五年级英语下册unit3lesson17（1）教案冀教版

1 Lesson 17 Let’s buy postcards！ Items Specific contents Supplement 教学设计思路教学设计思路 Summary of Teaching Design 教师在歌曲I Am Drawing中展开本次教学，教学过程中教师为学生创设情境，让学生在角色表演、课文朗读、问答练习中操练口语表达，保持较高的学习兴趣和热情。教师注意教学过程的流畅和节奏适度。程的流畅和节奏适度。

教学目标教学目标 Teaching Aim 1.Knowledge and abilities (1) (1) 词汇：词汇：词汇：postcard, letter, e-mail postcard, letter, e-mail (2) (2) 运用学到的日常用语简单地会话。运用学到的日常用语简单地会话。运用学到的日常用语简单地会话。 2.Course and methods (1) (1) 创设情境，让学生在情景表演中运用所学创设情境，让学生在情景表演中运用所学的知识，使语言交际能力进一步提高。的知识，使语言交际能力进一步提高。 (2) (2) 通过对话，初步学会用英语购物，为学会通过对话，初步学会用英语购物，为学会生活打下基础。生活打下基础。 (3)(3)教师通过提问的方式引导学生思考，在学习教师通过提问的方式引导学生思考，在学习过程中发挥主动性。过程中发挥主动性。 3.Emotion and attitude 激发积极的情感因素激发积极的情感因素, , , 培养与人交流的能力。培养与人交流的能力。培养与人交流的能力。

教学重难点教学重难点 Key Points and Special Difficulties 1.Key Points 词汇：词汇：postcard, letter, e-mail postcard, letter, e-mail postcard, letter, e-mail （四会）（四会）（四会） 2.Special Difficulties 学生对所学词汇和句型的灵活运用，进行交际。

教学媒体教学媒体 Teaching Media radio and tape recorder, projector, pictures relating with the text, computer and disk

教学过程教学过程 Teaching Course 1.Lead in Step one: Greeting.

2 Step two: Sing “I Am Drawing”Sing “I Am Drawing” 2.Start new lesson Step one: (1)The teacher asks the students to read the text, find the key concept of the text. (2) Demonstrate “postcard” and “letter with real objects. (3)The teacher plays the tape record and the students follow. Step two: Discussion in groups ·What do you write a letter on?·What do you write a letter on? ·What does a postcard have?·What does a postcard have? ·Where can we buy postcards?·Where can we buy postcards? ·Demonstrate “e·Demonstrate “e--mail” with a computer. Translate ‘eTranslate ‘e--mail’. mail’. ·Note that we say “ an e·Note that we say “ an e--mail”.mail”. ·Talk about: What do you write an e·Talk about: What do you write an e-mail -mail on? Step three: (1)The teacher plays the audiotape again. (2)The students read the text. Step four: (1) Introduce T: Look, here is a shop. It has many postcards. Which one do you like? Why? (Ask the students to answer.) T: Do you want to choose one to send to your family or friend? Introduce “send” with a a picture. picture. picture. Who Who Who do do do you you you want want want to to to send send send them them them to? to?

3 (2) Set a scene Now, I’m a clerk. Can you buy it? (鼓励学生用How much ______?______?及及I’ll take ______. take ______. 等句子进行对话，可再叫几名学等句子进行对话，可再叫几名学生进行示范。生进行示范。) ) T: very good! You can get it. Step five: T: Danny, Jenny and Li Ming are in the hotel shop. Let’s listen carefully.shop. Let’s listen carefully. Show the questions: What does Jenny’s postcard have? Who does she want to send it to? What does Li Ming’s postcard have? Who does he want to send it to? Listen to the audiotape. Fill in the blanks. Name Picture To whom Jenny The Palace Museum mum and dad Li Ming Tian’anmen Square Cousin Jing

Listen to the audiotape again. Answer these questions: What is the panda doing? How much for this postcardHow much for this postcard？？ How many postcards does Danny want to buy? Do you know why? Step six: Practice The teacher divides the students into several groups and asks each group to make up a dialogue about buying postcards. Why are they buying 参考interesting game 1 参考interesting game 2

4 postcards? Who do they buy them forpostcards? Who do they buy them for？？What pictures do the postcards have? Step seven: DIY (1)The student designs a postcard. (2)The student writes on the postcard. (3)The students read their postcards. Step eight: The teacher and the students to recall the key concept together. Step nine: Homework 3.Interesting games (1)Buying postcards 教师把学生分成几个小组，让各小组模仿课文中第二部分的内容，围绕“Buying postcards”编写新的对话，并进行表演，教师评出最佳合作小组和最佳表演个人。作小组和最佳表演个人。 (2)Postcards design 教师让学生分别设计一张贺卡，并在设计好的贺卡上写好赠言。之后学生展示作品，并朗读贺卡上的赠言。贺卡上的赠言。

课堂评价课堂评价 Assessment in Class 1.The teach checks the students’ usage of language by letting them play interesting little games. 2.The teacher let students take part in assessment by putting their judgment into account and let them comment on each other. 3.The teacher lets the students do exercise to check their mastery of language.

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