Unit 4 Lesson20 Jenny Goes Home 教案

小学英语教学设计
学科 英语 年级 五年级下册
授课内容 Lesson 20 Jenny Goes Home
一、教学分析一）学生分析授课对象为五年级学生，从年龄层次上来看，这个年龄学生学习外语有了一定的基础，也是容易出现学习两级分化的时候，但如果能加之以正确的引导，学生自身的优势会得以充分发挥。在教学过程中要注意他们的生理、心理特点，充分发挥其表现欲、模仿力强等特点，重点激发学生的学习兴趣，培养良好的英语学习习惯。二）教学内容分析本单元主题是Did you have a nice trip 教授学生运用过去时态讲述自己的旅行。本课语篇围绕“Jenny Goes Home”这一话题展开，詹妮回到自己的家中，向妈妈讲述了这次旅行经历。她在讲述中运用了过去时态，学生需要掌握部分不规则动词的过去式的变法和他们在句子中如何运用。三）教学目标·知识与技能目标：能听懂、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. 能认读、理解并运用下列基本句型结构： Did you miss me Yes, I did. What did you do yesterday I ate an orange.
3. 能熟练并准确的运用动词(have,go,see,eat,do)的过去式来描述过去自己做过的事情。
4. 能辨别一般现在时和一般过去时的区别，并能在实际情境中灵活运用。 ·学习策略目标：
1.寻读、朗读、默读等阅读策略相结合，发展阅读策略；2. 增强小组合作意识，共同完成任务；3. 通过观察，分析，发现一般现在时和一般过去时的区别。
·情感态度目标：
1.通过歌谣等活动，使学生能体会到英语学习的乐趣。2.通过小组活动，加强学生的合作意识。3.培养学生爱国主义精神和合作意识，并对学生进行养成教育。四）教学重点和难点重点：不规则动词过去式had, went, saw, ate的读音及书写。难点：在语境中准确使用不规则动词过去式had, went, saw, ate，运用句型I 过去式 yesterday. 描述自己过去做过的事情。
二、教具准备多媒体， had, went, saw, ate的词汇卡片
三、教学过程一）教学步骤Step 1 Class-opening and warming-up（5 minutes）Greetings T: Good morning, boys and girls. Ss: Good morning, Miss Zhao.T: Let’s say a chant, OK 设计思路：师生互相问好，进行情感交流，将学生的注意力吸引到英语课堂上。2. Let’s chantWhat did you do （S-T T-S）师生伴随鼓点节奏说Chant：What did you do I walked to school.What did you do I called my friend, helped my parents, washed the clothes and watched TV.T: Good job! Sit down, please!(第一遍先由学生问，老师回答给学生以示范，第二遍采用老师问，学生做动作回答的方式形成互动。)设计思路：配乐歌谣热身，以歌谣的形式营造欢乐的课堂气氛。通过前一课动词词组的练习为本节课不规则动词过去式的学习做铺垫。3. Interview（利用加星进行Speaking的评价）·What did you do yesterday T: I walked to the supermarket and I shopped yesterday. What did you do yesterday S1: I walked to the park yesterday. What did you do yesterday S2: I watched TV yesterday. What did you do yesterday S3:…（教师先示范I ____ yesterday. 从而引导学生自主问答。）设计思路：以采访的形式激励学生自由问答，将课堂交给学生，促使他们运用所学知识。Step 2 New concepts (25 minutes)1. DemonstrateⅠ（5minutes）(1) First listen to part1 and answer. （利用加星进行Listening的评价）·Did Jenny have fun in Beijing ·What is Jenny’s gift for her mother T: Jenny had a trip in Beijing. Jenny goes home now. Did Jenny have fun What is Jenny’s gift for her mother Now let’s listen to part1 and answer the questions.The students listen to part1 and try to answer the questions. Ss: 预设学生回答1.Yes, she did. 2. A scarf.T: You are right. Number one, Yes, she did. She had fun in Beijing. 教师同时板书did和had. Why do we use “did”and “had” Ss: 预设学生回答:因为是过去发生的事情。T: Very good. Now let’s take a look. (呈现时间轴PPT) Jenny had fun in Beijing in the past. Now Jenny and her mother are talking about her trip.
