《We laughed a lot.》教学设计

教材分析

本课是小学新标准英语（三起点）第六册第九模块Unit1，课题为《We laughed a lot》。本模块是以“Letters from abroad.”为话题，主要内容为复习一般过去时及书写书信的常用格式。本案例是一篇阅读课文，主要内容为Daming 收到了一封来自美国Lingling 的来信。

信中主要讲述了Lingling 在剧场所度过的和看完秀去餐厅的有趣的一天。我认为这堂课应当是“以任务贯穿读、听、说的活动，让学生通过‘感知－概括－应用’的思维来增长知识，发展能力”。基于此，其教学设计的落脚点有二：

1.学生通过阅读学习，有助于提高学生的阅读能力和自主学习能力。

2.通过阅读进行语音处理、单词处理、短语处理和句子处理；通过阅读进行意义建构，在与文本相互作用的过程中，在理解、思辨的过程中培养学生的语言输出能力，即说话能力和写话能力

学情分析

小学五年级的学生，形象思维比较发达，活泼好动且乐于表现自己。我所任教的这个班级每周有三节英语课，基本能够运用之前学过的过去式来描述过去发生的事情。但有少部分学生性格内向，羞于开口，因此，在教学中我需借助小组合作学习的方法，重视鼓励学生积极参与，大胆开口，尤其是关注不善表现的孩子。

教学目标

1．知识技能目标

（1）了解、并会说新单词：theatre，women，actor，wore (wear), told (tell)，

                        joke(s).

   （2）能够听懂，会说，会在情景中运用以下句型：

         We laughed a lot.

         The men wore women’ clothes.

         The women wore men’s clothes.

         The actors told lots of jokes.    

2.能力目标

    （1）培养学生能够自主用五个“w”特殊疑问词提问的能力。

（2）帮助学生初步掌握在短文中划找信息和新知的阅读方法.

   3.情感目标

  （1）让学生体验通过阅读获取信息而带来的快乐。

   （2）让孩子们了解书信是人与人交流情感的一种方式，培养孩子们与他人沟通交流的 能力

（3）感知中西方书信书写习惯的不同。

教学重难点

   重点：通过阅读学习，提高孩子们阅读能力以及自主学习能力。

难点：孩子们对阅读方法与技巧的掌握，会用五个”W”特殊疑问词提问的能力。

教具准备

教学卡片、点读笔、多媒体课件等

课堂实录

Step 1 ：热身激趣

1.Greetings

T：Hello, boys and girls! Nice to meet you.

Ss：Hello, Yoyo.

   Nice to meet you, too.

T:  What day is it today?

Ss: Today is Tuesday.

T:  So we all went to school today. Right?

    Let’s sing a song. “What did you do at school today?” Ok?

    The students sing the song together. （同时做出相应的动作）

（设计意图：通过歌曲热身，活跃气氛，拉近师生距离。）

Step 2  情景引入

T: Just now you sang well. So you are clever girls and boys.

  Look!This is for girls and this is for boys.

  What’s this?

Ss: It’s an envelop.

T: In this envelop, there are some gifts in it. Do you want to get  

 them? (通过介绍评价方式，来激励孩子们）。

Ss: Yes.

T: As we know , today is Thursday. How about yesterday?

S1: It’s Wednesday.

T: What did you do yesterday?

S1: I watched TV.

S2: I did my homework.

S3: I ...

  (通过询问学生昨天做了什么，以复习动词过去时）

T: You did many things yesterday. And I did many things too.

T: What did Yoyo do? Can you guess? You can guess like this:

  Did you ...？

S1: Did you go shopping?

T: No, I didn’t.

S2: Did you watch TV?

T: Bingo. I watched TV .

  I saw a show on the video.

(通过学生猜测老师昨天干了什么，来引出老师昨天通过录像看了一场反串

秀）。

T: Do you want to see it?

Ss: Yes.

T: Let’s see it together.

