冀教版（三起）五下-Unit 4 Did You Have a Nice Trip -Lesson 20 Jenny Goes Home-教案、教学设计-公开课-(配套课件编号：11b9d).doc

1、冀教版三年级起点冀教版三年级起点 B6 L20 Jenny Goes Home 教学分析：教学分析： 学习者分析：学习者分析： 本课的教学对象是小学五年级的学生，经过近三年的英语学习， 他们在词汇量、句型及书写方面都有了很大的进步，有了一定的知识 量储备，同时具备了一定的自主学习的能力。 学习内容分析：学习内容分析： 本课为冀教版三年级起点第六册第四单元 20 课。第四单元主要 学习谈论李明、Jenny、Danny 旅行归来的词汇和表达。通过上一节 课的学习，学生们对一般过去时有了初步的认知。本课继续学习不规 则动词的过去式。 教学目标：教学目标： 知识技能目标：知识技能目标： 1. 学生能听

2、懂、 会说、 认读并书写不规则动词过去式： had, went, saw, ate，并能在语境中正确运用以上词汇。 2. 学生能辨别一般现在时和一般过去时的区别。 学习策略目标：学习策略目标： （1）寻读、朗读等阅读策略相结合，发展阅读策略。 （2）通过观察、分析，发现一般现在时和一般过去时的区别，培养 学生的观察和归纳能力。 教学重难点：教学重难点： 教学重难点: 不规则动词过去式 教学准备：PPT 板书设计：板书设计： I. Class Opening 1.Greetings. T: Good morning, boys and girls. How are you today? S: I

3、m fine, thanks. And you? T: Im fine, too. What day is today? S: Its _. T: What day was yesterday? S: _. T: What did you do yesterday? S1: _. 师指一名学生 T: Can you ask him/her? S1: What did you do yesterday? S2:_. 以此类推，4-5 个学生左右即可。 T: Can you ask me? S: What did you do yesterday? T: I shopped in the supe

4、rmarket yesterday. 【设计意图：亲切的问候可以拉近师生之间的距离，同时将学生快速 带入到英语课堂氛围中。】 II. New Concepts Step 1: Part 2 1. go-went see-saw eat-ate T: Now Ill show you some pictures about Jenny, what did Jenny do yesterday? 出示图片 T: What did Jenny do yesterday? S: _. T: She went to the cinema yesterday. 板书 went 并领读 w-e-n-t we

5、nt Drill the word went. Read it one by one. T: Here went is the past form of go. Also we can say She watched a film yesterday. 出示图片 T: Look, who is he? S: Mr. Wood. T: Yes, he is Jennys teacher. So Jenny saw Mr. Wood yesterday. 板书 saw 并领读 s-aw saw Drill the word saw. T: Here saw is the past form of

6、_. Can you guess? S: See. 扩展 see saw 跷跷板 T: Look, here is a sew saw. T: Listen, what did Jenny do?播放录音 S: She ate an orange yesterday. T: Why do we use ate? S: 因为是过去时。 板书 ate 并领读 Drill the word ate. T: Ate is the past form of eat. 出示三幅图 T: What did Jenny do yesterday? 师指着板书带领学生回答。 S: She went to the

7、 cinema. She saw Mr. Wood. She ate an orange yesterday. 【设计意图：结合 Jenny 昨天所做的事情的图片，自然引出本课新 授 went, saw,ate，直观形象，学生印象深刻。自然拼读法教授单词， 帮助学生快速记忆单词。】 2. Read and find the differences. T: Look at this chart. Read and find the differences. S1:（预测学生回答）每组里面第一句动词用的是原形，第二句是过 去式。 S2:（预测学生回答）第一句时间是 Sundays 和 every

8、day，第二句 时间都是 yesterday。 学生回答时及时用笔在 ppt 上标注 T: Good job! Ss read go-went see-saw eat-ate 【设计意图：学生通过看图观察、分析、进一步感知一般现在时和一 般过去时的区别，培养学生自主学习能力。】 3. Read and choose. T: Its time to practice. Check the answers. 教师指出表示过去的时间标志词。 【设计意图：通过练习巩固所学的不规则动词的过去式的用法，同时 渗透了过去式不同的时间标志词。】 Step 2: Part 1 1. T: Lets go on.

9、 We know Jenny went to Beijing with Danny, Li Ming and Mrs. Li. Did she have fun in Beijing?Lets watch the radio. 播放课文第一部分视频 Check the answers. T: Did Jenny have fun in Beijing? S: Yes, she did. T: Good! She had fun in Beijing. Why do we use had here? S: 预设学生回答: 因为是过去发生的事情。 T: This morning, I had mi

10、lk and some cakes for breakfast. What did you have for breakfast? S1: . S2:. 【设计意图：学生带着问题观看课文视频，目的性明确，提高学生的 专注度。在情境中引出 had,便于学生理解。用 had 造句则是检测学 生的实际应用。】 2. T: How many days did they stay in Beijing? What did they do? Open your books, turn to page 58. Read part one quickly and find the answers. Check

11、 the answers. They stayed in Beijing for four days. 3. T: They shopped many things on Wangfujing. What did Jenny buy for her family? T: Some tea for her father, a kite for her sister, a cap for her brother and a scarf for her mother. T: Jenny shopped for everyone in her family. How do you think of J

12、enny? S: . T: She is considerate. She is a kind girl. We should learn from her. 【设计意图：采用寻读的方法获取文章信息，体现了“授渔”。同时将 第二单元中所学到的有关Jenny为每位家庭成员都买了礼物的情景， 让学生体会 Jenny 是个怎样的人，并在潜移默化中引导学生们要时 刻想着自己的家人。】 4. T: This time Ill give you a task about part 1. When you hear Did you miss me? What did you do? Did you go s

13、hopping?clap your hands. 播放课文第一部分录音 【设计意图：带着任务听录音，培养学生的专注力。】 5. Read the text in role play. Work in pairs. Then choose three groups to show. 【设计意图：分角色朗读课文，再次全面理解文本内容，培养学生的 朗诵能力。】 Step 3 T: We know what Jenny did . How about Danny? What did he do on Saturday? Look and write on your book.课件出示图片 Check

14、the answers. T: Now look at Dannys day, 师指出时间词 What can you find? S:Danny 的一天是按照时间的顺序写的。 Class Closing Homework T: This time, please look at my day.课件出示 T: Todays homework Write about your day. 课后反思 这一单元是关于一般过去时的内容，也是学生第一次接触一般过去时。本课 在 19 课的基础上继续学习新的丌规则动词过去式 went saw ate had，并以 Jenny 和她妈妈对话的形式，用一般过去时

15、态来表达 Jenny 和朋友们在北京的 旅行经历，旨在让学生学习体会一般过去时的表达运用。 成功之处： 1、对四会单词的处理比较扎实、到位。分别从音、形、义丌同角度进行了 分析，学生印象深刻，做到了词丌离句。 2、文本解析形式多样，通过观看课文视频、学生快速阅读、听录音、分角 色朗读等丌同方法对文本进行了巩固。 3.在语境中学习语法，降低了学习难度，比较符合孩子们的认知水平。 4. 用所学过去式描述自己的一天，可以说做到了学以致用，体现了学习语言 的本质。 不足之处： 1. 整节课学生们积极性丌是很高， 课堂气氛丌太活跃， 需要有趣的活动来调 动他们的积极性。 2. 由于课上时间有限，作文“My Day”有一定的难度。如果课上让孩子们 先说说自己昨天做了什么事情，课下再写作文会更容易一些。