Unit 3 Writing Home Lesson 18 Little Zeke Sends an Email 教案

教学设计
基本信息 名称 Lesson18 Little Zeke Sends an Email
执教者
课时 1
所属教材目录 冀教版小学英语五年级下册第三单元
教材分析 本单元讲述的是李明和他的朋友们Jenny, Danny一起在北京旅游时用写信、明信片和电子邮件等方式与家人及朋友通信。本故事课讲述了Jenny,Danny,Li Ming给Emma发送电子邮件，并意外收到Little Zeke的回信。
学情分析
学生在了解通过信,电子邮件,明信片等方式与朋友及家人联系后,学习本课故事Little Zeke 的电子邮件,还将了解渥太华与北京的时差。
教学目标 知识与技能目标 1.学生能听懂和理解这个简单的故事。
2.学生能就这个故事进行回答。
3.学生能简单复述这个故事。
4.学生能给小齐克写电子邮件。
情感态度
目标 1.敢于开口讲故事，乐于模仿故事。
2.积极参与小组讨论和复述、表演故事等各种活动。
学习策略 能初步运用寻读、略读、猜测词义等阅读策略,培养良好的阅读习惯,形成阅读策略并培养学生的阅读意识,促进学生理解故事能力的发展,提高阅读能力。
文化意识
目标 了解中西方文化差异写邮件的格式,学生会写email与朋友家人联系。
了解中国北京和加拿大渥太华的地理位置,了解时差。
教学重难点 重点 1.学生能听懂和理解这个简单的故事。
2.学生能就这个故事进行回答。
3.学生能简单复述这个故事。
4.学生能给小齐克写电子邮件。
难点 学生能在现实生活中写并发送电子邮件。
教学过程
教学环节（注明每个环节预设的时间） 教师活动 学生活动 设计意图
Greeting （1分钟） T: Hello, boys and girls.
T: How are you ?
T: I’m fine, too.
T: look, What am I doing?
I’m sending an Email to my friends.
Ss: Hello, teacher.
Ss: I’m fine, thanks, and you?
利用亲切的问候和教师照片拉近师生间的距离,并导入故事主题。

Pre
reading
（2分钟）
While reading
（20分钟）
After reading
（7分钟）
Writing
(6分钟)
Look! These are my friends.
拿出Emma图片 Who is she?
T: Emma is a lovely girl.
拿出小齐克图片
Who’s he?
T: Little Zeke is a little, little boy. Emma and Little Zeke are my good friends. Today we抣l learn a story about Little Zeke.
Follow me:
Lesson18 Little Zeke sends an email.
(Evaluation)Before we learn the story,I give you an evaluation chart.If you do perfect you can get five stars.
let抯 listen and try to find
Little Zeke sends an email to ___.
Read together
Oh, look! Who are they? There are Jenny, Danny and Li Ming.
2.Listen and answer
Where are Jenny, Danny and Li Ming?
Who can read the question？
Who can answer?
Read together.
What are they doing?
Who can read the question？
Who can answer?
Read together.
They are sending an email to ___.
Look, there is Emma.
Where does Emma live?
Say the answer together.
The email is about _____.
Students Evaluation
3. Read loudly.
T: oh ,This is Jenny抯 email. Please read loudly and then fill in the blanks. Please write down on the paper.
Jenny sends an email to Emma.
It抯______ in the____in Beijing.
It抯 _____in the____in Ottawa.
4.T: Do you know why?
Let抯 look at a map. It抯 two o抍lock in the afternoon in Beijing. It抯 one o抍lock in the morning in Ottawa. Because the time zone. Between Beijing and Ottawa is eleven hours.一个时区是一个小时,北京和渥太华的时差是11个小时。
Let's think
T:What do you do at two o’clock in the afternoon?
What do you do at one o’clock in the morning?
T: Emma is in Ottawa. It’s one o’clock in the morning. Maybe she is sleeping.
T: Can Jenny get an email from Emma?
But there is an Email for Jenny.
5.Now let抯 listen picture4 and picture5 to find what happened.
Jenny gets an email. How do they feel? Surprise Amazing

