Chapter4Lendingahand（教学设计）-新思维小学英语5A2

执教老师上课班级Title题目5AChapter4Lendingahand(C)Date日期Typeoflesson课型PartC新授教学内容分析通过第四单元的学习，学生能够读懂、辨认物品的所有者，根据不同场景,能用英语对物品的所属进行提问和回答同时学习英语文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。话题贴近生活，语言简单，架构清晰，本节课通过故事再现目标句式，使学生巩固新知，学以致用。教学对象分析五年级学生具有好奇、喜欢新奇事物的特点。虽然学生的阅读能力，知识储备及分析问题的能力还不是很强，但本节课将结合图片，视频，设置同伴讨论，通过小组合作的方式培养学生的推断能力、想象力和表达能力，提升孩子的英语素养，语言运用能力，阅读能力及提升学生的思维能力。Objectives教学目标一．英语核心素养教学目标：Languageknowledge语言能力:Studentsareabletoreinforcethevocabularyandkeystructureswithastory.2.Learningability学习能力:todeveloppupils'readingskills,e.g－recognisetheformatandlanguagefeaturesofastory－makeobservations/predictionsaboutthetext/pictures－infermeaningfromthetext－locatespecificinformationinresponsetoquestions3.Thinkingquality思维品质：Studentscanusetheirownwordstodescribehowtohelpothersandlearntoevaluatethetext.Culturalcharacter文化品格:Findpleasureinhelpingothers

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begenerousingivinghelp.DifficultiesAnalysis教学重难点分析教学重点：Toinfermeaningfromthetextandlocatespecificinformationinresponsetoquestions教学难点：StudentscaninfermeaningfromthetextTeachingAids/Media主要教学媒体PowerPoint,audiomaterials,videos.TeachingProcedures教学过程Teachingactivity&Stepsoftheactivities教师的活动Learningstrategies学生学习活动Purpose设计意图Prereading－Displayslides56.－Introducethesettingbytellingpupilsorguidingthemtofindoutthenameofthemaincharacterandwhatthecharacterwasdoing.－Arousepupilsinterestinthedevelopmentofthestorybyguidingthemtofindtheownerofthebagpredicting(Slide6).1.Studentsanswerthequestion.2.Studentsthinkandanswer.通过以故事图片为引导,启发、激发、调动学生的已知预测未知,理解故事大意和主要情节,并在情境中学习语言和表达方式。通过开展图片环游活动,以提升学生的阅读兴趣。WhilereadingFirstreading－DisplaySlides812.－ReadthestoryaloudorplaytheaudiorecordingPauseatcertainpointstoaskquestionsassuggestedbelow:Slide8:Larrysawaplasticbaginthelobby.Therearemanycansofdogfoodinthebag.Doyouthinkthebagisheavy?(Yes)Slide9:LarrytookthebagupstairstoMrsLeesflat.LookatMrsLee.Shewasshakingherhead.WasitMrsLee'sbag?(No.)WhatdidMrsLeesaytoLarry?(It'snotmine.)WhodidMrsLeethinkLarrycouldask?(MrandMrsWong)Slide10:LarrytookthebagupstairstoMrandMrsWong’sflat.MrandMrsWongwerealsoshakingtheirheads.WasitMrandMrsWong’sbag?(No.)WhatdidtheysaytoLarry?(It'snotours.HowmanyflatsdidLarryvisitintotal?(Five)Didthebagbelongtoanyofthepeoplewhowas?(No.WhatdoyouthinkLarryshoulddonext?DidLarryknowwhotheownerofthebag?Slide11:Larrywentbacktothelobby.HefoundtheownerofthebagWhosebagwasit?(twasMrsKongs)WasLarryhappytofindtheowner?(Yes)WhydidMrsKongleavethebaginthelobby?(Thebagwastooheavyforhertocarry.)Whenshecameback,couldshefindherbag?(No)Why?Larrytookit.)Doyouthinkshethoughtitwaslost?(Yes)WhatdoyouthinkofLarry?(e.g.Kindandhelpful.)DoyouthinkMrsKongwashappywithLarry?(Yes)Slide12:WhydoyouthinkLarrywastired?(Hecarriedthebagtomanydifferentflats.Wasthebagheavy?(Yes)DoyouthinkLarrysmotherwasproudofhim?(Yes)Why?(Becausehewasveryhelpful)Washetoohelpful?Why?(e.g.Yes,becausehewasverytiredthatevening.)Shouldwetakeotherpeople'sbagsaway?Why?SecondreadingEvaluateLarryandexpandprehensionbyansweringthequestions.－ExpandpupilsEvaluateLarryandexpandprehensionbyansweringthequestions.引导学生对故事的人物进行评价,体会文章所表达的丰富感情及道理。Afterreadingthisstory,whatdoyouthinkofLarry?(e.g.Kind引导学生对故事的人物进行评价,体会文章所表达的丰富感情及道理。andhelpful.)Why?Howdidhehelphisneighbours?(Hetookthebagtoitsowner.)Doyouhelpyourneighbourstoo?Howdoyouhelpyourneighbours?Doyoufeelhappyafterhelpingyourneighbours?－Toenhancepupils'readingfluency,playtheaudiorecordingandinvitetheclasstoreadalongpausetodrillpronunciationifneeded.Studentsanswerthequestions.以问题为导向,以学生的已有知识和经验为基础,在问题的引导下,引导学生产生疑问,经过梳理问题,选择有价值的问题进行合作探究,从而解决问题的一种学习活动或过程.引导学生进行探究学习,培养学生的良好的学习方法和习惯。Postreading1.FinishPartD.Answerthequestions.2.ReadtheLostPropertyposteranddescribetheposte