《Travel plans》教學設計
一、教材內容分析
本課時的教學內容為新起點英語四年級下冊P24，即A Look, listen and repeat, B Let’s play, C Let’s write. A部分借助對話錄音和圖片呈現八個目標詞匯：sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos，并通過讓學生看、聽、說、做等途徑來感受并學習這些詞匯。B部分通過“小導游”游戲，幫助學生操練詞匯，并體會詞匯在交際情景中的運用。C部分為讓學生根據所給的信息提示，選擇本科所學詞匯或運用已學詞匯完成句子填空，同時強化良好的英文書寫習慣。
二、學生情況分析
四年級的學生通過第一單元的學習，學習了restaurant, post office, bank, grocery, crossroads等表示場所和地理位置的詞匯，為這節課的順利學習打下基礎。
三、教學目標
通過本節課的學習，學生能夠達到以下目標：
1. 能夠聽懂、會說 sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos等描述旅游景點名稱及相關活動的單詞和短語;能夠根據語境恰當使用它們，并能借助拼讀規律認讀、識記單詞和短語。
2. 能夠用We can … 初步表達在風景名勝中所從事的'相關活動。
3. 能夠根據實際情況，選擇本課所學詞匯或運用已學詞匯完成句子填空，同時強化良好的英文書寫習慣。
4. 能夠通過課堂交流，了解在風景名勝所能從事的活動，拓展視野。
四、教學重難點
教學重點：
能夠聽懂、會說sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos等描述旅游景點名稱及相關活動的單詞和短語;能夠根據語境恰當使用它們，并能借助拼讀規律認讀、識記單詞和短語。
教學難點：
能夠用We can … 初步表達在風景名勝中所從事的相關活動。
五、教學步驟
1. 熱身(唱一唱)
T: Good morning, boys and girls.
Ss: Good morning, Miss Fan.
T: Do you like playing games?
Ss: Yes!
T: Let’s play Bomb games.(點擊課件)
設計意圖：通過玩炸彈游戲復習以前學習過的表示地點場所的名詞，激活學生以往的知識，同時在緊張愉快的氛圍中讓他們迅速進入學習英語的狀態之中。
T: Look! The train is coming. I say park, you say …, he says … Are you clear?
Ss: Yes!
T: Let’s play.
設計意圖：進行頭腦風暴活動，激發學生頭腦中已有的關于此類話題的單詞。
T: What can you do in a park?
S: I can play ping-pong.
S: …
T: Let’s work in 2.
Ss: 學生兩人一組展開對話，班內展示，及時評價。
設計意圖：復習由單詞過渡到句子。復習I can …功能句，為本節課的學習做好鋪墊。
2. 學習(學一學，練一練)
(1)單詞教學
�、俳虒Weat seafood
T: Look!(點擊課件)Andy and Lily are enjoying the pictures. What places are they?
S: …
T: Have you ever been to these places for travelling?
S: …
T: Today we are going to talk about travel plans. Travel means 旅游， Plan means計劃，/’tr?vl/, /pl?n/.
Ss: /?tr?vl/ /pl?n/
T: Great! What do the two as say?
S: They say /?/.
T: Well done. Look at the beautiful pictures. Where is it?
Ss: Sanya.
T: Right! What can you do in Sanya?
S1: I can swim in the sea.
T: We can swim in the sea. I like the sea. What can we do by the sea?
S1: We can walk/ …
T: Do you like eat seafood? Look here! They are seafood. What does seafood mean?
Ss: It means 海鮮。
T: The food comes from the sea. We can eat seafood by the sea.
設計意圖：sea, seafood單詞比較簡單。主要是運用。
�、诮虒Wski
T: Look at the beautiful pictures. Where is it?
Ss: Harbin.
T: What can you do in Harbin?
S: We can …
T: Look here! What can he do? He can ski, /ski/.
Ss: /ski/
T: Do you like skiing?
Ss: Yes.
T: What else can you do in Harbin?
S: We can see the ice engraving.
T: Great!
