外研版（三起）五下Module 1-Unit 2 She didn't have a television.-ppt课件-(含教案+视频+素材)-公开课-(编号：b002a).zip
Module 1 Unit 2 She didnt have a television. 外研版小学英语五年级下册外研版小学英语五年级下册 黄梅县第七小学黄梅县第七小学 陈栋芳陈栋芳 I was fat, but now Im thin. I was slow. Now Im fast. I can win. I was a baby, but now Im big. I was cute. Now Im not. Im an old pig. Topic 1 Did you watch television last night? Yes, I did. No, I didnt. TV A: Did she have a television? B: No, she didnt. Topic 2 She didnt have a television. NowMany years ago She has got a television. A: Did he have any legs then? B: Yes, he did. now Topic 3 A: Did he have any legs then? nowthen B: Yes, he did. A: Did she have any legs then? B: Yes, she did. nowthen tadpolefrog Timetravel: 穿越穿越 Go back to the past & Can he jump far? He can jump really far. He is green. He has got strong legs. frog He couldnt jump. He didnt have any legs. He could swim. He was black. tadpole He can jump really far. He couldnt jump. He is green. He has got strong legs. He didnt have any legs. He could swim. He was black. 2.1 Listen and find. 1. Who writes the letter? 2. Whom is the letter to? To:_ 2.2 Read and find. 跟读，跟读，两人一组两人一组找一找。找一找。 Verbs watch talk work cook doesnt cant watched cooked didnt couldnt talked worked Past Tense / t / = could not = did not Have a match. 填词接力赛。填词接力赛。 I _a television programme about China last night. An old lady _ about her life many years ago. She _ in the fields. She _ on a fire. She _ have a television or a radio. She _ have a telephone. She _ read or write. watched talked worked cooked didnt didnt couldnt 2.3 Read and choose. 1. Lingling watched a television program about _ last night. A. China B. the U.S. C. the U.K. 2. An old lady talked about her _ many years ago. A. house B. family C. life 2.4 Read and write. 读一读，写一写。读一读，写一写。 1.Where did she work? She worked _.in the fields /3:/ 2. Where did she cook? She cooked _.on a fire Answe r 2.5 Read, ask and answer. 读一读，问答。读一读，问答。 Did she have a .? telephonetelevisionradio No, she didnt. She didnt have a television, a radio _ a telephone. or Could she .? writeread No, she couldnt. She couldnt read _write. or The old lady talked about her life many years ago. She worked _ . She cooked _. She didnt have _. She couldnt _. Write 2.6 Read and guess. 读一读，猜一猜。读一读，猜一猜。 miss hope 希望希望 2.7 Read in groups. 四人一组接力朗读四人一组接力朗读 。 抽取图片，询问老师抽取图片，询问老师 十年前的生活情况。十年前的生活情况。 1. Did you live in a city ? 2. Did you work in a school? 3. Did you teach English? 4. Was the school far? 5. Did you walk to school? 6. Did you have a car? 7. Could you drive a car? I lived in a small town. I worked in a middle school. I taught English. The school was not far. I walked to school every day. I didnt have a car or a bicycle. I couldnt drive a car. teachers life Ten years ago 汇报汇报 Consolidation 总结总结 1、熟练朗读课文。、熟练朗读课文。 2、与同学互相展示信件。、与同学互相展示信件。 1 外研社 2011 课标版三年级起点（陈琳主编）五年级下册 Module 1 Unit 2 She didnt have a television. 