Unit 4 Did You Have a Nice Trip Lesson 20 Jenny Goes Home （教学设计） -2023-2024学年冀教版（三起）英语五年级下册

教学设计 课程基本信息 学科 英语 年级 五年级 学期 秋季 课题 Lesson 20 Jenny Goes Home 教科书 书名：《英语 （三年级起点）》五年级下册 出版社：河北教育出版社 教学目标 通过本课时的学习，学生能够： 1.在看，听，说的活动中，获取，梳理Jenny,Danny,Li Ming三位小伙伴的旅行， 能在语境下理解went,ate,saw的形式，意义以及用法，并能在真实的语境中运用went, saw,ate 表达过去发生的事件。 2.根据板书的思维导图，复述Jenny的行程，并分角色表演对话。 3.运用一般过去时创编绘本故事。 4.在小组内完成调查表格，分享交流自己的旅行经历以及如何对家人表达爱意。 教学重难点 教学重点： 1.在看，听，说的活动中，获取，梳理Jenny,Danny,Li Ming三位小伙伴的旅行， 能在语境下理解went,ate,saw的形式，意义以及用法，并能在真实的语境中运用went, saw,ate 表达过去发生的事件。 2.根据板书的思维导图，复述Jenny的行程，并分角色表演对话。 教学难点： 在看，听，说的活动中，获取，梳理Jenny,Danny,Li Ming三位小伙伴的旅行， 能在语境下理解went,ate,saw的形式，意义以及用法，并能在真实的语境中运用went, saw,ate 表达过去发生的事件。 教学过程 Step 1 Lead in 1. Greetings 2. Review T: What did Li Ming do in Beijing? S：He walked to Wangfujing Street.He shopped there and looked in many shops. 设计意图：通过激活旧知，为本课学习动词的不规则变化奠定基础。 Step 2 Presentation and Practice 1. Listen and answer Listen to the text with the two questions : a. How many days did Jenny stay in Beijing? b. What did Jenny buy for her mother? Students will listen and answer the questions. 设计意图:学生带着问题听录音，初步感知对话情节，在接下来的阅读中进一步体会对话中的新语言，了解对话内容，目的是巩固所学的新语言知识，为学生进行语言情景的创设做好铺垫。 2. Read and answer the question What did Jenny do on the first,second,third and fourth day? Students will answer the question and I will guide the students to show Jenny’s trip with a thinking map according to their answers . 设计意图:本阶段学习活动旨在帮助学生在教师的引导下，通过寻读等策略，梳理思维导图，能进一步理解文本内容。 3.Explanation I will ask the students to pay special attention to the words: went, saw ,ate. T:You may not get familiar with them. But can you guess the meaning of them? S:... T: Yes, you are right! We can infer their meanings from the context. Went is the past tense of go;saw is the past tense of see;ate is the past tense of eat.They are called irregular past tense verbs. Then students will be guided to review the regular past tense verbs in the previous lesson. 设计意图:本阶段学习活动旨在帮助学生在教师的引导下，在语境中理解文本内容，自主归纳本课的核心词汇和语言，从而进一步理解文本内容，内化语言，为语言输出奠定基础。 Step 3 Presentation 4.Work in pairs Ask the students to work in pairs，retell Jenny’s trip according to the thinking map，and have a role play. 设计意图:本阶段学习活动旨在引导学生在归纳和整理核心语言的基础上，运用语言理解意义。促进学生语言内化，从学习理解过渡到应用实践，为后面的真实表达做准备。 5.Play a guessing game Ask the students to read Peter’s diary about his trip and help him finish his diary. T: We know Peter went to many places in Beijing.Where did he go in Beijing? Can you guess? S: Maybe he went to a park. S: Maybe he went to a restaurant. T: Look!These are the places he went in Tianjin! Did you guess correctly? Peter also went to a restaurant for lunch. T:What did he eat for lunch? S: Maybe he ate a hamburger for lunch. S: Maybe he ate noodles for lunch. T: Look!Here is the food he ate! Wow,it looked so delicious! After lunch, he went to see a movie about animals.Guess,what did he see in the movie? S: Maybe he saw a panda. S: Maybe he saw a rabbit. T:Wow,good guess!Look at these animals. They are so cute!Well done! 设计意图:在新课程标准核心素养的导向下，通过帮助他人完成旅行日记，为学生下一步运用核心语句搭建语言支架，结合学生的生活实际，创设具体主题语境，在主题活动中提升学生的语言能力；通过游戏的方式，学生学习英语的兴趣会提高。 Step 4 Production 6.Rewrite the story T: Ok, class. please look at this picture book Just Me And My Mom.What can you see on the cover? S:... T: Yes, we can see a mom and her child. What do you know about the story? S:... Wow,you know so much about the story,but this time, please look at the pictures and rewrite the story. 设计意图：通过创编故事，引导学生梳理，学习和内化重点语言，为进一步在现实生活语境中运用所学做好铺垫。 7.Write and share Ask the students to work in groups，finish the chart，and share the chart with others. Students will assess other students from three aspects:accuracy,emotion and fluency. Then I will guide the students to care more about their families and show love to them! 设计意图：本阶段学习活动旨在帮助学生在迁移的情境中，创造性地运用所学语言，交流自己的旅行经历，发展语用能力。学生从课本走向现实，在交流旅行的过程中，分享如何向自己的家人表达爱意。 Homework： 1. 复习巩固类作业：Put the sentences in order. 2. 拓展延伸类作业：Look and write. 3. 综合实践类作业 Read and answer the questions; Interview your friend and show her trip with a thinking map. 设计意图：通过完成练习题以及用思维导图梳理朋友的旅行可以将学生自主学习，自主发展的能力延伸到课外，使所学知识内化为语言技能。 学科网（北京）股份有限公司 $$