I went there last year.

一、教材分析略

二、学情分析

【学生学习优势分析】

1. 学生生理等要素分析：五年级7班共有学生41人，男生29人，女生12人。11岁的32人，12岁的9人。该班是寿光市县级学校，父母经商的有15人，父母在事业单位的有21人，父母为农村户口，但在县城居住的5人。这些学生中，大约25%属于视觉类型学习者，20%属于触觉、动觉类学习者,15%属于听觉类的学习者，其余为综合类学习者。

2. 学生经历要素优势：本节课以travel为话题，孩子们都有出游经历，并且对于自己过去的经历都有很深刻的印象，对本节课的讨论能够提供足够的素材。

3. 学生心理要素优势：在前期的学习中学生已初步形成了一定的学习态度，部分学生随着自主、自律能力的增强，出现了意识较强的学习动机。

【语言知识储备分析】

五年级的学生通过前两年的学习已经有了一定的语言知识储备，对于一般过去时有了学习的体验，在四年级下册学过了动词一般过去式的规则变化，如phoned,walked, talked等。这些学习经历已经让学生大脑中有了关于一般过去时的知识储备。班里大约80%以上的学生能基本掌握动词过去式的变化，比如你问go的一般过去式，孩子们都知道是went，但这种知识是没有意义的知识。大约有20%的孩子能初步用一般过去时表达相对完整的、有意义的句子。他们的问答仅仅局限于课本中刚学的几个句子，而不能把以前学过的知识整合运用。比如，在描述过去发生的事情时，往往还会出现语法上的错误，比如, I playfootball last week. 因此，在本课教学中，我的重要任务就是通过设计贴近现实情境的活动，给学生搭建实现语言运用的支架，让学生充分联系已学知识，实现从语言知识到语言运用的目的。

三、教学目标略

四、教学重、难点略

五、教学策略略

六、教学过程及支架搭建分

教学设计支架分析

I.Warming up.

1.Greetings

2.T: OK，children.Let’s enjoy a video(观看travellife视频)

视频—信息型支架，调用学生的视觉优势，为后面的词汇学习及话题引出搭建情景支架。

What’sthe video about? (教师提示并板书 travel)

T:Today we’ll talk about travel.（领读模块课题）Do you like travelling? Ss: Yes.

T: Well. Where didyou go on May Day(五一)？（板书：Where didyou go？）（为复习歌曲提供语言支架）

图片及话题—情境支架，为复习歌曲搭建支架

S：I went to…

T: How about you?

S： …(Places)

Nowfirst, let’s sing a song. You can clap your hands.

3.(出示歌曲,与学生打着拍子唱歌,唱完后用激励性语言鼓励学生的表现)

视频—信息型支架，调用视觉的、动觉的学习优势，进一步引出本课话题

【设计意图】从学生已学过的歌曲和教材的故事情节, 自然引出本节课的词汇及句型。根据学生已有的知识经验搭建支架，学生更容易接受。

II. Presentation

Step1. Pre-reading

T: (出示Lingling图)Boys andgirls, where did Lingling go?

图片—信息型情景支架，引出教材人物

S: Lingling went to London.

教材前后故事—信息型，为后面的词汇学习及情感主线搭建情景支架

T: Very good. Lookhere, Lingling is in London.This is Lingling’s photo.

图片—信息型情景支架，为后面的词汇学习及情感主线搭建情景支架

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(Learn the word:photo.) Now she is in London.

【设计意图】教师为学生提供词汇学习的情景支架，让学生通过情景来理解单词并多次练习。

T：Ok, nowlook. This is a map of England.Where is London?

地图—信息型情景支架，帮助学习方位词汇

S: It’s in the southof England.

Step2 While reading.

1. Great, you know,Lingling is in Londonnow. She’s in Ms Smart’s home. Today what happened in their home? Let’s listenand answer my questions. (出示课本图片，帮助学生理解)

故事、图片—阅读与情景支架，为后面的文本学习铺设故事背景：玲玲在英国，作为一个孩子，已经想家想亲人了，所以拿出照片来看。

Q1: What has Linglinggot?

