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视频标签：the Tianchi
所属栏目：小学英语优质课视频
视频课题：外研版新标准英语五年级下《Module6 Unit1 She visited the Tianchi Lake.》重庆市优课
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
外研版新标准英语五年级下《Module6 Unit1 She visited the Tianchi Lake.》重庆市优课
英语五年级下册Module 6 Unit 2 She visited the
Tianchi Lake.
教学设计
一·学情分析 五年级下学期的学生形象思维已经有所发展，但仍以形象思维为主，第二信号系统开始占优势，求知的欲望和能力，好奇心都有所增强。对于旅行而言，五年级的学生都有很多的旅行经历，但用英语表达自己的旅行经历，存在一定的难度。通过本节课的学习，学生可以将所学内容运用到表述自己的旅行过程，在快乐的体验中学习英语。
二、 教材分析：
《英语（新标准）》五年级下册Module 6 Unit 2 She visited the Tianchi Lake.一课出自新标准英语小学三年级起点Book6, Module 6 Unit 2。其主要教学内容是掌握.rode、horse 、climb 、holiday四个新单词和句型Where’s „ ? It’s in the „ of China. 的学习和运用。并通过照片和自己的旅游经历运用所学的知识进行口语表达能力，培养学生运用语言和扩展语言的能力和意识。
三、 教学目标
1、知识目标：能听懂、会说、会用单词rode，parents，climbed, holiday；能听、说词组rode a horse, climbed the Tianshan Mountains, visited the Tianchi Lake; 能听、说句子“Where did you go to for the holidays? Where is„?”It’s in the north/south/east/west of China.
2、技能目标：掌握谈论过去行为的动词过去式和句子，并能在实际学习生活中运用、交流、讨论。在教学过程的各个环节培养学生的听、说、读、写技能。
3、情感目标：采取多种教学活动，激发学生学习英语的兴趣，让学生乐于参与课堂教学活动，积极主动开口说英语。通过学习，培养学生热爱祖国，热爱祖国的大好河山，增加对祖国的区域结构和名胜古迹的了解，热爱大自然。
四、教学重点、难点：
重点：是新单词及句子，能听懂、会说、会用单词rode，parents，climbed, holiday；能听、说词组rode a horse, climbed the Tianshan Mountains, visited the Tianchi Lake; 能听、说句子“Where did you go to for your holidays? Where is„?”It’s in the north/south/east/west of China.
难点：是用英语描述自己的旅行、字母组合的发音规律总结。
五、教学用具：
多媒体、词卡、图片、微课视频、Flash、 PPT课件等。 教学过程： 课前读词 课上探究
step 1 warmer
1.sing a song 2.greetings 3. free talking
boys and girls，travelled north, travelled south, my home is the best. But I think, travelled north, travelled south, our school is the best.Yes?although( )we fell tired, but many people like travel. there are three mothers,(贴图片).they like travel too, but they lost their children in their travel. They are very sad. can you help three mothers?OK.If you are very great in class, you can get a present. and their children are in your presents. fighting OK?[设计意图]
通过唱歌和谈话交流，既可以活跃课堂的英语气氛，又能提高学习的英语学习兴趣。
Step 2 Lead in
Two tasks
Boys and girls.I like travel. Do you like travel?
OK,Ther are two tasks.If you do well .I will take you to travel. Look,please.
Task one.
Translation between English and Chinese in groups.(评价) [设计意图]
通过让学生自主复习过去时动词和短语，进一步加深了学生对过去时动词的理解和掌握，从而又增强了课堂的英语学习气氛。并为谈论旅行去过的地方，进而谈论本模块的话题“travel”打下基础。
Let’s go on.
Task two.
There is a Micro class，look and listen carefully,then talk about in your partner. Now. who can be a teacher and tell us about “what.when,where,who”?(评价) 2.Show the new phrases:
The Tianshan Mountain.the Tianchi lake.
Boys and girls,Task one and Task two.you all do well.Now let’s travel together.OK?
Today,we will go to to xingjing,Let’s go(视频) Now who can tell me?What place can you see? S:Tianshan Mountain .Tianchi Lake.(评价) T:Yes,How about them?
S:They are very beautiful. And they are in Xingjing. Where is Xingjing? It’s in the west of China.
Step 3 Presentation 1.Study the text
Our friend.Lingling likes travel too.
Last July,she went to XingJing„.,let’s listen(课文录音) Now,Look at the ppt.(呈现提示要求) Are you OK? [设计意图]
让每位学生带着问题来听、跟读短文，激活了学生的思维，使学生学习目的明确，提高了听、读的有效性，较好地理解了课文大意。同时让学生利用提供的学习资源自主学习和理解课文，很好地培养了学生的自主学习能力和小组合作学习的意识。
2.check studying
(1)Now let me check your studing.
Look please,Who can pick up the apple?(单词检测) [设计意图]
通过摘苹果的游戏，再一次激发了学生学习英语的兴趣，同时又能检测到学生对重点单词的掌握情况。
.Let’s go on,Answer and ask question about the text.(完成板书)
Step 4 practice
Let’s retell the text. 1.practise by yourself. 2.Who can retell?(评价) [设计意图]
复述课文既可以进一步加强学生对课文的理解，又可以练习对话题“travel”的表达方式，为进一步让学生表达自己的旅行经历，打下了很好的基础。
Step 5 continuation
1.Now,after studying the text,we know Xingjing is a beautiful city.in fact.There are many beautiful cities in China.Look at the map.where’s„..?
when last July Where Who
What Xingjing
West of China
Lingling parents rode
Climbed
Visited
She had a lovely time there
I know you like travel too.Look,they went to these beautiful and famous cities so they took many pictures. Now, talk about your picture your travel for your friend and teacher,Let’s go
[设计意图]
小学英语教学的总体目标是培养学生的综合语言运用能力。因而我将本课的最终目标放在让学生能用所学语言，谈论自己旅行。这个环节的设计，是这种思想的集中体现。
让学生以小组为单位，讨论、交流并形成自己的旅行报告，让学生在完成任务中使用了所学的语言，同时培养了英语学习的自信心。
Who can come here and talk about your travel. [设计意图]
谈论去过的地方及这个地方所处的地理位置，是话题“travel”的第一个难点。为了突破这个难点，我设计了这个教学环节，采取由易到难循序渐进的操作方式，进行句型的意义操练。在操作过程上，先由教师作示范性讲解，并板书句型，再让学生先谈去过哪里，逐步加上描述地理位置的描述。在操作范围上，先由教师示范性讲解，再到优秀生的尝试性练习，最后落脚在学生个体的表达上，使每个学生都能、都敢、都乐于用英语进行信息交流。
Now,let’s look.Who get presents?(tap your hands )鼓掌 open it,please Now.It’s a citation,Oh,thereis a child„„„„„..
Can you help children find their mother on the blackboard ?One two go [设计意图]
小学生的注意力持续时间短，思维方式又以形象思维为主，因而在总结单词的读音规律时，若按成人学习方式如听听、读读、概括，很可能达不到所要的效果。为了适应学生的年龄特征，将要总结的单词做成若干奖状，并卷起来，让学生一到台上，打开“奖状”时，会产生一种新奇感。让自己的同学举着单词，根据单词读音找自己的“伙伴”，使抽象的单词，具象化，符合学生的思维特点，又达到了很好的教学效果。
Thank you boys and girls.
Today,by the end of class you can talk about your travel. And you can help mothers find their children.You all are wonderful.So we had a lovely time this class.Yes?
视频来源：优质课网 www.youzhik.com
