Unit 1 I went to Sanya for my holidays
Lesson 5教学设计
一、教材分析
本节课是一节语篇阅读课。
Just talk是有关小学阶段英语学习方式的语篇阅读课。本科通过Li Yan在School TV介绍自己英语学习方式的情境，引出要学习的目标语言How did you learn English? I learned English by doing things.通过师生之间，生生之间的对话，自主感知，模仿、理解和体验，学生能够运用Our English teacher taught us in many ways. How did you learn English? I learned English by doing things .等表示介绍、询问等的功能语句在真实情境中进行交际。Just practice是在前一课涉及学生活动的示范文章并进行初步讨论的基础上，利用图文，拓展the English learning in primary school 的语言内容，学生通过以前是学习，已对过去事态有了初步的了解，掌握了一些动词的过去式，如talked, learned, read, wrote等，能初步运用一些动词的过去式表述过去所做的事情，结合学生已有的语言知识，语言技能及对过去学习生活的回顾，本课引出How did you learn English?的问句和答语，旨在进一步丰富和拓展语言内容。
二、学情分析
本节课是一节语篇阅读课。学生在以前的学习中已经学会用一般现在时和学过的动词词组来描述自己的日常生活，本节课主要围绕How did we learn English?展开话题讨论，本话题与学生生活息息相关，而且语言点也比较简单。在前面两课时的学习中，学生已经学会了动词过去式，本节课学生在讨论时就有话可说了，我们可以通过情境教学，小组合作、自主探究的模式，任务教学，猜一猜，唱一唱等方法展开学习，能让每个学生都积极的参与进课堂，让学生体验英语学习的乐趣。
三、教学目标
知识与能力：
1. 全体学生能够理解文本。并流利朗读文本。
2. 大部分学生能够在相关语境中，正确听、说、认读本课时的三会短语与句子：do tasks , have an English party, act in drama, learn from each other. How did you learn English? We have learned a lot of English words. We learned from each other.
3. 大部分学生能够在真实的语境中正确听、说、读、写下列四会单词和短语：learn，a lot of, say , subject, How did you learn English? We have learned a lot of English words. We learned from each other.等。
4. 大部分学生能够运用How did you learn English? I/We learned English by doing things. We learned from each other…进行问答。
5. 大部分学生能够运用自然拼读法，体会wh在单词中的读音规律，读出例词，并能正确说唱歌谣，做到发音准确、清晰。
过程与方法：
通过一步步设置由易到难的问题，帮助学生养成抓关键信息解决问题的能力；通过创设情境，培养孩子在真实的语境中运用语言的能力；通过小组合作，培养孩子的合作意识。
情感态度与价值观：
学生能够通过有关学习收获的讨论，认识到自己在英语及其他学科学习上的优势与不足，学习其他同学的长处，逐步形成自己的学习策略。
四、教学重难点
重点：1.学生对文本的理解。
2.重点句型和词组的听、说、认读和写。
难点：学生能否运用语言来交流自己学英语的方法。
五、课前准备
１. 手绘一张获奖照片
２. 学生游戏活动的老照片
３. 本课时挂图
４. 动词短语卡片：do tasks , have an English party, act in drama, learn from each other
六、教学步骤（Teaching Steps）
StepⅠ: Warm up
老师和学生之间进行自由对话，首先老师问学生，做示范后，学生之间相互问答：
When do you have English classes?
When did you learn English?
How do you learn English?
设计意图：通过自由对话，来复习学生学习过的知识，放松学生心情，同时为接下来的学习做好铺垫。
StepⅡ: Presentation
Introduce the background.
Show the pictures of Li Yan, (PPT出示Li Yan在学校电视台的照片)
Read quickly and find：What did Li Yan talk about on the School TV？
She is on the school TV. What did she talk about? Lead the students to guess.
预设：学生会做出各种各样的猜测。措施：老师都说Maybe. Then read the dialog quickly and find the answer. To learn the sentence: “How did we learn English?”
设计意图：通过猜一猜LiYan 在学校电视上做什么样的报告，激发学生的学习趣，让学生引发思考和讨论，形成信息差，引起学生探索课文内容的欲望。
Think ：“How did you learn English?
Li Yan was talking about “How did we learn English?” and can you think “How did you learn English? One minutes for you to think about it. then discuss in groups，at last shows, meanwhile , teacher write the ways on the blackboard.
Read carefully and underline: How did Li Yan learn English?
That’s your ways, how about Li Yan? Please read the dialog carefully and underline the sentences, then check, and write the ways on the Bb.
