C教案教学设计

一、教学目标:

1 )能用一般过去时询问别人在过去的时间里乘坐什么交通工具去了哪里并作答,如:Where did you go on your holiday? How did you go there? What did you do there? 等。

2)能理解Jack邮件中的内容,并能在实际中通过回复Jack的邮件交笔友。

3)有计划地培养学生阅读理解和口头、书面表达的能力,教会学生如何有目的地利用网络获取健康的信息,增强学生的自信心。

二、教学重点:

1 )能用一般过去时询问别人在过去的时间里乘坐什么交通工具去了哪里并作答。

2)能理解Jack邮件中的内容并完成课后练习。

3)能根据自己的情况回复邮件交笔友。

三、教学难点:

1)能在实际中灵活运用所学知识。

2)能根据自己的情况回复邮件交笔友

教学步骤:

一、Free talk

1) T: Good morning! Boys and girls! What’s the date today?

Ss: It’s…

2) T: Is it holiday? Ss: No.

3) (CAI日历) T: look! There are many holidays in a year. We have National Day, Spring Festival… and so on.

4) T: What do you usually do on your holiday? S1/S2/S3: I usually visit my grandparents/ clean my room…

5) T: Do you usually take a trip on your holiday? S: Yes. T: When was your last trip? Where did you go? How did you go? What did you do there? S:…

6) T asks Ss: Do you like taking a trip? Ss: Yes.

7) (CAI风景视频) T: There are many beautiful places in China. Let’s watch the video.

(设计思路:通过师生口语交际对话,复习所学过的动词短语和一般过去时,为下一环节教师之间的互通邮件作好铺垫。)

二、Pre-reading

1) T: I like taking a trip, too. Do you want to know something about my holiday? Ss: Yes.

2) S1/S2/S3/S4 asks T: When was your last trip? Where did you go? How

did you go? What did you do there? T: …

3) T: I have a pen pal. She is Miss White. She is a teacher of America. I’d like to write an e-mail to her and tell her what did I do on my May Day holiday.

4) (CAI呈现我寄给Miss White的邮件) T: Can you read the e-mail? Ss: Yes.

(设计思路:从大家好奇想了解教师如何度过假期的话题先进行口头交流,然后梳理成文本,通过教师之间通邮件交笔友,为下一环节学生之间通邮件交笔友作好了铺垫,将功能口语表达转换成书面的语言结构表达。)

三、While-reading

1) T: In Miss white’s class, there are a student name Jack. He also wants to make pen pals with you. Do you want to find a pen pal like Jack? Ss: Yes.

2) T: What do you want to know about Jack? S1/S2/S3/S4: How old is he? Where is he from? What’s he like? What does he like? ...

3) (CAI Jack邮件音频) T: Let’s listen to the e-mail and find the answer.

4) (CAI 4个判断题) T: Show me your gesture. Tick or cross?

5) T: I have more questions for you. (CAI 呈现5个问答题) Please answer the questions in groups.

6) 小组完成后汇报答案。

(设计思路:本部分从教师之间交笔友,过渡到学生之间交笔友,从

听说、过渡到读写,培养学生的阅读和理解能力。)

四、After reading

1) T: Do you want to see Jack’s photo? Ss: Yes. (CAI Jack相片)

2) T: Would you like to write an e-mail to Jack? Ss: Yes. T: Please write an e-mail to him.

3) Ask 2 Ss to read their e-mails.

4) T: After class, please send your e-mail to this address.

(设计思路:通过前面的文本阅读,学生对书面结构表达有了理解性的范文参考。接下来的是根据这些语言结构引导学生自我表达通过书面去写。达到综合运用所学的目的。)

五、Homework

Write to find a new pen pal and tell your pen pal what did you do on Children’s Day.

板书设计:

本课板书,主要围绕重点句型设计,有利于复述与记忆。

教学反思:

本课主要是复习动词短语的过去式以及一般过去时,通过写邮件讲述自己在过去某个节日里做了什么,课后发现还是有些局限了学生的思维。建议本课教学可以结合一般将来时来进行设计,例如学生用一般过去时讲述上一个劳动节做了什么,可以让学生再用一般将来时讲述下一个劳动节打算做什么,这样课堂效果更好。