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Module 5 Unit 2 I wore warm clothes. 一、 教材分析： 本課是《英語》（新標準）（一年級起點第7冊）第5模塊的第2課時，主要談論Lucy學校旅行的故事。本課以“講故事、編故事”為任務，在復習不規(guī)則動詞過去式的基礎(chǔ)上，讓學生懂得用過去式來描述過去發(fā)生的事情，同時也培養(yǎng)學生熱愛運動，熱愛生活，不怕困難挫折的樂觀情緒。 二、學情分析。 本課的教學對象是五年級學生，他們學習英語已有三年時間，具備了一定的英語學習能力，并掌握了部分不規(guī)則動詞的過去式。學生在五年級上學期有接觸到過去式，對動詞的變化規(guī)則也有一定的了解，本課學習講故事、編故事是學生喜聞樂見的內(nèi)容，在這種基礎(chǔ)上讓學生理解過去式的表達難度并不大。 三. 教學目標 1．語言知識與技能目標 1）能聽懂，會說，能認讀單詞ice-skating/ wore/ fall over - fell over/ hurt / learnt這是本課教學的重點。 2) 能聽懂，會說，能認讀She goes ice-skating. She worm warm clothes. She fell over. But it didn’t hurt. She learnt to skate.能比較準確地描述過去發(fā)生的事情。這也是本課教學的重點。 3）能借助圖片和文字聽懂、讀懂和朗讀課文。這是本課教學的難點。 4) 能借助文字創(chuàng)編故事，這也是本課的難點。 2．學習策略 積極合作，共同完成任務；積極運用所學英語進行表達與交流； 3．情感態(tài)度 1）培養(yǎng)學生喜歡開口主動學習英語的積極性。 2）培養(yǎng)學生樂于與他人合作的精神。 3）熱愛運動，熱愛生活，不怕困難挫折的樂觀情緒。 四、教學準備 課文和聽力練習復印50份，幻燈片，生詞詞卡，故事模板及封面，夾子，掛鉤，磁鐵等。 五、教學課時 1課時 六、教學流程圖 七、教學過程 Steps Teacher and children’s activities Purpose Warmer 1. Greetings. T: Good morning, boys and girls. My name is Sunny. Nice to see you. 2. Clap-and-stamp game. T: Children, do you like games? Now let’s play clap and stamp game, read the words quickly, clap your hands or stamp your feet 3. Free talk. T: Oh, good job. （第一次評價，三組都得分） Yesterday, I went to Zhongshan park, and I saw beautiful flowers and trees, I was very happy. And would you please tell me what you did yesterday? What did you do yesterday? (問3人) Presentation 1. Task-setting. T: Oh, you all had a good time. And today, let’s continue to talk about things happened before, tell some funny stories and make a class story book. OK? And we will have a competition in groups. 2. Lead in. T: See, our good friend, Lucy is coming. She sends us a letter. Because yesterday, she went on a school trip. And was she happy in her trip? What did she do(課件顯示)? Now let’s listen and watch. 3. Answer questions and learn new words. 1) Was Lucy happy? Yes. What did Lucy do in her trip? Did she go ice-skating in her trip? Yes, she went ice-skating. （老師做動作） ● Teach “ice-skating” 1. 老師帶讀2遍， 2. a /ei/ ice-skating, lake, cake, skate 3. 大聲小聲讀。 4. 個別讀 5. 齊讀句子Lucy went ice-skating. T：The ice was very cold. So can Lucy wear a T-shirt? No, she can’t. And 2）Did she wear warm clothes ? Yes, she wore(強調(diào)，大聲) warm clothes - trousers and a sweater. ● Teach “wear-wore” 1. 老師帶讀2遍。(加動作) 2. wear 讀1遍。Today, I wear a dress. 3. wore 讀2遍。Yesterday, I wore trousers. 4. ore / /, can you read them more, sore , before, 3) Lucy wore warm clothes, And then what happened to Lucy? Did she fall over? Yes, she fell over. ●Teach “fall over-fell over” (做動作) 1. 先讀fall over，2遍 老師用“跳舞”、“喝水”的動作提問Is it fall over? No. So, children, what’s “fall over”? Can you do? Have 2 kids do, and ask, just now what did the 2 boys do? They fell over. 2. 帶讀fell over 2遍, fell, tell, sell, bell 3. 男生讀，女生讀 4) Lucy fell over, did it hurt? No, it didn’t hurt. ●Teach “hurt-hurt” 1. 讀2遍。ur / / 2. 分組讀詞。 3. Yesterday I fell over and I hurt my knee.(動作夸張) Yesterday I cut my finger. I hurt my finger. and what else? Invite kids to do action of hurt. (2個) 5) Then did Lucy learn to skate? Yes. She didn’t give up. She’s got a strong will. We should learn from her. (滲透德育教育) ●Teach ”learn-learnt” 1. 全班讀2遍 強調(diào)learnt 2. ear / / 3. Two by two read the word. 4. Read new words on Bb. T: Can you read them? 5. Who’s the lucky dog? (誰是幸運兒) T: All the words are in the turntable. What’s this? It’s fell over, ice-skating, ice, wore, learnt, school trip. Look, it’s going round and round. which word will be pointed? Who can guess? Who’s the lucky dog? 每次請5-6個學生猜詞. （第二次評價，看哪組的幸運兒多就得分） 6. Teacher leads children to read sentences with pictures. T: You are all lucky dogs. You can say the words so well, now let’s describe the pictures老師帶學生看圖讀句子。 Lucy went ice-skating. Lucy wore warm clothes. Lucy fell over, but it didn’t hurt. Lucy learnt to skate. 