Lesson 19 Buying Gifts教学设计一等奖

Lesson 19 Buying Gifts

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?”

2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。

3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。

4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。

5教学准备

PPT课件,礼物等

6教学过程

6.1第一学时

6.1.1教学活动

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 (LiMing).教师引导学生说出LiMing.

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 LiMing and Jenny?

生:They are at the shop.

师:LiMing 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】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 gi ft./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:LiMing 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LiMing 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 LiMing 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.出示图片cap

师:LiMing 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 c ount together.

师生齐说one cap,two caps,three caps…

师:How many caps does LiMing 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LiMing 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 LiMing need?He needs four.”

师:Maybe LiMing 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 t hink so?

生:It has a leaf on the T-shirt.There’s a word Canada on it.

师:It’s a speacial gift for LiMing.

【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 LiMing need?Listen

听录音,先教师与学生问答. PPT呈现文字LiMing 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 LiMing 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 LiMing give the toy to?Listen 听录音,学生说出答案

师:How many toys does LiMing 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 LiMing want to buy a surprise for

her?Surprise!Listen.

生:Yes.He wants to buy a surprise for Jenny.

师:Gu ess.What’s the surprise

生:A toy car/A toy fish/A teddy bear...

师:Any idears?/Maybe one of them.

师:I think Jenny’ll 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:LiMing’s family’ll be happy,too.

出示3个flags,4个caps,3个T-shirts,1个toy的图片

师:Because LiMing needs(three flags,four caps, threeT-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】

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.综合运用

情景模拟,轻松的背景音乐,服务员与顾客图片.

范文

A:Can I help you?

B:Yes

A:What do you want to buy?

B:I want to buy...

A:How many do you need?

B:I need...

B:How much for one...

A:...yuan.

B:Ok.I’ll take...

A:Here you are

B:Thanks.Bye.

A:Bye

师:We are at the shop.Here are some little flags,caps,T-shirts,toys.Choose you like

Practise with your partener.

【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】