Module 8-Unit 2 I made a kite.-教案、教学设计--外研版（一起）五年级下册--(配套课件编号：90481).doc

1、新标准英语（一年级起点）五年级下册Module 8 Unit 2 I made a kite.教学设计一、教材分析本课是新标准英语（一年级起点）五年级下册第八模块第二单元，本单元的话题是谈论手工制作的步骤，功能是Describing the procedure of making something。本课主要内容是用一般过去时描述Daming制作风筝的步骤。通过描述风筝的制作过程，帮助学生进一步练习巩固一般过去时。二、学情分析五年级的学生已经具备了一定的英语知识储备，能够明确、理解并运用一般过去时进行描述，但学生对文化意识的感知和理解比较薄弱，可以通过谈论具有中国特色的手工制作的过程，比如：风

2、筝、剪纸、具有中国元素的伞让学生了解中外文化的差异。三、教学目标（一）语言知识1. 全体学生能理解单词drew, piece, painted, scissors, stick, tied, string;2. 全体学生会运用：I made a kite.（二）语言技能1. 全体学生能够听懂、会说I made a kite.2. 全体学生能够朗读课文，并阅读相关短文。3大部分学生能够借助图片、文字等方式，运用所学语句谈论手工制作的步骤。（三）情感态度热爱中国文化，增强爱国意识。（四）学习策略积极与他人合作，共同完成学习任务。（五）文化意识了解中国传统文化，能初步注意到中外文化的异同。五、教学重

3、点能够运用I drew/painted/cut/put/描述物品的制作步骤。六、教学难点1.单词scissors, stick, string, tied, piece的发音；2.一般过去式不规则形式的变化。七、教学准备卡片，CD-ROM，PPT等多媒体教具八、教学过程Revision and lead-in.1. Greetings. T: Hello, boys and girls. Nice to meet you. Look outside; whats the weather like today?Ss: Its sunny today.T: Yes. And its windy t

4、oday.T: What season do you like? Why?Ss: I like.Because its.T:What can you do in spring?Ss: I can fly the kite. T:Maybe we can fly a kite after school.2. Enjoy a song “Fly, fly in the sky.”T: Now lets begin with a song.3. Lead in. T: What a beautiful song! Do you like flying the kite?S1:Yes.Ido.T: C

5、an you make a kite?Today well learn new lesson Module8Unit2 I made a kite.（板书标题）First, lets watch a video. What tools do we need?S2:market,paint,paintbrush,paper,T:Other tools.Lets learn. A piece of(yellow) paper. Scissors, stick(s),string(s)每个单词以及字母组合发音联系，初步接触本课单词句子T: Then look at the picture.What

6、did the lingling draw?Ss: she drew the dragon kite.T: draw-drew练习Why did lingling make a kite? Lets listen the chant.S: She made a kite for her sister.T: Read the chant together.（设计意图：以说唱的形式展开本课的教学内容，复习旧知，引入新知。）Task PresentationPresent the task：Use the simple past tense to talk about how to make a k

7、ite.（设计意图：呈现任务，明确学习目标。） Text Learning1. T:Listen, Daming will make a kite for his cousin.Its a dragon kite.Look and answer “How to Daming make the kite?”2. T: What did Daming use? Please guess.3. What are the steps? Lets watch the lesson and read the questions.4. Show the verb past tense and the say

8、 the sentences.（看图片说句子） Teach :cut-cut tie-tied (tie . to)5. Summary the verb past tense in this test. Fill the banks using the verbs6. Listen the tape again and number the picture.7. Follow the picture and say how to Daming make a kite.Read by yourself and circle the answers on your book. Listen an

9、d imitate.8. Follow the blackboard mind words: say the test.9: Listen, repeat and think “Why did Daming make a dragon kite?”T: Why did Daming make a dragon kite? （文化意识渗透）S:T: Dragon is a symbol of China. Its special for Simon. Im proud that Im Chinese. But its different between China and western cou

10、ntry. Now lets look.6. Watch a video about dragon.T: Chinese people like dragon very much. We are the generation of the dragon.（设计意图：用整体阅读教学法将整篇课文放在情境中分步完成，有机地将语篇的问题设计和板书设计整合在一起，师生共同建构文本框架（思维导图），借助思维导图进行复述课文，从而让学生更好地理解语篇。） Practice1. Lets retell.2. Lets write.3. Read and order.T: Daming made a drago

11、n kite for his cousin. And my son made a paper cutting for me. It was so beautiful. Do you know: what are the steps? Take out your paper. Order the sentences in pairs.4. Read and complete. (设计意图：创设情境，设计活动。从意义操练到交际操练，训练层次分明，力求突破本课重难点。) Task Completion1. Umbrella show.T: I like paper cuttings. Because

12、 its Chinese culture. Chinese culture is so popular around the world. Such as dragon kite, Chinese paper cutting, Beijing Opera face, and the paper umbrella. I know you made an umbrella during the art class. And I made an umbrella too. Do you want to know how did I make? （微课展示）T: Now take out your u

13、mbrellas, first talk about the steps in groups and then write down the tips. Now lets begin.S:（展示）T: So many different umbrellas, and so many colorful umbrellas. Children, I hope you can love your study, love your life.（设计意图：创设真实情境，彰显中国文化元素，鼓励学生在说说做做中真实地运用所学语言，且多多益善。）Summary and Homework1. Summary. （参照板书）2. Homework. 1. Write down the sentences. (Book, P49)2. Read good English “Dragon Danger”.（设计意图：重温本课重难点，布置绘本作业，让学生乐于用英语进行交际。）九、板书设计