C教学设计第二课时

PEP小学英语五年级上册Unit 2 STORY TIME教学设计

河北省承德市丰宁满族自治县第三小学

李素艳

Today we’re going to learn Unit 2 story time. We’ll see what our friends Zoom an Zip do in the text, and we’ll learn to express what we need, what we want and what wed like for different purposes. Step 1 Chant about school days Monday, Monday, math on Monday. Tuesday, Tuesday, art on Tuesday! Wednesday, Wednesday, Computers on Wednesday, Thursday, Thursday, P.E. on Thursday. Friday, Friday, my favourite day! 1. Listen 2. Follow 3. Read by yourself 4. self-assement and peer-assement (设计意图：通过关于school day的一段儿歌活跃课堂气氛，同时启发学生思维，为下一环节表述自己最喜欢的school day做铺垫。) Step 2 Favorite school days 1. Do a survey Group work: ask and answer A: What’s your favorite school day?

B: I like ____________s, because ______________________________. Do a survey Days Monday Tuesday Wednesday Thursday Friday Name 2. Report (设计意图：学生为完成调查任务，必需主动与人交流，用教师提供的主体句型What’s your favorite school day? 向他人进行提问，并且为了之后能向全班汇报，提问的学生要认真倾听对方回答并做好记录，此项活动学生之间存在信息差，是真实、有意义的交流。) Step 3 Things we need for different classes 1. Group discussion: do you need need What do you want for _____ class? I want _________. Would you like would like 2. Report 3. Ss learn to say: calculator a——ca——cal, u——cu, calcu calculator

a——la, or——t——tor, lator 4. Teacher create a situation to make students understand: I don’t have enough money.

T: I’m going shopping tomorrow. I want a lot of things. So I need a calculator. Excuse me, how much is this? S: It’s 25 yuan.

T: Oh, I have only 20 yuan. I don’t have enough money.

S: It doesn’t matter. Here is another calculator. It’s 15 yuan.

T: That’s great. I have enough money to buy this one. (设计意图：作为复习课，教师在此环节将本课三对主体句型同时呈现于多媒体画面，让学生自由选择句型对不同课程所需物品进行问答，三个小组各讨论一门课程所用物品，在全班交流时互相倾听，相互补充，充分发挥合作学习的优势，学生之间相互学习，共同提高。) Step 4 Text 1. Quick answer: What can you see in the picture? 2. Listen and answer questions about the text ① What does Zoom buy? ② Can Zoom buy the football? Why? 3. Follow the tape. Try to imitate the pronunciation and intonation. 4. Ss practice in pairs 5. Replace the original speech in cartoon (设计意图：让学生带着问题听课文，锻炼学生抓取关键信息的能力及分析判断能力，有益于学生听力水平的提高。让学生跟读课文，做配音游戏旨在充分调动小学生善于模仿的天性，培养良好的语音语调。) Step 5 Dialogue Today our school has a visitor from another country. His name is Jack. Jack has been in Nanchang for a year, and Thanksgiving Day is coming, he is going back home. He wants to buy some gifts for his family members. Now you’re talking…

(设计意图：创设生活情境，让学生在情境中思考、运用本课关于询问、回答他人所需物品的重点句型，使学习与生活密切联系。学生在这一环节有较大自由度，可以调动知识储备，通过对外宾个人情况的假设充分运用所学进行交流，从而培养学生综合语言运用能力。) Step 6 A letter to Jack’s daughter

1. An example for Ss Just now we talked to Jack. And Jack has a gift for you. What’s it? Can you guess? Oh, it’s a letter from his daughter Lisa. Let’s take a look.

2. Ss take a look at Lisa’s letter.

Dear Chinese friends, I’m Lisa. I’m 11. I study in a primary school near my home. Usually school begins at 8:55 am. I go home at 3:15 pm. So I eat lunch at school. That’s great. I can play games with my friends after lunch. Miss Green is my class teacher. She teaches all subjects. That’s different from you, right? Miss Green is young and smart. She’s kind to all of us. She can draw very nice pictures. I like Mondays and Wednesdays because I have art class. Thanksgiving Day is coming. I’d like a pair of pretty gloves(手套) for Miss Green. Do you

prepare(准备) gifts for your teacher and your family members on Thanksgiving? Would you tell me about your school life? I’ll be happy to receive your letter.

Yours, Lisa 3. Write back to Lisa 4. Take a look at some some students’ writing. Try to learn from others.

(设计意图：承接上一环节，教师通过来访外宾女儿的一封信引发学生思考，引导学生对课堂中前几环节所练习的语言进行信息处理并形成文字，初步培养学生英文写作能力。同时，本环节通过Lisa准备感恩节礼物这一细节有意识地让学生了解中西方文化差异，进行文化意识渗透。) Step 7 Do self-assessment and peer-assessment Ss fill in the form (设计意图：新课程倡导以学生为中心，本环节旨在帮助学生自我认识，自我调整；并且借助同学间的互评，使学生养成关注他人、相互学习、共同提高的好习惯。) Step 8 Homework Please discuss with your group mates about things we need for Chinese festivals and write them down. (设计意图：讨论并写下中国传统节日所需物品，给学生设置了一个围绕本课提供的主体句型进行延伸的生活场景，是本课内容的拓展性任务，培养学生灵活运用语言的能力。)