1、英语英语（新标准）（三年级起点）五年级上册教学设计 Module2 U1 What did you buy? (Period1).教学目标：语言知识目标：What did you buy? How manydid you buy? How much did you buy?单词：list, first, lost, cheese知识技能目标：能口头运用What did you buy? How many did you buy? 这类语句询问购物情况, “I bought .” “We bought 12/13 apples.”这类语句陈述购物情况。情感态度目标： 学生了解购物的礼节，以及有计
2、划的购物。 教学重点与难点：重点：Make the Ss use the following sentences correctly: “How many did you buy? “We bought .” “We bought 12/13 apples.”难点：How to make a shopping list? 课前准备：1、课本及CD。2、课件。教学过程：Step 1 Warm up (3)1. Greetings: T：Whats the weather like today? Ss: Its sunny. T: What day is it today? Ss: Its Thu
3、rsday.2. T: Look, whats this? Ss: Its a tree. T: Yes, and its a food tree. What are these? Ss: Apple, banana, ice cream, cake. 复习之前所学的食物单词。Step 2 Presentation and practice (15)1. T: Last Sunday, I went to a picnic with my family. I prepared so many food. PPT 让食物消失，Now, can you still remember what di
4、d I prepare?Ss: Apple, bananaT: You are 59 students, so you can remember them all. But I cant. So I made a shopping list. 教授新词list.2. T: Look at the list, N.O.1 is.? Ss: bananas. T: Right. First, we need bananas.教授单词first.3. T: After I bought all the food, I found I lost my list. 教授新词lost.4. T: When
5、 I back home, I was hungry. So I ate an ice cream.教授新词ate.5. T: I like ice cream, but my father likes this. Its cheese. 教授新词cheese.6. Now, I am a shopkeeper. This is my shop. Welcome to my shop. Now, you can use your money to buy anything you like. T: Can I help you? S1: I like bananas. T: Ok, you s
6、hould pay me one yuan. Now, what did you buy? S1: A banana. 教授新句子： What did you buy? I bought.7. PPT几个苹果图片，T: What did you buy? Ss: I bought apples. T: How many apples did you buy? Ss: I bought 4 apples. 教授新句子：how many .did you buy? I bought. 根据PPT 图片来一问一答。S1:how many .did you buy?S2:I bought.8. T:
7、Pay attention. Cheese is an uncountable noun. So we should use “how much.”9. Game:There are two house, “how many”and “how much”, please help these words find their house.Step 3 Consolidation and extension. 1. Group work: Now, you can use your money to buy something in the shop. A: Can I help you?B:
8、Id like some apples.C: What did you buy?B: I bought apples.D: How many apples did you buy?B: I bought 4 apples.2. Part1: listen and answer: What did they buy?Step 4 Homework听并读Module2 Unit1 课文三次。抄写新单词（4+1）。板书设计：M2 U1What did you buy? list What did you buy? first How many. did you buy? lost I bought.
9、 cheese教学后记：本次课堂我觉得有几个设计的比较好的地方：1. 创设情境把新单词串联起来，使学生更加容易记得单词。2. PPT制作较精美，给学生呈现出来的画面比较好。3. 用奖励“钱”的方式来激活学生的积极性。课堂设计的不足之处：1. 我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9
10、160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识
11、到“死记硬背”的重要性,让学生积累足够的“米”。Group Work 的物品可以不局限于水果，可以加入文具等学生喜欢的物品。小组对话设计要更精确，学生在到达商定后要有询问价格，买东西的这个过程。然后同伴再问：What did you buy? 体现过去式。2. 课堂活动时间较多，进入课文的时间较晚，要提前。3. I bought. 的板书要提前。4. 宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教
12、育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。在买卖环节，要准备实物，或者单词卡片。观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察
13、过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。
