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    外研版小学英语五年级上册 - Unit 2 Yesterday I went to Sam and Amy's school.

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Unit 2 Yesterday I went to Sam and Amy's school. 教学设计3

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第二课时教学设计(Unit 2)
Unit 2 Yesterday I went to Sam and Amy’s home

教材分析
本课时以Lingling给大明写的信,描述他人学校日常生活作息。本课在前一课时的基础上,重点复习了单元主要表达法,进一步深化了功能句型,呈现了What do you do at 3 o’clock? 让学生表达的语言更丰富。
其次,简单介绍了六个音素的规律,学生对单词中的基本音素进行对比和归纳。

课时教学目标
知识目标:
(1)能够看懂和听懂信的内容。
(2)能够巩固熟记有关学校日常生活的简单词汇和句型如:do morning exercise, classroom, playground等,还有关键句型what time do/does…? Did you....?
(3)能够理解过去时态,认识动词的过去式did,went, rang, skipped.
2.能力目标:
(1)能够听懂有关学校日常生活话题的相关问题和对话。
(2)运用所学语言描述过去所发生的事情。能口头运用过去时态的句子询问表达过去发生的事情。
(3)学生能准确地指读书信内容。
(4)通过对歌谣的欣赏和演唱,丰富学生的语言学习过程,让学生感受语言的节奏和韵律,激发学习兴趣。
。3.情感、文化意识目标
(1)培养学生良好的时间观念。
(2)能够跟随歌谣录音大胆做动作。
(3)培养学生跨文化比较意识。

教学重点与难点
重点:
区分一般现在时态和一般过去时态的运用。
难点:
熟练准确的用所学知识描述自己或者他人的学校生活。

教学辅助
多媒体课件,挂图,教学卡片。

教学方法
任务学习法,对话交流

教学内容
教学活动
设计意图


教师活动
学生活动


Stage 1:
Warm up
Step 1:
Chant
T has students look at the picture and talk about it.
Where are they?
What are they doing?
Students look at the picture and talk about it.
激发学生上课热情和状态。

Stage 2:
Lead in
Step 1:
Review and check the homework
T asks some students to share their time table of the boy.
Students show their works to the class, and introduce it.
Students vote for the best works.
检测上节课的学习情况和学生自主学习的成果。

Stage 3:
Task 1

Step 1:
Listen
T plays the tape and has students listen to the tape. And then answer the question:
Who writes the letter?

Students listen to the tape and answer the question.
整体听,让学生对本文有整体认知。


Step 2:
Read
in details.
1.T plays the tape and has students listen to the tape to understand the short passage.
T gives one or two general questions:
Where did Lingling go yesterday?
What is Lingling talking about in the letter?

T leads students to the Activity 3 on page 3, and makes them read the questions and then read the letter again.
Q1: What time do children start school in the UK?
Q2: What do children do in the playground?
Q3: What does Lingling do with the girls?
Students listen to the tape and read after it.
Students answer one or two questions in oral English.
Students read the questions with the help of the teacher.
Students read the letter again and complete the three sentences orally.
Students write down the answers.
提取信息,梳理文章内容结构。

Stage 4:
Task2
Step 1:
Listen and repeat
T plays the tape of Activity 4, and let the students read after the tape.
Students read aloud after the tape.
Some students are selected to pronounce these words.

能正确读出语音音素,并能有意识地比较音素,进行归纳总结。


Step 2:
Add more words
T asks students to think about more words like the chart.
Choose some students to share their ideas.
Students are asked to think more words and write down under the chart.


Stage 5:
Task3
Step 1:
Listen and say
T plays the tape about Activity 5.
Students listen to the tape carefully.
Students read the lines together.
把语言学习与音乐结合起来,调动学生学习兴趣,复现单元主要语言。


Step 2:
Sing it aloud
T plays the tape again and again. Let students sing along the tape.
Students sing it aloud along the tape.


Stage 6:
Task4
Step 1:
Ask and answer
T has students mime Activity 6 to ask about your daily life in school.
Students in pairs ask about their school life according to their own timetable.
同桌对话,合作学习。


Step2:
Show
T chooses 3-4 pairs to show their dialogue.
3-4 pairs show their dialogues.
学生展示交流学习。

Classroom Assessment
Draw a playground. Do different activities: skip rope, run, jump, play basketball and so on. Each group gets one point and they can choose one activity in the playground.










家庭作业:Read the letter. Sing the song.

板书设计:
Module 8 School
Unit 2 Yesterday I went to Sam and Amy’s school 
1. New sentence: What did Linging go yesterday?
She went to________.
              What did Amy and Ling ling do yesterday? 
                They skipped rope in the playground.
2
s,c z,s th sh r h
sun zoo this shoe red house
rice nose mother fish robot head


模块整体教学反思:
本模块教学设计贴近学生实际的学习生活环境,让话题和语言与生活相结合,内容丰富,活动有趣。通过对中英小学作息时间的对比学习,让学生掌握学校生活作息的语言表达法。通过设问或者观察图片信息,让学生预测对话内容,训练思维能力,增加了学生对文本及国外学校生活的好奇心。总体来说,这个模块的学习达到了预期的学习效果,但学生在创造性的使用语言方面还需要更加关注,不能单纯模仿,还应加强学生自主探究、自主创造的学习潜能,为学生学习语言建立长效机制。