《Travel plans》教学设计
一、教材内容分析
本课时的教学内容为新起点英语四年级下册P24，即A Look, listen and repeat, B Let’s play, C Let’s write. A部分借助对话录音和图片呈现八个目标词汇：sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos，并通过让学生看、听、说、做等途径来感受并学习这些词汇。B部分通过“小导游”游戏，帮助学生操练词汇，并体会词汇在交际情景中的运用。C部分为让学生根据所给的信息提示，选择本科所学词汇或运用已学词汇完成句子填空，同时强化良好的英文书写习惯。
二、学生情况分析
四年级的学生通过第一单元的学习，学习了restaurant, post office, bank, grocery, crossroads等表示场所和地理位置的词汇，为这节课的顺利学习打下基础。
三、教学目标
通过本节课的学习，学生能够达到以下目标：
1. 能够听懂、会说 sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos等描述旅游景点名称及相关活动的单词和短语;能够根据语境恰当使用它们，并能借助拼读规律认读、识记单词和短语。
2. 能够用We can … 初步表达在风景名胜中所从事的相关活动。
3. 能够根据实际情况，选择本课所学词汇或运用已学词汇完成句子填空，同时强化良好的英文书写习惯。
4. 能够通过课堂交流，了解在风景名胜所能从事的活动，拓展视野。
四、教学重难点
教学重点：
能够听懂、会说sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos等描述旅游景点名称及相关活动的单词和短语;能够根据语境恰当使用它们，并能借助拼读规律认读、识记单词和短语。
教学难点：
能够用We can … 初步表达在风景名胜中所从事的相关活动。
五、教学步骤
1. 热身(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.(点击课件)
设计意图：通过玩炸弹游戏复习以前学习过的表示地点场所的名词，激活学生以往的知识，同时在紧张愉快的氛围中让他们迅速进入学习英语的状态之中。
T: Look! The train is coming. I say park, you say …, he says … Are you clear?
Ss: Yes!
T: Let’s play.
设计意图：进行头脑风暴活动，激发学生头脑中已有的关于此类话题的单词。
T: What can you do in a park?
S: I can play ping-pong.
S: …
T: Let’s work in 2.
Ss: 学生两人一组展开对话，班内展示，及时评价。
设计意图：复习由单词过渡到句子。复习I can …功能句，为本节课的学习做好铺垫。
2. 学习(学一学，练一练)
(1)单词教学
①教学eat seafood
T: Look!(点击课件)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计划，/’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 海鲜。
T: The food comes from the sea. We can eat seafood by the sea.
设计意图：sea, seafood单词比较简单。主要是运用。
②教学ski
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!
设计意图：激活学生已有的知识和生活经验。
③教学the Great Wall和take photos
T: Where is it?(点击课件)
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: 长城
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?(做动作)
Ss: Yes!
T: take photos.
Ss: take photos
T: Where can we take photos?
S: We can take photos …
设计意图：培养学生说的能力。将以前学习的场所单词和这节课学习的做的事情有机结合起来。
④教学visit the Mogao Caves
T: Have you ever been to there?(点击课件，出现敦煌景色图片)
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 …
设计意图：培养学生说话的能力。
⑤教学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?(做动作)
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 …
设计意图： 通过追问，培养学生综合运用语言的能力。
⑥Look, listen and repeat
T: Look at the pictures! Let’s say by using This is … We can … Please work in 2.
学生两人一组操练，班内展示，及时评价。
T: Open you book. Listen and number.(点击课件)
学生听音标号。班内校对，及时评价。
设计意图：让学生先说再听，一则是复习巩固了新学习的单词，二则是进行了听前预测。
T: Let’s listen and finish the chart.(点击课件)
学生听音，完成表格，班内校正，及时评价。
T:(点击课件，出现文本)Let’s listen and repeat.
学生听音跟读，班内展示，及时评价。
(2)Let’s play
T: Let’s play. First let’s see how to play.(点击课件)
学生观看
T: Are you clear?
Ss: Yes.
T: Let’s go. Work in 2.
Ss:学生两人一组问和答，班内展示，及时评价。
(3)Let's write
T: Look at the pictures.(点击课件，出现A部分图片)We can eat seafood in Sanya. What can you do?
S: We can …
设计意图：说是为写作铺垫。
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 …
设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩子根据自己的学习能力选作，真正实现了以生为主。
六、板书设计
整个板书以本节课的教学重难点为主，辅之以教学评价。老师每教授一个单词就板书一个单词。随着教学的深入开展，接着在单词旁边添加单词或者标点符号，使之成为句子。评价是这样进行的：全班分成AB大组比赛，比赛为争夺小红旗，看谁得到的小红旗最多。最后用这个板书来进行整节课的小结。
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