1、冀教版英语五年级下册 Lesson 2 4 A Gift for Little Zeke 教学设计 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
2、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）p
3、pt 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)Whats this ? S: Its a gift. T: Yes, its a gift for my friend little Zeke. (多媒体出示 little Zeke )Can you guess whats in the
4、 box ? S: a book, a pencil, a ball. T: Maybe. If you want to know, lets read a story together. 设计意图设计意图：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 , lets visit our old friends. Do you remember their names? S: Emma, Tess, Tom, Mrs. Jones. 设计意图设计意图： 激活已有的知识，故事中的人物学
5、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. Lets 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? What does Tes
6、s 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。）
7、S1: Maybe. S2: Emmas class had a party. Mrs. Jones had gifts for everyone. Was there a gift for Little Zeke? No. T: Is she right? Lets check. 听录音，默读图三的内容，进行验证。 设计意图设计意图：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
8、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:
9、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 d
10、oes 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
11、。 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. 板书设计板书设计 Lesson 24 A Gift for Little Zeke lives sleeps has in in friends for a book 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
