Lesson 21 Look at the Photos！PPT及课堂实录内容

小学英语教学设计

学科

英语

年级

五年级下册

授课内容

一、教学分析

一）学生分析

Lesson 21 Look at the Photos!

授课对象为五年级学生，从年龄层次上来看，这个年龄学生学习外语有了一定的基础，也是容易出现学习两级分化的时候，但如果能加之以正确的引导，学生自身的优势会得以充分发挥。在教学过程中要注意他们的生理、心理特点，充分发挥其表现欲、模仿力强等特点，重点激发学生的学习兴趣，培养良好的英语学习习惯。

二）教学内容分析

本单元主题是Did you have a nice trip? 教授学生运用过去时态讲述自己的旅行。本课语篇围绕Danny, Jenny, Li Ming三个人的旅行照片展开话题。Jenny和Danny在聊天时，翻开了他们的旅行照片，他俩在描述照片的过程中运用了过去时态。在本课中，学生需要进一步加深对现在时和过去时概念的理解，并能够在日常生活中灵活运用。

三）教学目标

·知识与技能目标：

1.能听懂、会说、认读并书写单词photo, was, were, happy, 并能在语境中正确运用以上词汇。

2. 能熟练并准确的运用所学动词的过去式来描述自己的照片。

3. 能辨别一般现在时和一般过去时的区别，并能在实际情境中灵活运用。

·学习策略目标：

1.寻读、朗读、默读等阅读策略相结合，发展阅读策略；

2. 增强小组合作意识，共同完成任务；

3. 通过观察，分析，发现一般现在时和一般过去时的区别。

·情感态度目标：

1.通过多种游戏学习活动，使学生能体会到英语学习的乐趣，激发学生的学习 兴趣。

2.通过小组活动，加强学生的合作意识。

四）教学重点和难点

重点：能听懂、会说、认读并书写单词photo, was, were, happy, 并能在语境中正确运用以上词汇。

难点：能熟练并准确的运用所学动词的过去式来描述自己的照片。

二、教具准备

多媒体， photo, was, were, happy,的词汇卡片 三、教学过程

一）教学步骤

Step 1 Class-opening and warming-up 1.Greetings and Free Talk

T: Good morning, boys and girls.

Ss: Good morning, Miss …. T: What did you do yesterday? 预设S1：I went to the supermarket.

S2: I played in the park. S3: I read books in the library. 设计意图：师生互相问好，进行情感交流，将学生的注意力吸引到英语课堂上。随机和几名学生进行日常交流,简单而亲切的自由交谈，师生对话的方式给学生营造浓厚的英语学习氛围。

2. Warming up : Interview

·What did you do yesterday? T: I walked to the supermarket and I shopped yesterday. What did you do yesterday? 预设S1: I walked to the park yesterday. What did you do yesterday? S2: I watched TV yesterday. What did you do yesterday? S3:…

（教师先示范I ____ yesterday. 从而引导学生自主问答。）

设计意图：以采访的形式激励学生自由问答，将课堂交给学生，促使他们运用所学知识。

Step 2 New concepts 1.

Presentation

T: I walked to the supermarket and I shopped yesterday. What else did I do yesterday? Guess!

Then show three photos about teacher.

T: What’s this? Present the word “photo”, talk about the photo together. T: What else did I do yesterday? 2. Group work. Talk about the photos.

Then ask Ss from each group answer it.

预设：S1: (Teacher’s

name) went to the park.

S2: (Teacher’s

name) flyed a kite.

S3: (Teacher’s

name) read a book in the library T shows the photos about Danny and Jenny on the PPT, and ask: Do you know about these photos? 3. Listen to part1 and answer.

1．Who played with the baby on the photo? Was it fun? 2．Were they happy on the Great Wall? T: Jenny and Danny are talking about the photos. Now let’s listen to part1 and answer the questions. The students listen to part1 and try to answer the questions.