【教材分析教材分析】 本节课的教学内容是外研社 2011 课标版三年级起点（陈琳主编）五 年级下册 Module 1 Unit 2 She didnt have a television.本模块的语言功能是 描述过去到现在生活的变化。第二单元的课文情境是通过观察青蛙和蝌 蚪的图片，明白不只是人类的生活，动物们的过去和现在也会发生巨大 变化，从而引出本单元的中心话题：写信叙述电视节目里中国老奶奶过 去的生活情况。写信人玲玲观看完电视节目后，很想念中国，也很想念 奶奶和好朋友大明，因此在写给朋友大明的信中，对祖国和亲人、朋友 的思念之情溢于言表。 本节课将继续学习用一般过去时态描述过去的生活情况，由于课文 中大部分动词的过去式都属于规则变化，因此并不难理解和掌握。但是， 要引导学生对生词“work”的过去式进行推断，并学会助动词“didnt” 和情态动词“couldnt”+动词原形的结构加以理解和运用。 【学情分析学情分析】 我校建成于 2017 年，虽然是新建的城区小学，但大部分学生来自 农村，目前的五年级学生在学校招生时正就读于四年级。很多学生没有 接触过三年级的英语教材，因此没有英语学习的基础。对于学生们来说， 他们是勉强从四年级教材开始学起，要学会用英语交流非常困难。教师 只能在培养学生学习英语兴趣的同时，教会他们基本的语言知识和听、 说、读、写等方面的技能。 【教学思路教学思路】 2 既然学生的口语表达基础薄弱，那么教师就只能从学生已有的知识 结构和生活环境出发，以话题为主线，采用任务型教学方法，通过讲故 事、猜猜看、做游戏、小组比赛等一系列有趣的教学从易到难，由浅入 深，层层递进，环环相扣，尽可能地设计一些简单可操作的任务，想方 设法为学生完成任务搭桥铺路，让学生在掌握知识、完成任务的过程中 体会英语学习的轻松、愉悦、自信和成功。 第一课时第一课时 【教学目标教学目标】 1、语言能力目标： （1）全体学生能理解：night, work, field, fire, or, radio, telephone, couldnt = could not, write, hope 全体学生能运用：night, work, or, write 部分学生能运用：field, fire, radio, telephone, couldnt=could not, hope （2）学生能运用动词的过去式简单描述过去的生活情况。 （3）学生学会给他人写信。 2、思维品质目标： （1）学生能在教师的引导下，通过观察预测图片和教学内容，培养他 们的观察能力、逻辑思维能力和推理能力。 （2）学生能通过学习逐步完成教师预设的系列问题，初步培养他们的 探究性思维。 （3）学生能在具体的情境中合理拓展运用所学语言，发展并培养学生 的创造性思维。 3 3、文化意识目标： （1）学生通过谈论过去与现在的不同，感受自然界中事物的差异性。 （2）学生通过了解教师十年前的生活，体会经济社会发展的迅速。 （3）学生通过猜测在异国他乡学习的玲玲写信时心情，对她思念亲人 朋友、思念祖国感同身受，同时升华学生的爱国主义情感。 4、学习能力目标： （1）学生在教师的引导下，通过努力完成任务，培养自主学习能力。 （2）学生通过观察图片信息，提升合理预测和推断的能力。 （3）学生通过听、说、读、写活动，培养综合运用语言的能力。 【教学重难点教学重难点】 1、教学重点： （1）借助图片和已有知识理解文本内容。 （2）认读单词：night, work, field, fire, or, radio, telephone, couldnt = could not, write, hope 2、教学难点： 运用动词的过去式描写过去的生活。 Teaching procedures: Step1: Warm up. 1. Greetings. T: Good morning, class. Ss: Good morning, Ms Chen. T: How are you? Ss: Im fine, thank you. 2. Sing a song. 4 T：Follow me. Then lets sing a song. Are you Ready? 【设计意图设计意图】师生问好，齐唱歌谣，热身激趣，创设轻松愉快的学习氛围。选 用 四年级下册 I was fat 歌曲有三点考虑：一是 2019 年是猪年；二是学生对比小猪的 过去与现在，体会努力的成功与成长的烦恼；三是歌曲中反复出现的 was 和 am,让 学生知道本节课要描述过去的生活。 Step2: Present the task. Topic 1: Did you watch television last night? 1. Show a picture of the first white panda in the world that was found in Wolong, Sichuan Province. T: I watched a television program about a panda last night. How strange! Its white. Did you watch television (TV) last night? S: Yes, I did. / No, I didnt. (T: What a pity! Its so cute.) 【设计意图设计意图】真实情境交际。与学生谈论昨天晚上新闻联播趣事，在四川卧龙 发现全球第一只白色大熊猫。师生像平时聊天一样，拉近了心理距离，同时也培养 学生关心时事的兴趣。话题一以看电视为切入点，为下面引出单元标题作铺垫。 Topic 2: Did she have a television? 2. Show two pictures in Unit 1, Module 1. T: Did she have a television? Ss: No, she didnt. Then show two pictures about the old ladys life now and many years ago. T: Look at the old lady. She has got a television now. She watches television every day. But many years ago, she didnt have a television. Present the title “Module 1 Unit 2 She didnt have a television.” Read aloud I was fat I was fat, but now Im thin. I was slow. Now Im fast. I can win. I was a baby, but now Im big. I was cute. Now Im not. Im an old pig. 5 【设计意图设计意图】复习旧知，导入新知。