冀教版（三起）五下-Unit 4 Did You Have a Nice Trip -Lesson 20 Jenny Goes Home-教案、教学设计-市级优课-(配套课件编号：32e8d).docx

1、 Lesson 20 Jenny Goes HomeLesson 20 Jenny Goes Home Teaching objectives 一知识与技能目标: 1. 能听懂、 会说、 认读并书写不规则动词过去式 had, went, saw, ate 并能在语境中正确运用以上词汇。 2. 能认读、理解并运用下列基本句型结构: Did you miss me? Yes, I did. What did you do yesterday? I ate an orange. 3. 能熟练并准确的运用动词(have,go,see,eat,do)的过去式来描述 过去自己做过的事情。 4. 能辨别一般

2、现在时和一般过去时的区别,并能在实际情境中灵活 运用。 二学习策略目标: 1. 寻读、朗读、默读等阅读策略相结合,发展阅读策略; 2. 增强小组合作意识,共同完成任务; 3. 通过观察,分析,发现一般现在时和一般过去时的区别。 三.情感态度目标: 1.通过歌谣等活动,使学生能体会到英语学习的乐趣。 2.通过小组活动,加强学生的合作意识。 3.培养学生爱国主义精神和合作意识,并对学生进行养成教育。 四学情分析评论 授课对象为五年级学生,从年龄层次上来看,这个年龄学生学习外语 有了一定的基础,也是容易出现学习两级分化的时候,但如果能加之 以正确的引导,学生自身的优势会得以充分发挥。在教学过程中要注

3、 意他们的生理、心理特点,充分发挥其表现欲、模仿力强等特点,重点 激发学生的学习兴趣,培养良好的英语学习习惯。 五Teaching key points and difficult points 重点:不规则动词过去式 had, went, saw, ate 的读音及书写。 难点:在语境中准确使用不规则动词过去式 had, went, saw, ate,运 用句型 I 过去式 yesterday. 描述自己过去做过的事情。 六教学过程 Step 1 Classopening and warmingup 1. Greetings T: Good morning, boys and girls.

4、Ss: Good morning, Miss zhang. T: Lets listen a song, OK? 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. Lets sing a song. What did you do What did you do What did you do yesterday I cleaned my room oh yeah I watched TV oh yeah I talked to friends oh yeah And I studied English oh yeah T: Good job! Sit down,

5、 please! (第一遍先让学生听歌,第二遍学生跟唱。) 设计思路:配乐歌谣热身,以歌谣的形式营造欢乐的课堂气氛。 通过前 一课动词词组的练习为本节课不规则动词过去式的学习做铺垫。 3. Interview What did you do yesterday? T: I walked to the supermarket and I shopped yesterday. What did you do yesterday? S1: I walked to the park yesterday. What did you do yesterday? S2: I watched TV yeste

6、rday. What did you do yesterday? S3: (教师先示范 I _ yesterday. 从而引导学生自主问答。) 设计思路:以采访的形式激励学生自由问答,将课堂交给学生,促使他 们运用所学知识。 Step 2 New concepts 1. Demonstrate (1) First listen to part1 and answer. Did Jenny have fun in Beijing? What is Jennys gift for her mother? T: Jenny had a trip in Beijing. Jenny goes home

7、 now. Did Jenny have fun? What is Jennys gift for her mother? Now lets listen to part1 and answer the questions. The students listen to part1 and try to answer the questions. Ss: 预设学生回答 1.Yes, she did. 2. A scarf. T: You are right. Number one, Yes, she did. She had fun in Beijing. 教师同时板书 did 和 had.

