邬咪伽-我一直在你身边歌词

小学英语五年级下册《M9》教案
教材及
年级名称
课题名称
外研版《英语》五年级下册

模块名称

Module 9 Unit 2
Mum bought new T-shirts for you.
备课人

该模块的教学内容是谈论过去发生的事情。本课是该模 块的第二
单元，重在新知的复习巩固及灵活运用。本课讲的是Simon写给Daming
的一 封信。Simon在信中说再过三周全家就要和Daming见面了。他们
教材分析
全家为D aming的到来做了很多准备，还提醒Daming不要忘了带几张
中国歌曲的CD。本单元的任务是 写一封信介绍过去的经历。写作中运
用一般过去时态。

五年级的学生思维活跃，自主 学习的愿望强烈，并且具备了一定
的自主学习能力。本课的文本内容较多，因此，我将文本内容分为两< br> 学情分析
个部分：一。Simon全家为Daming做的准备；二.Daming为Sim on全
家带的东西。这样，文本结构就清晰明了了，学生理解掌握起来更容
易。通过思维导图填 写Lily的旅行经历，再小组交流自己的旅行经历，
最后达成笔头输出的学习目标。
语言知识目标：
1.
在语境中学习、理解、运用词汇：
read ,bo rrow,in,ask,question,forget,bring,soon,another,at all,history
2. 在语境中学习、理解、运用词组：
课时
教学
目标
another bed, Don’t forget to bring..., ask some questions,Chinese history,
in three weeks
3. 能听懂并表达句子：
Mum bought new T-shirts for you.
Dad read a book about Chinese history.
And we borrowed a bike for you.
语言技能目标：
1. 能在录音、图片、动画的帮助下听懂、读懂文本。

2. 能口头表达过去的经历能运用过去时态书写过去发生的事情。
情感与态度目标：
懂得感恩与表达感谢。

教学重点
及难点
教学辅助
教学方法
1.读懂、理解文本内容。
2.用一般过去时态正确表达旅行经历。
2.助学单

教师引导学生 通过在文本中感知、小组合作、完成思维导图等方式
完成对过去事情的表达。



教
步 骤
Step 1
Warm up

学生活动进程
1. Greetings
2. Play a game.
Listen and choose.


S1:tomorrow
S2:yesterday
S3:now
S4:tomorrow
S5:now







S1:...
S2:...


学 过 程
设计意图

介绍这节课

的评价。（让
T:Let’s play a game.
热气球飞
Listen and
高）


choose:yesterday,now or

游戏拉近师
tomorrow.
生间陌生的
Eg:We are having an
距离，消除学
English class.
生紧张感，复
1. I will fly a kite.
习已学时态：
2. My mother cooked
过去、现在和
fish.
将来，唤起旧
3. Many teachers are
知的记忆，为
looking at us.
4. My family will have a
今天的学习
打下基础。
picnic.

5. You are listening to
me.

Ask Ss to make a new

sentences with any one

of the three.
图片引入，
(Show a picture of
提出问题，
Activity 1)
引起思考。
Ask: Did the two men
read books? Why?
T asks: :Do you like

books? How do you get a
引导学生认
book?
真看动画，
Have Ss look at the
从图面中获
pictures.
取信息。
教师导学
Step 2
Presentation.
Activity 1
Look at the pictures.

Look at the video and answer.
Look and follow.
Try to
understand”borrow”according to
the picture.

2. Activity 2
Look at the picture and arouse the
memory of Daming’s letters.






Look and answer:
Who prepared for Daming’s
coming?
Ss answer.
Read by themselves and underline
What Simon’s family did for
Daming’s coming?
Work in four.
Talk about your answers.
Fill in the chart.

Look again and answer:
What will Daming take for
Simon’s family?



Help Ss answer buy and
borrow.
(Show a picture of
Activity 1)
Ask: How did the two
men get books?
Help Ss answer borrow
and buy.
Whatever you buy or
borrow a book , you
must read it. You should
read a lot of books.

Help Ss say :Daming
has got two is
from the UK,the other
one is from the
wrote to Daming in the
UK?(Lingling)Who
wrote to Daming in the
US?Let’s read.

Play the video.
Help Ss answer:
Dad, Mum, Simon’s
family.
Play the video again.




Check answers.
Listen to it one sentence
by sentence.
Explain:
1. another bed
2. Chinese history
3. ask questions(T asks
Ss questions and let Ss
ask T questions.



Check the anawer.
Some CDs.(Chinese
songs)


训练学生的
听力。引导
学生从文本
中获取信
息。
从Daming
读信的图片
入手交代这
封信的由
来。


整体听力输
入，让学生
大致了解新
的内容，为
进一步学习
打下基础。



同时板书在
黑板上。



鼓励学生老
师提问，培
养英语思
维。




启发思维，
培养英语逻
辑能力。

S1: I will...




Look and follow.
Read together aloud.
Learn in three weeks,
Don’t forget to bring...

Step 3
Ask Ss to retell the letter.
Development.
Dad is going to ...
He read a book ...

He is going to ask ...
Mum bought...
Step 4
Production














Ask: If you are
Daming,what will you do
for Simon’s family?

Tell Ss I forget the 真实情境帮
presents that I bring 助学生更好
today. 理解forget
and bring.

When you go to school,
don’t forget to bring your
books, pens,homework ...


According to the

blackboard designs,lead
启发思维，
Ss to retell the letter.
提升知识运
用能力。















四 人小组活
动，分享自
己的旅行经
历，人人开
口，自信、
大胆地表达。



Read Lily’s story and Fill in the Help Ss fill
Mind map. where,when,who and
ask Ss to

answer the questions.











Walk around the
classroom and give help
if necessary
Eg: Where did you go?
Who did you go with?

When did you go there?

What did you do there?
Some groups come to the front
and talk about themselves.

Step 5
Homework
1. Read the text fluently.
2. Finish the letter about your trip.
Tell the students their
homework.

落实笔头，
练习写作。



Blackboard
design


Module 9 Unit 2 Mum bought new T-shirts for you
Dad put another bed Daming
read a book some CDs
ask some questions
Mum bought new T-shirts
Simon’s family borrowed a bike

从整体上说比较成功，教学思路清晰，教学步骤有条理。我觉得教学
设计比较出彩的地方有两个 。第一，将Activity4作为热身活动——
Listen and choose.从学生反应看 ，这个游戏真正调动了学生们的学习积
极性，学生们参与性高，达到了热身的目的。本来这个活动挺难的 。时态
是学生们学习的难点，对小学生而已更是如此。Yesterday,Now, tomorro w
这三种个时态同时出现更加大了这个活动的难度。经过冥思苦想，我把这
个活动设计成一个游 戏，学生们只需要判断正确的时间状语就可以了。第
二，对学生思维的启发与拓展。在讲解完课文后，我 问了一个问题：If you
are Daming,what will you do for Simon’s family?这个问题属于开放
性问题，需要学生运用综合能力进行表达，可以启发 学生的英语思维。我
觉得英语课堂需要学生们用英语思考，用英语表达。
当然，这节课也有很 多不足的地方。首先，引导学生思考的度还不够。
学生们说可以为Simon家做什么时都只说了买什么 ，没有说到做什么。应
该是我引导还不到位。其次，学生学习方法比较单一，没有多元化。再次，
各部分的衔接流畅度还有待提高。最后，处理Lily那封信有点冗




教学反思