小学英语Ｂｏｏｋ ５ Ｌｅｓｓｏｎ ２１：Ｈｏｗ Ｃａｎ Ｗｅ Ｇｏ ｔｏ Ｂｅｉｊｉｎｇ？教学设计

程敬霞　宫淑玲

关键词:小学英语; Go to Beijing;教学设计

中图分类号:G623.31 文献标识码:A 文章编号:1009-010X(2009)07/08-0116-02

教学目标:

1.知识与技能目标:

(1)掌握四会单词airplane(plane),train, fast, slow, faster, slower.

(2)听懂、会说句型____ is faster(slower) than ____.并能用此句型表达实际生活事物的快慢。

2.情感态度价值观目标:

(1)培养学生热爱生活的情感。

(2)培养学生小组合作中互帮互助的竞争意识。

教学重点、难点:

能够正确运用句型“____ is faster(slower) than ____.”表达事物的快慢。

教具准备:

录音机、单词卡片、交通工具图片、多媒体课件。

教学过程:

一、问侯(Class Opening)

T: Class begin.

S: Hello, Miss Gong.

T: Hello, everyone. How are you?

S: Im fine. Thank you.

T: How do you go to school?

S:By bus.( By bike. By car…… )

(在问侯这一环节自然引出交通工具,为下一步复习交通工具,学习本课新的表示交通工具的四会单词做好铺垫。)

二、复习(Review)

1. 做Spell It游戏复习同学刚刚说到的和以前学过的几种表示交通方式的词。bicycle, car, cab, truck, ship. 教师将全班同学分成两组,(分组贯穿整节课)在黑板上写出这些词汇,单词的个别字母画上空白线。两组学生轮流猜这个单词是什么,空白线处应填什么字母。哪位同学先猜出来为获胜者,猜对的同学大声把这个单词拼读出来。教师在黑板上为这个同学所在的小组下方画上星星或小旗做为奖励。

2. 指名学生在黑板的单词旁边画上与单词相配的图片。

师:想一想这些单词是表示什么的?(交通工具)你还知道哪些交通工具?(飞机、火车)

(通过复习,学生对以前学过的交通工具进行再认,不但引出新授内容,而且还培养了学生对知识进行归类的能力。)

三、新授

1. 教学单词airplane(plane),train, fast, slow。

T: (屏幕出示李明的图片)Look, this is our friend Danny. He wants to go on a trip to Canada. How can he go there?By bus?

S: No.

T: Canada is far from China. A bus is slow. (贴上公共汽车图片并在旁边板书busslow领读)He can go there by airplane. (拿出飞机单词卡片贴在黑板上,教学airplane(plane), 向学生介绍飞机的两种写法。)

T: An airplane is fast. (在飞机的图片旁边板书fast并领读)

T: Li Ming wants to go to Beijing on this Childrens Day. How can he go to Beijing? By buscaror airplane?

S: By car.

T: But I dont have a car.

S: By airplane.

T: Oh. The airplane is fast, but I dont have enough money. I think I can go there by train. The train is cheaperslower than the airplane and faster than the bus. I think the train is just right for me. (在黑板上贴火车图片板书 train领读。)

2.教学句型 _______is faster than_________.

_________is slower than ________.

T: Which one is fast? Which one is slow?(教师指黑板火车与飞机图片提问)

S: An airplane is fast. A train is slow.

T: Yes. An airplane is faster than a train. A train is slower than an airplane.

T: Look, Whats this?which one is faster? Which one is slower? (多媒体出示火车、公共汽车、自行车图片)

S: A train is faster than a bus. A bus is slower than a train

3.歌曲演唱。(Lets sing a song.)

四.巩固练习(Practice)

1.出示组图,让学生说出图片要表达的内容。(遇到没学过的单词可以说汉语,能正确表达事物的快慢即可。)

(1)出示自行车、出租车、飞机图片。

S: A cab is ______ than an airplane bus but _____ than a bicycle.

(2)出示乌龟和兔子图片。

S: A rabbit is _____ than a tortoise. A tortoise is _____ than a rabbit.

(3)出示刘翔和教师图片。

S: Li Xiang is _____ than our teacher. Our teacher is _____ than Li Xiang.

(借助有趣的动物形象和生活中熟悉的人物,鼓励学生模仿说句子。学生通过图片对比,自主调动已有的生活经验,运用句型____ is faster(slower) than ____.正确表达事物的快慢。不仅增强了趣味性,还在不知不觉中掌握了新知。)

2.运用活动手册。(Student book)

T: We know Li Ming wants to go on a trip to Beijing. How do Li Ming and his mother go to Beijing? Lets listen to the audiotape and try to find the answers.

3.Make a dialogue.

T: Boys and girls, On holiday, Where do you want to go ? How do you go there? Talk about it with your friends.

(多媒体为学生提供创编对话时所需的地点、各种交通工具的词及句型)

On holiday,I want to go on a trip to ________.A_________is________. I dont want to go by ______, I want to take a ________._________is faster than _______.________is slower than________.

(通过创设真实的语言情境巩固本课所学单词及句型。)

五、布置作业(Homework)

让学生调查身边的人或事物,写一写_____________is faster /slower than___________.句子。

教学反思:

这节课是一节典型的关于比较级的语法课。小学阶段的语法教学应体现隐性语法教学原则,作为教师不应为学生直接讲解语言中出现的语法概念,而是应通过创设的语言情境,让学生在活动中去感悟、理解出现的语法现象,从而掌握所学的语法知识。

本节课,以分组激励学生,使学生整节课兴趣盎然。教师为学生呈现了交通工具以及生活中熟悉的动物、人物的图片,来教学比较级句型________is faster than________._________is slower than __________. 为学生提供了学习英语创设了情境,提供了用英语交流展示的平台。通过本课的学习,学生能较好地掌握所学单词和句型,并能积极主动地加以运用,从而达到预期的教学目标。

不足之处:

1.教学预设还应更加充分,教学方法还需更加灵活。

2.学生表达有待进一步提高。