Q2: What are theytalking about?

问题—阅读支架，帮助学生初步感知故事的主要事件

（播放CD-ROM .整体呈现文本。）

CD-ROM—阅读理解的工具型支架，克服阅读障碍，初步感知故事大意

T: Who can answer myquestion?

S: Lingling has gotsome photos.

S: They are photos ofChina.

T: They are talkingabout photos.

2．（出示玲玲的照片）

图片—信息型阅读理解支架，调用视觉型学习优势

T: Look, this is aphoto of Lingling’s. Lingling likes travelling, too.

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Now, please read andchoose by yourselves.

（学生阅读文本的第一部分内容。）

Q1: Where didLingling go last year?

    A. Xinjiang  B. Beijing

Q2: Who did Linglinggo with?

    A. mother and father  B. grandmother

Q3: Where isXinjiang?

   A. It’s in the west of China.

   B. It’s in the south of China.

Q4: How long didLingling stayed there?

   A. a week   B. two weeks

问题—知识与信息型阅读理解支架，引领学生借助图片初步阅读

（1）T: Who cananswer the questions? Where did Lingling go last year?

S：She went to Xinjianglast year.

（2）T: Who didLingling go with?

S: She went to Xinjiang with her mother andfather.

T:(出示图片，学习parent)

图片—知识型支架，帮助学习语词

S: …

（3）T: (出示带有方位词的中国地图) Look atthe map of China. Where is Xinjiang? Who can tell me?

地图—信息型支架，帮助理解表达方位的语句

S: It’s in the west of China.

（5）T: Howlong did Lingling stayed there? A week? Two weeks?

S: A week.

T: Yes, they stayed there for a week.（出示week的图片，Learn thewords: stay, week）

日历图—信息型支架，帮助理解语词

Stay at home, stay at school, stay inXinjiang. （出示图片练习stay）

3. T:（出示海南照片）Look, thisis a      of Hainan. (让学生自己说出photo这个单词)

图片—信息型，巩固语词

（出示Amy一家去海南的照片）Ms Smartand her family went to Hainan last year.

Where is Hainan? (出示中国地图,请一名学生上台指着海南并说出其方位)

照片—知识与信息型，帮助阅读理解

S: It’s in the southof China.

（2）T:Wonderful! Now, please read the text and fill the blanks. You can talk in yourgroups.

(给出小组自学任务)阅读课文回答问题。

Lingling’s_______lives in Hainan with his threechildren.

Lingling’s cousins__________Beijing in June last year. They are _____ people.

任务活动—信息与工具型支架，帮助阅读理解

T: Who can fill theblanks?

S: …

(3)(出示黎族人的风俗习惯，用简短的语言介绍黎族的打竹舞和黎族的风俗)

图片—信息型支架，帮助理解阅读信息

Ok, boys and girls,when we travel, we can see many beautiful places, and we can see many differentpeoples, too. For example, if we go to Hainan,we can see Li people. If we go to Xinjiang, we can see Weiwuer people.（出示自己去甘肃的照片) Look,this is my photo of Gansu.I went to Gansulast year. Where is Gansu?（请学生上台指出甘肃所在位置并说出来）

图片—信息型情景与情感支架，引领学生自然理解并热爱我们的多民族国家。

S: It’s in the northof China.

T: Yes, quite right.I taught children in the mountain area. Look at this photo. (出示回族老人的照片) He isHui people. Lingling’s uncle is Li people. We’re Han people. There are 56peoples in our country .We are a big family.

【设计意图】：用自己的实际经验为学生搭建真实语境支架，同时回族老人与玲玲的黎族uncle形成呼应,再次体现民族之间的融合。

4．(出示玲玲去看望奶奶的照片)

图片—信息型支架，帮助阅读理解

T: Ok, boys andgirls. Look at Lingling’s photo again.