通过回顾第一单元内容，继续采用一般过去 时 态的一般疑问句来谈论电视这个话题，也起到了承上启下的作用。 Present the task. T: Her life was different many years ago. My life was also different in the past. You will write a letter to your friend about Ms Chens life ten years ago. Join me, OK? 【设计意图设计意图】提出任务。通过谈论课文中老奶奶过去的生活情况，呈现本节课的 目标任务：给朋友写一封信，谈谈陈老师十年前的生活。学生对老师以前的生活充 满了好奇，会带着悬念和期待参与到接下来的活动中。 Topic 3: Did he / she have any legs? 3. Free talk. A: Did he have any legs then? B: Yes, he (she) did. / No, he (she) didnt. 【设计意图设计意图】动物世界的奥秘。引导学生探索动物幼年和成年形态差异不大（猪 和大象）和惊人变化（蝴蝶）的相关知识，通过有趣探索和深入理解，促进学生的 心智发展。并自然过渡到文本内容：蝌蚪变青蛙。 Step3: Prepare for the task. Activity 1: Look, listen and say. 1. Watch a Time-travel: Go back to the past. 【设计意图设计意图】时光穿越。采取无声电视剧的形式，让学生自主观察青蛙变回到蝌 蚪的过程，静心思考他们之间的差异，预测文本信息。 2. Listen. T: Look at the frog. Listen and answer: Can he jump far? 【设计意图设计意图】播放动画视频， 验证猜想。 3. Say. Talk about the frog. Lead the students to say: 6 He is black. He has got strong legs. He can jump really far. Talk about the tadpole. Lead the students to say: He was black. He didnt have any legs. He could swim. He couldnt jump. T: What color is / was the frog / tadpole? Does / Did he have any legs? Can / Could he jump / swim? 【设计意图设计意图】师生互动探究。学生在回答时会遇到句式表达的困难，但是只要能 够理解图片内容，在教师的启发和引导下说出关键词句就达到了探究的目的。 3. Read and act. Read aloud. Then ask two boys to act as a frog and a tadpole. The other students read the sentences together. 【设计意图设计意图】拓展表演。把图片贴在两个男孩的身上，让他们分别表演青蛙和蝌 蚪，用手势和动作呈现颜色和形态。其他学生齐声朗读，给出提示。学生在互相配 合中培养合作意识。 Activity 2&3: Listen, read and write. 1. Listen and find. T: Look at the letter in your books. Listen and find: Who writes the letter? Whom is the letter to? 【设计意图设计意图】阅读任务一：播放动画视频，引导学生找出写信人和收信人，突 出信件的格式。 2. Read after the flash, imitate the pronunciation, the tone and the intonation. 【设计意图设计意图】视频跟读，模仿纯正的语音语调。 3. Pair work. Ss work in pairs, find out the past tense of verbs in the letter. 4. Read the basic form and the past tense of verbs. 5. Have a match. 【设计意图设计意图】阅读任务二：结对活动。两人一组，找出信件中的动词过去式。 学 生在跟着教师读动词原形和过去式的同时，理解动词的变化与读音。通过填词接力 赛，训练学生的记忆能力和反应能力。 7 6. Show the pictures, read the letter after the teacher. Then finish the tasks. Get the students to learn the new words and phrases at the same time. a. Read sentences 1-2, choose the right answers. b. Read sentences 3-4, answer the questions. c. Read sentences 5-7, ask and answer. d. Fill in the blanks in activity 3. Get the Ss to read the answers. 【设计意图设计意图】阅读任务三：分阶段呈现句子，随文识词，不同阶段有不同任务。 读完 1-2 句，学生选择 China 和 life。读完 3-4 句，回答问题，呈现 in the fields 和 on a fire。读完 5-7 句，引导男、女生用之前练习的话题句型：Did you?和 Could you?进行问答。完成教师设计的任务同时，课本上活动三的填空答案已全部呈现， 水到渠成，此时学生齐声朗读核对答案。 7. Read the last two sentences together. Pay attention to Linglings emotions at the end of the letter. T: After writing about the old lady, Lingling is sad, why? Because she misses her Ss: Grandma. T: But soon she is happy, why? Because she misses Ss: Daming. T: Yes, Daming is her good friend in China. She must miss China. Lingling is a Chinese. She hopes they are well. Get the Ss to read the last three sentences with feelings together. Ss: I miss my grandma. I miss you, too. I hope you are well. 