设计意图：通过让学生讨论自己学英语的方法，从而引出那LiYan的学习方法是什么呢？形成信息差，引起学生的兴趣。后让学生通过细读课文，画出Li Yan 学英语的方法。
Read and answer:
When did Li Yan begin to learn English?
Were they very interested in English lessons? Why?
让学生再读文本，在课文中圈画出这两个问题的答案后，让学生说答案，老师利用课件展示这两个问题的答案。
设计意图：通过一遍一遍读课文，解决问题，带着问题再读文本，由易到难，帮助孩子一步步理解文本，开放型问题的设计旨在激活学生的思维，培养学生的独立开放的思考能力和深刻感知一般过去时的语用意义。
listen and imitate
It’s time to listen and imitate , Open your books ,turn to P8. listen and imitate one sentence by one sentence .
设计意图：让学生通过听录音模仿，帮助学生形成真确的语音语调。为接下来的活动打好基础。
Step Ⅲ : Practice
Chant.
Chant together , pay attention to the sound of /w/ . on P10. 和学生一起根据动画来说唱歌谣。Chant完之后问学生How are we learning English now? 学生在歌谣情境中自然会意识到We are learning English by chanting.
设计意图：通过学唱歌谣的形式，让学生充分感知wh的读音。同时为接下来的学习做好铺垫.
七、家庭作业
1.review the key points
2.preview the next lesson
Unit 1 I went to Sanya for my holidays
Lesson 5教学设计
一、教学目标
1.本课通过Li?Yan在School?TV介绍自己英语学习方式的情景，引出要学习的目标语言How?did?you?learn?English??I?learned?English?by?doing?things.?
2.通过师生之间的对话，自主感知、模仿、理解和体验，学生能够运用
Our?English?teacher?taught?us?in?many?ways.?How?did?you?learn?English??
I?learned?English?by?doing?things.?
3.培养学生热爱英语，并且可以与人分享自己的经历。
二、教学重难点?
How?did?you?learn?English??I?learned?English?by?doing?things.
单词过去式以及介词by的正确运用
三、教学用具
PPT, cards, textbook, flash
四、教学过程
Step 1.Lead-in
1.教师出示本届希望之星英语演讲比赛本校选手获奖照片和介绍其英语学习的方法文章，并请同学一同观看学校小荧星电视台对其进行采访的录像。教师在录制视频的过程中尽量运用本科书出现的核心短语和句式，如：
I?began?to?learn,?be?interested?in,sing?English?songs,?play?guessing?games,?do?tasks,?use?words?and?sentences,唤醒学生对所学知识的记忆，并在旧知中适量渗透新知，以及by?oneself?和?use?to?do用法的渗透。?录像屏幕下方打英文字母。
Hello,?everyone.?Today?I?have?good?news?to?share?with?you.?Our?school?student?Wang?Wei?won?the?first?prize?in?the?competition?of?HOPE?STAR.?Today?we?invite?Wang?Wei?to?our?school?TV.?We?hope?that?he?can?share?something?about?English?learning?with?us.?Welcome?you,?Wang?Wei.?
W:?Thank?you.?Hello,?everybody.?I?am?so?glad?to?be?here?H:?May?I?ask?you?some?questions??W:?Sure.?
H:?When?did?you?begin?to?learn?English??W:?I?began?to?learn?English?six?years?ago.???
2.观看Wang?Wei在比赛演讲现场的录像，位于片学习做好铺垫。
Step 2.Presentation
1. Pre-reading:教师在带领学生观看Wang?Wei题为My?English?Learning的演讲后，呈现出往日学生英语学习的画面，引发学生对自己英语学习方法的回顾。?
T:?We?all?know?how?Wang?Wei?learned?English.?What?about?us??How?did?we?learn?English??I?will?show?you?some?pictures.?通过照片的展示和教师有针对性的戒色好，学生感知关键动词及其过去式:sing-sang;?dance-danced;?chant-chanted;?teach-taught?充分的语言输入为后续的语言学习奠定基础。
2.while-reading?
（1）请学生带着问题，初读文章。?
Q1：When?did?Li?Yan?begin?to?learn?English??
Q2:?Were?they?very?interested?in?English?lessons??
Q3:?Did?the?teacher?usually?let?them?do?things?by?themselves?
（2）再读文本，为深刻理解而阅读。?
Q1:Why?were?they?very?interested?in?English??
Q2:?what?do?you?think?of?Li?Yan’s?English?learning??Why?
设计意图：激发阅读动机，激活知识储备，走进情境，扫除生词障碍。基于问题阅读，整体接触文本，全面把握篇章结构，加深对动词过去式的认识。
Step 3.Practice?
