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视频标签：shopping for
所属栏目：小学英语优质课视频
视频课题：人教PEP（三起）五年级上册Unit 2 My week Part C shopping for new school year四川省绵阳
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人教PEP（三起）五年级上册Unit 2 My week Part C shopping for new school year四川省绵阳
Unit2 My Week
Part C Story time Teaching design
| Teacher | 贺丹 | Topic | Shopping for new school year | Grade | 5 | ||||||||||||
| Analysis of content | In the people’s Education Edition Primary School English Textbook PEP (for the beginning of the third grade), Part C of each unit is designed with "Story Time". This part mainly combines the themes of each unit and focuses on the daily life of Zoom and Zip. It is an organic part of the knowledge structure of the textbook, which complements and integrates the content of each part of the textbook. The "Story Time" story in this unit tells the interesting story of Zoom and Zip buying stationery in stores when the new school year is coming. Zoom happily purchased the required school supplies according to the curriculum of the new academic year, but in the end he didn't have enough money to give up this football. This story is based on subject of My week and weekend activities. Teachers need to embody the theme of the unit and carry out connotation mining and sublimation in the process of story teaching, so as to provide students with more thinking and language use activities | ||||||||||||||||
| Teaching Objectives |
1.Knowledge objects: a)Review the words and sentences of this unit(the day of the week ,school things and classes) b)The Ss can listen,speak,.read and talk about the classes and activities on different days with classmates. c)The Ss can act out the story in this part. 2.Ability objects: a) To develop the Ss abilities of listening, speaking, reading and writing. b) To train the Ss ability of working in pairs. c) To Improve the student s reading ability, especially their skimming and scanning ability. 3.Emotion or moral objects: To cultivate the student’s abilities of making a good choice in their daily life. |
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| Key points and difficult |
Key points: 1. To review the sentence pattern: “We have … on …” 2. To grasp the new sentence pattern: I need … Difficult points: 1. The new sentences: I need to do some shopping. We don’t have enough money. I’ll put back the football. 2. To act out the story. |
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| Teaching methods | Task-based language teaching Communicative Approach | ||||||||||||||||
| Teaching preparation |
PPT, cards，work paper |
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Blackboard design |
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| Teaching Procedure | |||
| Teaching steps | Teacher’s activities | Student’s activities | Intention |
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Step1： Warm-up |
Q2: What are they? Q3:What day is it,today? |
唱歌复习星期词汇 自由谈论 复习星期单词 |
通过唱歌导入，让学生复习旧知，进入本课主题，轻松的greeting可以拉近师生间的距离，缓解学生的紧张。为后面的学习做铺垫。。 |
| Step 2：Pre-reading |
（2）What are they shopping for? 2.Watch and answer It’s a new school year. |
观察图片，猜测故事情境 整体感知故事，带着问题观看动画，自己寻找答案 |
通过课文插图让学生猜测想象，让其开动脑筋，锻炼学生的推理能力，使学生能表达，会表达。 |
| Step 3：While-reading |
引导学生精读故事 Task 1: Scanning
Task 2 Intensive reading （1）Watch and answer: Do they buy the football? Why？ Teach enough We don’t have enough money. (2) think and guess : Why don’t they have enough money？ (3) Let’s act Task 3 :enjoy reading
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观看视频 听音选择 再次整体听音频，完成任务的同时理解故事大意 根据教材所提供的图片、视频等材料感知enough这个词的意思及句型we don’t have enough money，并理解其运用的情景。 思考并回答，Zoom为什么没有足够的钱？ |
通过听读和观看视频，完成三个 任务，掌握故事的大意。 掌握借助图片和上下文联想理解生词的阅读策略 在学生获取大量细节的基础上，巧妙的设计细节性的问题，帮助学生把握细节性的信息。 充分利用视频资源，在课文情境中模仿语音、语调和情感。通过分角色表演对话，提升学生对对话的理解和应用。 |
| Step 4：Post-reading |
1.think and guess: Will zoom put back the football? why？ How can Zoom be happy?
（2）Write a new ending |
思考后给出答案，并说出原因。 小组合作复述故事 |
用不同的结果启迪思维，做好品德教育。 |
| Ste:5： Summary& Homework |
1.retell the story. 2.Emotinal education (1)What we want is not What we need in daily life. (2)Be prepared before doing anything. 3.Homework：Read the story. Act out the story. Write about your new school year. |
复述故事。 体会想要的不一定真正需要。 做任何事之前都要做好准备。 |
通过复述故事，进一步熟悉语言点。 对学生进行情感态度价值观的教育升华课堂 |
| Teaching Reflection |
本节课主要是让学生能够正确阅读语篇以及理解语篇的含义：进一步复习星期及I have_____ on_________. I need ______ 能根据课表谈论自己的课程，及根据课程选购自己需要的物品，根据《英语新课程标准》的要求，本节课着重从以下几个方面进行了设计：（1）根据任务型教学设计活动，让学生体验与参与。让学生在生活中能运用英语解决问题。因此，通过设计活动层层推进，从而真正意义上做到理解语篇和内化知识，最后懂得运用。（2）巧妙运用板书形成导图贯穿整个故事。以图导学，以图导思，以图导练“的过程中，不仅帮助了学生清晰脉络为复述故事埋下的伏笔，同时教师利用听的学法指导，读的学法指导，小组合作的方法指导潜移默化地给学生带来了影响，从培养了学生的阅读能力和思辩能力。 （3）学习和生活紧密联系，最后利用情感教育引导学生形成正确的情感态度价值观升华课堂。 |
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