B6M2U1 She learnt English 教学设计

B6M2U1 She learnt English 教学设计

一、教学目标（一）知识目标能正确使用一般过去时谈论过去的职业及学习语言情况，同学之间互相了解昨天发生的事情。1、识别词汇：these, dancer, lots of ,clothes. 书写：dance, learn .2、过去式：is – was dance –danced learn- learnt .3、构词法：dance – dancer drive- driver.4、学习目标语句：Did your grandma learn English?Yes, she did. /No, she didn’t.并能口头运用这类语句询问过去的行为，并回答。5、时态：一般过去时 一般现在时,现在进行时(二)、能力目标：利用一般过去时态描述假日，来培养学生综合运用语言的目的。(三)、情感、文化目标：在教学过程中培养学生学习兴趣，帮助学生树立自信心。同时学会与朋友一起分享自己的生活体验。通过比较人们的过去和现在，培养学生积极向上的学习态度和价值观，教育孩子们珍惜现在宝贵的学习机会。二、教学重点1、理解运用句型：Did your grandma learn English?Yes, she did. / No, she didn’t.2、识别词汇：these, dancer, lots of ,clothes 书写：dance, learn .3、过去式：is – was dance –danced learn- learnt .4、构词法：dance – dancer drive- driver三、教学难点理解并运用一般现在时、一般过去时以及现在进行时描述事情；四、设计理念：我所执教的学生是小学五年级的学生，他们已经学习了一般过去时，学完了第一单元，因此本节课不以动词过去时的学习为主，而是以真实交际、运用为主。五、教学准备：课件、单词卡片、录音机六、教学过程1、Warm upT: Do you like watching TV?S: Yes, I do.T: (do the action) I’m watching TV.(复习现在进行时)2、呈现（Presentation）Have a guessing game.Look at the picture, what is she? Can you guess?依次问复习职业 teacher, driver, farmer, dancer)（设计意图：一个guessing game激起学生的兴趣，能很快融入到课堂，并复习了职业为学习dancer做了铺垫。）3、New Teaching(1)、Show the picture of Yang Liping, ask: What is she?引导学生回答：She is a dancer.(教学dancer这个单词 dance dancing danced dancer)T: She’s a famous dancer. She danced in lots of Chinese cities. T: Do you like dancing?S: Yes, I do. / No, I don’t.Let one student act. Look, she is dancing.（设计意图：通过杨丽萍的跳舞图片让学生练习dancer 并很自然的学习了danced。） 让学生上去表演，提问并让学生思考如何回答，这样能把学到的过去式运用到具体的语言环境中去。(2) 、Show my photo. Introduce: Five years ago, I was a student. I learnt English.(用卡片教授 learnt并练习)T: Do you like learning English? S: Yes, I do. （设计意图：通过我学生时的照片，教授learnt 和foreign language） T: And we are learning English now.(教学learn这个单词，let students make sentences: learn Chinese….)T: We are learning English now. But did your mother learn English?S: Yes, she did. /No, she didn’t.T: She learnt English.(如果学生是肯定回答，教师通过重复句子，引出learn的过去时learnt)learn —learntT: Did your father learn English? S: Yes, he did. /No, he didn’t.(如果学生肯定回答，可以重复He learnt English.) T: Did he learn any foreign languages? S: Yes, he did. / No, he didn’t.（解释foreign languages的意思，并教读发音。）（3）通过板书重点句型，让学生自由对话练习。T: Did your grandpa learn English? S: …Practice in pairs（4）T：Did Lingling’s grandpa learn English? Listen and answer these questions.(教学these这个单词。)a. Who are they?b. Why is Lingling’s grandmother wearing these clothes?c. Which language did she learn?d. What was Lingling’s grandfather?e. Did he learn a foreign language?Students answer those questions.（5）Repeat after the tape.（6）Act it out4、操练与指导（Drilling and Counselling）（1）完成SB第一单元活动3，教师先做示范，然后同桌之间练习对话。（2）Game: “Guessing Game”：学生们三人，两个背对背，另一个与其一面对面。面对面的一个做动作一个问，背对的同学猜“Yes or No”,如下：S1: (Do action) S2: Did he/she play basketball? S3: Yes, he/she did. No, he/she didn’t.做若干次这样的练习。（3）回顾知识点，教师讲解本课学习中所存在的问题。5、 Home work :a. Read the text fluently , copy the tape as possible as you can.b. Make sentences with three new words.c. Do a survey:采访自己身边的长辈，请他们谈谈自己的过去和现在（包括工作，喜好，习惯等）然后根据采访得来的信息写一篇小短文，与其他同学进行交流。（设计意图：把过去式放在真实的情景中运用，巩固了本课重点。）七、板书设计: dance Did lingling’s grandpa learn English?dancer Yes,she did.danced What is lingling’s grandpa doing now? He’s learning English.