I wore warm clothes英语教学课件
教学目标：
1.语言知识与语言技能目标
能听懂，会说，能认读单词ice-skating/wore/fall over -fell over/hurt/learnt.
能听懂，会说，能认读She went ice-skating. She worm warm clothes. She fell over. But it didn’t hurt. She learnt to skate.能比较准确地描述过去发生的事情。
能借助图片和文字听懂、读懂和朗读课文。
能用过去式描述过去发生的行为。
2.学习策略
有条理地描述过去发生的事情。
学习元音、字母组合在单词中的语音规律。
3.情感态度目标
培养学生乐于与他人合作的精神。
热爱运动，热爱生活，不怕困难挫折的乐观情绪。
重点难点：
1.本课的教学重点是能听懂、会说，能认读单词ice-skating/wore/fall over -fell over/hurt /learnt及句子She went ice-skating. She worm warm clothes. She fell over. But it didn’t hurt. She learnt to skate.
2.本课的教学难点是能借助图片和文字听懂、读懂和朗读课文，并能用过去式描述过去发生的行为。
教学过程：
一、Warmer
Greetings.
1. Clap-and-stamp game.
2. Free talk.
What did you do yesterday?
【设计意图】通过greeting, clap-and-stamp, free talk环节，激发学生学习兴趣和对新课知识的渴望，并激活原有的语言知识，为新课学习做好铺垫。
二、Presentation
1. Task-setting.
Today we’ll continue to talk about things happened before, tell some funny stories and make a class story book.
【设计意图】课堂伊始就向学生提出任务，让学生通过完成具体的任务活动来学习语言，也为学生创设了比较真实的语言环境。
2. Watch CD- ROM and understand the text
Was Lucy happy in her trip?
What did she do?
【设计意图】学习本课新单词和句型前，学生先观看课文光盘，让学生自然感知和理解即将学习的'新语言现象所发生的情景与语境，这样的整体语言输入有利于较好的完成本课的语言运用目标，培养学生综合语言运用能力。另外，通过两个问题帮助学生理解课文大意。
3. Learn to say new words.
“ice-skating”
“wear-wore”
“fall over-fell over”
“hurt-hurt”
learn-learnt”
【设计意图】根据五年级学生的认知水平及规律，渗透语音教学，让学生通过比较、归纳，领悟字母a, ore, e在单词中的发音规律，自己尝试学习拼读新教授的单词。
4. Who’s the lucky dog?
Guess words in a turntable.
【设计意图】通过“谁是幸运儿”游戏，变枯燥乏味的机械性训练为学生喜爱的富有挑战的游戏形式，激发学生学习和记忆单词的热情，使单词操练达到效率最大化。
5. Learn to say new sentences.
⑴ Describe pictures.
Lucy went ice-skating.
Lucy wore warm clothes.
Lucy fell over, but it didn’t hurt.
Lucy learnt to skate.
⑵ Find friends of the pictures and talk about them in pairs.
【设计意图】图配文找朋友说一说的活动，让学生在同桌合作互动中进一步训练所学语言。
6. Scan line by line.
Guess the pictures about Lucy’s story.
7. Talk about Lucy’s story with 6 pictures.
Lucy went on ice-skating.
Lucy went ice-skating.
The ice was very cold.
Lucy wore warm clothes.
Lucy fell over, but it didn’t hurt.
Lucy learnt to skate.
【设计意图】教学呈现梯度发展，学生在老师的指导下从单词——短句——语篇(学会说故事)，一步步突破难点。
8. Listen and imitate.
【设计意图】良好语音语调的形成是一个习惯的养成过程，而听音模仿是小学生学习并形成良好语音技能的有效方式，学生在教师的指导下通过听录音模仿,可以较好的学习发音，体验地道自然的语音语调，培养良好的发音习惯。
三、Practice
1. Talk about Lucy’s story with key words.
【设计意图】教师进一步指导学生在抓住重点词讲故事的过程中，应注重完整性、顺序性和逻辑性，使学生口头表达能力得到进一步提升，也为后面的创编故事做好良好的铺垫。
2. Read Lucy’s story and write down the missing words.
【设计意图】此环节，遵循“听说领先，读写兼顾”的原则，对所学内容从听读的层面上升到写，学生的技能得到全面的提高。
Consolidation
and extension1. Tell our story
⑴ Listen and perform Sunny’s story.
⑵ Children make an interesting story.
① Discuss in groups. ② Tell and perform the story.
Our Story
Yesterday, we went to the ______. We wore ______. We saw lots of ______.
We ate some ______. ______ fell over. ______helped him.
We had a good time.
⑶ Make a class story book.
【设计意图】学生在合作中轻松地运用所学的语言，创编精彩的故事，尝到了“学了能用的甜头”。老师将小组编拟的故事装订成册又与课前所提的任务相呼应，把整堂课推向了**。
四、Summary
What have we learnt today? Who’s the winner today?
五、Assignment
1. Listen and read the text.
2. Finish off activity book, Ex 2.
3. A: Talk about your story to your friends. (选作) B: Write down your story. (选作)
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