《Jenny Goes Home》教学设计一、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的发挥.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以“Did you have a nice trip?”为主题,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”这一话题开展,Jenny回到自己家的中,向妈妈讲述这次旅行经历.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A.知识与技能目标：1.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）的过去式来描述自己过去做过的事情.4.能辨别一般现在时和一般过去时的区别,并能在实际情景中灵活运用.c.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.d.情感态度目标：1.通过歌谣等活动,使学生体会到学习英语的乐趣.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：在语境中能正确使用不规则动词过去式had, went,saw,ate,运用句型I ___yesterday.描述自己过去做的事情.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 Zhang. 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. a.Let’s chant “What 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 went to the zoo.What did you do? I watched a kangaroo.What did you do? I ate the donuts, too.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.)I ____ yesterday.(ate an apple )What did you do yesterday? 出示ppt3.Practices “What did you do yesterday?”S1:I ____ yesterday.S2:I ____ yesterday.S3:I ____ yesterday.S4:I ____ yesterday.(I called my friend, helped my parents, washed the clothes and watched TV.and so on. )4.( 出示李明的图片)What did Li Ming do yesterday?He walked to Wangfujing Street.He shopped there.He wanted to buy a gift for his father. He looked in many shops.(word list: walk shop want look )Step 2 new concepts(25minutes)1.demonstrate 出示Jenny 的图片1)first listen to part 1 and answerDid 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 part 1 and answer the questions.The students listen to part1 and try to answer the questions. Ss: 预设回答1Yes, 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.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.Practices:didDid you____?( eat Beijing Duck/eat dumplings/ go to the Summer Palace/ go to the Beihai Park. )设计思路：通过大量的练习,是学生掌握did you__?的句子结构.Did you 后接动词原形.2）Second listen, read and answer.1.Did Mrs.Smith miss Jenny?2.Is the Palace Museum beautiful?3. What did Jenny do in Beijing?T: Let’s listen to part 1 again. Listen, read and answer the questions.(first, choose students to read the questions.Second, the students listen,read and underline the answers. Third, choose students to answer the questions.)T:a.Yes, she did.B. Yes, it is beautiful.1.The first day, Jenny went to Tian’anmen Square2.The second day, Jenny went to the Palace Museum3.The third day, Jenny went to the Great Wall4.The fourth day, Jenny went to WangfujingT:Yes, the fourth day, we went to the Wangfujing. Ok. Who can spell the word”went”?S1:went.T: is he/she right?Ss:yes.设计思路：设计有挑战性的问题,请求学生帮助老师解决,提升学生解决问题的能力.听读画出正确的答案环节设计,使学生掌握听的技能采用训读及默读的方法获取信息,体现了“授渔”.2.practices11）read and orderT:read part 1 put the sentences in the corrent order.Here are five sentences. Please read and order.( )Jenny went shopping on Wangfujing Street.( )Jenny went home.( )Jenny went to the Palace Museum( )Jenny went to the Great Wall( ) Jenny went to the Tian’anmen Square.T: let’s check.(先由学生核对答案再ppt呈现正确答案.) 45231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“用英语做事情”的能力.(学生快速默读文本,找出原文中能够解释上面问题的语句.)2)pair work. Read the text in roles.T: Now let’s read the text in roles.pay more attention to the emotion. 学生分角色朗读课文.设计思路：教师鼓励学生分角色朗读课文,学生分角色朗读,注意模仿各角色的语气语调.通过两人小组合作,加强学生的合作意识.3）DemonstrateRead and circle(快速寻读,圈出had, went, did )had , went ,dida.Let’s read and circle these words” had, went, did” in your book.b.Now this time,Look at the pictures in part 2 read and find the differences.then fill in the blanks.like--like d shop--shop ped have--had do--did go-- see-- eat--Take out your paper, fill in the blanks.(将动词原形与动词过去式连线.并板书)c.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.T: let’s check the answers.(板书go - went, see-saw,eat-ate)What did you find?(你发现了什么？)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,培养学生自主学习的能力.（教师鼓励学生运用所学知识总结规律,形成有效的学习策略,实现自主学习.）4 practicea.Play a game.(记忆所学习过的动词过去式)Let’s play a game. For example. I show you a word(play), you say (played).understand, let’s play.(play, walk, have, look, shop, want, do, call, wash, watch, see, go,like,help,is/am, happen,hurt,are, buy, jump)b.Read and chooseT: Do you remember the past simple of these verbs? Read and choose. Please do them by yourselves.T: let’s do some exercise. Please turn to page 59.1.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“用英语做事情”的能力.Step5 HomeworkT:Write a short passage about the English lesson.You should use the past tense. At least 40 words .For example:This morning I went to school by bike .I saw a new teacher..............（意图：就地取材,让学生把这节课写成一篇小短文,培养他们的综合语言运用能力,也是知识的拓展和延伸.）Class closing ：T:Well done,boys and girls .Thank you!（意图：表扬学生的精彩表现,让他们在成功中体验学习的乐趣,培养持久的学习兴趣.）。
