視頻簡介：
視頻標簽：冀教版英語,Gifts for Ev
所屬欄目：小學英語優質課視頻
視頻課題：冀教版英語五年級下冊Lesson 22 Gifts for Everyone河北省 - 石家莊
教學設計、課堂實錄及教案：冀教版英語五年級下冊Lesson 22 Gifts for Everyone河北省 - 石家莊
教學目標
·知識與技能目標:
1. 能聽懂、讀懂本課對話。
2、能聽懂、會說、認讀、會寫新詞匯:bought,并能在情境中正確運用。
3、能理解功能句bought…for…的語用功能。
4.能就過去所發生的事情進行簡單的交流和描述。
·學習策略目標:
1. 能夠利用尋讀、細讀等閱讀策略閱讀文本。
2. 通過讀短文發現動詞buy在一般過去時中的不規則變化,并在情境中正確運用。
3.通過體驗、觀察、分析,能夠發現動詞的變化規律,并能在具體情境中運用規律。
·情感態度目標:
1. 通過體驗參與、合作的樂趣,樹立學生學習英語的信心,使學生能體會到
英語學習的樂趣。
2. 通過創設《爸爸去哪兒》中Kimi的父母給Kimi買兒童節禮物,Kimi給大家寫郵件分享,然后學生回郵件的情境,使學生能夠積極參加語言實踐活動,在真實的語境中運用過去時表達,交流信息,完成任務。
2學情分析
一)學生分析
授課對象為五年級學生,經過本單元前幾課的學習,學生對一般過去時態有了初步的認識和感知,并能簡單的表達在過去的某一時間所做的動作或發生的事情。因此,根據學生對知識的掌握情況,基于培養學生學習興趣的目的,從生本角度出發,我將本課內容進行整合,從而突出重難點,提高課堂效率和學生學習的積極性。12345
二)教學內容分析
本單元主要圍繞Li Ming, Jenny, Danny旅行回家后向家人及朋友談論旅行經歷的話題展開,在講述中運用一般過去時態。本課是這單元第四課,在前幾課的學習基礎之上,學生對一般過去時態有了初步認識和感知,對其結構以及動詞過去式有一定了解,這對本課的學習做到了很好地鋪墊。
本課利用Jenny和Danny旅行歸來為朋友帶來禮物為過去式bought的學習做出鋪墊,從而使學生了解動詞過去式的不規則形式,更進一步了解一般過去時態的語用功能并能正確使用一般過去時態。
3重點難點
重點:本課新授詞匯bought及其的語用功能。
難點:對動詞過去式的不規則形式的理解應用,熟練運用過去時態,聯系實際生活綜合運用語言進行交流。
4教學過程
4.1第一學時
4.1.1教學活動
活動1【導入】Step 1 Class－opening and warming－up（5 minutes）
1. Greeting
T: Hello, boys and girls!
S: Hello, Miss Zhao.
T: I so glad to see you today. I am happy. Are you happy?
Ss: Yes, I’m happy.
設計思路:師生互相問好,進行情感交流,將學生的注意力吸引到英語課堂上。
2. Free talk
T: I’m in Zhengding today! And we have class together. Do you know what I did yesterday?
S: You went to …
T: Right! Please take a look. This is me. …
How about you? What did you do yesterday? Or what did you do last week? Please think about it and later share in the class.
T:Who wants to be the first one?
S1:…
S2…
設計思路:以自由談論的形式將課堂交給學生,激勵學生自由交談,同時復習一般過去時態,促使他們運用所學知識。
活動2【講授】Step 2 New concepts (25 minutes)
T: You did different things. Do you remember Li Ming, Jenny and Danny? They went to Beijing. What did they do?
(出示北京購物PPT)
T: Yes, they shopped in Beijing. Danny and Jenny had many gifts. Today we’ll learn lesson 22 Gifts for everyone.
(板書:丹尼和詹妮)
(1) Listen and tick. (利用正字進行Listening的評價)
Q: Who are the gifts for?
T: Who are the gifts for? You can tick the answer on your task paper.
S:listen and tick.
T: Let’s listen again and check your answer. Got it?
