磷溪鎮(zhèn)仙河華僑學校張漲教學設計

Unit3Wheredidyougo?BLet’stryLet’stalk教學設計磷溪鎮(zhèn)仙河華僑學校張漲教學目標幫助學生理解Let’stalk的對話內容引導學生掌握三個特殊疑問句及其回答：Wheredidyougo?Howdidyougothere?Whatdidyoudo?培養(yǎng)學生“外出旅行長見識”、“千里之行，始于足下”的價值觀。教學重難點使學生掌握并且熟練運用Wheredidyougo?Howdidyougothere?Whatdidyoudo?并能夠正確地作出相應的回答。教學準備多媒體課件及相關音頻、視頻素材資料教學過程(Classbegins,goodmorning,boysandbackandsayhellotothe,what’stheweatherliketoday?It’syouwanttotakeatripwithme?Ok,nowlet’ssingasongfirst.)Enjoythesong(Whatabeautifulsong!NowIhavethreequestionsforwouldliketoshareyourexperiencewithme?)talkWheredidyougo?Howdidyougetthere?Whatdidyoudo?(Afteraskandanswer,showapictureofShanghaiandask:Allright,thewholeclass,Ialsowentonatripovermywinterholiday,doyouknowwheredidIgo?Canyouguess?Yes,IwenttoShanghai.)(Now,doyouwanttoknowmoreaboutmytrip?Let’splayagameandseewhatdidIdoinyouready?Go!)thehelicopter:WhatdidIdoovermytrip?rodeahorsewentfishingrodeabikehurtmyfootwentcamping(Now,let’ssaythewordsandyousaythepasttense,ok?)’stryAct1Sarahtookatripoverthewinterholiday.Wheredidshego?Guess?(Canyouguess?...Yes,someoneofyoumayberight.)Act2WuYifanandAmymeetSarahatschool.Theyaretalking.(Whataretheytalkingabout?Let’slistenandtrytofindouttheanswer.)（1）Whataretheytalkingabout?A.SchoolB.Holidays.（2）WhodidSarahbuygiftsfor?andJohnYifanandAmy.(Allright,justnowwehavelearntthatSarahwenttoHangzhouoverherwinteraboutAmy?NowasforAmy’sholidayIhavethreequestionsfor’swatchthevideoandtrytoanswerthefollowingthreeyouready?Go!)’sholiday(1)WheredidAmygolastwinterholiday?(Allright,nowhaveyougottheanswer?WheredidAmygolastwinterholiday?S:shewenttosheright?Yes,let’sgiveherabigwenttoSanyaandshealsowenttothe,andhowwasthebeach?Yes,thebeachwasbeautiful/nice...Welldone!Doyouwanttogotothebeachwithme?)Howdidshegothere?(Nowhowdidshegothere?HowdidshegotoSanya,thewhole,shewenttoSanyabylet’sbrainstormsometransportationok?.......Oh,excellent!TherearemanykindsoftransportationbutwhydidAmygotoSanyabyplane?Doyouknow?Pleasefindouttheanswersfromyour,it’sfarfrom!)Whatdidshedothere?(Now,thethirdquestion,whatdidshedothere?Yes,shewentswimmingandtooklotsofpictures.)Practice(Allright,nowlet’stalksomethingaboutAmy'swinterholiday)andimitate(Nowlet’sreadafterthepayattentiontothepronunciationandintonation,Areyouready?Go!)play(Timeforrole,classrole,grouproleplay)anewdialogue(Pleasechoosethepicturesyouliketomakeanewdialoguewithyourpartner.)Makeapostcard(Let’smakeapostcardinoutyourpostcard,stickyourpicturesontheleftanddescribeyourtripontheright.)Showtime(Anybodywhowouldliketoshowyourpostcard?)thesceneryTheworldislikeabook.Let’sgoout,travelaroundandenjoyourvacations!Homework板書設計Unit3Wheredidyougo?BLet’stryLet’stalkWheredidyougo?Howdidyougothere?Whatdidyoudo?（學生的明信片貼畫）教學反思本節(jié)課自始至終采用小組座位式以培養(yǎng)學生的團隊意識。首先，本節(jié)課以歌曲引入，給學生創(chuàng)造了一種輕松愉悅的氛圍，并趁勢向學生提問Wheredidyougo?Howdidyougothere?Whatdidyoudo?三個問題適時引入，讓學生先感知本節(jié)課的三個重點句型，再通過復習上一部分的重點短語讓學生積累相關素材，以便于在后面的小組活動中有話可說，再引導學生通過Let’stry的活動進入課文情境并逐一沖破障礙，解決問題。在教學對話的過程中，我注重學生的語音語調，因此設置了imitate這一環(huán)節(jié)，進而再設置role-play來檢驗學生對對話的朗讀程度。在檢驗完對話的朗讀之后，我又遷移擴展到makeanewdialogue的環(huán)節(jié)，讓學生將所學的知識通過辨析圖片并以pairwork的形式表現出來。最后，我設置了makeapostcard這一環(huán)節(jié)，充分發(fā)揮了學生的創(chuàng)造力和表現力，事先先發(fā)給每位同學一張空白的