1.教师可以将本课书出现过的动词过去式和一些重点动词短语编成小唱谣，让学生反复说唱。
listen,?listen,?listened?learn,?learn,?learned?in?our?English?lessons?We?learned?and?listened.?
2.将课前收集好的照片放在大屏幕上，请其他同学猜测这张照片的主人公是如何学习的（学生反复说唱?，同学猜测这张照片的主人公是如何学习的。）??
Step 4.Language?use
鉴于本课中生词和不规则动词过去式较为集中，，语言应用阶段的目标应着眼于一下3点：语言基础稍差的同学在课上能熟读课文，，中等的同学可以演讲短片或配音，语言基础较好的同学可以模仿演讲?
Step 5.Production?
1.比较学习方式，寻找英语学习最佳途径。?
请同学比较自己办与Li?Yan英语课堂活动的不同，然后选出最喜欢的课堂活动推荐给其他小组。
Step 6.Assessment?
教学过程中的评价，教师可以引导学生积累自己学习动词过去式的小档案?
五、Homework
1.听录音，指读本课课文。?
2.背诵本课课文
3.本课练习册
Unit 1 I went to Sanya for my holidays
Lesson 5
教案
Teaching aims:
Knowledge:
Can ask and answer with --- ways
Ability:
Develop the pupils’ ability of listening speaking reading and writing
Moral education:
Love their lives
Difficult and important points:
Express “Learning ways” in English.
Teaching aids:
CD, some pictures and the word cards.
Teaching steps:
Step 1 Revision:
a. Look at the word cards, read aloud and make up sentences with some of them.
b. Have a diction.
c. Ask and answer with:
---Where were you?
---I was...
---Were you...?
---Yes, I was. / No, I wasn’t.
Step 2 Listen, read and talk about:
a. Listen to the tape and repeat.
b. Say what you hear.
c. Read freely.
d. Say out the questions or problems they don’t understand and others give them some help.
e. Read the dialogue in pairs.
f. Talk about the dialogue.
g. Act out the dialogue.
Step 3 Grammar:
动词过去式的构成规律
(1)规则动词的过去式
①一般情况下，在动词原形后面加-ed;
look--- looked play----played start--- started visit—visited
②以不发音e结尾的动词，在词尾直接加-d;
live—lived use---used
③以“辅音字母+y”结尾的动词，先将y 改成i,再加 –ed;
study---studied try—tried fly---flied
④以重读闭音节（即辅音+元音+辅音）或 r 音节结尾，末尾只有一个辅音字母的动词，要先双写这个辅音字母后，再加 –ed。
stop---stopped plan---planned preferred
(2)不规则动词的过去式
①改变动词中的元音；
begin--- began drink---drank come---came eat---ate
grow---grew run---ran know---knew win---won speak---spoke
take ---took write ---wrote get---got
②变词尾的-d 为-t
build---built lend---lent send---sent spend--spent bend--bent
③与动词原形一样；
cut---cut put---put cost----cost hurt---hurt shut---shut
④变-ay 为—aid(少数动词)
say---said pay---paid lay---laid
⑤采用不同词根；
sell--- sold teach----taught buy----bought
⑥其他
am/is ---was are---were have/has--- had do---did
Step 4 Cloze test:
Once there was a boy in Toronto. His name was Jimmy. He started drawing when he was three years old, and when he was five he was already very ___1___ at it. He drew many beautiful interesting pictures and many people ___2___ his pictures. They thought this boy was going to be ___3___ when he was a little older, and then they were going to ___4___ these pictures for a lot of money.
Jimmy’s pictures were quite different from other ___5___ because he never drew on all of the paper. He drew on ___6___ of it, and the other half was always ___7___.
“That’s very clever,” everybody said. “___8___ other people have ever done that before.”
One day somebody asked him, “Please tell me, Jimmy. Why do you draw on the bottom (底部) half of your pictures, ___9___ not on the top half?”
“Because I’m small,” Jimmy said, “and my brushes (毛笔) can’t ___10___ very high.”
( ) 1. A. poor B. sad C. glad D. good
( ) 2. A. bought B. brought C. sold D. took
( ) 3. A. different B. clever C. famous D. rich
( ) 4. A. buy B. show C. Leave D. sell
( ) 5. A. man’s B. people’s C. boy’s D. child’s
( ) 6. A. half B. part C. Side D. end
( ) 7. A. full B. empty C. Wrong D. ready
( ) 8. A. No B. Some C. Any D. Many
( ) 9. A. then B. and C. but D. or
( ) 10. A. change B. turn C. pull D. reach
Key: 1-5 DACDB 6-10 ABACD
Step 5 Homework:
1. Write the new word twice.
2. Read the dialogue fluently.
