外研版（一起）四上Module 5-Unit 2 I wore warm clothes.-ppt课件-(含教案+视频+素材)-部级优课-(编号：f033f).zip

Module 5 unit 2 Module 5 unit 2 I wore warm clothes. I wore warm clothes. 外研版(新标准)一起四上 went saw bought had ate went saw bought ate What did you do yesterday? I Task: Talk about your happy trip. Wow！An email！ Hello! Im Lucy. A: A Sports Day. B: A school trip. What is the email about? Read and choose. 快速扫读找出 答案！ She went on a school trip. What did she do? Watch and think What did she do? Watch and think. She went skating. cake take lake a-e e skate Lucy went skating. She wore warm clothes. more ore before store wore He wore a T-shirt. He wore a cap,T-shirt and glasses. Sherry wore a coat, and scarf. Lucy wore warm clothes. What happened to Lucy? Read and think She fell over. tell e e bell sell fell He played football and fell over. The penguins walked and fell over. She fell over. But it didnt hurt a lot. He hurt his leg. He hurt his hand. She fell over. But it didnt hurt a lot. She was able to skate. The baby was able to walk. He was able to swim. He was able to ride a bike. Then she was able to skate. What do you think of Lucy? Where there is a will ,there is a way ！ 有志者，事竟成！ No pain , no gain！ 一分耕耘，一分收获！ Lucy went on a school trip. Lucy wore warm clothes. Lucy went skating. The ice was very cold. Lucy fell over. Lucy was able to skate. Look and match , I went to . Its .I wore . I saw lots of . And I saw . We ate . played . fell over. helped her. We had a lovely time. Sherrys Trip Yesterdaythe Shidi Park warma dress people some beautiful flowers bread, cake and a big apple The baby the slide She I 选做: 1Write down your happy trip. 2 Draw a mind map about your happy trip. 画出快乐之旅的思维导图。 Writing 写下你的快乐之旅。 参考词：时间：Yesterday, Last week, 地点: zoo, park, school, beach 天气：warm, hot, sunny, rainy, 服饰:T-shirt, skirt, pants, shorts 球类: basketball, football, ping-pong 事件:took，saw ,ate，bought 活动:learnt to ride a bike/go skating/walk/fly a kite/play football ,we went to . Its .We wore . We . . . . We had a lovely time. My Happy Trip Homework 3 3 1 1 2 Listen and read the text. Make a mind map about your trip. 制作你快乐之旅的思维导图。 Talk about your happy trip. 谈论你的快乐之旅。 听音模仿，跟读课文。 Goodbye! Module 5 Unit 2 I wore warm clothes. 一、教材分析一、教材分析 本节课的教学内容是外研版（新标准）一年级起点四上 Module 5 unit 2。本课 以书信的形式谈论 Lucy 昨天学校旅行的故事，使学生在 Module 5 unit1 学习的基 础上，继续学习掌握一些不规则动词的一般过去时形式，让学生学会用过去式来描 述一次外出做过的活动。同时，培养学生热爱生活，热爱运动，不怕困难挫折的乐 观情绪。 二、学情分析二、学情分析 本课的教学对象是五年级学生，小学五年级的学生思维敏捷，能对事物进行分 析后发表自己独特的见解。通过两年的英语学习，已经具备了一定的语言知识积累， 一定的学习方法，具备一定的综合运用能力。此前已经有学习接触到过去式，对动 词的变化规则也有一定的了解，学生乐于谈论自己的旅行经历，是学生感兴趣的话 题，能够积极地参与到课堂教学活动中。 三、教学目标三、教学目标 1.通过本课的学习，学生能正确理解、认读词汇 ice-skating/ wore/ fall over - fell over/ hurt / was able to；在情景中运用句型 She went /worm /fell over. She was able to. 进行描述过去发生的事。 2.能正确理解、朗读和复述所学故事；能用一般过去时简单谈论自己的旅行经历。 3.培养学生乐于与他人合作；热爱运动，热爱生活，不怕困难挫折的乐观情绪。 四、教学准备四、教学准备 PPT、微视频、生词卡 五、教学课时五、教学课时 1 课时 六、教学过程六、教学过程 Step 1: Preparation 1.Warming up (1)Greeting. (2)Watch a video. 设计意图 利用视频复习相关知识，通过演唱 Daming 和 Sam 旅行的歌曲，不 仅复习了旧知为学习新课做好了知识和思想上的准备，而且激发了学生的表达欲望， 激活了学生的思维。 (3)Free talk 设计意图 教师提出问题：What did you do yesterday? 此环节中，拉近学生的 距离，学生的思维被调动起来，他们参与课堂活动的热情很高，积极回答问题。 