Lesson 19 Buying GiftsPPT配套教学设计内容

冀教版小学英语六年级下册Lesson19 Buying gifts教学设计

邯山区阳光实验小学

王娜

一、学情分析

本课学习者是小学六年级的学生,通过对英语的学习,已经初步积累了一些词汇以及简单的语句,能够听懂教师发出的指令,能够和老师同学进行基础的沟通。

学生在之前已经学习了关于will 表示一般将来和

“How much... ?”的用法。所以学习本节课的内容会比较轻松。这节课学生主要学习的是新单词gift、flag、cap、T-shirt、toy和句型“How many ...do you need?” 二、教材分析

本课是义务教育教科书冀教版小学六年级英语下册第四单元中的第19课,之前学生已经学习了李明在加拿大的一系列的学习生活情况,李明即将要回国,本课主要讲的是李明在回国之前去给家人买礼物。本课在第四单元中起到承上启下的作用。

三、教学目标

1.知识与技能目标：学生能认读、理解和运用下列句子:How many … do you need? 2.情感态度目标：让学生体验学习的快乐,收获成功。

3.学习策略目标：培养学生独立思考习惯和合作学习的能力。

4.文化意识目标：培养学生热爱生活,珍爱朋友和家人的意识。

四、重点难点

学生能运用所学单词gifts、flag、cap、T-shirt、toy及句型How many…do you need?进行交流,灵活运用。

五、教学准备

PPT课件,礼物等

六、教学过程

（一）活动1【导入】导入

PPT呈现加拿大地图图片

师:It’s a map of (Canada).教师引导学生说出Canada. 呈现中国地图图片

师:And it’s a map of (China).教师引导学生说出China. 呈现李明图片

师:We know he’s our friend (Li Ming).教师引导学生说出Li Ming. 师:Yes. He’s in Canada now. He misses family very much. So he’ll fly home next week. 呈现从加拿大飞回中国的飞机图片

师:He wants to buy something for his family. 【设计意图:由国家地图和李明导入,学生理解起来既直观又有趣,知道李明要回国了】

呈现一个礼物图片

师:Wow, What’s this?

生:Gift. 呈现许多礼物图片

师:Yes. He wants to buy many gifts for his family. 【设计意图:礼物呈现,直接突出本课的教学重点】

呈现李明和Jenny在商场买礼物的图片

师:Now where are Li Ming and Jenny? 生:They are at the shop. 师:Li Ming is buying gifts for his family. Today we’ll learn

“Buying Gifts”.教师板书Lesson19 Buying Gifts.教师领读标题,学生跟读。

【设计意图:呈现在商场买礼物图片,营造购物环境,引出本课主题】

（二）活动2【讲授】新授

1)出示一个礼物和许多礼物的PPT图片,板书gifts单词,学习单词gift, gifts,教师随意叫学生读单词。

【设计意图:图片与单词结合学习,形象易学】

2)整体感知,了解文本大意

师:Do you want to know what are the gifts? 生:Yes. 师:OK. Can you guess? 生:A/some toy(s)、some clothes... 师:I think so./Maybe it’s a good gift./Any else?/Good try/Maybe they are.

【设计意图:让学生大胆猜想礼物是什么,发挥学生的想象力,锻炼学生的大胆尝试】

师:Let’s listen what are the gifts?出示Question: What are the gifts? 播放课文视频

师:Who wants to say? 生:Flag/cap/T-shirt/toy(学生有可能说flags、caps、T-shirts、toys) 师:Good./Clever/Wonderful/And what?/Please have a try,hands up

教师将每个礼物图片贴黑板上板书. 教师PPT一一呈现图片flag、cap、T-shirt、toy. 师:So many gifts for his family. 【设计意图:带着问题初听文本,整体感知,了解文本大意】

3)学习单词flag、cap、T-shirt、toy和句型How many...do you need? a.呈现加拿大国旗图片

师:Look! It’s a (flag)引导学生说flag 学生跟读It’s a flag.

教师黑板上贴flag单词,教师领读单词,叫几个学生读单词,强调发音,学生齐读单词。

【设计意图:图片与单词结合学习,学生易懂易学】

回到加拿大国旗图片

师:I think the flag is beautiful. What colour is it? 生:It’s red and white.

师:What’s on the flag?

生:It has a leaf on the flag. 师:What country is it? 生:Canada. 师:It’s the flag of (Canada)引导学生去说. 师:It’s a good gift from Canada.

依次呈现中国、美国、澳大利亚、英国的国旗,引导学生在句子中练习单词flag

师:There’re many (flags)引导学生说出复数flags. 【设计意图:通过不同国家国旗在句中操练单词flag】

出示实物little flags 师:Here’s the (little flag).Here’re (little flags)引导学生认识去说little flag. 出示PPT许多各国小国旗图片,教师领读Here are some little flags. 学习句子学生跟读. 【设计意图:实物展示加拿大小国旗,吸引学生的注意力】

师:Li Ming wants to buy the little flags of Canada for his family. How many flags does he need? 黑板上贴句子How many...do you need? 师:Listen carefully 听flags的第一小部分录音,先教师与学生问答. 【设计意图:围绕重点句型听录音,培养学生独立学习的能力】

PPT呈现文字Li Ming says “I’ll take three.”教师旁白,学生说“I’ll take three.”

教师板书数字3. 然后叫两组学生一问一答”How many flags does Li

Ming need? He needs three.”