（让孩子们一同观看男老师穿芭蕾裙跳舞的反串节目,引得孩子们哈哈大

 笑。）

T: Was it funny?

Ss: Yes.

T: Why was it funny?

S1: The men wore women’s clothes.

T: Yes. So I laughed a lot.

  You laughed a lot.

  We laughed a lot.

Today we’ll learn module9 Unit1 We laughed a lot.

（设计意图：通过让孩子们看一场反串的视频，真实发笑，感知句型“ The men

 wore women’s clothes. 并引出今天我们学习的主题“We laughed a lot.”）

Step 3 文本学习

T: We laughed a lot, because we were so happy. How about our friend

  Daming? Is he so happy?

 ( 呈现大明读信的图片，让孩子们观察并猜测，大明为什么高兴.)

Ss: Yes.

T: Why is he so happy?

Ss: Because he has got two letters. One is from America, and one is

   from England.

T: Yes. From this letter Daming knows Lingling went to some places.

  Where did Lingling go? Let’s listen and watch the video, then

  Answer the question.

  (让学生通过观看动画，并听音，找出答案Lingling 去了哪里）。

S1: Lingling went to the theatre first.

S2：Then Lingling went to the restaurant.

T: In the theatre, Who did Lingling see?

    (让学生两人一组读第一段，并试着在文章中勾画出答案。）

S1: The men.

S2: The women.

（展示一个女士的图片，和许多女士在一起的图片来区别woman,和women)

S3: The actors.

T: Yes, the actors. Do you know actors?

  Zeng Xiaoxian is an actor. Li Minhao is an actor. They are actors.

 (通过列举孩子们喜欢的男演员来让孩子们感知与理解，”actor”的意

  义）。

T: What did they do? Work in groups to read the text and then underline

  the answers.

 (让孩子们小组阅读后，找到问题的答案。）

S1: Lingling saw a show. She laughed a lot.

T: How about the men?

  Can you ask questions about the men with “what”?

S1: What did the men do?

T: Good question. Have you got the answer?

S1：The men wore women’s clothes.

S2: The women wore men’s clothes.

S3: The actors told lots of jokes.

T: Oh, you can ask some questions with “what”，and how about this

  word “when”? Can you ask some questions with “when”?

 Now work in groups and try to ask more questions about this text.

（设计意图：在孩子们对课文层层理解时，设计了男生女生互相对课文提问并

           回答的活动，既培养了孩子用5个“w”提问的能力，又加强了学

            生们对课文理解。）

Step 4 巩固与拓展  

 Retell the text according to the blackboard design.

 T:Oh, wonderful.Boys and girls , you can retell the text well.

 So I will give you some presents. Look, what are these？ Group

 leaders a785be here and choose one.

( 老师拿出提前准备好的礼物袋，袋子里有五张关于课文的图片。）

  Each student in a group can get one picture and then write some

 sentences  about the picture , at last talk about them in a group.

 Invite some groups to show their stories about Lingling’s

     happy day.

 Make a song about the text and sing the song together.

（设计意图：老师把本课学习的内容创编成了一首歌，和孩子们一起唱。

            这样让孩子们能在轻松愉悦的音乐中又复习巩固了本课内

            容让他们印象深刻。）

Step5 情感教育

  T: Today, you did a good job. I love you so much. Do you love me?

  Ss: Yes.

  T: Let’s be good friends. We can a785bmunicate with our friends with

    different ways and share the happiness and sadness with our

    Friends.

（设计意图：让孩子们明白书信是朋友间交流情感的一种方式。通过这种

            交流可以和朋友分享快乐与悲伤。）

Step5 家庭作业

1. Listen and repeat the text for three times.

2. Retell the text.

3.Write a letter to me

                         118.SanQiang Road2

                         Dongsheng Street ShuangLiu

Dear      ,

                                             

                                             

                                             

From

     .

（设计意图：老师将作业分成三个层次，学生可以根据自己的学情选择 己的作业，老师根据学生选择的作业做出相应的评价。）