Lesson24AGiftforLittleZeke (2).doc

教 学 设 计冀教版 五年级下册Lesson 24 A Gift for Little Zeke小学英语教学设计学科英语年级五年级下册 授课内容冀教版 Lesson 2 4 A Gift for Little Zeke一、教学分析一）学生分析授课对象为五年级学生，从年龄层次上来看，这个年龄学生学习外语有了一定的基础，语感基本形成。本节课应充分调动学生的积极性，发挥学生的潜能，发散学生的思维，尽可能使他们能够做到复述和表演故事。二）教学内容分析本单元主题是Did you have a nice trip? 单元围绕着Jenny, Li Ming, Danny这三个小主人公有趣的旅游情景展开。教授学生运用过去时态讲述自己的旅行。故事课“A Gift for Little Zeke”是本单元内容的拓展和延伸。学生在阅读故事的过程中巩固了本单元所学的语言知识，提高了阅读技能，更重要的是学生在运用英语语言读懂故事。培养英语学习的兴趣，提高学生的英语综合水平。三）教学目标知识与技能目标：1.学生能听懂和理解这个简单的故事。2.学生能就故事进行提问和回答。3.学生能借助板书、实物教具等帮助，复述故事及表演故事片段。 学习策略目标： 1.寻读、朗读、默读等阅读策略相结合，发展阅读策略；2.增强小组合作意识，共同完成任务；3.通过评价反思，发展自我调控策略。情感态度目标：1.提高学习英语的兴趣，乐于阅读，善于表演。2.增强学生间互敬友爱和相互分享的意识。四）教学重点和难点重点：能在故事插图和老师帮助下听懂并读懂故事。难点：能声情并茂地朗读故事并在老师帮助下复述故事和表演故事片段。二、教具准备多媒体，故事人物头饰，礼物道具 三、教学过程一）教学步骤Step 1 Class-opening（1 minutes）1. GreetingsT: Hello, boys and girls. S: Hello, Miss Li. T: Nice to see you.S: Nice to see you, too.2. lead in T: I have a friend. He is a boy. He is little. Guess who is he? ”Ss:“He is Little Zeke.”T: ”Yes, you are right. ” Please, look！并出示Little Zeke人物头饰。设计思路：以自然交流的方式导入营造轻松的课堂气氛，让学生放松自己并把注意力转移到课堂上,为故事学习搭建了桥梁。Step 2 Pre-reading （2minutes）教师出示故事中的第一幅图PPT。引导学生自己提出问题：What do you want to know about the picture?学生运用已有知识表达自己的想法，如：S1: Whats the boys name? S2: Where is the boy?S3: Why does the boy live in the desk? 学生对所提问题进行预测回答。学生互评。设计思路：根据图片提出问题，培养学生提出问题的能力。对故事进行预测，发展学生的阅读策略，为阅读故事做好铺垫。Step 3 While-reading （18 minutes）Picture1-2： T: Good work. Now read picture1 and picture2and answer the questions.屏幕显示Question: 1.Where does Little Zeke live? 2.Where does Little Zeke sleep? 3.What does Tess put for Little Zeke in the morning? T: Who can read the questions?T: Have you got the answers?S: Yes.T:OK. First, check the answers in your group.T: Who can tell us the answers?S1: .T: You are right. Lets listen to P1-2 and follow it. Ss:设计思路：吸引学生的注意力，采用寻读策略让学生在短时间内获取文本关键信息。小组核对答案增强学生合作及自主学习能力。听录音并跟读，让学生能正确朗读所学文本。Picture3： T:This evening, Little Zeke feels sad. Why? 屏幕显示Question: This evening, Little Zeke feels sad. Why?。S: Emmas class had a party. Mrs. Jones had gifts for everyone. Was there a gift for Little Zeke? No.T: Great.设计思路：老师指引学生细读本段内容。学生默读本段，找出原文中能够解释此问题的语句并通过默读策略深入了解故事细节。Picture3-5： T: Mrs. Jones had gifts for everyone. What s Mrs. Jones gifts? Please read P3-5 and match Ss: 设计思路：采用寻读策略让学生在短时间内获取文本关键信息。T: Good job. Now lets listen and repeat picture3-5. 学生听录音，关注语音语调。Read in rolesT: Now lets read in roles Five students a group.设计思路：学生模仿录音朗读对话内容。