【设计意图:在重点句型中问答操练,反复运用,提高学生说的能力】

b.出示实物cap 师:Li Ming is a good boy. He also wants to buy caps for his family. 教师黑板上贴cap单词,教师领读,强调cap 和flag的发音,学生跟读,叫几个学生读. 【设计意图:商场买cap的图片,给学生营造真实的学习环境,学生结合图片读单词更容易记住】

出示实物cap和hat 师:Is it a cap?举起hat 生:Yes/No. 师:It’s a hat. And this is a cap举起cap. They’re different. Remember. 【设计意图:cap 与hat比较学习,加强了cap 的概念】

出示许多caps图片

师:There are many (caps).Let’s count together.

师生齐说one cap, two caps, three caps…

师:How many caps does Li Ming need? One, two, three or how many? Do you want to know? 生:Yes 【设计意图:出示许多装饰不同的caps 的图片,激发学生学习的乐趣】

听录音,先教师与学生问答. PPT呈现文字Li Ming says “I’ll take three.”教师旁白,学生说“I’ll take four.”教师板书数字4.然后叫两组学生一问一答. ”How many caps does Li Ming need? He needs four.”

师:Maybe Li Ming needs the caps for his father, his grandfather and his uncle. 【设计意图:先听后说,调动学生的多种感官参与学习】

c.师:Look at her. What is she wearing today? 生:A T-shirt 师:Yes. She’s wearing a T-shirt. 教师黑板上贴T-shirt单词,教师领读,学生跟读,叫几个学生读

【设计意图:让学生主动观察学习单词T-shirt,增强学习的趣味性】

师:There’s a letter T beside shirt.

They’re two kinds of clothes

Shirt和T-shirt图片一一呈现. 教师领读shirt和T-shirt,学生跟读。

师:When do you wear the shirt? 生:I wear the shirt in spring and autumn 师:When do you wear the T-shirt? 生:I wear the T-shirt in summer. 出示学生穿着T-shirt的图片

师:It’s summer now.

She’s wearing a (T-shirt).He’s wearing a

(T-shirt).They’re wearing (T-shirts)引导学生在句中练习单词。

【设计意图:旧知与新知联系学习,更容易简单;简单的问答将学习的内容生活化】

师:Look at this T-shirt. It’s very special. Do you think so? 生:It has a leaf on the T-shirt. There’s a word Canada on it.

师:It’s a special gift for Li Ming. 【设计意图:让学生观察图片,体会李明买T-shirt这个礼物重要意义】

How many T-shirts does Li Ming need? Listen 听录音,先教师与学生问答. PPT呈现文字Li Ming says “I’ll take three.”教师旁白,学生说“I’ll take three.”教师板书数字3.然后叫两组学生一问一答. ”How many T-shirts does Li Ming need? He needs three.”

【设计意图:根据录音独立搜索信息,在句中问答完成学习任务】

d.师:Is that all? 生:No.

出示toys 图片

师:Wow! Look! Toys! So lovely! 出示toy图片,教师黑板上贴图片和单词,教师领读,学生跟读,叫几个学生读,强调发音. 【设计意图:将学生带到toys 购物区,调起学生的学习积极性并学习单词toy】

出示各种玩具图片,练习单词toy 【设计意图:游戏的环节,使学生觉得本环节的学习很有意思】

出示toys 图片

师:I want a toy. But it’s not for me. Who will Li Ming give the toy to? Listen 听录音,学生说出答案

师:How many toys does Li Ming need for his cousin? Listen and read 生:One toy 教师板书数量1 【设计意图:结合图片带着问题听录音,捕捉重要信息】

师:I like toys. I have many toys. Do you have any toys? 生:Yes 师:What are they? 生:toy car, teddy bear, toy plane... 【设计意图:教师与学生自由谈话,灵活运用单词toy】

师:Jenny likes toys ,too. Does Li Ming want to buy a surprise for her? Surprise! Listen.

生:Yes. He wants to buy a surprise for Jenny. 师:Guess. What’s the surprise? 生:A toy car/A toy fish/A teddy bear... 师:Any ideas?/Maybe one of them. 师:I think Jenny will be happy. 【设计意图:学生大胆猜测李明给詹妮的惊喜是什么,从中让学生向李明学习要爱朋友】

出示李明家人图片

师:Li Ming’s family will be happy, too. 出示3个flags,4个caps,3个T-shirts,1个toy的图片

师:Because Li Ming needs(three flags, four caps, three T-shirts, one toy) for his family.引导学生复习所学单词. 【设计意图:回顾所学单词,培养学生爱家人的情感】

（三）活动3【练习】活动与练习

1.跟读录音

师:Read after the tape sentence by sentence. 【设计意图:让学生模仿语音语调,增强语感】

2.Reading Time. 【设计意图:角色朗读,提高学生读的能力】

3.完成习题

出示礼物价格表格. 师:Look at the price of the gifts, finish how much are the gifts? Work in pairs.

【设计意图:完成礼物价钱的习题,丰富了所学知识,增强了内容的真实性与生动性】

4.课件出示选择练习题。

5.综合运用

范文

A:What do you want to buy for your friend? B:I want to buy... A:How much are they/is it? A:...yuan. B:They’re/It’s …yuan. 师:We are at the shop. Here are some little flags, caps, T-shirts, toys. Choose you like. Practice with your partner. 【设计意图:情景模拟,尝试表演,使学生的综合运用的能力不断提升】

（四）课堂小结

（五）Homework Write a short passage or a dialogue about buying gifts. （六）板书设计

Lesson 19 Buying gifts flag

cap

How many…does Li Ming need? T-shirt

toy

He needs…

How much are they/is it? They’re/It’s …dollars.