英语五年级下册 Module6Unit2 She visited the tianchi lake 教学设计 教学背景 本节课针对五年级下学期的小学生,五年级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,对新鲜事物开始思考、 追求、探索。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 Module6Unit2 She visited the tianchi lake.一课出 自新标准英语小学三年级起点Book6, Module6Unit2。其主要教学内容是掌握.rode、 horse、 climb、 holiday四个新单词的准确读单音和意思以及句型 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
英语五年级下册 Module 6 Unit 2 She visited the Tianchi Lake. 教学设计 一、教学背景 本节课针对五年级下学期的小学生，五年级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，对新鲜事物开始思考、 追求、探索。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 四个新单词的准确读单音和意思以及句型 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、NSE3-5软件、 Flash、PT课件等。 六、教学过程: (一)课前读词 (二)课上探究 step1复习旧知 1. Greeting and warming-up T: Hello, everyone! Ss: Hello. Mr. Sun T: How are you? Ss: I m fine, thank you. And you? T: Im fine, too. Thank you. 2. Today we’ lI learn“ She visited the tianchi lake.”(板书课题) T: First let’ s listen and chant.歌曲欣赏 T: First, lets listen to an English song. Take it easy, follow the tv to sing the 3. Listen and say, then sing. MY HOMES THE PLACE I travelled north. I travelled south I saw a lot of life, but now I'm back understand mmy home's the place to be travelled east, I travelled west. I understand my home's the place for me. kpmg (Play the CD-RoM, and let students follow it to sing. T: He traveled east, traveled west, the home is best. But i think, east, west, the school is best. You have your best teacher and friends here, school are best. [设计意图] MY HOME’ S THE PLACE”这首歌,作为第二单元的组成部分,放在课前进行欣赏式学习 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
五、教学用具： 多媒体、词卡、图片、NSE3-5 软件、Flash、 PPT 课件等。 六、教学过程： （一）课前读词 （二）课上探究 Step 1 复习旧知 1.Greeting and warming-up T: Hello, everyone! Ss: Hello, Mr. Sun. T: How are you? Ss: I’m fine, thank you. And you? T:I’m fine, too. Thank you. 2. Today we’ll learn “She visited the Tianchi Lake.”(板书课题) T： First let’s listen and chant.歌曲欣赏 T: First, let’s listen to an English song. Take it easy, follow the TV to sing the song. (Play the CD-ROM, and let students follow it to sing.) T: He traveled east, traveled west, the home is best. But I think, east, west, the school is best. You have your best teacher and friends here, school are best. [设计意图] “MY HOME’S THE PLACE”这首歌，作为第二单元的组成部分，放在课前进行欣赏式学习， 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
2、复习east,west, south, north四个方位词的用法 T: Look at this map of China, lets review the four directions, I point, and you say. S(根据教师指的):East,West, South, North T: Good! Look at the map where is Xinjian S: It's in the west of china T: Where is Shanghai? SI: It's in the east of china And where is Beijing? Where is Hainan TI: Beijing is in the north of China. T2: Hainan is in the south of china T: Perfect! Now let's chant East east shanghai is in the east of china. West, west, Xinjiang is in the wet of china North, north Beijing is in the north of china. South, south Hainan is in the south of china [设计意图] 由谈话法复习了四个方向,通过让学生回答教师的提问,练习这四个方向在句子中的用法, 并进一步用〔hant加深了学生语言的机械、意义操练,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。 step3. Text Learning.(课文学习,拓展新知) 1、课文重点部分的学习 T: Just now,let'ssee. Listen and number.听音排序 here did lingling go? We talked about this in Unit 1. S: She went to xinjiang. T: Yes. What did she do there? Let's talk about the pictures (教师点击课件,依次呈现下列图片)
