学用具：

教具：教学课件、教学卡片。

四、教学过程：

1.Greeting :

Listen to a song. 2. Review some transportations they have learned with the PPT: T: You are good boys and girls, Let’s look. And tell me: what can you see?

S1: I can see a bicycle .

S2: I can see a car .

……

T: Let’s look again.

3.New Concept : plane ,train ,fast ,faster, slow ,slower T: Look! What’s this? (出示课件图片).

Who can guess? S: 飞机.

T: Yes , plane.

(出示课件，让学生猜出图片给出的交通工具，可用汉语表达。)

T : plane ,read please !

Ss : plane .

T: We also can say it “plane”.

T : This is an airplane .

We also can say: This is a plane.

Show CAI .(演示飞机飞行的速度,使学生能够很容易的理解fast的含义。)

T：A plane is fast . Say it ,please !(读fast 这个单词时，语速要快，在语速上给学生暗示，这个单词是快的。引导学生读单词和句子。)

Ss : An airplane is fast .

Show CAI .(演示公共汽车的速度，帮助学生理解slow 的含义。)

T: What’s this? S: This is a bus.

T: A plane is fast. What about the bus? S：慢。

T: A bus is slow. (在读slow这个单词的时候，语速要慢。并且引导学生读单词和句子。)

T：A bus is slow . Say it ,please !

Ss : A bus is slow .

Show CAI .(出示火车的图片,教授单词train.)

T:This is a train .Say it ,please.

S : This is a train .

Show CAI.(演示飞机、汽车、火车行驶的速度，引导学生进行比较。) T: A plane is fast. A bus is slow.

What about a train? S: __________.

T: Yes, A train is faster than a bus.

A train is slower than a plane.

(板书两个句子)。

T: （引出faster, slower. (引导学生说出这四个比较级的句子，在自然的对话问好中复习这些比较级的句式，为本的难点突破打好基础。) )。

T:(看图)。Who can say another one?

S: A plane is faster than a bus 。

……

T:将板书的两个句子总结成一个句子：

A train is faster than a bus but slower than a plane.

S : A train is faster than a bus but slower than a plane .(学生读句子。)

4.Practice : Show CAI .

(第一张是出租车和自行车的比较，给出句型，让学生填单词：faster 、slower ;第二张是飞机和小汽车的比较。第三张是卡车和火车的比较。后两张让学生自己练习说句子。)

Let the Ss practice in pair .Then present .

5.New concept : Part 2 .

T : I go to school by car .

How do you go to school .

S1 : I go to school by bicycle .

S2 : I go to school on foot ..

T: Do you want to go to

Beijing

? S: _________.

T: Oh, yes, you can take a bus or a train.

T: We know, Li Ming wants to go to Beijing.

Do you want to know: How does Li Ming go to Beijing? T: Here are some questions.

Who can read?(找学生读。)：

①How does Li Ming want to go to Beijing ?

② How does Li Ming`s mother want to go to Beijing ?

③ How do they go to Beijing at last(最后)？

Play the CAI .

T: Let’s listen.

T: This time, two Ss read this dialogue.

One is Li Ming, the other is Li Ming’s mother.(学生读).

(Lead the Ss to read the dialogue .Then answer the questions .)

T: Ok, stop here. The first question .(回答问题).

五、Extension: Make a rule of this lesson. 六、Homework: Let’s sing a song and form the sentences.

板书设计:

Lesson 16 How Can We Go To Beijing

?

Plane fast A plane is fast.

Bus slow A bus is slow.

train cheap A train is faster than a bus

but slower than a plane .

How far is it? It’s 278 kilometers from … to … .

《Lesson 16 How Can We Go To Beijing?》教学反思

信息技术手段在创设情境、引入新课方面为学生创造了良好的氛围，帮助学生自然、准确地理解新课。有了信息技术的支持，巩固练习就能寓教于乐，提高学生的兴趣；有了信息技术的支持，教学中就可以做到因材施教，让学生根据自身情况自主选择，真正体现“以人为本”的课程理念。信息技术这一现代化教学手段，在优化教学结

构、激发兴趣、激活课堂、调动学生多个感官等方面有其得天独厚的优势，再加上教师精心的教学设计和教学指导，有利于让所有学生参与学习，让所有学生有学习兴趣，让所有学生学有所获，更能体现课改的精神。 总之，本节课的设计力求以学生为主体，以任务为中心，以活动为方式，放手让学生自己去发现问题、分析问题、解决问题。整节课教学设计的宗旨是为课堂教学服务，让学生成为直接的受益者，有利于学生的自主学习，有利于提高学生运用语言进行交际的实际能力，有利于增强学生学习的兴趣和信心，最后使学生“乐说”“会说”“能交际”，感到学英语“It's fun．It's easy!” 但是仍然存在一些问题，比如学生的发音，因为上学期接的，有些发音一下很难纠正过来，再比如学生的语言应用上，还应该继续努力培养，学困生的基础令人堪忧等，都有待逐步解决和提高。