Unit 1 She learnt English.优质课教案设计

外研版小学五年级下册

Module 2

Unit 1 She learnt English . 教学目标：

1. 学生能够听、说、认读单词：learn, taught, language, wrote, dancer, foreign。

2. 学生能够听、说、认读并会用句型：

__Did she learn any foreign languages? __Yes, she learnt English. But he’s learning English now.

重点难点：

重点：新单词新句型的教学与运用。

难点：“foreign language”的读音教学及一般过去时的运用。

教学过程：

Step 1

Warming up

1. Greetings.

2. T: Today , we are going to learn Module 2 Unit 1

She learn English.

Now ,let’s sing a song “where did you go “ . pay attention to the past forms of the verbs.

设计意图：

开始上课，给学生创造一个轻松的环境，师生同唱一首关于动词过去式的歌曲，从中学生能够复习过去式，并为这节课的学习做铺垫，复习已经学过的知识。

Step 2

Leading in

1. Have a guessing game . 猜职业并复习有关职业的单词。

T：Look at the picture , and what is she /he ?Can you guess ? 设计意图：通过复习职业的英文表达，一个猜职业的游戏激起学生的兴趣，使其能很快融入到课堂，并复习了职业的单词为学习dancer做了铺垫。

2. Show the picture of Yang Liping and ask : What is she ? She is a dancer.

She danced in lots of Chinese cities.

3. T: Who can dance ? (找同学到前面跳舞) Then ask: What did she/he do ?

设计意图：通过杨丽萍的跳舞图片让学生练习单词dancer，并很自然地学习了danced，再让学生上去表演，提问并让学生思考如何回答问题，这样把学到的过去式运用到具体语言环境中去。

4. Show a photo. Introduce : Ten years ago, I was a student . I learnt English.（教授learnt并练习）

5. T:English is a foreign language.( 学习foreign language，同时介绍Japanese，French，

Russian等外国语)

设计意图：通过学生时代学习的照片，创设真实的情境，让学生感知learn和foreign language.

Step 3

Presentation

Lingling is talking about her grandparents whit Amy and Sam.

1. Listen and ask questions, then underline the answers. Did Lingling’s grandma learn English ? Did Lingling’s grandpa learn

English ? What is Lingling’s grandpa doing now?

2. Listen again , then circle the new words, and read the new words.

3. Read the text in groups and talk about the questions.

4. Check the answers.

设计意图：让同学们带着问题听并在课本上画出相应的语句，培养了学生从课文中找答案的能力，同时也培养学生养成了不动笔墨不读书的习惯。另外让学生圈出新单词，并在语境中学习新单词，可以加深学生对新单词的领悟和提升其理解能力，做到词不离句，句不离篇。

5. Ask the students to scan Activity

3.

(1) ---Did your grandma learn any foreign languages?

-----Yes，

she did . She learnt English.

(2) He’s learning English now.

(3) Compare them , and let students understand their different meanings and tenses. 设计意图：

Step 4 Practice

1. Listen and repeat . Pay attention to the pronunciation and intonation .

2. Practise in pairs, then read in roles.

设计意图：通过模仿课文录音，再一次加深学生对课文的整体理解同时也可以使他们紧张的情绪得到稍微的调整，为下面的分角色表演积

蓄了力量。

Step 5 Production

1. Make a dialogue .

A: Many years ago , what did your grandma / grandpa do ? B: She / He was a _________.

A: Did your grandma / grandpa learn English ? B: Yes, she / he did . No, she / he didn’t. A: What is she / he doing now ? B: She / He is learning English / Chinese...

设计意图：通过拓展活动，是学生根据自己的实际，

操练所学知识，让学生在真实的情境中运用过去式，巩固了本课的重点。

2. Ask students to look at the pictures and act out the dialogues.

A: Did she make a cake yesterday ? B: No, she didn’t .

C: She didn’t make a cake yesterday .

设计意图：让学生看图仿照例句对话，然后书写句子，培养学生的口语和书面表达能力，这个练习可以加深学生对新知识的领悟和理解，提高了他们的综合运用语言的能力。

Step 6 Summary

T: What have you learnt today ?

T: (进行德育渗透）It is never too old to learn. 活到老学到老。

设计意图：通过让学生回顾和总结本节课的知识，适时进行德育渗透，

让学生学会珍惜时光，树立终身学习的意识。

Step 7 Homework

1. Read the text.

2. Copy the new words.