Lesson 16 How Can We Go to Beijing?教案1

Lesson16: How Can We Go To Beijing? 教学内容分析：

从本单元的主题“A Trip to Beijing”便能揭示出本单元的核心教学项目是:Li Ming, Jenny ,Danny 到北京旅行,随之话题便以人物的活动为主线,围绕最常用,最基本的英语词汇,句型,交际会话等逐步展开了教学。在这一课中，课文主要谈论了关于”How Can We Go To Beijing”和

“How far is Beijing”的主题内容，并且在这一话题下学习句型

“How far is it from__ to ____?

It’s about_____ kilometers/meters.”

教学目标：

语言知识:

1. 在课文中围绕本课主要话题学习新句型How far is it from__ to ____?

It’s about_____ kilometers/meters. 2. 能够理解和表达与所学句型有关的话题信息。

语言技能:

1. 能相互致以问候；

2. 能听懂课堂常用的指令并做出相应的反应；

3.掌握下列单词about, 1--10，000数字的表达法

4. 借助图片能听懂本课重点句型“How far is it from__ to ____?

It’s about_____ metres/ kilometres.”

5. 理解课文内容,并且流利地朗读课文。

6. 能正确描述所出示的图片。

情感态度：

把英语与数学、地理等知识结合起来，体现多学科的联系，充分发挥他们的审美、思维、观察、计算等多方面的智能，为多元智能的发展提供条件，为学生各展所长提供可能，真正体现了素质教育“面向全体学生”的精神实质。

1.

有兴趣听英语、说英语、做活动等；

2. 敢于开口，积极参与，主动请教。

学习策略:

1.学生愿意积极与他人合作,进行小组讨论或自编对话,积极运用所学句型进行表达和交流,并愿意向别人展示自己的成果,共同完成学习任务。

2.学生在课堂上能主动向老师或同学提出一些与本课内容有关话题的问题,或主动请教别人。

教学重点： 根据课文内容进行重点句型“How far is it from _____ to ______?

It’s about _____ metres\ kilometres.” 的教学。

教学难点： 用所学知识进行实际的口语交际。

学习对象分析：

本教材教授的对象是小学五年级的学生，学生经过了两年的学习后，在听、说、读、写、方面有了一定的基础,并掌握了一定的学习技巧。所以我在设计本课时，安排了大量的学生活动与练习，尽量把课堂交给学生，让他们通过一些简单的模仿从而延伸到实际运用。充分发挥学生的想象空间，让学生把自身的潜能最大限度地发挥出来，以达到良好的课堂学习效果。

板书设计

Lesson 16 How Can We Go To Beijing How Can We Go To Beijing Let’s go to Beijing by train.

教学过程

Class Opening and Review I、Number Song II、Greeting T: Hello, boys and girls. S: Hello, Miss Wang.

T: How are you? S: Fine, thank you. And you?

T: I’m pretty good. T: (to a student) Hello! I’m twenty-six years old. How old are you? S: … (three students) T: Do you have a pencil? How many pencils do you have? (How many books do you have? How many girls\boys in our class?) III、Games to review numbers. 1. Clap hands to review numbers from one to ten.

T: Now, class, can you do this? (Show the students how to do the actions.) One-to-one, one-to-two, one-to-three,…one-to-ten.

T: You did very well! 2. Look at the pictures and speak out these numbers. T: Look, I have some numbers. Please look them carefully. Then I will hide them. And you must tell me, what number are they. First, I’ll divide you into two teams: China team and Canada team. If you know the answer, put up your hands.

3. Ask some students to speak out the next number of 33, 78, 108, 576, 999. T: Now can you say the next number of them? For example, I say 23, you must say 24. Can you? New Concepts I、thousand 1. Introduce

T: You are so smart! Now this number(999). How to say the next number of 999? Ok, read after me. One thousand. (Ask some students to read it. Write “thousand”

on the blackboard with different colours. Then read from one thousand to ten thousand on the slide.) 2. Before the following game, teach them how read the number. (告诉学生在英语中是没有“万”这种表达法的) 2. Game Give some volunteers a number from 0-9. Ask another student to speak out the number loudly. When the game begins, the numbers which students stand for must be fit for the numbers on the slide.

T: Now let’s play a game. I have some numbers for you. I also have some numbers on the slide. You must show me with your friends. And it must be the same with the numbers on the slide. Ok, now, who get the numbers, please close your eyes. When I show you the number, let’s read it together, and who got the cards, stand in front of the classroom.

T: Pass the card to one student next to you, please. II. about 1. Introduce There are two children on the slide, a very short boy and a very tall girl. Write down the height for each person (such as 1.1m and 1.8m). Lead a dialogue like this: T: Are you happy now?

S: Yes! T: I think you are happy. And there are two students. They are happy, too! One is a tall girl. The other is a short boy. The boy is short. He is one-point-one meters tall. How tall is the boy? S: One-point-one meters tall. T: Yes! He is one-point-one meters tall and she is one-point-eight meters tall. He is about one meter tall and she is about two meters tall. 2. Write “about”

on the blackboard. Ask the students to say what’s the meaning of “about”. Then write this word on the blackboard and write

“≈”

under it. 3. Show some objects to practice “about”. T: Look, there’s a tree. It’s 3.9 metres tall. And it’s about …

III. How far is it from _____ to _____? It’s about ______metres\ kilometres. 1. T: Class, please look at the slide. This is my house. This is the school. I go to school in the morning. And I go home in the evening. How far? How far it is from the house to the school? Ok, read after me. (Write “How far is it from _____ to _____?”

on the blackboard. Ask some students to read it.) T: (Show the number of the distance from the house to the school.) Please answer me how far is it from the house to the school. S: It’s about three thousand

metres.

T: Wonderful! Let’s read together. (Write “It’s about ______ metres\ kilometres.” on the blackboard. Ask some students to read it.) 2. Number 3 in the activity book. Try to practice “It’s about ______ kilometres.”

(Ask the students to fill in the blanks and add points. At last, don’t forget to count the points each team had got.) T: Now look at the slide. Can you use “How far is it from _____ to ____?”

to make a sentence? S: Sure! IV. Student Book 1.

Listen and read: For the first time, close the books, just listen, try to understand as much as they can. For the second time, open the books, read after the tape and answer these questions. How far is it from China to Canada? How far is it from Edmonton to Shijiazhuang? How far is it from Shijiazhuang to Beijing? ①

T: Listen to the radio. First, close your books, just listen!

②

T: Now open your books and try to answer these three questions.

③

T: Do you know Edmonton? It’s a famous city in Canada.

(Show the pictures of Edmonton.) 2. Read after the teacher. 3. Let the students read it together.

V. Practice Use a map Of China to practice.

T: Look! I have a map. This is Beijing. I want to go on a trip to many cities. For example: Lhasa, Guangzhou… But how far is it? Can you tell me? Please practice in pairs. Then stand up and tell us. Class Closing and Homework Draw your favourite places in the city. Mark the distance. Then use “How far is it from _____ to _____? It’s about _____ metres\kilometres.” to describe the map.