外研版（三起）五上Module 1-Unit 2 We bought ice creams.-ppt课件-(含教案+视频+素材)-部级优课-(编号：80d33).zip

WeWe bought ice creamsbought ice creams. . Module1 Module1 unit 2unit 2 They rowed a boat. They had a very happy day. Hong Kong Disneyland Task Talk about our holidays, then write a letter to share it. Lingling is in _.LondonWhat happened to Lingling in London? Listen and answer Did she phone Daming? Did Lingling phone Daming? Did she send Daming an email?email rain email wait ai e email Did she send Daming an email? Look and answer Its from_to_.LinglingDaming A. She went to the park. Who did she meet? ( ) Where did Lingling go? ( )1 Watch and choose B. She went to the zoo. A. She met Daming. B. She met John. 01 1 2 3 What did they buy? ( ) A. They bought ice creams. B. They bought apples. A. She went to the park. Who did she meet? ( ) Where did Lingling go? ( )1 Listen and choose B. She went to the zoo. A. She met Daming. B. She met John. 01 1 2 A A B B 3 What did they buy? ( ) A. They bought ice creams. B. They bought apples. A A bought （Tip:自读课文，划出关键句） read and think met went then ? so ? but ? go went meet buy run drop met bought ran dropped 过去式原形 Tips: intoation、 语调、 tone、 语气、 emotion 情感 Listen and imitate. Listen and imitate Learning tip: 有感情地朗读课文!不懂的单词可以向老师或者同学寻求帮 助！ Read the text. Retell the story Pair work: Try to retell the story in pairs. 活动要求：同桌合作，根据板书，讨论 复述课文。 discuss imagine What elseWhat else did did LinglingLingling do do in London?in London? ( (展开展开想象想象, , LinglingLingling在伦敦在伦敦 还有还有可能做什么？）可能做什么？） I went to Hong Kong. I visited Disneyland. Guess What elseWhat else did I do in the did I do in the summer holiday?summer holiday? Did you .? I took many photos. I ate lots of food, too. I also read some books. And I made a cup for my mother. Talk in groups Group work: Talk about your holidays in groups. 活动要求：四人一组，互相分享你的假 期生活。 Lets write Dear windy, summer holiday, I went to Hong. I Dear windy, In the summer holiday, I went to Hong Kong. I visited Disneyland. I ate lots of food. I took many photos. I also read some books and made a cup. I was happy! From, Xie Dear _, In the summer holiday, I went to _. I visited_. I _. I _. I _. I_. I was _! From, _. Lets write: 给你的朋友写一封信，分享你的假期生活。 我 学 会 了 How to talk about holidays. How to write a letter. Homework: Homework: （1）Listen and imitate the text. （2）Talk about your holidays. （3）Write an email to me. 听音模仿，跟读课文。 谈论你的假期生活。 给老师写一封邮件，分享你的假 期。 A. She went to the park. Who did she meet? ( ) Where did Lingling go? ( )1 Listen and choose B. She went to the zoo. A. She met Daming. B. She met John. 01 1 2 3 What did she buy? ( ) A. She bought ice creams.B. She bought apples. A. She went to the park. Who did she meet? ( ) Where did Lingling go? ( ) 1 Listen and choose B. She went to the zoo. A. She met Daming. B. She met John. 01 1 2 A. She went to the park. Who did she meet? ( ) Where did Lingling go? ( )1 Listen and choose B. She went to the zoo. A. She met Daming. B. She