S: Steven, Kim and Mr. Wood.
T: Nice work.
設計思路:聽兩遍,通過第一次聽獲取關鍵信息完成任務,第二次驗證聽的信息,培養學生聽的能力。
(2) First read and answer. (利用正字進行Reading的評價)
Q: What gifts did Danny and Jenny buy?
T: Yes, they had gifts for Steven, Kim and Mr. Wood. What gifts did Danny and Jenny buy? Please read silently and find the answer quickly. Let’s see who is the first. Go!
S: 學生讀文本找答案。
T(板書a kite /a cap /a picture/ a T-shirt)
T: How do you know?
S:讀對應文本
T:(讀中利用發音規則幫助學生解決bought讀音)
設計思路:通過默讀文本快速找答案,培養學生閱讀能力,形成略讀的學習策略,并運用讀音規則,讓學生嘗試認讀拼寫bought。
(3) Second read and guess the word“bought”. (利用正字進行Reading的評價)
T: Danny and Jenny bought gifts for everyone. Please read P1 and P4 and try to guess the meaning of "bought’’.
S: 買
T: Yes, it means buy. Why use the word "bought "? First, You can talk in your group.
S: 以前買的,表示過去發生。
S:……
T:Right.
(4) Draw lines and say.
T: Let’s draw lines and say.
S: …bought a … for …(學生看板書復述)
設計思路:在語境中猜測bought的意思,理解bought的語用功能,培養學生自主學習能力,形成有效的學習策略。
(5)Third read and answer. (利用正字進行Reading的評價)
T:Do they like the gifts? Why? Please read silently and work in pairs.
S: …
T: How about Steven? ...Kim? …Mr. Wood?
S: Yes. Because ________./ No. Because ________.
設計思路:設計開放式問題,通過默讀文本思考解決問題,培養學生閱讀能力,形成細讀的學習策略,
活動3【練習】(5) Retell the story(利用正字進行Speaking的評價)
T: Please look and retell the story.
設計思路:學生能準確運用本課所學動詞過去式bought進行復述,有意識地培養并建立綜合語言運用能力。
活動4【活動】Step3 Activity (8minutes)
Talking: What did Kimi’s father/mother buy for Kimi?(利用正字進行Speaking的評價)
T: Look! Who are they?
S: Kimi and his father.
T: Yes, Kimi’s father and mother love him very much. The day before yesterday was Children’s Day. On Children’s Day, Kimi’s parent’s bought gifts for Kimi. Let’s guess.
What did Kimi’s father buy for Kimi?
What did Kimi’s mother buy for Kimi?
一名學生有正確答案,其他學生猜測。
活動5【練習】Read and check. （利用正字進行Reading的評價）
閱讀電子郵件,判斷正(T)誤(F)。
Friday, June 3rd
Dear boys and girls,
On Children’s Day, my father bought a toy car for me. My mother bought a red cap for me. We had lunch in the restaurant. We went to the zoo in the afternoon. We saw many animals. It was fun.
How about your Children’s Day? Did you have fun?
Yours,
Kimi
( )1. Kimi’s father bought a toy car for him.
( )2. Kimi’s mother bought a red cap for him
( )3. They had lunch at home.
( )4. They went to the zoo in the afternoon.
活動6【活動】Writing： write an email to Kimi. （利用正字進行Writing的評價
·Talk in group.
·Write and share the topic.
T: Do you want to tell him about your Children’s Day? Let’s write an email to tell him, OK?
設計思路:根據所給出的情境進行書寫訓練,并展示作品,使學生在英語學習過程中發展綜合語言運用能力。
活動7【作業】Step4 Class－Closing (2minutes)
1. Summary
T: Ok boys and girls. What we’ve learned today? Let’s look at the blackboard.
S: …bought... for…
T: Do you have any questions?
2.Homework
·Finish Part 2 on Page 63. (完成課本63頁第2部分。)
·Finish Part 3on Page 68. (完成同步68頁第3部分。)
設計思路:設計說和寫的作業,幫助學生自主復習,鞏固記憶,盡可能得到最多的收獲。
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