Ss: 预设学生回答1.Danny and Jenny played with the baby. Yes, it was. 2. Yes, they were. T:同时板书was和were. Why do we use “was”and “were”? Ss: 预设学生回答:因为是过去发生的事情。

T: Very good. Now let’s take a look. (呈现时间轴PPT) Jenny, Danny and Li Ming had fun on the train to in Beijing in the past. Now Jenny , Danny and Steven are talking about the photos. 设计意图：设计难度较低的问题激发学生听的兴趣，同时通过回答提炼出was和were这两个不规则动词过去式。另外，时间轴的使用给孩子以直观的理解，孩子通过观察时间线发现之所以用was, were而不用is, are是因为事情发生在过去的时间里。

4. Listen, read and answer.

1. Who was at the Palace Museum?

2. Who hurt the tail? Was he or she happy? 3. Who were on the Great Wall? T: Let’s listen to part1 again. Listen, read and answer the questions.

（First, choose students from each team to read the questions. ）

（Second, the students listen, read and underline the answers. ）

（Third, choose students from each team to answer the questions. ）

T show text underline the answers on the PPT one by one. 设计意图：设计具有挑战性问题，请求学生帮助老师解决，提升学生解决问题的能力。听读画出正确答案环节的设置，使学生掌握听的技能采用寻读及默读的方法获取答案信息，体现了“授渔”，使学生进一步掌握阅读的学习策略。

Step 3 practice 1.Read, look and match.

photo1

They ______ on the train to Beijing. They ______ with the baby.

It _____ fun. photo2

Danny ______ at the Palace Museum. He ______ his tail. He _____ sad.

photo3 They ______ on the Great Wall. They ______ very happy. ( Word list: were, was, played, hurt) 设计意图：通过默读的方式，寻读、默读等阅读策略相结合，发展阅读策略。

2. Pair work. Read the text in roles. T: Danny, Jenny and Li Ming had a good time in Beijing. Now let’s read the text in roles. Pay more attention to the emotion. Ss read the text in roles in pairs. Pair show. 设计意图：教师鼓励学生分角色朗读课文，学生分角色朗读，注意模仿各自角色的语气和语调。通过两人小组合作，加强学生的合作意识。

3. Look at the pictures in part 2 and find the differences.

T shows the PPT. I have some pictures about Jenny and Danny. Please look and say. And try to find the differences. Ask six Ss read the sentences. S1: He is eight years old this year.

S2: He was seven years old last year. S3: I am happy today. S4: I was sad yesterday. S5:We are in Canada this week. S6: We were in China last week.

Ss：(预测学生回答) 每组里面第一句动词用的是原形，第二句是过去式。第一句时间是现在时，第二句时间是过去时。

T: I think you did a good job. Let’s take a look. (呈现所学动词的过去式变化PPT) 设计意图：教师引导学生读句子,分析对比，关注生成，学生尝试自己攻克生词并发现不同。学生通过看图观察、分析、进一步感知一般现在时和一般过去时的区别，培养学生自主学习能力。

4. Read and write “am”, “is”, “are”, “was”or “were”. Do the exercise1 of Part3 T: Read and choose. Please do them by yourselves. T: Please check in your group. T: Let’s check. (PPT 呈现正确答案) 设计意图：通过小组合作评价，让学生之间互动学习。也能使老师退出课堂，扮演“观察者”，从而更好的培养学生自主学习能力。

5. Talk and write. T shows the photo about Li Ming. T plays the role of Li Ming and say: “Look at this photo. We were at the Palace Museum. We went there by bus. We had fun.” First give the example, then ask Ss to write something about the photos of themselves. And show it. 设计意图：给出示范，让学生明白接下来的任务，然后结合自己的经历，用所学的过去时态来描述自己的照片。

Step4 Class-Closing

1. Summary

(教师引导学生总结回忆What we learned today. ) 设计意图：总结本课所学，进行巩固复习，检测不足。

2．Homework 1. Act out part 1 Danny’s story.

2.Talk about your photos with your friends. 设计意图：开放式的分层作业，培养他们的综合语言运用能力，帮助不同程度的学生都能在自己原有程度上有所提高和进步，尽力得到最多的收获。

二）板书设计

Lesson 21 Look at the Photos!

today/this week/this year

yesterday/last week/last year What do you do?

What did you do?

play

-------

played am/is

-------

was

are

-------

were I am happy today.

------

I was sad yesterday.

T1 T2

四、教学反思