met John. 01 1 2 A A B B 3 What did she buy? ( ) A. She bought ice creams.B. She bought apples. A A 过去式 went go I met my old friends,too. Lingling visited London Eye. I went to Hong Kong. I visited Disneyland and the Ocean Park. bought （Tip:自读课文，划出关键句） read and think met went then ? so ? but ? bought （Tip:自读课文，划出关键句） read and think met went then ? so ? but ? （Tip:自读课文，划出关键句） bought Read and think metwent so ? but ? then ? went home ran dropped 活动要求：给你的朋友写一封信，说一说你在假期都做了什么事。 参考词汇：ate lots of food, played basketball/football, read boos, made a kite/cake, vistited my friend/grandma, did my homework, listened to music, took some photos, watched TV. 活动要求：给你的朋友写一封信，说一说你在假期都做了什么事。 参考词汇：ate lots of food, played basketball/football, read boos, made a kite/cake, vistited my friend/grandma, did my homework, listened to music, took some photos, watched TV. Dear _, In the summer holiday, I went to _. I visited_. I _. I _.I _. I_. I was _! From, _. Dear _, In the summer holiday, I went to _. I visited_. I _. I _.I _. I_. I was _! From, _. Module 1 unit2 We bought ice creams. 一、教学内容与学情分析一、教学内容与学情分析 1.教学内容与整体教学思路 本节课是外语教学与研究出版社出版的新标准英语三年级起点五年级上册 Module 1 Unit 2 We bought ice creams.课文主要讲述 Lingling 通过书信向 Daming 讲述 她和她的几个小伙伴昨天在伦敦所经历的事情展开。在四年级下册第十模块已经接触 了这个语言功能，为本课打下很好基础。根据新课标倡导小学英语课堂语言实践活动 就是通过创设与营造真实有意义的情境或语言环境，为学生提供充分的语言实践机会。 因此，在课文教学中，立足情境，通过开放性的问题，引导学生通过思考、判断及讨 论。课堂尾声，让学生写一封信给朋友讲述自己的假期生活，将说落实为写，自然的 输出语言。 2.学生情况分析 五年级学生在四年级下册的学习中已经学过使用过去时描述过去发生的事情，教 师要充分利用学生已有的知识,积极调动学生参与的积极性,从学生的生活经验和兴趣为 出发点,使学生“学以致用”。大部分学生能够运用所学语言知识在教师的引导下进行 自主交流，并具备了良好的听说习惯，能够积极地参与课堂教学活动。 二、教学目标二、教学目标 1.语言知识目标 (1)能听懂、会说、认读单词及词组:email, send and email, met,went 等 过去式. (2)能听懂理解课文对话大意;听懂、会说 She went./She met.相关句型。 (3)了解书信的书写格式。 - 2 - 2.语言技能目标 (1)能用课文中的语言或自己的语言回答相关问题。 (2)学会在小组合作中进行学习活动。 (3)能用所学过去式描述自己假期生活。 3.情感态度目标 (1)了解英国文化，激发学习兴趣。 (2)能够体验对话的乐趣，通过相互表扬，增强自信心。 三、教学重点、难点：三、教学重点、难点： 重点:掌握动词过去式，并灵活的运用于实际语言表达当中。 难点:在实际语言表达中，选择合适的动词过去式。 四、教法四、教法:情景教学法、任务型教学法 五、教学准备五、教学准备:PPT 视频 卡片 六、教学过程六、教学过程 Step 1: Preparation 1.Greeting. 2.Say a chant. 设计意图 通过简单的问候拉近与学生的距离。通过歌曲，激发学生对英语学习 的兴趣，同时让学生尽快进入英语学习氛围。歌曲内容与本节课新知有关联，为新知 学习做好铺垫。 - 3 - 3.Free talk T: Yesterday was a holiday. What did they do? Ss: They rowed a boat. T: They had a happy day. Did you have happy days in the summer holiday? Where did you go? What did you do? Ss: think and answer. 设计意图 通过歌曲内容，自然引出相关句型，谈论孩子们在暑假所做的事情。 激活学生旧知，为接下来的学习奠定基础。 4. Task：Talk about our happy holidays.Then write a letter to share it. Step 2: Presentation 1.Look and guess. T: In last lesson, we know Lingling is in London. Q: What happened to Lingling? Ss: Think and answer. 设计意图设计意图 阅读文本之前先回顾 Lingling 在伦敦发生的事情，自然引出新课。 2.Learn part one (1) Listen and answer. Q: Lingling had a nice holiday in London. Did she phone Daming？ Ss answer. - 4 - (2) Listen, repeat and answer. Q: Did she send Daming an email? (3) Teach “email, send an email” 设计意图设计意图 教师呈现情景图，通过问题引导学生预测内容，之后通过听的方 式整体感知，核对答案。 3. Learn part two (1) Look and say. Q: The postcard is from _ to _. 