8、Why do we use “did” and “had” ? Ss: 预设学生回答:因为是过去发生的事情。 T: Very good. 设计思路:设计难度较低的问题激发学生听的兴趣,同时通过回答提 炼出 did 和 had 这两个不规则动词过去式。 孩子通过观察时间发现之 所以用 had 而不用 have 是因为事情发生在过去的时间里。 (2) Second listen, read and answer. 1. Did Mrs. Smith miss Jenny? 2. Is the Palace Museum beautiful? 3. What did Jenny do the fou

9、rth day? T: Lets listen to part1 again. Listen, read and answer the questions. (First, choose students from each team to read the questions. ) (Second, the students listen, read and underline the answers. ) (Third, choose students from each team to answer the questions. ) T: Yes. The fourth day, we

10、went to Wangfujing. OK. Who can write the word “went ” on the blackboard? S1:went. T: Is he/she right? Ss: Yes. 设计思路:设计具有挑战性问题,请求学生帮助老师解决,提升学生解 决问题的能力。听读画出正确答案环节的设置,使学生掌握听的技能 采用寻读及默读的方法获取信息,体现了“授渔”。 1. practice (1)Read and fill. 1.The first day, Jenny went to _. 2.The second day, Jenny went to _. 3.

11、The third day, Jenny went to _. 4.The fourth day, Jenny went to _. T: Here are four sentences. Please read and fill。 (学生快速默读文本,找出原文中能够解释上面问题) T: Lets check. Yes, you are right. 设计思路:通过默读的方式,寻读、默读等阅读策略相结合,发展阅读 策略。 (2)Pair work Read the text in roles. T: I think China is great. Now lets read the text

12、in roles. Pay more attention to the emotion. 学生分角色朗读课文。 T: I think China is great. Do you love China? Ss: Yes, I do. 设计思路:教师鼓励学生分角色朗读课文,学生分角色朗读,注意模仿 各自角色的语气和语调。通过两人小组合作,加强学生的合作意识, 并适时渗透爱国主义教育,培养爱国主义精神。 3. Demonstrate Read part 2 . And try to find the differences. S1: I go to the library on Sundays.

13、S2: I went to the cinema yesterday. S3: I see Danny every day. S4: I saw Mr. Wood yesterday. S5: I eat an apple every day. S6: I ate an orange yesterday. T:(预测学生回答) 每组里面第一句动词用的是原形,第二句是过去 式。第一句时间是 every day,第二句时间是 yesterday。 T: I think you did a good job. Lets take a look. (呈现过去 式变化 ppt) Lets play a.

14、 大小声读单词，增强学生的记忆功能，同时调节课堂气氛。 b. Play again.让学生拿单词卡，听指令做动作。 （设计思路:教师引导学生读句子,分析对比,关注生成,学生尝试自 己攻克生词并发现不同。通过活动让学生记忆单词，同时也能提高学 生学英语的乐趣。让学生在玩中学，在学中玩）。 4. Practice Read and choose T: Do you remember the past simple of these verbs? Read and choose. Please do them by yourselves. T: Please check in your group.

15、 T: Lets check. (ppt 呈现正确答案) (教师鼓励学生运用所总结的规律,形成有效的学习策略,实现自主学 习。) 设计思路:通过小组合作评价,让学生之间互动学习。 也能使老师退出 课堂,扮演“观察者”,从而更好的培养学生自主学习能力。 5.consolidation T: Lets do some exercise. Please turn to page 59. 1. Read Part 1. Put the sentences in the correct order. 2. Look and write. (教师布置练习任务和要求,学生独自完成练习。 ) T: Lets

16、check. (先由学生核对答案再 ppt 呈现正确答案) 设计思路:学生在这个过程中经历 “语言输入语言理解语言输出” 三个环节的训练,提升学生“用英语做事情”的能力。 Step3 Activity Group work Talk and write. T: Here are two topics. You can choose the one you want to talk. And you can use the given words. T: Lets share your writing. 设计思路:教师结合生活实际给出两个话题,学生选择其一,一起讨论 并在提示词的支撑下完成写作。

17、Topic 1 巧妙结合刚刚过去的昨天， 创设情境引出话题,使学生结合图片和实际生活充分展开想象在猜一 猜中练习如何描述过去发生的事。Topic 2 围绕本课主线(What did you do?)进行,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。 Step4 ClassClosing 1. Summary (教师引导学生总结回忆 What we learned today. ) 设计思路:总结本课所学,进行巩固复习,检测不足。 2.Homework 1.Act out part 1 Jennys gift. 2 .Write what you did last Saturday. (教师布置表演和小练笔作业。)