外研版（三起）五上Module 4-Unit 1 Mum bought a new T-shirt for me.-教案、教学设计-市级优课-(配套课件编号：00857).docx

1、Module 4 Unit 1 Mum bought a new T-shirt for me. 一、一、教学目标教学目标 1、知识目标：理解并运用词汇 pair,shorts,argue,matter, took(take)，wear 等。 2、语言技能目标:能运用所学语言陈述和询问过去的行为、友好地对 待他人。 3、情感态度目标:采用多种活动途径和可视、可听的多媒体培养学生 学习英语的兴趣,培养学生积极地参与学习，通过本课内容，学生在 犯错误的时候更能主动承认错误。 二、二、学情分析学情分析 本课的教学对象是五年级学生,根据他们独特的年龄特点和心理特点, 创造良好的语言环境,开展丰富多彩的

2、课堂教学活动,给学生提供大 胆实践、 积极参与的机会,培养其语言运用能力和交际能力尤为重要。 三、三、重点难点重点难点 重点: 1.会听、说、读、写本课新单词 2.掌握句型“Mum bought a new T-shirt for me.Whats the matter? Thats OK”. 难点: 用所学的知识描述过去发生的事情。 四、四、教学过程教学过程 Step1 Warming up 1. Greetings 2. Do you like.? Show students four pictures about costume. For example: cap, T-shirt, t

3、rousers, shorts. 设计意图：小组抢答拼出单词，一方面激发学生的学习兴趣，另一方 面通过复习旧知来引出新知 a pair of shorts. 自然拼读法教单词 pair、 shorts .Does Sam like this pair of shorts? 引出活动 1。学生回答问题， 并跟读。 3. Show a picture of my T-shirt. Students try to guess who bought it for me? 引出标题句 Mum bought a new T-shirt for me. Step2 Task Presentation 1.

4、直接呈现本课要掌握的四会单词以及重要语言知识，教育学生友 好地对待他人。 四会单词：shorts (短裤) wear (穿) took（take 过去式）拿走，取走 语言知识：Mum bought a new T-shirt for me. 设计意图：学生有清晰的学习目标，学习更具目的性及针对性。 Step3 Text learning (1). 课件展示 Amy and Sam dragged a T-shirt. Amy says: Thats my T-shirt. Sam says: Its my T-shirt. Whose T-shirt is it? Then, watch th

5、e cartoon and find the answer. Students answer the question: Linglings T-shirt. 设计意图：看图听音，初步感知文本，了解本课的 topic。 在整体感知文本后，课文被划分成三个部分，教师带领学生逐一进行 学习。 设计意图：优化课文细节的处理，使学生充分地掌握文本。 (2). Watch and answer T: Sam and Amy look angry. What happened? They argued for T-shirts.What did they say? Students watch the c

6、artoon and find the answers.自然拼读法教 took，wear。 T: we know the T-shirt is linglings. Where are Amys and Sams T-shirts？ Did Ms Smart wash linglings T-shirt? Then, play the video, students find the answer. Amy and Sam took linglings T-shirt. Was lingling angry with them? What did lingling say ? Lingling

7、 took a cat. What will they do? Listen and find the answers.After that,what do you think of Lingling? 设计意图： 看图听音， 一方面吸引学生的注意力， 增强英语学习兴趣， 另一方面提高他们的思辨能力,情感态度价值观方面，玲玲没生气还 将风筝拿出分享，说明她是一个友好的女孩。 （4）Read after the cartoon 设计意图：学生模仿课文的语音语调，加强语音语调训练。 （5）Three minutes for them, read the text by themselves. （6

8、）Role play 设计意图：角色扮演，一方面检测了学生的口语表达能力，一方面调 动了课堂气氛。 Step 4 Practice (1) Scenario simulation 设计意图：有益于学生表现自己，增强他们的语用能力。 (2) Ms Smart bought some presents for Lingling, Daming Amy, Tom and Sam. Guess what did she buy?组员合作找到答案。 设计意图：加强对本节课重点句型的练习，buy. for.。 Step 5 Production Summer is coming. The weather

9、is hot. Yesterday I went to climb the mountain. Before climbing the mountain, what did I buy? I show you a list.You can use “Did you buy.?” 设计意图：增强学生对知识的语用能力。 Step 6 Summary and Homework Summary: Students say key words and key sentences together 设计意图：学生通过抢答加分的活动，回顾重点，加深对语言点的印 象。 Homework: copy new words and sentences Make a role play in groups. 设计意图：加深对本节课知识的理解与运用。 Blackboard design Sam took my T-shirt. He wants to wear it. But it isnt your T-shirt. Mum bought it for me. No, she didnt. Mum bought a new T-shirt for me.