Lesson 24 A Gift for Little Zeke名师教学设计2

冀教版英语五年级下册

Lesson 2

4 A Gift for Little Zeke教学设计

藁城区梅花镇尚庄小学

韩翠敏

一．教材分析：本单元以Did you have a nice trip?

为话题，围绕着

Li Ming, Jenny,Danny这三个人物的旅行展开。单元内容与我们的生活密切相关，通过本单元的学习，学生能用过去时描述自己的旅行。Lesson 2

4 A Gift for Little Zeke 是这一单元内容的拓展和延伸。通过这一节故事课的学习，巩固了学生的语言知识，提高了阅读技能，增强了对故事课的兴趣，能够运用现有的英语语言水平读懂理解故事。

二．学生分析：本课的教学对象是五年级学生，他们具备了一定的语言基础和表达能力，喜欢故事课，并且对故事阅读具备了一定的能力。教师要注重培养学生的多种阅读策略。

三．教学目标

1. 知识与技能目标：

（1）学生能听懂和理解这个故事

（2）学生能借助板书，图片复述故事。

2. 学习策略目标：

（1）发展学生的寻读，默读，预测等阅读策略。

（2）增强小组合作意识，积极与同学合作，共同完成任务。

3.情感态度目标：

（1）提高学生学习英语的兴趣，乐于阅读。

（2）通过学习让学生懂得感恩之情，懂得分享。

四．教学重难点分析

1. 教学重点：学生能够运用多种阅读策略理解故事。

2.教学难点：学生能够借助板书，图片等复述故事。

五．教学准备

（1）ppt 课件

（2）故事人物图片和礼物

六．教学过程设计

Step1 : Greeting

T: Hello, boys and girls.

S: Hello, teacher.

T: Nice to meet you. S: Nice to meet you, too. Step2: Pr-reading 1.礼物导入

T: Look! (教师手里拿着礼物)What’s this ?

S: It’s a gift. T: Yes, it’s a gift for my friend little Zeke.

(多媒体出示

little Zeke )Can you guess what’s in the box ? S:

a book, a pencil, a ball... T: Maybe. If you want to know, let’s read a story together.

设计意图：以礼物为切入点，开门见山导入课题，设置悬念，激发学生的阅读欲望。

2.熟悉故事中的人物

（出示图片）

T:

Before reading the story , let’s visit our old friends. Do you remember their names? S: Emma, Tess, Tom, Mrs. Jones. 设计意图：

激活已有的知识，故事中的人物学生在四年级已经接触过，为进一步阅读故事奠定基础。

Step3

While-reading

1.

Picture1 and picture2

T：

Do you want to know more about the story ?S: Yes.

T: Okay. Let’s read the story together.

(1)

Ask and answer

 Where does Little Zeke live ?

 Where does Little Zeke sleep?

Does Little Zeke have friends? Who are they?

④ What does Tess put for Little Zeke in the morning?

学生先听故事P1-2，然后学生默读文本，寻读勾画出关键信息，回答问题。

（2）

学生根据提示复述图一图二。

设计意图：运用寻读策略获取关键信息，理解故事内容，学生能根据提示简单复述图一图二的内容，为后边的展示做好铺垫。

2.

Picture3-picture5

T: But this evening , Little Zeke feels sad. Why? 屏幕显示This evening, Little Zeke feels sad. Why? （学生猜测Little Zeke伤心的原

因。）

S1: Maybe... S2:

Emma’s class had a party. Mrs. Jones had gifts for everyone. Was there a gift for Little Zeke?

No.

T: Is she right? Let’s check.

听录音，默读图三的内容，进行验证。

设计意图：先预测，再听读，勾画出相关语句，一起进行验证。

T：Mrs. Jones had gifts for everyone. What are Mrs. Jones’ gifts? Please read P3-5 and match。学生默读图三到图五的内容，短时间内勾画出相关语句。教师引导学生根据板书提示去复述3-5的内容。

设计意图：采用寻读策略获取关键信息，深入理解故事情节。

3. Picture6 T : There was no gift for Little Zeke. So he was sad. He watched Mrs.Jones.

出示图六幻灯片

T：Did Little Zeke want a gift ? Does Mrs. Jones know him? Read it silently and answer my questions.

播放录音，小组合作默读文本，回答问题。

4. Picture7-9 T: If you are Little Zeke, what will you do?

S: I will talk to Mrs.Jones. S: I will write to Mrs.Jones. T: Look, Little Zeke goes to Mrs. Jones’ desk. He writes to Mrs. Jones.

Please read Picture7-9，and answer my questions.

播放录音，小组合作默读文本，回答问题。

T：What does Little Zeke write to Mrs. Jones?

 And what gift does Mrs. Jones give to Little Zeke? (打开礼物，对于故事开始的猜测，进行核实，解开疑惑。)

 How does Little Zeke feel ? What does he say?

理解Time for sock. No Time for bed. Step4

Post-reading

1.

播放故事光盘，学生观看视频。

设计意图：

整体感知故事，为复述做准备。

2. Retell the story 教师引导学生根据板书提示去复述故事

3.

小组合作去练习复述。

设计意图：

增强小组合作意识，提高学生运用语言的能力。

4.

复述展示。

5.

What did you learn from the story? 提升情感目标。

T: Now, what do you want to say to your teachers? Ss: Thank you. T: What do you want to say to your friends? Ss: Thank you. Step5. Homework 1.Retell the story to your friends.

2.Prepare a gift for your teachers and friends.

板书设计 Lesson 24

A Gift for Little Zeke lives

sleeps

has

in

in

friends

for

a book

puts

had

a

red

ball

for

crayons

a

little

bed

feels sad

watched, wanted

writes to

sees a gift (a little

bed )

feels very happy