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Module1 Unit2 教学设计
We bought ice creams.
一、教学内容与学情分析
1. 教学内容与整体教学思路
本节课是外语教学与研究出版社出版的《新标准英语》三年级起点五年级上册Module 1 Unit 2 We bought ice creams.课文主要讲述Lingling通过书信向Daming讲述她和她的几个小伙伴昨天在伦敦所经历的事情展开。在四年级下册第十模块已经接触了这个语言功能，为本课打下很好基础。根据新课标倡导小学英语课堂语言实践活动就是通过创设与营造真实有意义的情境或语言环境，为学生提供充分的语言实践机会。因此，在课文教学中，立足情境，通过开放性的问题，引导学生通过思考、判断及讨论。课堂尾声，让学生写一封信给朋友讲述自己的假期生活，将说落实为写，自然的输出语言。
2. 学生情况分析
五年级学生在四年级下册的学习中已经学过使用过去时描述过去发生的事情，教师要充分利用学生已有的知识，积极调动学生参与的积极性，从学生的生活经验和兴趣为出发点，使学生“学以致用”。大部分学生能够运用所学语言知识在教师的引导下进行自主交流，并具备了良好的听说习惯，能够积极地参与课堂教学活动。
二、教学目标
1. 语言知识目标
(1) 能听懂、会说、认读单词及词组：email, send and email, met, went等过去式。
(2) 能听懂理解课文对话大意；听懂、会说She went... / She met…相关句型。
(3) 了解书信的书写格式。
2. 语言技能目标
(1) 能用课文中的语言或自己的语言回答相关问题。
(2) 学会在小组合作中进行学习活动。
(3) 能用所学过去式描述自己假期生活。
3. 情感态度目标
(1) 了解英国文化，激发学习兴趣。
(2) 能够体验对话的乐趣，通过相互表扬，增强自信心。
三、教学重点、难点：
1. 重点：掌握动词过去式，并灵活的运用于实际语言表达当中。
2. 难点：在实际语言表达中，选择合适的动词过去式。
四、教法：情景教学法、任务型教学法
五、教学准备：PPT、视频、卡片
六、教学过程
Step 1: Preparation
1. Greeting.
2. Say a chant.
【设计意图】通过简单的问候拉近与学生的距离。通过歌曲，激发学生对英语学习的兴趣，同时让学生尽快进入英语学习氛围。歌曲内容与本节课新知有关联，为新知学习做好铺垫。
3. Free talk
T: Yesterday was a holiday. What did they do?
Ss: They rowed a boat.
T: They had a happy day. Did you have happy days in the summer holiday? Where did you go? What did you do?
Ss: Think and answer.
【设计意图】通过歌曲内容，自然引出相关句型，谈论孩子们在暑假所做的事情。激活学生旧知，为接下来的学习奠定基础。
4. Task: Talk about our happy holidays. Then write a letter to share it.
Step 2: Presentation
1. Look and guess.
T: In last lesson, we know Lingling is in London.
Q: What happened to Lingling?
Ss: Think and answer.
【设计意图】阅读文本之前先回顾Lingling在伦敦发生的事情，自然引出新课。
2. Learn part one
(1) Listen and answer.
Q: Lingling had a nice holiday in London. Did she phone Daming?
Ss answer.
(2) Listen, repeat and answer.
Q: Did she send Daming an email?
(3) Teach “email, send an email”
【设计意图】教师呈现情景图，通过问题引导学生预测内容，之后通过听的方式整体感知，核对答案。
3. Learn part two
(1) Look and say.
Q: The postcard is from ______ to ________.
【设计意图】通过呈现postcard的内容，讲解书信类的基本格式。
(2) Listen and think.
Q1: Where did Lingling go?
Q2: Who did she meet?
Q3: What did they buy?
(3) Check the answers.
【设计意图】通过带着问题听文本的方式，培养学生捕捉文本细节的能力。
(4) Read and think（自读课文，划出关键句，完成导图。）
T: Lingling went to the park yesterday. She met John there. And they bought ice creams. Then…? So...? But...? Do you know? Now please read the text and underline the key sentences.
(5) Check the answers.
【设计意图】通过学生自读课文，划出关键句的阅读方法，培养学生捕捉信息的能力。
4. Say a chant:
T: Look at these words, what can you find? (talk about past tense)
Now let’s say a chant together.
go----went,
buy---bought,
meet---met.
run----ran,
drop---dropped
【设计意图】提取文本中的过去式，引导学生归纳过去式的使用规律，为后面的运用做好铺垫。
Step 3: practice
1. Listen and imitate.
【设计意图】让学生听原文跟读，促使学生模仿语音语调，为学生具有良好的语音、正确的语调打下基础。
2. Retell the story.
(1) Teacher shows an example.
T: Can you retell Lingling’s trip? Now, let’s have a try.
(2) Children talk about story in pairs.
(3) Ask students to retell the story.
【设计意图】通过复述课文，梳理本课所学知识，同时锻炼了孩子的口头表达能力，为学生后面的活动输出做准备。
Step 4: production
1. Pair work
Q: What else did Lingling do in London? Can you imagine?
Ss: Discuss in groups.
【设计意图】通过同桌讨论Lingling在纽约还有可能做了什么，培养学生的想象力和发散思维能力。
2. Group work.
T: Lingling had a nice holiday in London. I also had a nice holiday. Can you guess what else I did in the summer holiday?
Ss: Did you...?
T: Let’s have a look. This is my holiday. Now please talk about your holidays in groups.
Ss: Talk about their holidays in groups.
【设计意图】教师示范，谈论自己的summer holiday，学生在小组中讨论，进一步巩固所学知识，为后面的写做铺垫。
3. Write a letter.
T: I had a nice holiday and I wrote a letter to share it. Look! Now can you write a letter to your friends?
Ss: write a letter.
4. Show time.
T: Have you finished?
T: Wow! I think you’re fantastic.
【设计意图】结合本课目标，展开今天的任务环节。学生模仿老师范例写一封信给自己的朋友，谈论自己的假期生活，培养学生综合语言运用能力，达到学以致用的目的。
Step 5: Summary
T: We all had a nice summer holiday. I hope you can do more interesting and great things in next holiday.
【设计意图】情感渗透，通过总结本课所学，恰到好处的引导学生在假期多
做一些有意义的事情。
Step 6: Homework
1. Listen and imitate the text.
2. Write a letter to your friends to share about your holidays.
【设计意图】复习巩固和运用所学新知，学生们仅仅课堂的学习是不够的，作业使得知识在课后有所延伸，体现了学习的延续性。
七、板书设计：

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