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第五课时教学目标1.能够理解Read and write 部分的短文大意。2.能够听、说、认读句子In the morning, we rode a bike for three people. Max sat in a basket on the front of the bike. We dressed up and made a funny play. He jumped on him and licked him.3.能够准确完成读后练习。4.能够在图片或文字的提示下复述故事大意。教学重点1.掌握本课时出现的动词过去式及其读音。2.能用一般过去时态描述发生在过去的事情。3.初步掌握写日记的格式。教学难点1.能够根据提示写出自己的“Good day and bad day”。2.掌握本课时的动词过去式。教学准备教师准备:1.A、B部分已学过的所有动词短语卡片。2.与本课时相关的课件。3.本部分教学挂图。学生准备:本课所需单词卡片。教学方法1.合作教学法同学分组合作完成本课时的短文阅读,合作完成这部分的习题,让同学在合作中体会学习英语的乐趣。2.竞赛教学法教师根据动词及其过去式设计分组竞赛活动,看哪一组同学能完全掌握动词的过去式。教学过程Step 1: Warm-up1.教师播放本单元的歌曲Tell me about your holiday,学生拍手跟唱。2.“考考你的记忆力”游戏教师从9张动词短语卡片中,随手抽取两张展示给学生,问:What did you do over your holiday?学生根据卡片的内容回答,如:I rode a horse and took pictures.然后教师拿掉前两张卡片,再抽取一张卡片,让学生凭记忆继续描述:I rode a horse, took pictures and went fishing.以此类推,看看哪名学生的记忆力最好。 3.作业汇报学生出示上节课有关暑假的连环画,在小组内展示并讲述,最后选出组内“最佳绘画奖”和“最有意义暑假奖”。然后在班内展示。Step 2: PresentationRead and write1.讲故事,学单词教师出示相关图片,告诉学生:Last Sunday was a fine day. I went to the park with my family. We rode a bike for three people. Max sat in a basket on the front of the bike. 学生观察图片,学习短语a bike for three people 和单词 basket。教师继续说:We took lots of pictures of the park. We were happy. We had a picnic there. I ate some fruit but I didnt feel well. So we had to go back home. It was a good day and a bad day.2.就教师的故事进行问答练习,然后师生就吴一凡的暑假活动进行问答,回顾复习。3.观察图片,猜测故事教师引导学生观察学生用书第28页Read and write部分的图片,学生看图片讨论:How did Wu Yifan meet Max? What will happen next? 学生可以用汉语表达,教师用英语进行简单的翻译。然后教师可询问相关问题,如:Whats the name of the dog? Step 3: Practice1.教师引导学生初读Read and write 日记第一段。教师出示以下问题来引导学生阅读: When did Wu Yifan write the diary? How did they go to the countryside? What did they do there? 学生读日记回答问题,然后圈出日记中出现的动词过去式并写出其原形。2.教师继续出示问题,引导学生阅读日记的第二段。如: What was wrong with Wu Yifans mother? What did Wu Yifan and his father do? Did Robin like Max? Why? 学生自读课文,讨论并回答问题。对于文中出现的短语dressed up,教师可进行讲解。3.教师与学生核对答案后,学生再找出本段中出现的动词过去式单词并尝试写出其原形。4.教师播放课文录音,学生跟读纠正发音。教师引导学生完成“Number the pictures”一题。 5.教师出示问题:Why was it a bad day but also a good day? 学生尝试找出课文中出现的bad things和good things,全班讨论核对答案。Step 4: Extension1.为图片配音活动学生观察第29页的“Number the pictures”三幅图画,分别在文中找出描述每一幅图画的句子。然后教师可出示图片和部分词汇,让学生尝试复述图片内容。2.学生以小组为单位,进行读课文比赛,看哪个小组读得既流利又准确。3.“My bad but good day”教师引导学生回忆自己难忘的一天,谈谈有哪些好事情和坏事情。然后让学生阅读学生用书第29页教材提供的材料,尝试写出完整的段落。Step 5: Sum-up1.教师再次播放课文录音,学生跟读,教师纠正发音。2.总结本文中出现的动词过去式单词,并领读,检测学生读的效果。Step 6: Homework1.学生听Read and write部分的录音并跟读,然后把故事讲给朋友或家长听。板书设计与本课相关的语法点及可选用的习题1.in front of, in the front of和on the front of(1)in front of“在物体外面的前面”如:There are some trees in front of our classroom. 我们教室前面有一些树。(2)in the front of“在范围内的前部分”如: He is sitting in the front of the classroom.他坐在教室的前面。(3)on the front of“在前部的表面上”如:On the front of her schoolbag is a picture of a pig.在她书包前面的表面上,有一个猪的图案。(因为图案是印在书包的表面上,因此用on the front of)2.选词填空。(只写序号)A.in the front ofB.in front of(1)The bus driver(司机)sits _ the bus to drive the bus.(2)There is a big tree _ the library.(3)There is a blackboard _ our classroom.(4)He is short so he sits _ our classroom.教学反思本课是一节阅读课,和前面Lets learn是相联系的,于是我先从复习上节课的旧知识入手,创设了课本的情景,同时为了降低学生学习的难度,我创设了编写虚拟故事“My bad but good day”,为下一步的学习打下基础。以问题引导学生深入阅读,然后通过反复阅读、看图复述课文等活动,给学生提供多层次多类型的练习。本课中,学生在听、说、读、写各个方面都得到了锻炼,竞赛教学方法让同学们在紧张的比赛中掌握并巩固了动词的过去式,效果很明显。“为图片配音活动”激发了学生的学习兴趣,而且也训练了学生的口语表达能力。_
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