【设计意图设计意图】阅读任务四：体会情感。学生通过猜测在异国他乡学习的玲玲写 信时心情，对她思念亲人朋友、思念祖国感同身受，同时升华学生的爱国主义情感。 8. Group work. The teacher read with three students as an example. The Ss read aloud in groups of four, then have a Reading Show in class. 【设计意图设计意图】阅读任务五：四人一组接力朗读。教师与三位学生组成一个小组， 作朗读示范，然后学生分组接力朗读，并在班上展示。朗读形式的多样化，让学生 乐于朗读，也让不会读的学生在同学的帮助下敢于开口，集体荣誉感油然而生。 8 Step4: Finish the task. 1. Survey. Get the students to choose pictures and ask the teacher questions about the life ten years ago. 【设计意图设计意图】调查。以话题为线索进行铺垫，以完成各项任务为支架，从提出任 务准备任务本环节的完成任务，学生有了大量的句型和词汇储备。而且任 务悬念的面纱即将揭开，学生们都有点迫不及待。教师准备了有关自己十年前生活 的图片，为了降低任务的难度，将句型呈现出来，学生抽取图片开展调查的同时选 择对应的句型进行提问。教师在回答问题的时候，展示信件的内容。 2. Report. Let some students to give a report. 【设计意图设计意图】汇报。教师在四线格上手写汇报材料，有助于学生养成良好的书写 习惯。用信息化投影机展示学生成果，并让学生在全班作汇报。 Step5: Consolidation. 【设计意图】总结。一是对学生的课堂表现进行总结性评价；二是对本节课的内 容作总结性回顾，也培养学生在课本上用不同符号、不同颜色的记号对知识点进行 标记的习惯。 Homework 1. Read Linglings letter. 2. Share the letter about Ms. Chens life with others. Blackboard design: Module 1 Unit 2 She didnt have a television. lived worked taught walked didnt couldnt Dear Daming, watched talked worked cooked didnt couldnt miss hope Love, Lingling in the fields on a fire a television, a radio or a telephone read or write 8
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Module 1 Unit 2 She didnt have a television. 外研版小学英语五年级下册外研版小学英语五年级下册 黄梅县第七小学黄梅县第七小学 陈栋芳陈栋芳 I was fat, but now Im thin. I was slow. Now Im fast. I can win. I was a baby, but now Im big. I was cute. Now Im not. Im an old pig. Topic 1 Did you watch television last night? Yes, I did. No, I didnt. TV A: Did she have a television? B: No, she didnt. Topic 2 She didnt have a television. NowMany years ago She has got a television. A: Did he have any legs then? B: Yes, he did. now Topic 3 A: Did he have any legs then? nowthen B: Yes, he did. A: Did she have any legs then? B: Yes, she did. nowthen tadpolefrog Timetravel: 穿越穿越 Go back to the past & Can he jump far? He can jump really far. He is green. He has got strong legs. frog He couldnt jump. He didnt have any legs. He could swim. He was black. tadpole He can jump really far. He couldnt jump. He is green. He has got strong legs. He didnt have any legs. He could swim. He was black. 2.1 Listen and find. 1. Who writes the letter? 2. Whom is the letter to? To:_ 2.2 Read and find. 跟读，跟读，两人一组两人一组找一找。找一找。 Verbs watch talk work cook doesnt cant watched cooked didnt couldnt talked worked Past Tense / t / = could not = did not Have a match. 填词接力赛。填词接力赛。 I _a television programme about China last night. An old lady _ about her life many years ago. She _ in the fields. She _ on a fire. She _ have a television or a radio. She _ have a telephone. She _ read or write. watched talked worked cooked didnt didnt couldnt 2.3 Read and choose. 