設計意圖：激活學生已有的知識和生活經驗。
③教學the Great Wall和take photos
T: Where is it?(點擊課件)
Ss: 北京
T: What can you do in Beijing?
S1: I can visit Tianmen Square.
S2: I can visit the Summer Palace.
S3: …
T: Good job! Look! Where is it?
Ss: 長城
T: The Great Wall. eat—great, all—wall.
Ss: The Great Wall.
T: Have you ever been to the Great Wall?
Ss: Yes. / No.
T: The Great Wall is great. What can we do on the Great Wall?
Ss: We can climb the hills.
T: What else?
S: We can see the flowers.
T: Can we take photos there?(做動作)
Ss: Yes!
T: take photos.
Ss: take photos
T: Where can we take photos?
S: We can take photos …
設計意圖：培養學生說的能力。將以前學習的場所單詞和這節課學習的做的事情有機結合起來。
�、芙虒Wvisit the Mogao Caves
T: Have you ever been to there?(點擊課件，出現敦煌景色圖片)
Ss: Yes. / No.
T: Where is it?
Ss: Dunhuang.
T: What can you visit in Dunhuang?
S: We can eat good food.
S: We can …
T: Excellent. What is it?
Ss: 莫高窟
T: It’s the Mogao Caves, /keivs/.
Ss: /keivs/
T: We can visit the Mogao Caves in Dunhuang. What else can we do in Dunhuang?
S: We can take photos in Dunhuang.
S: We can …
設計意圖：培養學生說話的能力。
⑤教學West Lake和row a boat
T: There is a nice place in Hangzhou. Many people visit it. Many poets wrote poems about it. Sushi thought it is as beautiful as Xizi. What is it?
Ss: 西湖
T: Yes, it’s the West Lake. What does a-e say?
Ss: /ei/
T: Good! /west/, /leik/.
Ss: /west/, /leik/
T: What can you do on West Lake?
S: I can take photos.
S: I can …
T: Can you row a boat?(做動作)
Ss: Yes.
T: /r??/
Ss: /r??/
T: /b??t/
Ss: /b??t/
T: You can row a boat on West Lake. Where can you row a boat?
S: I can row a boat …
設計意圖： 通過追問，培養學生綜合運用語言的能力。
�、轑ook, listen and repeat
T: Look at the pictures! Let’s say by using This is … We can … Please work in 2.
學生兩人一組操練，班內展示，及時評價。
T: Open you book. Listen and number.(點擊課件)
學生聽音標號。班內校對，及時評價。
設計意圖：讓學生先說再聽，一則是復習鞏固了新學習的單詞，二則是進行了聽前預測。
T: Let’s listen and finish the chart.(點擊課件)
學生聽音，完成表格，班內校正，及時評價。
T:(點擊課件，出現文本)Let’s listen and repeat.
學生聽音跟讀，班內展示，及時評價。
(2)Let’s play
T: Let’s play. First let’s see how to play.(點擊課件)
學生觀看
T: Are you clear?
Ss: Yes.
T: Let’s go. Work in 2.
Ss:學生兩人一組問和答，班內展示，及時評價。
(3)Let's write
T: Look at the pictures.(點擊課件，出現A部分圖片)We can eat seafood in Sanya. What can you do?
S: We can …
設計意圖：說是為寫作鋪墊。
T: Now let’s write.
(4)Homework
1. Read the words to your parents.
2. Repeat the dialogue to your parents.
3. Write about your travel plan: We can … in …
設計意圖：家庭作業以說為主，檢測學生是否真正掌握本節課的內容。作業實行分層，讓孩子根據自己的學習能力選作，真正實現了以生為主。
六、板書設計
整個板書以本節課的教學重難點為主，輔之以教學評價。老師每教授一個單詞就板書一個單詞。隨著教學的深入開展，接著在單詞旁邊添加單詞或者標點符號，使之成為句子。評價是這樣進行的：全班分成AB大組比賽，比賽為爭奪小紅旗，看誰得到的小紅旗最多。最后用這個板書來進行整節課的小結。
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