2、复习 east, west, south, north 四个方位词的用法 T: Look at this map of China, let’s review the four directions, I point, and you say. S(根据教师指的) : East, West, South, North. T: Good! Look at the map, where is Xinjiang? S: It’s in the west of China. T: Where is Shanghai? S1: It’s in the east of China. T: And where is Beijing? Where is Hainan? T1: Beijing is in the north of China. T2: Hainan is in the south of China. T: Perfect! Now let’s chant! [设计意图] 由谈话法复习了四个方向，通过让学生回答教师的提问，练习这四个方向在句子中的用法， 并进一步用 Chant 加深了学生语言的机械、意义操练，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。 Step3. Text Learning. （课文学习，拓展新知 ） 1、课文重点部分的学习 T: Just now, let’s see. Listen and number.听音排序。 Where did Lingling go? We talked about this in Unit 1. S: She went to Xinjiang. T: Yes. What did she do there? Let’s talk about the pictures. （教师点击课件，依次呈现下列图片） East, east, shanghai is in the east of China. West, west, Xinjiang is in the wet of China. North, north, Beijing is in the north of China. South, south, Hainan is in the south of China
S1: She rode a horse S2: She climbed a mountain S3: She visited a lake T: Great! Now let' s chant Rode, rode, rode a horse Climbed, climbed Climbed a mountain/ Visited, visited, visited a lake! I had a lovely time! [设计意图] 对于课文的重、难点句型是学生学习课文中的难点。设计这个教学环节的目的,是让学生通 过谈论图片初步了解课文学习的内容,并练习重点句型,特别是最后设计练习了一个 chant,大 大降低了下一步学习课文中的难点。同时通过谈论图片,加强了学生利用教材插图理解课文的能 力 2、课文的初步学习 T: Lingling did lots of things in Xinjiang, she rode a horse, she climbed a mountain she visited a lake. But I have some questions about her travel, can you answer? (教师点击课击,出现下列问题
S1: She rode a horse. S2: She climbed a mountain. S3: She visited a lake. ..... T: Great! Now let’s Chant! [设计意图] 对于课文的重、难点句型是学生学习课文中的难点。设计这个教学环节的目的，是让学生通 过谈论图片初步了解课文学习的内容，并练习重点句型，特别是最后设计练习了一个 chant，大 大降低了下一步学习课文中的难点。同时通过谈论图片，加强了学生利用教材插图理解课文的能 力。 2、课文的初步学习 T: Lingling did lots of things in Xinjiang, she rode a horse, she climbed a mountain, she visited a lake. But I have some questions about her travel, can you answer? (教师点击课击，出现下列问题。) Rode, rode, rode a horse! Climbed, climbed, Climbed a mountain! Visited, visited, visited a lake! I had a lovely time!
1. When did lingling go to Xinjiang 2. Where is Xinjiang? 3. Which mountain did lingling climb? 4. Which lake did Lingling visit? 5. Did she have a good time? T: Now, let's listen to the tape about part 2, and repeat, then find the answer about the questions S:(听、跟读短文后,在教师的引导下,回答出所出示的问题。) [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。 3、 Listen and read. 让学生逐步句听、读课文,教师采取循序渐进的练习方式,让学生能读出课文。练习方 式如下:全体学生逐句跟读:齐读短文:男、女生读短文:分组读出短文;优秀生读:小组 练习读出短文 [设计意图] 跟录音朗读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。 Step2. Presentation& Practice,.(任务呈现,感知新知) l、“ Where did you go?”句型的练习巩固 I like to travel. Last year, I went to lots of places of China. I went to Qingdao, I went to Weifang. How about you? Where did you go? (教师板书 Where did you go?换行板书: I went to.) SI: I went to Weihai. (T: Oh, that's a beautiful city. It's in the east of China. S2: I went to Qingdao. (T: Qingdao is very big and nice. It's in the east of China) S3: I went to Hong Kong I haven t been there; you must say some thing about there for me
T: Now, let’s listen to the tape about part 2, and repeat, then find the answer about the questions. S: (听、跟读短文后，在教师的引导下，回答出所出示的问题。) [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。 3、Listen and read. 让学生逐步句听、读课文，教师采取循序渐进的练习方式，让学生能读出课文。练习方 式如下：全体学生逐句跟读；齐读短文；男、女生读短文；分组读出短文；优秀生读；小组 练习读出短文。 [设计意图] 跟录音朗读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。 Step2. Presentation & Practice. （任务呈现，感知新知） 1、“Where did you go?”句型的练习巩固。 T: I like to travel. Last year, I went to lots of places of China. I went to Qingdao, I went to Weifang. How about you? Where did you go? (教师板书 Where did you go? 换行板书：I went to...) S1: I went to Weihai. （T: Oh, that’s a beautiful city. It’s in the east of China.） S2: I went to Qingdao. (T: Qingdao is very big and nice. It’s in the east of China) S3: I went to Hong Kong. (T: I haven’t been there; you must say something about there for me.) 1.When did Lingling go to Xinjiang ? 2.Where is Xinjiang? 3.Which mountaindid Lingling climb? 4.Which lake did Lingling visit? 5.Did she have a good time?