1. Lingling watched a television program about _ last night. A. China B. the U.S. C. the U.K. 2. An old lady talked about her _ many years ago. A. house B. family C. life 2.4 Read and write. 读一读，写一写。读一读，写一写。 1.Where did she work? She worked _.in the fields /3:/ 2. Where did she cook? She cooked _.on a fire Answe r 2.5 Read, ask and answer. 读一读，问答。读一读，问答。 Did she have a .? telephonetelevisionradio No, she didnt. She didnt have a television, a radio _ a telephone. or Could she .? writeread No, she couldnt. She couldnt read _write. or The old lady talked about her life many years ago. She worked _ . She cooked _. She didnt have _. She couldnt _. Write 2.6 Read and guess. 读一读，猜一猜。读一读，猜一猜。 miss hope 希望希望 2.7 Read in groups. 四人一组接力朗读四人一组接力朗读 。 抽取图片，询问老师抽取图片，询问老师 十年前的生活情况。十年前的生活情况。 1. Did you live in a city ? 2. Did you work in a school? 3. Did you teach English? 4. Was the school far? 5. Did you walk to school? 6. Did you have a car? 7. Could you drive a car? I lived in a small town. I worked in a middle school. I taught English. The school was not far. I walked to school every day. I didnt have a car or a bicycle. I couldnt drive a car. teachers life Ten years ago 汇报汇报 Consolidation 总结总结 1、熟练朗读课文。、熟练朗读课文。 2、与同学互相展示信件。、与同学互相展示信件。 1 外研社 2011 课标版三年级起点（陈琳主编）五年级下册 Module 1 Unit 2 She didnt have a television. 【教材分析教材分析】 本节课的教学内容是外研社 2011 课标版三年级起点（陈琳主编）五 年级下册 Module 1 Unit 2 She didnt have a television.本模块的语言功能是 描述过去到现在生活的变化。第二单元的课文情境是通过观察青蛙和蝌 蚪的图片，明白不只是人类的生活，动物们的过去和现在也会发生巨大 变化，从而引出本单元的中心话题：写信叙述电视节目里中国老奶奶过 去的生活情况。写信人玲玲观看完电视节目后，很想念中国，也很想念 奶奶和好朋友大明，因此在写给朋友大明的信中，对祖国和亲人、朋友 的思念之情溢于言表。 本节课将继续学习用一般过去时态描述过去的生活情况，由于课文 中大部分动词的过去式都属于规则变化，因此并不难理解和掌握。但是， 要引导学生对生词“work”的过去式进行推断，并学会助动词“didnt” 和情态动词“couldnt”+动词原形的结构加以理解和运用。 【学情分析学情分析】 我校建成于 2017 年，虽然是新建的城区小学，但大部分学生来自 农村，目前的五年级学生在学校招生时正就读于四年级。很多学生没有 接触过三年级的英语教材，因此没有英语学习的基础。对于学生们来说， 他们是勉强从四年级教材开始学起，要学会用英语交流非常困难。教师 只能在培养学生学习英语兴趣的同时，教会他们基本的语言知识和听、 说、读、写等方面的技能。 【教学思路教学思路】 2 既然学生的口语表达基础薄弱，那么教师就只能从学生已有的知识 结构和生活环境出发，以话题为主线，采用任务型教学方法，通过讲故 事、猜猜看、做游戏、小组比赛等一系列有趣的教学从易到难，由浅入 深，层层递进，环环相扣，尽可能地设计一些简单可操作的任务，想方 设法为学生完成任务搭桥铺路，让学生在掌握知识、完成任务的过程中 体会英语学习的轻松、愉悦、自信和成功。 第一课时第一课时 【教学目标教学目标】 1、语言能力目标： （1）全体学生能理解：night, work, field, fire, or, radio, telephone, couldnt = could not, write, hope 全体学生能运用：night, work, or, write 部分学生能运用：field, fire, radio, telephone, couldnt=could not, hope （2）学生能运用动词的过去式简单描述过去的生活情况。 （3）学生学会给他人写信。 2、思维品质目标： （1）学生能在教师的引导下，通过观察预测图片和教学内容，培养他 们的观察能力、逻辑思维能力和推理能力。 （2）学生能通过学习逐步完成教师预设的系列问题，初步培养他们的 探究性思维。 （3）学生能在具体的情境中合理拓展运用所学语言，发展并培养学生 的创造性思维。 3 3、文化意识目标： （1）学生通过谈论过去与现在的不同，感受自然界中事物的差异性。 （2）学生通过了解教师十年前的生活，体会经济社会发展的迅速。 （3）学生通过猜测在异国他乡学习的玲玲写信时心情，对她思念亲人 朋友、思念祖国感同身受，同时升华学生的爱国主义情感。 4、学习能力目标： （1）学生在教师的引导下，通过努力完成任务，培养自主学习能力。 （2）学生通过观察图片信息，提升合理预测和推断的能力。 （3）学生通过听、说、读、写活动，培养综合运用语言的能力。 【教学重难点教学重难点】 1、教学重点： （1）借助图片和已有知识理解文本内容。 （2）认读单词：night, work, field, fire, or, radio, telephone, couldnt = could not, write, hope 2、教学难点： 运用动词的过去式描写过去的生活。 Teaching procedures: Step1: Warm up. 1. Greetings. T: Good morning, class. Ss: Good morning, Ms Chen. T: How are you? Ss: Im fine, thank you. 2. Sing a song. 4 T：Follow me. Then lets sing a song. Are you Ready? 【设计意图设计意图】师生问好，齐唱歌谣，热身激趣，创设轻松愉快的学习氛围。选 用 四年级下册 I was fat 歌曲有三点考虑：一是 2019 年是猪年；二是学生对比小猪的 过去与现在，体会努力的成功与成长的烦恼；三是歌曲中反复出现的 was 和 am,让 学生知道本节课要描述过去的生活。 Step2: Present the task. Topic 1: Did you watch television last night? 1. Show a picture of the first white panda in the world that was found in Wolong, Sichuan Province. T: I watched a television program about a panda last night. How strange! Its white. Did you watch television (TV) last night? S: Yes, I did. / No, I didnt. (T: What a pity! Its so cute.) 【设计意图设计意图】真实情境交际。与学生谈论昨天晚上新闻联播趣事，在四川卧龙 发现全球第一只白色大熊猫。师生像平时聊天一样，拉近了心理距离，同时也培养 学生关心时事的兴趣。话题一以看电视为切入点，为下面引出单元标题作铺垫。 Topic 2: Did she have a television? 2. Show two pictures in Unit 1, Module 1. T: Did she have a television? Ss: No, she didnt. Then show two pictures about the old ladys life now and many years ago. T: Look at the old lady. She has got a television now. She watches television every day. But many years ago, she didnt have a television. Present the title “Module 1 Unit 2 She didnt have a television.” Read aloud I was fat I was fat, but now Im thin. I was slow. Now Im fast. I can win. I was a baby, but now Im big. I was cute. Now Im not. Im an old pig. 5 【设计意图设计意图】复习旧知，导入新知。通过回顾第一单元内容，继续采用一般过去 时 态的一般疑问句来谈论电视这个话题，也起到了承上启下的作用。 Present the task. T: Her life was different many years ago. My life was also different in the past. You will write a letter to your friend about Ms Chens life ten years ago. Join me, OK? 【设计意图设计意图】提出任务。通过谈论课文中老奶奶过去的生活情况，呈现本节课的 目标任务：给朋友写一封信，谈谈陈老师十年前的生活。学生对老师以前的生活充 满了好奇，会带着悬念和期待参与到接下来的活动中。 Topic 3: Did he / she have any legs? 3. Free talk. A: Did he have any legs then? B: Yes, he (she) did. / No, he (she) didnt. 【设计意图设计意图】动物世界的奥秘。引导学生探索动物幼年和成年形态差异不大（猪 和大象）和惊人变化（蝴蝶）的相关知识，通过有趣探索和深入理解，促进学生的 心智发展。并自然过渡到文本内容：蝌蚪变青蛙。 Step3: Prepare for the task. Activity 1: Look, listen and say. 1. Watch a Time-travel: Go back to the past. 【设计意图设计意图】时光穿越。采取无声电视剧的形式，让学生自主观察青蛙变回到蝌 蚪的过程，静心思考他们之间的差异，预测文本信息。 2. Listen. T: Look at the frog. Listen and answer: Can he jump far? 【设计意图设计意图】播放动画视频， 验证猜想。 3. Say. Talk about the frog. Lead the students to say: 6 He is black. He has got strong legs. He can jump really far. Talk about the tadpole. Lead the students to say: He was black. He didnt have any legs. He could swim. He couldnt jump. T: What color is / was the frog / tadpole? Does / Did he have any legs? Can / Could he jump / swim? 【设计意图设计意图】师生互动探究。学生在回答时会遇到句式表达的困难，但是只要能 够理解图片内容，在教师的启发和引导下说出关键词句就达到了探究的目的。 3. Read and act. Read aloud. Then ask two boys to act as a frog and a tadpole. The other students read the sentences together. 【设计意图设计意图】拓展表演。把图片贴在两个男孩的身上，让他们分别表演青蛙和蝌 蚪，用手势和动作呈现颜色和形态。其他学生齐声朗读，给出提示。