We all know Linglingwent to Xinjiang last year. What did she do there?

S: She went to visither grandma. Her grandma lives there.

T: Yes, you are veryclever. Look at my photo.

(出示自己爷爷奶奶的照片) I wentto visit my grandparents in winter holiday and I stayed with them for twoweeks. Did you visit your grandparents at the weekend?

照片—信息型情感支架，帮助学生体会亲情

S: Yes, I did.

T: You’re a filialchild. If we have time, we should visit our grandparents, ok?

语言-情感支架

5．Listen,point and imitate.

CD-ROM—工具型支架，调用视觉与听觉的学习优势

Practice in group.

Read in role.

【设计意图】为学生搭建情感支架，进行亲情教育，加深情感体验。

6. Retell and fillthe blanks.

Lingling has got some____ of China.She went to _____ last year. It’s in the ____ of China. She went with her ____ ________.She ____ with her grandma for a ____ in July. Lingling’s _____ lives in_____ with his three children. Her cousins _____ Beijing every year.

任务活动—工具型支架，帮助进一步阅读理解

【设计意图】为学生更好地理解文本提供一个叙述文本的语言支架。让学生得以更流畅地复述课文。

Step3 Post-reading

1. PPT出示几个地点图片, 根据提示完成一个小语篇，锻炼学生运用语言的能力。

图片—信息型与工具型情景支架，帮助学生初步运用语言

Qingdao, Fuhua Park, Mountain Tai,

the Great Wall, Shouguang Vegetable Fair

T: Last summer, Iwent to Qingdaowith my family. Qingdao is in the east of China.We went there by train. I played on the seaside. I had a happy time. I want togo there again. Got it? （教师搭建语用支架）

Ss: Yes.

T: Ok. Take out yourphotos. Please talk about your travel. (呈现讨论问题)

照片—工具型情景支架，帮助学生运用目标语言

1. Where did you go?

2. When did you gothere?

3. Who did you gowith?

4. Where is it?

5. How did you gothere?

6. What did you do?

7. How did you feel?

…

任务活动—信息型支架，帮助学生运用目标语言

T: （让学生小组讨论）Who wantto introduce your travel?

（同时提供思维导图）

图片—工具型支架，帮助学生运用目标语言

http://file2.qlteacher.com/xx2013/images/upload/2013/07/27/3.jpgwent there last year" />

S :…(拿着自己的照片或者根据PPT的提示到前面来介绍自己去过的地方)

【设计意图】通过前面几个语言支架的搭建，在本节课的重点词句逐步呈现的基础上，让学生自然输出自己的生活经历，实现本节课的语用目标。

2. Chant.

歌谣—工具型支架，调用听觉的和动觉的优势，巩固目标语言

OK, children. Wetalked about Lingling’s travel, our travel. Now let’s chant together.

I travelled north, Itravelled south.

I saw lots of life,but now I’m back.

I understand myhome’s the place to be.

I travelled east, Itravelled west.

I saw lots of life,but now I’m back.

I understand myhome’s the place for me.

【设计意图】通过这首朗朗上口的chant, 把本课的主题再一次呈现，让学生在韵律中感受家庭的重要。

III. Summary

This class we talked about so much abouttravel. In the world there are so many beautiful places. (用课件呈现旅游胜地的图片，边播放图片，教师边说)Some ofyou visited your grandparents.(课件出示图片) Some of you went tosome places of interest. Wherever you go, whatever you do, home is the bestplace for you. Chinais our home. Love China,love our family!

图片—信息型情景支架，调用学生的视觉优势，同时为后面的情感教育搭建了情感支架：Love China, love ourfamily!

【设计意图】根据上个环节学生介绍的自己的旅行经历作为真实的情景支架，教师进行总结，加强情感的升华，让学生加深从个人的小家上升到中华一家的情感体验。

七. Homework略