7. Find friends of the pictures and talk about them in pairs.. T: Now you’ve got some pictures and slips of paper on your desk, now let’s find the friends of the pictures and talk about them. Who’ll be my partner? You, please. Choose one picture. Oh, where is its friend, I can find it. Together, Lucy went on ice-skating. T: Can you find other friends, work in pairs. Begin! 8. Scan line by line. T：Excellent, you can describe the pictures so well. （第三次評價，三組都得分）And Sunny wants to see who has got golden eyes. Look, it’s a picture about Lucy. Which picture? We will scan line by line. Look, what’s that? Can you guess? （第四次評價，猜對的小組成分） 9. Talk about Lucy’s story with 6 pictures. (1) Children talk about pictures with the help of teacher. T: You have got golden eyes. Will you be the king of story? Maybe, can you talk about Lucy’s story? Now, let’s have a try. (2) Children talk about Lucy’s story in pairs. (3) Invite 6 kids of 3 groups to tell Lucy’s story. 10. Listen and imitate. T: Well done. Now let’s come back to Lucy’s letter. Let’s listen and imitate. Please pay attention to the pronunciation and intonation. (1) Read together. T: Your speaking is really nice. （第五次評價，三組都得分） 詞卡只貼wore 詞卡只貼fell over 詞卡只貼learnt 板書 （留空位給Lucy） （留空位給school trip） ice-skating （留空位給ice） wear-wore fall over-fell over hurt-hurt learn – learnt Practice 1. Talk about Lucy’s story with key words. (1)Teacher shows an example. T: Look, Sunny can talk about Lucy’s story. (貼詞卡)。 老師邊說邊表演。邊添加關(guān)鍵詞。 Yesterday Lucy went on a school trip, she went ice-skating, she wore trousers and a sweater, The ice was very cold. First，(板書)she fell over, but it didn’t hurt. Then (板書)，she learnt to skate. It was really fun. (板書) (2) Children tell Lucy’s story by themselves. T: I can tell Lucy’s story, can you tell the story like me? Yes. Let’s have a try.（要求孩子們一起做動作，講故事） （第八次評價，三組都得分） 2. Read the write the missing words. (1)T: Oh, you can read Lucy’s story well, can you write well? I trust you can. Now please read and write down the words. See who will be the best and quickly (2) Check answers. （第六次評價，給發(fā)言的小組加分） T: They have got right answers, they are wonderful, are you wonderful? Good job. Consolidation and extension 1. Sunny’s story. T: Excellent! We have known Lucy’s story, And now it’s time for us to tell our story. Sunny has got a story, too. Do you want to listen? Look, this is my baby and I. We had an interesting story. I will tell you, who wants to be my actors? 誰來當當我的演員呢？(邀請6個) Sunny’s story Yesterday, we went to the zoo. we wore a T-shirt. We saw lots of monkeys. then we saw Yaoming. And we ate a big hamburger. The baby fell over. Sunny helped him. We had a good time. T: You are good actors. Thank you very much. (老師發(fā)獎品) 2. Children make an interesting story. (1) Prepare in groups. T: This is my story. Do you want to make a story with your friends? Yes, now, discuss and write down your story first. Then stand up, talk and perform your story in your groups. See which group can be the best one? (2) Tell children’s story. T: Now who wants to share your story with us? (Invite 2 groups to the front.) Our story Yesterday, we went to the _______. we wore __________. We saw lots of ____________. We ate some ____________. ____________ fell over. __________ helped him. We had a good time. T. Your stories are so interesting, and other groups, please hand me your stories. Look, this is our story book of class __, grade 5. Oh, how beautiful it is. Do you like it? I will hang it here. You can come here to read the stories after class. Summary T: Today, we all had a lovely day. Because we told many interesting stories and made a super story book. And who’s the winner today? That is Happy Goat! Congratulations! Clap for them You can take your presents after class. Assignment 1. Listen and read the text. 2. Finish off activity book, Ex 2. 3. A: Talk about your story to your friends. (選作) B: Write down your story. (選作) 板書設計 Module 5 Unit 2 I wore warm clothes. Who’s the winner? Yesterday, Lucy school trip ice-skating wore ice First, fell over But hurt-hurt Then, learnt fun (上臺前事先劃好橫線)