Step 2: Presentation 1.Show the Task-setting T: Oh, you all had a good time. And today, lets continue to talk about things happened before. Talking about your happy trip. OK? 2.Lead in Amy has got a letter. Who wrote this letter? T: Look ,This is our good friend Lucy. Yesterday, she also went on a school trip. 3. Teach new text. (1) Guess,watch and think. Q: What did she do? Teach: ice-skating 设计意图 教师呈现情景图，整体感知文本，What is she talking about? 引导学 生预测内容，之后通过听的方式整体感知，核对答案。 (2)Listen part one and answer. Q:What did she wear ? Teach :wear-wore (3)Read part two and answer. Q:What happened to Lucy? Teach:fall over-fell over Q:Did it hurt? Teach:hurt-hurt (4) Discuss Q: What do you think of Lucy? 渗透情感教育，战胜挫折 设计意图 教师分段提出问题，引导学生关注对话的细节，并要求学生通过阅 读课文找到问题的答案。同时，在语境中学习理解新词 wore,fall off,fell off,hurt，做 到音、形、义结合。在文本中自然的渗透情感教育，向 Lucy 学习不怕困难，用于 战胜困难的精神。 Step 3: Practice 1.Repeat the text 设计意图 用文本分析去引导学生形成积极的价值取向。让学生听原文跟读， 促使学生模仿语音语调，为学生具有良好的语音、正确的语调、语言交流的自然流 畅，打下基础。挖掘文本隐藏的情感信息，让学生深入地感知 Lingling 不怕困难的 精神。 2. Read and match 3. Retell Lucys trip. (1) Teacher shows an example. T: Can you talk about Lucys trip? Now, lets have a try. (2) Children talk about story in pairs. (3) Ask students to tell story. 设计意图复述课文不仅梳理了本课所学知识，同时锻炼了孩子的口头表达能 力，为学生后面的活动输出做准备。 Step4：Production 1.Talk about My happy trip T: Excellent! We have known Lucys trip, And now its time for us to tell our trip. I had a happy trip. Do you want to know? 2. Tell childrens trip. (1) Prepare in groups. T: This is my story. Do you want to talk about your happy trip with your friends? Yes, now, write down your trip first. Then share your happy trip in your groups. (2) Show time T: Now who wants to share your trip with us? 设计意图 只有将英语书本知识融入生活，回归生活，学生才能从真正意义上 去理解所学的语言知识，提升对知识实际运用的能力。该环节将所学语言结合实际 生活进行加工处理，谈论孩子们自己最开心的一次旅行，孩子们可以选择性的完成 联系，写难忘的快乐之旅，或者制作旅行的思维导图。不仅操练了孩子们的思维、 和概括能力，同时实现真正意义上的学以致用。 Step5: Summary T: Today, we all had a lovely day. You did a good job. Our country is beautiful. Our life is wonderful. We should enjoy life, enjoy trip. Safe trip 设计意图 感受祖国山河、享受旅行的同时，恰到好处地进行旅行要注意安全 的教育。 Step6: Assignment 1.Listen and read the text. 2. Talking about your happy trip with your friends. 3. Draw a mind map about your happy trip. 评课稿 每个语篇都有一个主题和完整的故事情节。教师应围绕语篇设计听、说、 读、写相结合的教学活动，引导学生整体感知和理解语篇，然后逐步处理细节 问题，最后指导学生进行整体性的语言输出。在这种“总分总”的教学设 计中，学生的知识、心智和情感可以得到综合发展。罗老师的这节课是个很好 的示范。 1.在教学中更多关注深层意义，围绕 tirp 话题，以思维导图为支架开展教学， 设置层次分明、难易适度的阅读任务，按照“整体感知理清脉络建构 导图形成支架撤去支架真实输出”的流程，让学生带着问题去阅 读，读完有所思、有所解、有所得，进而有所为，在此过程中培养学生的语言 能力、思维品质、学习能力和文化品格，引导学生形成正确的世界观和高尚的 道德情操，立德树人的教育和核心素养的培养均得到落实。 2. 搭建语言支架，激活思维。将思维导图有效地运用，促进思维的发展。 不仅唤起了学生的学习兴趣，增强了教学吸引力，也拓展了学生大脑的思维空 间，减轻了认知难度。在新授文本、复述及扩展的环节很好的体现。并在互动 交流中，教师敏锐捕捉学生思维中出现的问题，What do you think of Lucy?通过 追问激活学生思维，引领学生分析探究，拓展学生思维的广度和深度，促进思 维能力的提高，是思维能力的一大进步。而且课堂有学生亲自体验感知，引导 学生勇于战胜困难，是一节优秀的促进学生心智发展的展示课。这样，语言从 书本一下子走向生活，达到了语言即交际的功能。 3.注重语言操练的趣味性和真实性 在语言的输出环节，设计了贴近学生的happy trip活动，学生在此环节非常 的活跃， 有的画思维导图，有的写小短文。学生都高高举起小手，期待和同学们分享难 忘的旅行。当活动如此的贴近学生，语言和情感的渗透水到渠成的有效达成。 罗老师在授课过程中很注意形成性评价， super boygirl,great,wonderful,well done, Good job,Excellent,Good.等激励语多样化 ，这 样很好。但是评价要有一定的剃度，建议在下课前对那些发言积极，口语出色， 进步较大的学生进行表扬，给予不同的奖励，激发学生的荣誉感，和学好英语 的自信心。