6.Now there抯 the dialogue. let抯 have a role play. Now I am Danny, who wants to be Jenny and Li Ming.
What抯 the meaning about 揘o way?
7. Three pupils in one group. Have a role play.
8. It抯 amazing. Jenny gets an email. Who is sending the email?
Please read picture6 and picture7 silently and then judge.
1. Emma sends the email. ( )
2. Everyone is sleeping in Ottawa when they send the email. ( )
3. Little Zeke doesn抰 have a bed, he sleeps in a sock.( )
4. Jenny, Danny and Liming know little Zeke. ( )
Evaluate in group.
9. T: Just now, we have learn t the story. Let抯 listen and read silently.
10.look at the blackboard.
Jenny, Danny and Li Ming are in Beijing. They are sending an email to Emma. The email is about the trip. Emma is in Ottawa, she is sleeping. Jenny, Danny and Li Ming get an email. The email is from Little Zeke. Little Zeke is a little, little boy. Little Zeke doesn抰 have a bed. He sleeps爄n a sock.
Let抯 have a group work.
Can you retell?
Teacher evaluates the students
I want to send an email to Little Zeke. Can you help me?
Pay attention
Teacher evaluates the students
Ss: She抯 Emma.
Ss: He抯 little Zeke.
1.listen and answer
Little Zeke sends an email to Jenny..
Ss Read and answer.
Ss: Jenny, Danny and Li Ming are in Beijing. They are sending an email to Emma.
Emma is in Ottawa. The email is about the trip.
3.Read and fill
Ss: It抯 牋two o抍lock in the afternoon in Beijing.
It抯 牋one o抍lock in the morning in Ottawa.
Look at the map and listen to the teacher.
Ss: I listen to music. I play on the computer
Ss: We are sleeping.
No
Listen
绝不可能
Role play
Little Zeke sends an email to Jenny
Ss read and judge.
listen and read silently.

Retell in groups.
Try to say
Write
Show
利用图片介绍故事主人公并让学生带着问题和好奇去听读故事，寻找答案。
运用问题引导学生阅读故事，并采用寻读的方法找出答案理解故事。
通过大声朗读树立学生自信心，让学生敢于开口说。并利用填空题引导学生思考两地时间不同原因，讲解时区这一难题。
借助听音、读文本，梳理对话。鼓励学生大胆猜测词义，扫清学习障碍。通过角色扮演让学生更深刻理解故事，体会人物心情。
通过略读寻找答案，在判断过程中理解文本。
在理解故事意思之后，通过跟读让学生开口，为复述故事打下基础。
通过故事复述考察学生对故事的理解。
Summary （3分钟） How many ways do you contact with your friends?
Keep in touch with your friends
常和朋友保持联系
Evaluation of students at different levels
Homework （1分钟） 1. Retell the story to your friends.
2. Send an email to me.

板书设计
Lesson18 Little Zeke Sends an Email


反思：在开展阅读教学时，让学生通过故事阅读掌握大量的阅读技巧，会极大地降低阅读教学难度，提高学生的阅读理解和推理能力。英语教师要不断革新自己的教学思路，创新教学方法，采用灵活多样的教学策略，提高小学英语故事阅读教学的有效性。本节课我从听读说写四个方面进行设计，指导学生在读前读中读后运用不同的阅读策略进行学习，比如我让学生通过寻读、略读、猜测词义、设疑引导下文等阅读策略,培养学生的阅读意识,促进学生理解故事能力的发展,提高阅读能力。本节课目标基本达成。
本节课亮点有：1.在阅读的准备环节，我向学生简单地介绍故事发生的背景，从而引导学生进入到相应的故事情境当中，另外通过阅读准备工作能够让学生为阅读当中的词汇和重点句型语法的学习做好知识准备，从而提高阅读效率。2.我设计了较为科学合理的阅读问题。在提出的阅读问题尽量是需要学生通过观察思考才能解决的，并且要从整体上保证难易适当和层次清楚让学生理解文字的实际含义，让学生通过想象和深入挖掘理解来获得答案，拓展思维。3.另外，在role play 环节，指导学生有感情的进行分角色对话。激发学生的学习兴趣，课堂氛围变得活跃。4.在最后环节，我首尾呼应，提醒同学们在课堂开始老师就想给小齐克写电子邮件，请同学们帮助老师写邮件，充分调动学生的积极性。并且通过写和发送邮件切实培养了学生用英语做事情的能力。5.在故事阅读后的活动设计检验学生对故事的阅读理解程度并对故事进行延伸拓展，帮助学生巩固所学知识，进一步提高学生的语言表达能力和阅读能力。6.阅读后的活动和学生的生活紧密联系起来，鼓励学生利用自己的生活经验和情感去思考问题，培养学生良好的价值观念和情感态度。
不足之处：本节课我的评价主要是是师生共同评价，除了回答问题时老师给学生评价，学生及小组同伴之间还需要有自评。但是因为学生对自身的评价可能会存在差异，比如有的会多给星，有的少给星。所以我采取的都是教师给予评星。这样的话，就不能及时的对学生的表现进行一目了然的具体评价，在以后的课堂教学中还需要再研究解决这一问题。