设计意图设计意图 通过呈现 postcard 的内容，讲解书信类的基本格式。 (2) Listen and think. Q1:Where did Lingling go? Q2: Who did she meet? Q3: What did they buy? (3) Check the answers. 【设计意图设计意图】通过带着问题听文本的方式，培养学生捕捉文本细节的能力。 (4) Read and think (自读课文，划出关键句，完成导图.） T：Lingling went to the park yesterday. She met John there. And they bought ice creams. Then.? so.? but.? Do you know? Now please read the text and underline the key sentences. - 5 - （5）Check the answers. 【设计意图设计意图】通过学生自读课文，划出关键句的阅读方法，培养学生捕捉信息 的能力。 5. Say a chant: T：Look at these words, what can you find? (talk about past tense) Now lets say a chant together. go-went, buy-bought, meet-met run-ran, drop-dropped 【设计意图设计意图】提取文本中的过去式，引导学生归纳过去式的使用规律，为后面 的运用做好铺垫。 Step 3: practice 1. Listen and imitate. - 6 - 【设计意图设计意图】让学生听原文跟读，促使学生模仿语音语调，为学生具有良好的语 音、正确的语调打下基础。 2. Retell the story. (1) Teacher shows an example. T: Can you retell Linglings trip? Now, lets have a try. (2) Children talk about story in pairs. (3) Ask students to retell the story. 设计意图设计意图 通过复述课文，梳理本课所学知识，同时锻炼了孩子的口头表达能力， 为学生后面的活动输出做准备。 Step4: production 1. Pair work. Q: What else did Lingling do in London? Can you imagine? Ss: Discuss in groups 【设计意图设计意图】通过同桌讨论 Lingling 在纽约还有可能做了什么，培养学生的想 象力和发散思维能力。 2. Group work. T: Lingling had a nice holiday in London. I also had a nice holiday. Can you guess what else I did in the summer holiday? - 7 - Ss: Did you .? T: Lets have a look. This is my holiday. Now please talk about your holidays in groups. Ss: Talk about their holidays in groups. 【设计意图设计意图】教师示范，谈论自己的 summer holiday，学生在小组中讨论，进 一步巩固所学知识，为后面的写做铺垫。 3. Write a letter. T: I had a nice holiday and I wrote a letter to share it. Look! Now can you write a letter to your friends? Ss: write a letter. 2.Show time. T: Have you finished? T: Wow! I think youre fantastic. 【设计意图设计意图】 结合本课目标，展开今天的任务环节。学生模仿老师范例写一封 信给自己的朋友，谈论自己的假期生活，培养学生综合语言运用能力，达到学以致用 的目的。 Step5: Summary T: We all had a nice summer holiday. I hope you can do more interesting and great things in next holiday. - 8 - 【设计意图设计意图】情感渗透，通过总结本课所学，恰到好处的引导学生在假期多 做一些有意义的事情。 Step 6: Homework 1. Listen and imitate the text. 2. Write a letter to your friends to share about your holdiays. 设计意图 复习巩固和运用所学新知，学生们仅仅课堂的学习是不够 的，作业使得知识在课后有所延伸，体现了学习的延续性。 七、板书设计：七、板书设计： 评课稿 谢老师的课有三个方面给我留下了非常深刻的印象： 1、教学设计新颖，活动形式真实有效。 整堂课围绕语篇主题“holiday”，设计了听、说、读、写相结合的 教学活动，引导学生从整体感知语篇，到重点阅读提取语篇信息，然后通 过读写活动进行语言的输出。此外，教学环节的处理强调语用能力的培养， 注重生活知识和生活能力的培养，将新旧知识整合，信息再生，最后通过 任务型活动促进学生真实的信息运用。体现了新课标用英语做事情的理念。 2、注重学生发散性思维的培养. 谢老师在教学过程中利用思维导图开展教学，设置层次分明任务，引 导学生去阅读，让学生边阅读边思考，完成思维导图。然后，再度利用导 图引导学生复述语篇，充分给予学生思考说话的机会；活用思维导图，拓 展了学生的思维空间。此外，通过设置两个“guess”环节，注重引导学生 “问”“思考”，培养学生预测的能力。不仅培养了学生的发散性思维， 也为孩子正确表达出文本内容做好了铺垫。 3、注重操练的真实性和有效性。 在词汇教学时，通过以旧带新，以及音、形、义、用四位一体相结合 的方式，将本课的重点单词和过去式一一突破，学生在情境中自然的理解 和运用所学知识。最后的任务环节“write a letter to share your holidays”也是贴近学生的真实生活，将语言知识回归生活，让学生真正 做到学以致用。 总体而言，谢老师能充分调动学生学习积极性，重视学生的主体地位。 运用比较新颖、自然而又生活化的教学方式来引导学生积极参与，让学生 在活动中学会用语言表达交流，体现了新课标用英语做事情的理论。但是， 我认为关注的面还可以载广一些，展示环节，可以多请一些同学。