五年级英语下册Module8unit2imadeakite教案1外研版（一起）.docx

Module 8 Unit 2 I made a kite 教案1新设计 本课是新标准一年级起点第十册第八模块,第二单元的内容,本模块主要围绕制作风筝送给将要去拜访的亲人这一主题展开,本课呈现了大明如何制作风筝的步骤。要求学生能够正确理解、朗读课文,能够根据短文的内容正确回答老师提出的问题。在教学的过程中,教师通过再现课文的真实情景,加强学生在真实情景下知识的实际运用,在培养学生语言运用能力的同时,通过一系列的听、说、读、写活动进一步培养学生初步阅读的能力。2教学目标 Knowledge target:1. Students can master four skill words: draw-drew, piece, paper, scissors.2. Students can use past tense to express how they made a thing.Ability target:1. Students can express the things they need for making a thing.2. Students can express how they made a thing step by step.Moral target:1. Students enjoy a lot from learning English.2. Students try to think in different ways and be creative.3学情分析 本册书的教授对象是小学五年级的学生,他们已经学习了四年半的英语。他们对英语学习有一定的兴趣,并具备一定的英语知识,也具有了一定的自学能力和语言组织能力,但是在灵活应用上还有欠缺;这一年龄阶段的孩子好胜心强,集体荣誉感也强,因此在设计上采用了任务型教学从听说入手,创设情景,设计游戏等激发学生学习兴趣;同时为了满足不同层次学生的需求,内容设计面向全体学生,做到由易到难,让学生在愉快、民主、宽松的氛围中得到不同程度的提升。4重点难点 1. Four skill words: draw-drew, piece, paper, scissors.2. Use past tense to express how they made a thing.5教学过程 活动1【导入】Step1：warmup 1. Greeting2. Lets chantAsk students to chant and do actions together.(设计意图:此活动既活跃了课堂气氛拉近了师生间的距离,也为后面的教学铺垫。)活动2【讲授】Step 2：Presentation 1. New expression “a piece of”T: Boys and girls, I have so much colorful paper. Look, a piece of pink paper .a piece of green paper.进行a piece of 学习。T: I also put some paper in my bag. Can you guess what color they are? (引导学生用a piece of paper回答。)S1:S2:(设计意图:由前面的chant 自然过渡到“a piece of_ paper”的学习和操练巩固。)2. Do the jigsaw puzzle and use “put it on .” to show the picture of a dragonT: (根据前面的 “Guess”活动中的三张纸片引出 “dragon”)Look, its a jigsaw puzzle. Lets put them on the paper. OK?T: Put it on which one? Part A, part B or part C? Who wants to try?S1:S2:T: (指着拼好的图问:)“ Whats this?”Ss: Its a dragon.T: Yeah! Its a Chinese dragon. Yesterday I drew it. And I painted it.(进行drew, painted单词教学)T: Daming also drew a Chinese dragon. He will take the Chinese dragon kite to America.T: How did Daming make the kite? Here, Daming wrote something about how he made the kite. So today, lets learn “How I made the kite”(设计意图:复习旧知,引出新知,揭示课题。)3. New Lesson.1).Listen to the tape and answer the question.T: How many steps are there?T: Now, lets listen.Ss:T: What did Daming need to make the kite? Lets listen again. (显示全文)Ss:(教师根据学生的回答进行相应单词的教学。)T: OK, Daming needed these things, lets read them.Ss:(设计意图:学生带着问题去听课文,可以让他们初步理解课文的内容,在此基础上也训练他们提炼信息,输出信息的能力。在此基础上进一步展现学生自主学习,探究和解决问题的能力。)2).Talk about the making stepsT: How did Daming make the kite? Now, please read by yourself and find out how he made the kite.Ss:T: First, What did he do? Who wants to try?S1:T: Second?S2:.(结合教师的肢体语言进行教学。)T: (教师指着黑板上拼好的风筝问)Whats this?Ss: Its a kite.T: Is it beautiful?Ss: Yes.T: Now, we know Daming made a beautiful kite. And then, what could Daming do?(教师利用大明放飞风筝形象的图片展示引出:“Then, I could fly my kite.”T: Now, We know how Daming made the kite. Lets read the text after the tape.Ss:T: Ok, lets read again.Ss:T: Is this the first step? (引导学生对黑板上的课文内容进行正确排序。)(设计意图:学生在自由阅读后,说出制作风筝的步骤,并通过个别读、跟读、齐读、排序等多种形式进行课文内容的巩固。)3).Fill in the blanks about the textT: Daming was so happy! Now, Boys and girls lets fill in the blanks. Can you try?PPT出示填空。让学生先独立完成再进行集体订正。(设计意图:通过对课文相关内容的填空的巩固练习,进一步加深和巩固学生对课文内容的学习。)活动3【练习】Step 3 Consolidation and practice 1).What did Lingling do with a piece of paper? Show the pictures of the paper-cut.T: Now boys and girls, we know how Daming made the kite. How about Lingling? Look, what did Lingling do?T: Lets enjoy something that Lingling made. (教师出示Lingling 的一些剪纸作品让学生欣赏为 “paper-cut”教学铺垫。)2). Look at the pictures and talk about the steps.T: How did Lingling make a piece of paper cut? Look at the pictures. There are 4 steps. Now you can discuss in your group according to these information.Ss:(学生小组讨论后再进行全班交流。)3).Read a story about how Sam made the book markT: OK, now lets have a rest .And enjoy a story. The story is about Sam. This is Sam, What did he want to make? Can you guess?S1S2:S3:T:(PPT展示Sam想制作剪纸。)T: He wanted to make a paper-cut.T: Did he make a paper-cut at last? Lets read the story.Ss:T: Did Sam make a piece of paper cut at last?Ss: No.(设计意图:“paper-cut” 和“book mark”的呈现是课文内容的延伸。通过小组讨论,阅读小故事等的方式,给学生营造一个快乐、宽松、民主、和谐的学习氛围。在这样的学习氛围中他们不仅收获了知识-用自己的语言描述制作一件物品的步骤;他们也收获了来自于学习的快乐。)4).Enjoy some paper worksT: Sam is so careless. But I think its a good idea. He did a creative work. And I also have some creative works too. Let enjoy them.(PPT展示。) (设计意图:欣赏生活中的其他纸制作品,为学生完成家庭作业铺垫;拓展学生的视野,启发孩子的创造思维;激发孩子对生活的热爱。)活动4【测试】