设计思路：设计难度较低的问题激发学生听的兴趣，同时通过回答提炼出did和had这两个不规则动词过去式。另外，时间轴的使用给孩子以直观的理解，孩子通过观察时间线发现之所以用had而不用have是因为事情发生在过去的时间里。(2) Second listen, read and answer. （利用加星进行Listening的评价）1. Did Mrs. Smith miss Jenny 2. Is the Palace Museum beautiful 3. What did Jenny do the fourth day T: Let’s listen to part1 again. Listen, read and answer the questions.（First, choose students from each team to read the questions. ）（Second, the students listen, read and underline the answers. ） （Third, choose students from each team to answer the questions. ）T: Yes. The fourth day, we went to Wangfujing. OK. Who can write the word “went ” on the blackboard S1:went.T: Is he/she right？Ss: Yes.设计思路：设计具有挑战性问题，请求学生帮助老师解决，提升学生解决问题的能力。听读画出正确答案环节的设置，使学生掌握听的技能采用寻读及默读的方法获取信息，体现了“授渔”。practiceⅠ（2minutes）(1)Read and match. （利用加星进行Reading的评价）1.The first day, Jenny went to ______. 2.The second day, Jenny went to ______.3.The third day, Jenny went to ______. 4.The fourth day, Jenny went to ______.A. the Palace Museum B. the Great Wall C. Tian’anmen Square D. WangfujingT: Here are four sentences. Please read and match.(学生快速默读文本，找出原文中能够解释上面问题的语句。)Ss: C A B D T: Let’s check. Yes, you are right. 设计思路：通过默读的方式，寻读、默读等阅读策略相结合，发展阅读策略。（2）Pair work Read the text in roles.T: I think China is great. Now let’s read the text in roles. Pay more attention to the emotion.学生分角色朗读课文。T: I think China is great. Do you love China Ss: Yes, I do.设计思路：教师鼓励学生分角色朗读课文，学生分角色朗读，注意模仿各自角色的语气和语调。通过两人小组合作，加强学生的合作意识，并适时渗透爱国主义教育，培养爱国主义精神。 3. DemonstrateⅡ（5minutes）Look at the pictures in part 2 and find the differences. T: I have some pictures about Jenny. Please look and say. And try to find the differences.S1: I go to the library on Sundays. S2: I went to the cinema yesterday.S3: I see Danny every day.S4: I saw Mr. Wood yesterday.S5: I eat an apple every day.S6: I ate an orange yesterday.Ss：(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。第一句时间是every day，第二句时间是yesterday。T: I think you did a good job. Let’s take a look. (呈现过去式变化ppt)设计思路：教师引导学生读句子,分析对比，关注生成，学生尝试自己攻克生词并发现不同。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。4. PracticeⅡ (3minutes) Read and chooseT: Do you remember the past simple of these verbs Read and choose. Please do them by yourselves.T: Please check in your group.T: Let’s check. (ppt 呈现正确答案)(教师鼓励学生运用所总结的规律，形成有效的学习策略，实现自主学习。)设计思路：通过小组合作评价，让学生之间互动学习。也能使老师退出课堂，扮演“观察者”，从而更好的培养学生自主学习能力。5.consolidation（10minutes）T: Let’s do some exercise. Please turn to page 59. 1. Read Part 1. Put the sentences in the correct order. 2. Look and write.(教师布置练习任务和要求，学生独自完成练习。 )T: Let’s check. (先由学生核对答案再ppt 呈现正确答案)设计思路：学生在这个过程中经历“语言输入—语言理解—语言输出”三个环节的训练，提升学生“用英语做事情”的能力。
Step3 Activity (8minutes)Group work Talk and write. （利用加星进行Speaking/Writing的评价）T: Here are two topics. You can choose the one you want to talk. And you can use the given words.T: Let’s share your writing.设计思路：教师结合生活实际给出两个话题，学生选择其一，一起讨论并在提示词的支撑下完成写作。Topic 1巧妙结合刚刚过去的父亲节，创设感恩父亲情境引出话题，使学生结合图片和实际生活充分展开想象在猜一猜中练习如何描述过去发生的事。Topic 2围绕本课主线（What did you do ）进行，根据所给出的情境进行书写训练，并展示作品，使学生在英语学习过程中发展综合语言运用能力。
Step4 Class-Closing (2minutes)1. Summary (教师引导学生总结回忆What we learned today. )设计思路：总结本课所学，进行巩固复习，检测不足。2．Homework1.Act out part 1 Jenny’s gift. 2 .Write what you did last Saturday.（教师布置表演和小练笔作业。）设计思路：开放式的分层作业，培养他们的综合语言运用能力，帮助不同程度的学生都能在自己原有程度上有所提高和进步，尽力得到最多的收获。
二）板书设计Lesson 20 Jenny Goes HomeT1T2 today/every day yesterdayWhat do you do What did you do do ------- didhave ------- had go ------- wentsee .------ saw I eat an apple every day. ------ I ate an orange yesterday.
教学反思本课是语篇教学内容中关于一般过去时态的教学，在目标达成度方面有两点反思：1.在Interview环节老师做到了先示范说一件自己经常做，而孩子意想不到的事情，给孩子以支撑。应当关注一个细节，就是当孩子出现错误时，不要急于给出正确答案，而是要让学生在老师和同学的帮助下自己纠错改正，提升学生学习能力。2.在Practice环节，应当关注生成。老师要应做到适时的退出课堂，加强小组合作，提升学生参与度，使学生通过观察，分析，发现，同时在小组中评价学习，体现学生的主体地位，最终实现自主学习。
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