Lesson 15 Sending the Postcards教学内容概述

Unit 3 Writing Home Lesson 15 Sending the Postcards 教学设计

曲阳县七里庄小学

张凤

一．整体设计思路：

1.采用情境教学法，创设“我”来到曲阳燕南游览的主题情景，通过寻找路线、去邮局邮寄明信片等场景把课本的各个板块巧妙结合在一起，形成一个完整的语境，从而使整节课环环相扣。

2.联系学生生活实际，创设贴近学生生活的真实情景，引导学生运用所学语言知识在真情实景中用英语进行交流，真正体现语言的交际功能，达到情景中学，生活中用的目的。

二．教学背景分析：

1.教学内容分析：本课是冀教版三起五年级下册“Writing Home”单元的第三课，本单元主要介绍用明信片、电子邮件传送信息，内容贴近学生实际生活。本课主要介绍如何询问商品（复数）价格和正确分辨左右方向并指路。学生在三四年级的学习经历中，已经学习过How much is\are…? 关于价钱的问答，以及

turn right、turn left、go straight等表示方向的词组，这对本课的学习打下了基础，本课将进一步巩固以上词组和句式，达到灵活运用的目的。

2.学情分析：通过两年的英语学习，五年级的学生已有一定的英语语言基础，掌握了相应的单词和句型，但学生间的差距在逐渐拉大，部分学生欠缺持续学习的兴趣，所以本节课我设计了多种教学活动，以激发学生的学习兴趣，吸引学生课堂注意力，培养学生的学习自信心。

三．教学目标分析：

1.知识目标：

①学生能运用Excuse me, where is...进行问路。并能正确使用表示方向的词组Go straight，turn right (left)，go straight 进行指路。

②学生能区分名词单复数，并能使用句式“How much is this(that)…?”“How much are these(those)…”进行询价及回答。

2.能力目标：通过创设生活化的主题情境，鼓励学生多用英语进行“问路、

询价”

等日常交流，培养学生口语交际能力。

3.情感目标：通过创设sending the postcards的情境，鼓励学生善于利用信件、邮件等方式与远方的亲友进行联系，使学生善于表达情感。

四．教学重难点分析：

1.教学重点：使学生会用词组Go straight，turn right (left)，go straight进行正确指路。

2.教学难点：使学生能区分名词单数复数形式并正确使用相应的指示代词（this\that these\those）进行询价和回答。

五．教学准备：

单词卡片、彩图、多媒体设备幻灯片、实物明信片

六．教学过程：

Step 1: Lead in

1.展示教师照片引导学生向新老师提问问题

T: Do you want to know about me? This is my photo. Can you ask me some questions?

T：Do you have other questions? Maybe you need some help. 出示关键词，引导学生进一步提问。

【设计意图】鼓励学生提问题，拉近与学生的距离，消除彼此的陌生感。适当给予学生关键词，引导学生积极思考。通过介绍my hobby来引出本文主题“Postcards”

2. 自我介绍

T: Well done, boys and girls. You ask so many questions. Do you know me? My name is Joan. I come from QiLizhuang primary school. My hobby is collecting stamps and postcards. They are my collections(展示集邮册). This is the first time to be YanNan. Quyang is a beautiful place. I bought some beautiful postcards. I want to send them to my friends. Can you help me to send the postcards? （板书题目）But where is the post office?(板书“Where is the post office?”) 【设计意图】对学生的提问进行总结，创设真实的情境：我第一次来到燕南，请同学们帮我指路。与学生产生共鸣，能有效吸引学生注意力，积极投入到学习新知识的活动中。

Step 2 Presentation 1. 复习Go straight，turn right (left)，traffic lights, on the left(right)等表示方向的词组

T：Now we are on the street. What can you see on the street? Ss: I can see cars, buildings, shops, and traffic lights. T: Wonderful! There are some traffic signs. What are they? 出示交通标志（板书Turn right

Turn left

Go straight）

T: Ok, let’s go. (播放音乐)

Chant: Straight straight, let’s go straight!

