Unit 4 Did You Have a Nice Trip Lesson 20 Jenny Goes Home表格式教学设计

教学设计 课程基本信息 学科 英语 年级 五年级 学期 秋季 课题 Lesson 20 Jenny Goes Home 教科书 书名：《英语 （三年级起点）》五年级下册 -出卷网-：河北教育-出卷网- 教学目标 通过本课时的学习，学生能够： 1.在看，听，说的活动中，获取，梳理Jenny,Danny,Li Ming三位小伙伴的旅行， 能在语境下理解went,ate,saw的形式，意义以及用法，并能在真实的语境中运用went, saw,ate 表达过去发生的事件。 2.根据板书的思维导图，复述Jenny的行程，并分角色表演对话。 3.运用一般过去时创编绘本故事。 4.在小组内完成调查表格，分享交流自己的旅行经历以及如何对家人表达爱意。 教学重难点 教学重点： 1.在看，听，说的活动中，获取，梳理Jenny,Danny,Li Ming三位小伙伴的旅行， 能在语境下理解went,ate,saw的形式，意义以及用法，并能在真实的语境中运用went, saw,ate 表达过去发生的事件。 2.根据板书的思维导图，复述Jenny的行程，并分角色表演对话。 教学难点： 在看，听，说的活动中，获取，梳理Jenny,Danny,Li Ming三位小伙伴的旅行， 能在语境下理解went,ate,saw的形式，意义以及用法，并能在真实的语境中运用went, saw,ate 表达过去发生的事件。 教学过程 Step 1 Lead in Greetings Review T: What did Li Ming do in Beijing S：He walked to Wangfujing Street.He shopped there and looked in many shops. 设计意图：通过激活旧知，为本课学习动词的不规则变化奠定基础。 Step 2 Presentation and Practice 1. Listen and answer Listen to the text with the two questions : How many days did Jenny stay in Beijing b. What did Jenny buy for her mother Students will listen and answer the questions. 设计意图:学生带着问题听录音，初步感知对话情节，在接下来的阅读中进一步体会对话中的新语言，了解对话内容，目的是巩固所学的新语言知识，为学生进行语言情景的创设做好铺垫。 2. Read and answer the question What did Jenny do on the first,second,third and fourth day Students will answer the question and I will guide the students to show Jenny’s trip with a thinking map according to their answers . 设计意图:本阶段学习活动旨在帮助学生在教师的引导下，通过寻读等策略，梳理思维导图，能进一步理解文本内容。 3.Explanation I will ask the students to pay special attention to the words: went, saw ,ate. T:You may not get familiar with them. But can you guess the meaning of them S:... T: Yes, you are right! We can infer their meanings from the context. Went is the past tense of go;saw is the past tense of see;ate is the past tense of eat.They are called irregular past tense verbs. Then students will be guided to review the regular past tense verbs in the previous lesson. 设计意图:本阶段学习活动旨在帮助学生在教师的引导下，在语境中理解文本内容，自主归纳本课的核心词汇和语言，从而进一步理解文本内容，内化语言，为语言输出奠定基础。 Step 3 Presentation 4.Work in pairs Ask the students to work in pairs，retell Jenny’s trip according to the thinking map，and have a role play. 设计意图:本阶段学习活动旨在引导学生在归纳和整理核心语言的基础上，运用语言理解意义。促进学生语言内化，从学习理解过渡到应用实践，为后面的真实表达做准备。 5.Play a guessing game Ask the students to read Peter’s diary about his trip and help him finish his diary. T: We know Peter went to many places in Beijing.Where did he ... ...