Unit 2 Mum bought new T-shirts for you.教学设计(第二课时)

Module 9 Unit 2 Mum bought new T-shirts for you. 教学设计

翠绿小学

林菁菁

1. 教学目标. (1) 知识目标:学会听说读写本课新单词： borrow, read, at all, in, another, history, ask, question, forget, bring, soon. (2)能力目标: 运用句型

谈论过去：Mum bought new T-shirts for you. 谈论将来：We’re going to see you in three weeks. 情感态度目标：

学生能积极地参与课堂学习活动，通过展示自己提高英语学习的自信心，成就感，体验学习的快乐，提高学习兴趣。

培养学生听说读写的综合能力。

通过书信培养朋友之间的友谊，培养互相交流、善于沟通的情感。

学情分析：

五年级学生好动活泼，对于英语的学习有一定的基础，并且兴趣浓厚。在以前学习的基础上，学生已经了解英文信的书写格式，而本课是对一般过去时态句子结构、动词变化形式的延续学习，以及一般将来时句子结构和动词的形式的复习，虽然学生已接触过两种种时态，但是本课将两种态进行整合运用，有一定的难度。

本课将通过学习Daming收到的一封信，在情境中感知几个时态上升到巩固与运用。

2.教学重点：

学习理解单词: borrow, read, at all, in, another, history, ask, question, forget, bring, soon 及运用句型: Mum bought new T-shirts for you. We’re going to see you in three weeks.描述过去和将来发生的事情。

3. 教学难点

掌握一般过去时态并用。

4. 教学方法. Task based teaching method. 5. 教学用具. A CD-Rom, a computer, some cards and pictures. 6.教学过程. Step 1 Warming-up Greeting. T: Class begins. Ss: Good morning, Miss Lin. T: Good morning everyone. Sit down, please. 1.

Read quickly. T: go ---went ….borrow---borrowed, read---read teaching the new words……

（设计意图：复习动词过去式，为后面的学习奠定基础。）

T: Learn a chant about reading.(情感教育:我们应该形成合理的阅读态度：借书或买书知识获取书籍的渠道，真正重要的是认真阅读

每一本书。) （设计意图:对学生进行思想品德教育,将思品教育寓于英语课堂教学中,使学生既学到了英语知识,又受到了思品教育,学会做一个有爱读书的人。）

Step 2 Leading-in. 1.Sing a song. T: The boy has got three letters. Look, there are three letters too. Let’s have a look. （设计意图：唱歌活跃课堂气氛，调动学生学习的积极性，为课文的学习做铺垫。）

Step 3 Text learning. 1.T: The first letter is on the blackboard. You are going to have a competition, which group is the winner, they will get the letter. The second letter is from Simon. Let’s have a look. Listen then choose the answer. When are they going to see Daming? A: In three weeks B: In two weeks （设计意图:听音一遍后,让学生明白今天课文的主题是表达自己的意愿,激起他们的学习的欲望。）

2. Listen again and order. (Learn the new words: another, in, history, ask, question.) 3 .

Listen and imitate the text.

(Learn the new words: forget, bring, soon.) （设计意图:通过模仿录音,学生能掌握正确的语音语调,增强语感。）

Step 4 Practice. The third letters: Help Lily write a letter to her cousin Mary. (设计意图：强化学生今天所学知识，掌握并灵活运用本节课所学的过去时态，并教育学生要乐于助人。) Step 5 Consolidation. (设计意图:通过小结让学生回忆整课的重难点和主要内容,也让他们自己测试出今天所学的程度。) Step6 Homework. 1. Read the text. 2.Write a letter to Ms Lin. ( I went to Shayang Park with my parents last Saturday. I visited the lake. I rowed a boat. I ate an ice cream. I …. I had a good time.) (设计意图:分层次布置作业,让所有学生都有所收获,体验学习的乐趣。制作风筝也为下节课的学习做铺垫。) Blackboard design. He borrowed some books. Borrow--borrowed Mum bought new T-shirts for you. Buy--bought Dad read a book about Chinese history. Read—read