Unit 3 Lesson 14 Jenny Writes a Postcard 教案（含反思）

Lesson14 Jenny Writes a Postcard.教学设计
教材分析
1. 本课是冀教版小学英语五年级下册第三单元第二课。
2. 单元及课文分析：本单元重点复习表示星期、月份的词语以及序数词的构成及用法，同时又学习了一些新的形容词，如：much,dear,fine,right,left,wrong,kind;另外还学习了一些新的动词和名词，如;write,turn,idea,use,email,computer等。
3.本单元内容与生活紧密相连，能激发学生兴趣，内容丰富，便于交际。
4.通过游戏和学习，综合书写明信片、书信和邮件，让学生掌握中西方文化差异。
教学目标
1、学生将学会如何书写明信片，如何写姓名和地址，如何给明信片贴上邮票。
2、学生能听懂、会说、认读并书写下列词汇：
write 、mum 、dad 、dear 、fine 、left 、right
3、学生能认读、理解并运用下列基本句型结构：
Where do you write on a postcard ？On the left 。
Where do you put the address ？On the right 。
学生讲学会唱一首关于明信片的歌。
教学重点
1、明信片各部分的介绍。
2、用英语书写明信片。
教学难点
1、明信片各部分的介绍。
2、用英语书写明信片。
教学过程
Step1 Warming up
1. Greeting
T: Hi, boys and girls. Today, we have two teams, you are Team One, and you are Team Two. Let’s have a competition. OK?
S: OK.
T: Good! How are you today?
S: Fine, thank you. And you?
T: I’m fine, too.(板书fine，强调i[ai]的发音，在多问几个学生How are you？)
2. Review
T: Last class, we learned three ways to connect with others. Now, I will describe and you should guess what are they. OK?
S: OK.
T: First, we write it on paper and we send it to the postbox. What’s this?
S: A letter.
T: Very well! Second, we write it on a computer. What’s this?
S: An email.(如果学生用错冠词，及时纠正)
T: Good! The last one, there is a picture on it and we send it to the postbox, too. What’s this?
S: A postcard.
T: Well done! Look at this word.(板书write，教授发音) Write, i[ai]. This line read one by one.
S: ...
T: OK. Let’s read them together.
Step2 Presentation
Listen and Answer
T: Who is she?
S: She is Jenny.
T: Yes.(板书Jenny) What does she have?
S: She has a postcard.(板书 a postcard)
T: Yes, today will learn Lesson14 Jenny writes a postcard.(完成课题)
T: First, listen and answer.
T: Who can read the questions for us?
S: Who does Jenny want to send the postcard to？
T: And the second?
S: What does Jenny's postcard have？
T: Good! Let’s listen to the tap.(播放两遍)
T: Who can answer?
S: Jenny wants to send the postcard to her mum and dad.
T: Very well! Do you know “mum and dad”?(板书mum and dad)
S: ...
T: Yes! Mum means mother and dad means father. Read after me,please. Mum, u[^], mum. Dad, a[a], dad.
(手指板书mum and dad分别让两组齐读)
T: OK. What does Jenny's postcard have？
S: Jenny's postcard has a picture of the Palace Museum.
T: Good answer!
Read and Answer
T: Now, open your books. Read part 1 quickly and silently. Find the answers in 3 minutes.
T: Have you got the answers?
S: Yes.
T: OK. Where do you write on a postcard?
S: On the left.
T: Very well! “Left” means...
S: 左.
T: How does the letter “e” pronounce？
S: /e/.
T: Great! （领读left） This line read one by one, please.
T: Well done! Where do you put the address?
S: On the right.
T: “Right” means...
S: 右.
T: Good! The letters “igh” pronounce /ai/ （领读right） This line read two by two, please.
T: Here, I have some words like it. （出示课件）Can you read them?
S: ....
T: Excellent! Here’s Jenny’s postcard. On the left, What should we write first?
S: The date.
T: Yes! We should write the date first.（出示课件） What’s this?
S: Stamp.
T: Good! Don’t forget the stamp!（出示课件）
Listen and Imitate
（让学生听录音，跟读模仿语音语调，再齐读）
Fill in the blanks
T: Take out your papers and fill in the blanks. Hands up if you finish.
（找学生朗读，并订正答案）
Let’s stick
T: This is Jenny’s postcard. On the left, we write the date first. What about the second?
S: Dear Mum and Dad.
T: Great! Second, we should write the people’s name we send to. This postcard is sent to Jenny’s Mum and Dad, so we write “Dear Mum and Dad”. Do you know the meaning of “dear”?
S: 亲爱的.
T: Yes! （板书dear，并领读dear, dear mum and dad）Pay attention to the “,”.
T: And then we should write “How are you?”（与几个学生问答How are you?）
S: I’m fine.
T: Great! （与全班学生进行How are you？I’m fine.的问答练习，板书fine）
T: And then we should write the body（正文）of the postcard. At last, we should write the writer’s name,
love, pay attention to the form（格式）.
Jenny
T: On the right, what’s the first?
S: Mr. and Mrs. Smith.
T: Yes, the people’s name we send to. Second?
S: 522 Park Road.
T: Yes, it’s the address, number of the road or street 门牌号. And then? Do you know the meaning of “Edmonton” ?
It’s same as Shijiazhuang, a city. What about “T6G2R3”? Can you guess?
S: 邮政编码
T: Perfect！It's the postcode.
T: Alberta is same as Hebei, a province.
T: Do you know how to write a postcard, now?
S: Yes!
T: I have some parts of Jenny’s postcard, I need your help to make it in correct order.
两组比赛接龙贴明信片，一组有人不会，另一组出人贴正确得分，错误再换另一组的人。
Step3 Exercises
Group work
T: Please help Tom to write a postcard to his mum and dad. Please stick(粘贴) the sentences in correct order(正确的顺序). （给学生充足的时间，小组合作完成，再展示）
Find the differences
T: I have two postcards, a Chinese postcard and an English postcard. Can you find the differences?
（给学生时间和机会说不同之处，通过对比，帮助学生牢记明信片的书写格式。如学生说不出来，适当引导点拨。）
Write and send
T: Excellent! Take out your postcard and write about the May Day(五一劳动节) to your friend and then send it. You can use the sentences on the screen. And here is our school’s address. Try to change it into English.
（播放歌曲为背景音乐，来回巡视，对学生进行书写指导，再展示）
Sing a song
T: You’ve done a good job. Now let’s sing a song.
（先领读歌词，再播放视频，跟唱两遍。）
Step4 Homework
T: Let’s count our points. Who is the winner? Congratulations! Others come on!
T: Here is today’s homework.（出示课件）Are you clear?
S: Yes.
T: OK. Class is over. Bye!