T: Oh, I am tired. Where did you go, where is it, can you say the information b yourselve S: Yes S4: I went to Beijing. It's in the north of Ch S5: I went to hainan. It's in the south of china T: Great! You' ve been to lots of places, and you can say it to your friends that Inlormation. (学生找自己的好朋友,彼此交流去过的地方。) [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。 2、 What did you do?及其回答的训练 T: Ah, you went to Beijing, you went to Shanghai, you went to lots of places. What id you do there (教师板书 What did you do?) T: As you know, I went to Qingdao I played footbal1.(重点强调 played,提醒学生注意时态的表达。) You went to Qingdao, you went to hangzhou and what did you do there? S1: I went to Qingdao. I played football on the beach. T: You like football, too! S2: I played flute. (T: You like music. That's very good S3: I swam in the sea. (T: That was very interesting! You must had a lovely day!) S4: I had some seafood. (T: That T: You can talk about that in your group (学生小组内谈论自己做过的事情。教师点击课件,呈现教师骑马的图片。)
T: Oh, I am tired. Where did you go, where is it, can you say the information by yourselves? S: Yes! S4: I went to Beijing. It’s in the north of China. S5: I went to Hainan. It’s in the south of China. ...... T: Great! You’ve been to lots of places, and you can say it to your friends that information. （学生找自己的好朋友，彼此交流去过的地方。） [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。 2、What did you do?及其回答的训练。 T: Ah, you went to Beijing, you went to Shanghai, you went to lots of places. What did you do there? (教师板书 What did you do?) T: As you know, I went to Qingdao. I played football. (重点强调 played，提醒学生注意时态的表达。) You went to Qingdao, you went to Hangzhou, and what did you do there? S1: I went to Qingdao. I played football on the beach. ( T: You like football, too!) S2: I played flute. (T: You like music. That’s very good. ) S3: I swam in the sea. (T: That was very interesting! You must had a lovely day!) S4: I had some seafood. (T: That’s delicious.) ...... T: You can talk about that in your group. （学生小组内谈论自己做过的事情。教师点击课件，呈现教师骑马的图片。）
T: I went to mongolia, What did i do? S:骑马! T: Yes. I rode a horse T:(用单词卡片,呈现单词rode和 horse,并进行相应的练习。) S:(Students Practice the words) T:(点击课件,呈现教师爬泰山的图片。) And i went to tai’an. I climbed the mountain 教师带领学生练习 climb这个生词,并用小技巧呈现 climbed词形 [设计意图] 克拉申认为,英语学习者通过接触略高于他们现有水平的语言材料,即i+1(i为现有水平,1 为略高于i的水平),而习得语言。因而在这个教学环节中,我先让学生练习掌握得比较好的what did you do?的句型问答,即练习“i”部分,又悄悄加入了练习“+1”的内容,即本单元的生 词rode, horse, climbed等。使学生既对重点句型进行了练习,又在情境中学习、练习了新的 内容 step: Talk about your trave1.(情景操练,巩固新知) 1、榜样的力量是无穷的 T: Just now, we learned to talk about lingling's trave Can you say something about your own travel? Now, let s look at Activity 6. [设计意图] 给同学们树立一个 module,让学生听同龄人谈论自己旅行,激发学生谈论自己旅行经历的 2、DIY T: Do you want to introduce your travel, please try. I can give you some tips like (点击课件,呈现帮助词汇。)
T: I went to Mongolia, What did I do? S: 骑马！ T: Yes, I rode a horse. T:(用单词卡片，呈现单词 rode 和 horse，并进行相应的练习。） S: (Students Practice the words.) ...... T:(点击课件，呈现教师爬泰山的图片。）And I went to Tai’an. I climbed the Mountain Tai. 教师带领学生练习 climb 这个生词，并用小技巧呈现 climbed 词形。 [设计意图] 克拉申认为,英语学习者通过接触略高于他们现有水平的语言材料,即 i+1(i 为现有水平 ,1 为略高于 i 的水平),而习得语言。因而在这个教学环节中，我先让学生练习掌握得比较好的 what did you do?的句型问答，即练习“i”部分，又悄悄加入了练习“＋1”的内容，即本单元的生 词 rode, horse, climbed 等。使学生既对重点句型进行了练习，又在情境中学习、练习了新的 内容。 Step4：Talk about your travel.（ 情景操练，巩固新知） 1、榜样的力量是无穷的。 T: Just now, we learned to talk about Lingling’s travel. Can you say something about your own travel? Now, let’s look at Activity 6. [设计意图] 给同学们树立一个 module, 让学生听同龄人谈论自己旅行，激发学生谈论自己旅行经历的 欲望。 2、DIY T: Do you want to introduce your travel, please try. I can give you some tips like this: （点击课件，呈现帮助词汇。）
