I wore warm clothes英语教学课件

1、I wore warm clothes英语教学课件教学目标：1.语言知识与语言技能目标能听懂，会说，能认读单词ice-skating/wore/fall over -fell over/hurt/learnt.能听懂，会说，能认读She went ice-skating. She worm warm clothes. She fell over. But it didnt hurt. She learnt to skate.能比较准确地描述过去发生的事情。能借助图片和文字听懂、读懂和朗读课文。能用过去式描述过去发生的行为。2.学习策略有条理地描述过去发生的事情。学习元音、字母组合在单词中的语音

2、规律。3.情感态度目标培养学生乐于与他人合作的精神。热爱运动，热爱生活，不怕困难挫折的乐观情绪。重点难点：1.本课的教学重点是能听懂、会说，能认读单词ice-skating/wore/fall over -fell over/hurt /learnt及句子She went ice-skating. She worm warm clothes. She fell over. But it didnt hurt. She learnt to skate.2.本课的教学难点是能借助图片和文字听懂、读懂和朗读课文，并能用过去式描述过去发生的行为。教学过程：一、WarmerGreetings.1. Cl

3、ap-and-stamp game.2. Free talk.What did you do yesterday?【设计意图】通过greeting, clap-and-stamp, free talk环节，激发学生学习兴趣和对新课知识的渴望，并激活原有的语言知识，为新课学习做好铺垫。二、Presentation1. Task-setting.Today well continue to talk about things happened before, tell some funny stories and make a class story book.【设计意图】课堂伊始就向学生提出任务

4、，让学生通过完成具体的任务活动来学习语言，也为学生创设了比较真实的语言环境。2. Watch CD- ROM and understand the textWas Lucy happy in her trip?What did she do?【设计意图】学习本课新单词和句型前，学生先观看课文光盘，让学生自然感知和理解即将学习的新语言现象所发生的情景与语境，这样的整体语言输入有利于较好的完成本课的语言运用目标，培养学生综合语言运用能力。另外，通过两个问题帮助学生理解课文大意。3. Learn to say new words.“ice-skating”“wear-wore”“fall over-

5、fell over”“hurt-hurt”learn-learnt”【设计意图】根据五年级学生的认知水平及规律，渗透语音教学，让学生通过比较、归纳，领悟字母a, ore, e在单词中的发音规律，自己尝试学习拼读新教授的单词。4. Whos the lucky dog?Guess words in a turntable.【设计意图】通过“谁是幸运儿”游戏，变枯燥乏味的机械性训练为学生喜爱的富有挑战的游戏形式，激发学生学习和记忆单词的热情，使单词操练达到效率最大化。5. Learn to say new sentences. Describe pictures.Lucy went ice-ska

6、ting.Lucy wore warm clothes.Lucy fell over, but it didnt hurt.Lucy learnt to skate. Find friends of the pictures and talk about them in pairs.【设计意图】图配文找朋友说一说的活动，让学生在同桌合作互动中进一步训练所学语言。6. Scan line by line.Guess the pictures about Lucys story.7. Talk about Lucys story with 6 pictures.Lucy went on ice-s

7、kating.Lucy went ice-skating.The ice was very cold.Lucy wore warm clothes.Lucy fell over, but it didnt hurt.Lucy learnt to skate.【设计意图】教学呈现梯度发展，学生在老师的指导下从单词短句语篇(学会说故事)，一步步突破难点。8. Listen and imitate.【设计意图】良好语音语调的形成是一个习惯的养成过程，而听音模仿是小学生学习并形成良好语音技能的有效方式，学生在教师的指导下通过听录音模仿,可以较好的学习发音，体验地道自然的语音语调，培养良好的发音习惯。三

8、、Practice1. Talk about Lucys story with key words.【设计意图】教师进一步指导学生在抓住重点词讲故事的过程中，应注重完整性、顺序性和逻辑性，使学生口头表达能力得到进一步提升，也为后面的创编故事做好良好的铺垫。2. Read Lucys story and write down the missing words.【设计意图】此环节，遵循“听说领先，读写兼顾”的原则，对所学内容从听读的层面上升到写，学生的技能得到全面的提高。Consolidationand extension1. Tell our story Listen and perform

9、Sunnys story. Children make an interesting story. Discuss in groups. Tell and perform the story.Our StoryYesterday, we went to the _. We wore _. We saw lots of _.We ate some _. _ fell over. _helped him.We had a good time. Make a class story book.【设计意图】学生在合作中轻松地运用所学的语言，创编精彩的故事，尝到了“学了能用的甜头”。老师将小组编拟的故事装订成册又与课前所提的任务相呼应，把整堂课推向了*。四、SummaryWhat have we learnt today? Whos the winner today?五、Assignment1. Listen and read t