Left left, let’s turn left Right right, let’s turn right Traffic lights, traffic lights, at the traffic lights! Let’s go straight. (播放动画) T: What is it? Ss: It is a zoo. T: Where is it? It is a zoo on the left. T: This is a school. The school is on the left. T: This is a store. Is it on the left or on the right? Ss: It is on the right. 【设计意图】通过观看路线，描述方向，复习Turn right

Turn left

Go straight 唤起学生记忆，温故知新，使学生对知识的掌握更加清晰明了。节奏明快的Chant起到调动课堂气氛，提高学生积极性，激励学生参与的作用。

2. 出示曲阳县城地图，进行问路、指路对话练习

①师生问答

T：Thank you, boys and girls. Thank you for showing me around. Quyang is so beautiful. Let’s look at the map. This is our school Yannan primary school. Excuse me, where is the supermarket? Ss: Go straight, turn right. You will see the supermarket on the right. T: Excuse me, Where is the post office? S: Go straight, turn left at the traffic lights. You will see the hotel on the right. ②请一位同学问路，另一位同学回答

T: Do you want to go to the square? What should you say? S1：

Excuse me, where is ______? S2: Go straight... ③Pair work 同桌两位同学进行问路指路练习并展示

T: Please practice the dialogue with your desk mate. ④用课本第四部分图代替学生熟悉的地图

T：You can read the map of QY. Can you find ways on this map? 此环节采用师生问答或学生问答接龙形式。

【设计意图】采用层层递进的方式进行教学，符合学生的认知规律。采用真实的地图，把学生生活的真实环境展示出来，极大地吸引了学生的注意力。使学生乐于参与到课堂活动当中。认读新地图能进一步巩固学生所学。

3. Sing a song 【设计意图】缓解学生疲惫的状态，调节课堂气氛。

4. 操练“How much is this(that)…?”“How much are these(those)…”句型并完成书面练习

T：We are at the post office. What can we buy in the post office? Ss: We can buy postcards, letter paper, stamps, pens, and envelopes. T: These are postcards. How much are these stamps?（

板书）

Ss: They are 10 yuan. T: How much are those stamps? Ss: They are 5 yuan. T: How much is this postcard?

Ss: It’s 2 yuan. T: How much is this postcard? （板书）

Ss: It is 1 yuan. 完成书面习题group work Ok, Let’s open your book and write down the sentences. 小组讨论并完成练习

Look and write Choose two students read what he wrote.

【设计意图】实物道具的使用更贴近学生生活，使学习变得生动有趣。

5.听读课文第二部分，回答问题

What do Danny and Jenny buy at the post office?

Let’s listen to the dialogue, and find the answer of the following questions:

Question 1: Does Danny need the stamps now? And why? Question 2：Why does Danny write nine postcards? Students answer the questions 【设计意图】帮助学生理清故事脉络，了解故事大意。提前布置问题的任务教学方法，一方面为学生理解故事大意提供有效支持，另一方面培养了学生有效的学习策略，使学生在完成任务的同时，掌握了分析故事的策略。

设置开放型问题，有利于学生扩展思维，积极思考。

Step 3. Practice

1. 跟读课文，进行group work分角色对话练习并展示

①逐句跟读课文

②师生合作完成对话

③group work三人组成一个小组练习对话并展示

【设计意图】跟读课文使学生进一步理解课文，小组分角色朗读为后面小组表演做铺垫。

Step4: Extension 创设邮局真实场景进行对话表演

A: May I help you? B: How much ________? A: ____ yuan. B: Ok, I will take it(them). A: Here you are. B: Thank you. 【设计意图】本环节是对课文的扩展，将课文进行重组，提升难度，提高学生学以致用的技能。通过小组表演，为学生提高语用能力搭设了平台。将所学融入生活情境中，与本课的主题相呼应，使学生在真实的情境中理解并巩固语言，达到“情境中学，生活中用”的目的。表演后师生、生生互评，有效激励学生的表演欲

望和创新热情。

Step 5: consolidation Today, we walk on the street, and find the way to the post office. And we go to the post office to buy postcards and stamps. Please think about: Why people like to send post cards? We are sending not only the postcard, but also the love and missing. 板书

【设计意图】回顾总结本堂课的重点，让学生体会到亲人和友人的可贵，鼓励学生善于表达情感。

Step 5: Homework Please draw a map of “your home to our school”, and show the way to your friends.请画一画你从家到学校的地图，给你的同学用英语描述你上学的路线。

Please write a postcard, and send it to your friends.请你给你的朋友写一张明信片并寄给他

【设计意图】课后作业将课上所学延续到课下生活当中，拓宽了学生运用语言的语用环境，鼓励学生将新旧知识点链接到一起，以提高学生灵活运用语言的能力。

板书设计

Where is the post office? is this/that…? How much

are these/those…? Sending the Postcards Love&Missing