板书设计
Lesson 14 Jenny Writes a Postcard
left right
postcard postcard
postc postcard

教学反思
优点：本课的学习目标基本达成。第一个是学生对明信片进行相关的了解。第二个是学生基本掌握明信片的格式。通过这节课，我引领学生走到真实的情境中，让学生积极参与到课堂中来。通过观察、阅读Jenny的明信片，了解明信片的书写格式和大致内容。通过帮助Tom完成明信片，提高了学生们相互合作的意识。通过书写明信片，锻炼了写的能力，注重英语语言综合运用的能力。通过对比中英明信片的差异，培养学生跨文化意识。
缺点：1、过于注重格式，忽略了内容的讲授。可以多找一些英文明信片让学生快速浏览，帮助学生了解明信片内容的多样性。
时间、节奏把控欠佳。应压缩、紧凑前半部分，单词和文本的讲解，将更多时间还给学生，让他们去发现、思考、内化，最终才能使大部分学生能够顺利输出，正确完成明信片的书写。
指令描述需再简洁清楚一些。
教师的评价语言较匮乏，需及时对学生的表现做出相应的、多样的评价。
缺乏生生之间的互动，设计一些生生间的互动能帮助学生看到自己的不足，调动学生的积极性，从而调动课堂气氛。
在今后的教学过程中我会针对以上总结，展开探索，取长补短，改进教学，向课堂要效率。相信学生的能力，学会放手，让学生的成为课堂的主体。同时为学生设置一些有梯度的活动，照顾到每个学生，以调动他们的学习积极性。