Unit 8 Lingling helps her parents.优秀说课稿

Unit 8. Lingling helps her parents. (Period 2) 执教：长沙市天心区红卫小学

张笑天

教学内容：湘少版小学英语五年级上册第八单元

Lingling helps her parents.(Period2)

教学目标：

1.学生能初步掌握一般现在时中当主语是第三人称单数时动词的部分变化规律，学生能使用一般现在时来表达好恶、描述日常活动。如：jump--jumps, I jump-- He jumps, He does homework in the evening.

2.学生能读懂以一般现在时为主要时态写成的适合五年级学生水平的短文，并能理解文章主旨。

3.学生能通过观察、类比、对比进行一定的归纳和总结，同时引发一些抽象思考。

4.学生能或清晰或模糊地体会到梦想需要我们脚踏实地、步步向前，才可以实现。部分学生会思考自己的时间分配是否足够合理。

重点难点：

学生能初步掌握一般现在时中当主语是第三人称单数时动词的部分变化规律，学生能使用一般现在时来表达好恶、描述日常活动。

教学准备：PPT课件

书写练习

调查表

教卡

教学方法：情境教学法

交际教学法

任务型教学模式

教学步骤：

I. Warm up. A game--Look and say. Say the words on the screen. A game-- You say, I say and do. Students say the words on the screen, T says I ___, and do gestures.

II. Presentation. 1.An activity-- You say, he says and does.

Students say the words on the screen, another student says I ___, and do gestures. T writes “I ___.” and “He/She ___s.” T emphasizes “Oh, he ____s, he ___s everyday”

2.An activity-- Let’s match.

T says I jump everyday. So I take “jump”. I jump everyday. You can say Mike (T’s name) jumps everyday. Then One student takes a word card, says I ___(jump ...) everyday and do the gesture, other students say He ___s everyday. T takes a word card which contains the right form(jumps ...). The word cards will be posted on the blackboard. 3. An activity -- Find out the difference: jump--jumps ...

III. Practice.

1. An activity:--Guess

T shows the pictures of Jerry and ask “Guess, what does he like?”, “Why do you say so?”

2. An activity -- Read and complete some of the sentences in some passages and talk about Jerry and students’ own daily life.

T will ask questions like “Look, what does he do in the morning?”, “Who likes reading? Why?”

Students will complete the sentences with the help of some pictures and their background knowledge.

3.An activity -- Talk about whether Jerry will live up to their dreams and reasons to that. T will say”Take a guess, can Jerry be an English teacher?”, “Why do you say so?”

Students may have this thought--Dreams are worth chasing, we chase them step by step or other similar thoughts.. Some students may think about whether they have spent their time wisely.

IV. Expand.

1. Make a survey. Two or three deskmates will be a group. Each group will have one student to ask questions about preferences, dreams and daily life. The other student or students will write down the answers they get from one of the students from another group. T and two students will provide an example. 2. Writing -- Write a passage about your friend’s dreams and daily life. Students and T will convert the answers got from the example mentioned in the previous step into a passage as an example. Then students will write in groups.