视频简介：
视频标签：冀教版英语,Gifts for Ev
所属栏目：小学英语优质课视频
视频课题：冀教版英语五年级下册Lesson 22 Gifts for Everyone河北省 - 石家庄
教学设计、课堂实录及教案：冀教版英语五年级下册Lesson 22 Gifts for Everyone河北省 - 石家庄
教学目标
·知识与技能目标:
1. 能听懂、读懂本课对话。
2、能听懂、会说、认读、会写新词汇:bought,并能在情境中正确运用。
3、能理解功能句bought…for…的语用功能。
4.能就过去所发生的事情进行简单的交流和描述。
·学习策略目标:
1. 能够利用寻读、细读等阅读策略阅读文本。
2. 通过读短文发现动词buy在一般过去时中的不规则变化,并在情境中正确运用。
3.通过体验、观察、分析,能够发现动词的变化规律,并能在具体情境中运用规律。
·情感态度目标:
1. 通过体验参与、合作的乐趣,树立学生学习英语的信心,使学生能体会到
英语学习的乐趣。
2. 通过创设《爸爸去哪儿》中Kimi的父母给Kimi买儿童节礼物,Kimi给大家写邮件分享,然后学生回邮件的情境,使学生能够积极参加语言实践活动,在真实的语境中运用过去时表达,交流信息,完成任务。
2学情分析
一)学生分析
授课对象为五年级学生,经过本单元前几课的学习,学生对一般过去时态有了初步的认识和感知,并能简单的表达在过去的某一时间所做的动作或发生的事情。因此,根据学生对知识的掌握情况,基于培养学生学习兴趣的目的,从生本角度出发,我将本课内容进行整合,从而突出重难点,提高课堂效率和学生学习的积极性。12345
二)教学内容分析
本单元主要围绕Li Ming, Jenny, Danny旅行回家后向家人及朋友谈论旅行经历的话题展开,在讲述中运用一般过去时态。本课是这单元第四课,在前几课的学习基础之上,学生对一般过去时态有了初步认识和感知,对其结构以及动词过去式有一定了解,这对本课的学习做到了很好地铺垫。
本课利用Jenny和Danny旅行归来为朋友带来礼物为过去式bought的学习做出铺垫,从而使学生了解动词过去式的不规则形式,更进一步了解一般过去时态的语用功能并能正确使用一般过去时态。
3重点难点
重点:本课新授词汇bought及其的语用功能。
难点:对动词过去式的不规则形式的理解应用,熟练运用过去时态,联系实际生活综合运用语言进行交流。
4教学过程
4.1第一学时
4.1.1教学活动
活动1【导入】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.
设计思路:师生互相问好,进行情感交流,将学生的注意力吸引到英语课堂上。
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…
设计思路:以自由谈论的形式将课堂交给学生,激励学生自由交谈,同时复习一般过去时态,促使他们运用所学知识。
活动2【讲授】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?
(出示北京购物PPT)
T: Yes, they shopped in Beijing. Danny and Jenny had many gifts. Today we’ll learn lesson 22 Gifts for everyone.
(板书:丹尼和詹妮)
(1) Listen and tick. (利用正字进行Listening的评价)
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.
设计思路:听两遍,通过第一次听获取关键信息完成任务,第二次验证听的信息,培养学生听的能力。
(2) First read and answer. (利用正字进行Reading的评价)
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: 学生读文本找答案。
T(板书a kite /a cap /a picture/ a T-shirt)
T: How do you know?
S:读对应文本
T:(读中利用发音规则帮助学生解决bought读音)
设计思路:通过默读文本快速找答案,培养学生阅读能力,形成略读的学习策略,并运用读音规则,让学生尝试认读拼写bought。
(3) Second read and guess the word“bought”. (利用正字进行Reading的评价)
T: Danny and Jenny bought gifts for everyone. Please read P1 and P4 and try to guess the meaning of "bought’’.
S: 买
T: Yes, it means buy. Why use the word "bought "? First, You can talk in your group.
S: 以前买的,表示过去发生。
S:……
T:Right.
(4) Draw lines and say.
T: Let’s draw lines and say.
S: …bought a … for …(学生看板书复述)
设计思路:在语境中猜测bought的意思,理解bought的语用功能,培养学生自主学习能力,形成有效的学习策略。
(5)Third read and answer. (利用正字进行Reading的评价)
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 ________.
设计思路:设计开放式问题,通过默读文本思考解决问题,培养学生阅读能力,形成细读的学习策略,
活动3【练习】(5) Retell the story(利用正字进行Speaking的评价)
T: Please look and retell the story.
设计思路:学生能准确运用本课所学动词过去式bought进行复述,有意识地培养并建立综合语言运用能力。
活动4【活动】Step3 Activity (8minutes)
Talking: What did Kimi’s father/mother buy for Kimi?(利用正字进行Speaking的评价)
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?
一名学生有正确答案,其他学生猜测。
活动5【练习】Read and check. （利用正字进行Reading的评价）
阅读电子邮件,判断正(T)误(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.
活动6【活动】Writing： write an email to Kimi. （利用正字进行Writing的评价
·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?
设计思路:根据所给出的情境进行书写训练,并展示作品,使学生在英语学习过程中发展综合语言运用能力。
活动7【作业】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. (完成课本63页第2部分。)
·Finish Part 3on Page 68. (完成同步68页第3部分。)
设计思路:设计说和写的作业,帮助学生自主复习,巩固记忆,尽可能得到最多的收获。
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