Travel a,I went to with my It's in the of China. I It was i had a lovely time there. 学生在小组内完成,并请完成得快的同学,到台前给大家介绍自己的旅行。 [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 Step5: Pronunciation. Game: Find your friend 让得到奖状的同学,带着自己的奖到台前来。展开自己的奖状,大家会发现是单词,如 about, mouth等。让学生根据手中单词的读音,找到自己的好朋友,站成一排。 教师根据学生手中单词及分组情况,让学生一起总结一下发音的规律,并朗读这些单词 [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 Step6: Homework.(布置作业,活用新知) 1. You must(必做):能听懂、会说、会用单词rode, parents, climbed, holiday:能听 说词组 rode a horse, climbed the tianshan mountain, visited the tianchi lake;能听 说句子“ When did you go to for your holidays? Where is…?”It’ s in the north/south/east/west of China
学生在小组内完成，并请完成得快的同学，到台前给大家介绍自己的旅行。 [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。 Step5: Pronunciation. Game: Find your friends. 让得到奖状的同学，带着自己的奖到台前来。展开自己的奖状，大家会发现是单词，如 south, about, mouth 等。让学生根据手中单词的读音，找到自己的好朋友，站成一排。 教师根据学生手中单词及分组情况，让学生一起总结一下发音的规律，并朗读这些单词。 [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。 Step 6: Homework. （布置作业，活用新知） 1.You must(必做): 能听懂、会说、会用单词 rode，parents，climbed, holiday；能听、 说词组 rode a horse, climbed the Tianshan Mountain, visited the Tianchi Lake; 能听、 说句子“ When did you go to for your holidays? Where is … ? ” It ’ s in the north/south/east/west of China. Travel In______, I went to ______with my_______. It’s in the ____of China. I ____________________. I ____________________. It was _______. I had a lovely time there
2. If you can(it ft): Use the new words and talk about your travel with your friends. (5 朋友谈论你的旅行经历), tell us where did you go for the holidays? [设计意图]对学生的作业进行分层设计,进行弹性处理,提供更多的选择空间,有利于激发 学生的学习兴趣,增强学习效果。这样可以使学生都有适合自己水平的课外作业 Design of the blackboard(板书设计) Module 6 unit 2 She visited the tianchi lake When did you go to for your holidays? Where is It's in the north/ south/east/west of China [设计意图] 作业是课堂学习的延伸,又是学生生活的组成部分。让学生将所学的内容带入生活之中,在 用中学”,学以致用,可以进一步培养学生英语学习兴趣和英语学习的自信心。 七、教学反思 本节课的主题是“旅行”,主要学习、练习是第二单元的内容。在学习本单元之前,第一单 元就已对“旅行”这个话题,用玲玲去新疆的线索进行了语言学习,因而本节课要描述玲玲的旅 行过程,并从中学会描述自己的旅行,就显得非常重要了。笔者在设计本节课时力求做:将操练 贯穿始终,以培养学生综合语言运用能力为目标。因为是学习、练习第二单元,新的语言点较少 目标指向为通过活动培养学习的语言运用能力。在这堂课的设计上采取操练贯穿始终,如复习部 分的east,west, north, south的 chant练习,即属于机械操练部分:让学生交流、讨论自己 去过的地方及地理位置,谈论去过什么地方,属于意义操练:;通过练习让学生描述自己的旅行过 程,属于交际操练。语言是一套习惯反应系统,要遵循机械、意义、交际的训练过程,才能使语 言习惯变成人的语言能力。 在教学中,我始终把激发、促进和呵护学生的兴趣放在首位,并注重新旧知识的联系,设计 的教学活动符合学生的年龄特点和知识水平
2. If you can（选做）：Use the new words and talk about your travel with your friends.(与 朋友谈论你的旅行经历）,tell us where did you go for the holidays ? [设计意图]对学生的作业进行分层设计，进行弹性处理，提供更多的选择空间，有利于激发 学生的学习兴趣，增强学习效果。这样可以使学生都有适合自己水平的课外作业。 Design of the blackboard（板书设计） Module 6 Unit 2 She visited the Tianchi Lake. When did you go to for your holidays? Where is…? It’s in the north/south/east/west of China. [设计意图] 作业是课堂学习的延伸，又是学生生活的组成部分。让学生将所学的内容带入生活之中，在 “用中学”，学以致用，可以进一步培养学生英语学习兴趣和英语学习的自信心。 七、教学反思 本节课的主题是“旅行”，主要学习、练习是第二单元的内容。在学习本单元之前，第一单 元就已对“旅行”这个话题，用玲玲去新疆的线索进行了语言学习，因而本节课要描述玲玲的旅 行过程，并从中学会描述自己的旅行，就显得非常重要了。笔者在设计本节课时力求做：将操练 贯穿始终，以培养学生综合语言运用能力为目标。因为是学习、练习第二单元，新的语言点较少， 目标指向为通过活动培养学习的语言运用能力。在这堂课的设计上采取操练贯穿始终，如复习部 分的 east, west, north, south 的 chant 练习，即属于机械操练部分；让学生交流、讨论自己 去过的地方及地理位置，谈论去过什么地方，属于意义操练；通过练习让学生描述自己的旅行过 程，属于交际操练。语言是一套习惯反应系统，要遵循机械、意义、交际的训练过程，才能使语 言习惯变成人的语言能力。 在教学中，我始终把激发、促进和呵护学生的兴趣放在首位，并注重新旧知识的联系，设计 的教学活动符合学生的年龄特点和知识水平