学生在互相配 合中培养合作意识。 Activity 2&3: Listen, read and write. 1. Listen and find. T: Look at the letter in your books. Listen and find: Who writes the letter? Whom is the letter to? 【设计意图设计意图】阅读任务一：播放动画视频，引导学生找出写信人和收信人，突 出信件的格式。 2. Read after the flash, imitate the pronunciation, the tone and the intonation. 【设计意图设计意图】视频跟读，模仿纯正的语音语调。 3. Pair work. Ss work in pairs, find out the past tense of verbs in the letter. 4. Read the basic form and the past tense of verbs. 5. Have a match. 【设计意图设计意图】阅读任务二：结对活动。两人一组，找出信件中的动词过去式。 学 生在跟着教师读动词原形和过去式的同时，理解动词的变化与读音。通过填词接力 赛，训练学生的记忆能力和反应能力。 7 6. Show the pictures, read the letter after the teacher. Then finish the tasks. Get the students to learn the new words and phrases at the same time. a. Read sentences 1-2, choose the right answers. b. Read sentences 3-4, answer the questions. c. Read sentences 5-7, ask and answer. d. Fill in the blanks in activity 3. Get the Ss to read the answers. 【设计意图设计意图】阅读任务三：分阶段呈现句子，随文识词，不同阶段有不同任务。 读完 1-2 句，学生选择 China 和 life。读完 3-4 句，回答问题，呈现 in the fields 和 on a fire。读完 5-7 句，引导男、女生用之前练习的话题句型：Did you?和 Could you?进行问答。完成教师设计的任务同时，课本上活动三的填空答案已全部呈现， 水到渠成，此时学生齐声朗读核对答案。 7. Read the last two sentences together. Pay attention to Linglings emotions at the end of the letter. T: After writing about the old lady, Lingling is sad, why? Because she misses her Ss: Grandma. T: But soon she is happy, why? Because she misses Ss: Daming. T: Yes, Daming is her good friend in China. She must miss China. Lingling is a Chinese. She hopes they are well. Get the Ss to read the last three sentences with feelings together. Ss: I miss my grandma. I miss you, too. I hope you are well. 【设计意图设计意图】阅读任务四：体会情感。学生通过猜测在异国他乡学习的玲玲写 信时心情，对她思念亲人朋友、思念祖国感同身受，同时升华学生的爱国主义情感。 8. Group work. The teacher read with three students as an example. The Ss read aloud in groups of four, then have a Reading Show in class. 【设计意图设计意图】阅读任务五：四人一组接力朗读。教师与三位学生组成一个小组， 作朗读示范，然后学生分组接力朗读，并在班上展示。朗读形式的多样化，让学生 乐于朗读，也让不会读的学生在同学的帮助下敢于开口，集体荣誉感油然而生。 8 Step4: Finish the task. 1. Survey. Get the students to choose pictures and ask the teacher questions about the life ten years ago. 【设计意图设计意图】调查。以话题为线索进行铺垫，以完成各项任务为支架，从提出任 务准备任务本环节的完成任务，学生有了大量的句型和词汇储备。而且任 务悬念的面纱即将揭开，学生们都有点迫不及待。教师准备了有关自己十年前生活 的图片，为了降低任务的难度，将句型呈现出来，学生抽取图片开展调查的同时选 择对应的句型进行提问。教师在回答问题的时候，展示信件的内容。 2. Report. Let some students to give a report. 【设计意图设计意图】汇报。教师在四线格上手写汇报材料，有助于学生养成良好的书写 习惯。用信息化投影机展示学生成果，并让学生在全班作汇报。 Step5: Consolidation. 【设计意图】总结。一是对学生的课堂表现进行总结性评价；二是对本节课的内 容作总结性回顾，也培养学生在课本上用不同符号、不同颜色的记号对知识点进行 标记的习惯。 Homework 1. Read Linglings letter. 2. Share the letter about Ms. Chens life with others. Blackboard design: Module 1 Unit 2 She didnt have a television. lived worked taught walked didnt couldnt Dear Daming, watched talked worked cooked didnt couldnt miss hope Love, Lingling in the fields on a fire a television, a radio or a telephone read or write 8
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