借助音频理解故事内容，体会主人公John的感受，为表演故事做铺垫。T: Tom, Emma and Tess had gifts. How about Little Zeke? Lets take a look. 屏幕显示Picture6延续上一段情节Little Zeke watched Mrs. Jones.T: He wanted a gift, too. Does Mrs. Jones know Little Zeke？Ss: No.T: Little Zeke goes to Mrs. Jones desk. He writes to Mrs. Jones.Picture6-8：T: What does Little Zeke write to Mrs. Jones? And what gift does Mrs. Jones give to Little Zeke? Please watch picture6-8 and find the answer. Q1.What does Little Zeke write to Mrs. Jones? Q 2.What gift does Mrs. Jones give to Little Zeke? Check the answers.S: “Hi! Im Little Zeke. I live in Emmas desk.”S: It is a little bed!设计思路：学生观看故事视频并跟读模仿。并根据观看到的内容回答问题，如遇到困难可再细致看一遍本段内容。学生通过理解故事信息，整理语言，进行表达。Picture9： T: Mrs. Jones had a bed for Little Zeke. How does Little Zeke feel? S: Little Zeke feels very happy. T:Yes. Now lets listen and pay more attention to the pronunciation.设计思路：学生运用默读策略深入了解故事结尾并回答问题。通过默读策略深入了解故事细节。Step4 Post-reading（15 minutes）1.Retell the story T: Now please look at the pictures and the words on the blackboard. Lets retell the story.Ss: Mrs. Jones had a book for Tom. Mrs. Jones had a red ball for Emma. Mrs. Jones had some new crayons for Tess. Little Zeke writes to Mrs. Jones. Mrs. Jones had a bed for Little Zeke.先引导学生单独描述板书中的每一部分，教师可先做示范。几名学生分别用完整语句说出每一部分内容。再鼓励学生根据板书关键词复述故事。设计思路：学生用完整语句表达板书中的关键词，提高学生口头表达能力，同时也为复述做铺垫和示范。2. Role-playT: Now role-play. Three students a group. You can choose any part you like.设计思路：布置任务和要求，说明表演选项和奖励机制。学生以小组为单位展示成果。通过评价手段鼓励学生进行活动。选段表演既能增加表演的参与人数和机会，同时适应了课堂上的短时间准备特点。不同程度的展示得到不同的奖励，能够使各种会平的学生都能有所收获有所展示。Step5 Class-Closing (4minutes)1. T: Very good. Try to guess. What happens the next day? 讨论：教师范例帮助学生找到续编故事的灵感。续写故事激励学生想象第二天Little Zeke醒来会发生什么事情。T: The next day, Little Zeke finds a hat and a kite. He feels scared. That it is! Emma had the book for Little Zeke. Tess had the kite for Little Zeke. Little Zeke sings and dance.(利用PPT呈现)2. Do you know? T: I think Friendship is love with understanding. Ss: Friendship is love with understanding.设计思路：以有关朋友的谚语结束课堂，增强学生间互敬友爱和相互分享的意识。3HomeworkT: Now please remember the homework. You can choose any of two tasks. And you can get the stars.1.Read the story for your parents.为家长有感情的朗读故事。2.Retell the story with your classmates. 和同学复述这个故事。3.Write what happens the next day。写一写第二天会发生什么事情。设计思路：开放式的分层作业，培养他们的综合语言运用能力，帮助不同程度的学生都能在自己原有程度上有所提高和进步，尽力得到最多的收获。二）板书设计A B-Lesson 24 A Gift for Little Zeke a book a ball Mrs. Jones had some crayons for a bed 4、 教学反思本节课在目标达成度方面有两点反思: