小学英语五年级下册第九模块unit2 教案

小学英语五年级下册第九模块unit2教案

教材及 年级名称 课题名称 外研版《英语》五年级下册 Mum bought new T-shirts for you. 模块名称 备课人 Module 9 Unit 2 该模块的教学内容是谈论过去发生的事情。本课是该模块的第二单元，重在新知的复习巩固及灵活运用。本课讲的是Simon写给Daming的一封信。Simon在信中说再过三周全家就要和Daming见面了。他们教材分析 全家为Daming的到来做了很多准备，还提醒Daming不要忘了带几张中国歌曲的CD。本单元的任务是写一封信介绍过去的经历。写作中运用一般过去时态。 五年级的学生思维活跃，自主学习的愿望强烈，并且具备了一定的自主学习能力。本课的文本内容较多，因此，我将文本内容分为两 学情分析 个部分：一。Simon全家为Daming做的准备；二.Daming为Simon全家带的东西。这样，文本结构就清晰明了了，学生理解掌握起来更容易。通过思维导图填写Lily的旅行经历，再小组交流自己的旅行经历，最后达成笔头输出的学习目标。 语言知识目标： 1. 在语境中学习、理解、运用词汇：read ,borrow,in,ask,question,forget,bring,soon,another,at all,history 2. 在语境中学习、理解、运用词组： another bed, Don’t forget to bring..., ask some questions,Chinese history, 课时 教学 目标 in three weeks 3. 能听懂并表达句子： Mum bought new T-shirts for you. Dad read a book about Chinese history. And we borrowed a bike for you. 语言技能目标： 1. 能在录音、图片、动画的帮助下听懂、读懂文本。 2. 能口头表达过去的经历能运用过去时态书写过去发生的事情。

情感与态度目标： 懂得感恩与表达感谢。 教学重点 及难点 教学辅助 教学方法 1.读懂、理解文本内容。 2.用一般过去时态正确表达旅行经历。 1.PPT 2.助学单 教师引导学生通过在文本中感知、小组合作、完成思维导图等方式完成对过去事情的表达。

教 步 骤 Step 1 Warm up 学生活动进程 1. Greetings 2. Play a game. Listen and choose. S1:tomorrow S2:yesterday S3:now S4:tomorrow S5:now S1:... S2:... 学 过 程

设计意图 介绍这节课 的评价。（让T:Let’s play a game. 热气球飞Listen and 高） choose:yesterday,now or 游戏拉近师tomorrow. 生间陌生的Eg:We are having an 距离，消除学English class. 生紧张感，复1. I will fly a kite. 习已学时态：2. My mother cooked 过去、现在和fish. 将来，唤起旧3. Many teachers are 知的记忆，为looking at us. 4. My family will have a 今天的学习打下基础。 picnic. 5. You are listening to me. Ask Ss to make a new sentences with any one of the three. 图片引入，(Show a picture of 提出问题，Activity 1) 引起思考。 Ask: Did the two men read books? Why? T asks: :Do you like books? How do you get a 引导学生认book? 真看动画，Have Ss look at the 从图面中获pictures. 取信息。 Help Ss answer buy and 教师导学 Step 2 Presentation. Activity 1 Look at the pictures.

Look at the video and answer. Look and follow. Try to understand”borrow”according to the picture. 2. Activity 2 Look at the picture and arouse the memory of Daming’s letters. Look and answer: Who prepared for Daming’s coming? Ss answer. Read by themselves and underline What Simon’s family did for Daming’s coming? Work in four. Talk about your answers. Fill in the chart. Look again and answer: What will Daming take for Simon’s family?

borrow. (Show a picture of Activity 1) Ask: How did the two men get books? Help Ss answer borrow and buy. Whatever you buy or borrow a book , you must read it. You should read a lot of books. Help Ss say :Daming has got two letters.One is from the UK,the other one is from the Us.Who wrote to Daming in the UK?(Lingling)Who wrote to Daming in the US?Let’s read. Play the video. Help Ss answer: Dad, Mum, Simon’s family. Play the video again. Check answers. Listen to it one sentence by sentence. Explain: 1. another bed 2. Chinese history 3. ask questions(T asks Ss questions and let Ss ask T questions. Check the anawer. Some CDs.(Chinese songs) Ask: If you are 训练学生的听力。引导学生从文本中获取信息。 从Daming读信的图片入手交代这封信的由来。 整体听力输入，让学生大致了解新的内容，为进一步学习打下基础。 同时板书在黑板上。 鼓励学生老师提问，培养英语思维。 启发思维，培养英语逻辑能力。 S1: I will... Look and follow. Read together aloud. Learn in three weeks, Don’t forget to bring... Step 3 Ask Ss to retell the letter. Development. Dad is going to ... He read a book ... He is going to ask ... Mum bought... Step 4 Production Daming,what will you do for Simon’s family? Tell Ss I forget the 真实情境帮presents that I bring 助学生更好today. 理解forget and bring. When you go to school, don’t forget to bring your books, pens,homework ... According to the blackboard designs,lead 启发思维，Ss to retell the letter. 提升知识运用能力。 四人小组活动，分享自己的旅行经历，人人开口，自信、大胆地表达。 Read Lily’s story and Fill in the Help Ss fill Mind map. where,when,who and what.Then ask Ss to answer the questions. Walk around the classroom and give help if necessary Eg: Where did you go? Who did you go with? When did you go there? What did you do there? Some groups come to the front and talk about themselves.

Step 5 Homework 1. Read the text fluently. 2. Finish the letter about your trip. Tell the students their homework. 落实笔头，练习写作。 Blackboard design Module 9 Unit 2 Mum bought new T-shirts for you Dad put another bed Daming read a book some CDs ask some questions Mum bought new T-shirts Simon’s family borrowed a bike 从整体上说比较成功，教学思路清晰，教学步骤有条理。我觉得教学设计比较出彩的地方有两个。第一，将Activity4作为热身活动——Listen and choose.从学生反应看，这个游戏真正调动了学生们的学习积极性，学生们参与性高，达到了热身的目的。本来这个活动挺难的。时态是学生们学习的难点，对小学生而已更是如此。Yesterday,Now, tomorrow这三种个时态同时出现更加大了这个活动的难度。经过冥思苦想，我把这个活动设计成一个游戏，学生们只需要判断正确的时间状语就可以了。第二，对学生思维的启发与拓展。在讲解完课文后，我问了一个问题：If you are Daming,what will you do for Simon’s family?这个问题属于开放性问题，需要学生运用综合能力进行表达，可以启发学生的英语思维。我觉得英语课堂需要学生们用英语思考，用英语表达。 当然，这节课也有很多不足的地方。首先，引导学生思考的度还不够。学生们说可以为Simon家做什么时都只说了买什么，没有说到做什么。应该是我引导还不到位。其次，学生学习方法比较单一，没有多元化。再次，各部分的衔接流畅度还有待提高。最后，处理Lily那封信有点冗 教学反思