Lesson 22 Gifts for Everyone教学教案设计

Lesson 22 Gifts for Everyone 知识与技能目标: 1、能听懂、会说、认读、会写词bought,能理解并在情境中正确运用。

2、能理解运用句型bought…for…。

3、能理解课文，能简单描述和交流过去所发生的事情。

学习策略目标: 1、能够注意倾听，运用所学英语进行交流。

2、能够利用寻读、细读等阅读策略阅读文本。

3、通过体验、观察、分析能够发现、理解、运用一般过去时态。

情感态度目标: 1、通过体验、参与、合作等方式，树立学生学习英语的信心,使学生能体会到英语学习的乐趣。

2. 本课学习与学生经历相结合，学生能在真实的语境中运用过去时表达,交流。

学情分析

学生分析

授课对象为五年级学生,经过本单元前几课的学习和积累,学生对一般过去时态有了初步的认识和感知,也积累了一定的词汇和句子，能简单的表达在过去的某一时间所做的动作或发生的事情。根据本课的教学内容,我以教材所给的内容为基础和参考,联系我们的现实生活,对本课内容进行整合,从而突出重难点,提高课堂效率和学生学习的积极性。课堂上始终以学生为中心,以交流运用为目的,教学环节环环相扣,

促使学生在自然交流运用中掌握重点,形成综合运用能力。

教学内容分析

本课是这单元第四课,在前几课的学习基础之上,学生对一般过去时态有了初步认识和感知,对其结构以及动词过去式有一定了解,这对本课的学习做到了很好地铺垫。

重点难点

重点:本课新授词汇bought及句型bought…for…的灵活运用。

难点:联系实际生活综合运用语言进行交流。

教学过程

Step

1

Class－opening

and

warming－up（3

minutes）

1. Greeting 设计思路:师生互相问好,进行情感交流,营造氛围。

2. Let’s chant

What did you do? I walked to school.

What did you do? I went to the zoo.

What did you do? I watched a kangaroo.

What did you do? I ate the donuts, too. 设计思路：通过朗朗上口的chant,不仅复习巩固了动词过去式，还激发了学生学习的兴趣。

3. Free talk T: Yesterday I went to the park, I saw many beautiful flowers, I ate ice cream, I was happy.

What did you do yesterday? S: …

设计思路: 老师和学生积极交流，激励学生自由交谈, 目的是复习一般过去时态,促使他们运用所学知识。

Step

2

New

concepts

(24

minutes) (1)T: You did good job. We know Li Ming, Jenny and Danny went to Beijing last week. What did they do? S: They went to…

T: What did they do on Wangfujing Street? Yes, they shopped there.

Danny and Jenny had many gifts.

Do you like gifts?

(2) Let’s listen

Who did they buy the gifts for? 播放录音，学生回答

T: Yes，they had the gifts for Steven, Kim and Mr. Wood. 设计思路:通过播放录音，让学生带着任务去听，学生获取关键信息，培养学生听的能力。

(3) Read silently and find the answers quickly.默读，寻找关键词。

T：What gifts did Danny and Jenny buy? S: 学生读文本找答案。

a kite, a picture, a cap and a T-shirt. T: Yes. Jenny bought a kite.(利用发音规则帮助学生学习bought读音)

Jenny bought a picture.

Danny bought a cap.

Danny bought a T-shirt. T: Please guess, What does “bought” mean?

Yes, bought is the past tense of the buy.

buy---bought (read it) 设计思路:通过默读文本快速找答案,培养学生阅读能力,形成略读的学习策略。

(4) Read and match, talk in groups. T: Danny and Jenny bought gifts for everyone. Please read and match.(出示课件) S…

T: Let’s talk in groups :

…bought a …

for …

设计思路:学生能准确运用本课所学动词过去式bought进行表述,有意识地培养并建立综合语言运用能力。

(5)Read and underline.(自读时寻找细节信息，在关键词句下划横线。) T: Does Steven like the kite? Why?

How is Kim’s gift for her?

Where does Mr. Wood put the picture?

How is the T-shirt for Mr. Wood? S: …

设计思路:提出问题,让学生通过默读课文思考问题,培养学生阅读能力,培养学生细读的学习策略。

Step3

(8minutes)

T: I have a photo. Look , Who is she? Yes, It’s Yoyou. Last Sunday, It was Yoyo’s birthday. Her parents bought gifts for Yoyo. (1)Let’s have a look. (Yoyo reads the passage) What did Yoyo’s father buy for Yoyo? What did Yoyo’s mother buy for Yoyo? What did they do on her birthday? S: 学生回答问题

（学生运用阅读的学习策略，思考问题，提高学生的阅读能力）

（2）Let’s answer the questions and talk in the groups. T: What did your parents buy for you on your birthday?

What did you do on your birthday?

S: Talk about it in the groups. S1. S2…say it. (3)Writing：

Write and share it. My birthday On my birthday, _______ bought ______ for me. _____ bought ______ for me. We (went to…) ____________. We (saw/ate...) _________. We were ______. 设计思路:根据情境进行书写,并展示,使学生在英语学习过程中发展综合语言运用能力。

Step4

Class－Closing

(1minutes)

Homework Talk and write.

Children’s Day What did you do on Children’s Day?

设计思路:设计说和写的作业,帮助学生自主复习,巩固记忆,培养学生在真实情境中运用语言的能力。