Let’s have a picnic阅读课教案
发布时间：2014-12-23
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来源：本站原创
录入者：毛兰
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学校：马杭中心小学
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班级： 五（3）
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人数：51
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日期：2014.12
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学科：英语
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课题： Let’s have a picnic
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执教：毛兰
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教学目标：
1.能帮助学生复习本单元的周末活动，巩固并情境运用句型What do you do at weekends？
2.能拓展学生的周末活动，让学生了解丰富的周末活动。
3.能让学生在故事中，识别、归类并整体认读新单词，学习结合图文猜测词义的策略。
4.通过故事的阅读，激发英语的兴趣。
重点难点：
1)．阅读方法与技巧引导和渗透。
2)．正确理解故事内容，会仿例介绍周末的活动。
制定依据：
1，教材分析：
课外阅读可以接触到比课文内容更加丰富的题材，扩大学生的视野。本节课的教学内容关于周末的活动，与学生日常生活实践紧密相连。通过阅读激发学生学习的兴趣，进行阅读技能和策略的指导，突出信息的交流和互动。在教学中以旧引新，降低学习难度，不断循环复现，帮助学生积累巩固，提高学生综合运用语言的能力。
2，学生分析：
本节课的教学对象是小学五年级学生，他们对英语仍然有着浓厚的学习兴趣，对英语充满了好奇心，也具备一定的语言知识和技能。通过前面的学习和长时间的大量信息输入，在英语学习上有了一些方法和习惯。有关周末活动的知识点，在以往的学习中有了初步的认识，考虑学生对于英语有着浓厚的兴趣，又充满了好奇心。结合学生的年龄特点，利用课外故事，设计有趣的周末活动，全方位调动学生的积极性，培养学生对于阅读的策略学习，把学习到的知识运用到日常生活中。
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Teaching Procedure
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Sate
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Teacher's activity
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Learner's activity
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Purpose
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Step1 Pre-reading
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T:Good morning.
T:What do you like doing?
T: What do you usually do at weekends？
T: Do you want to know about my weekends?
T： I usually read in my study. I like reading stories. Do you like reading stories?
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Ss:Good morning.
S:…
I usually…
I sometimes …
S2: …
Ss:Yes,I do .
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通过师生问答之前学习的周末活动进行交流，与他们的生活贴切，学生乐于交谈，对于后面的教学作为引子，既有联系又不乏趣味性。
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Step2 While-reading
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1.T: Today I have a story for you.
T:Look at the boy.
Who’s he?
T: How many people are there in his family?
T: What are they talking about?
T:Maybe.
What does dad say?
T:Hurray! Dad says: Let’s have a picnic.
How do they answer?
T:Can you act it out ?
work in groups.
2.T：Well done!
They want to have a picnic,so what do they need ？
1)
T:Yes, they need some food.(板书出示)
2）
T:Yes, they need some drinks.(板书出示)
3）
T:Yes, they need some fruit.(板书出示)
4）
T:Yes, they need some daily staff .(板书出示)
5）
T:Yes, they need some bread .(板书出示)
Task:1Read and match
T: They are going to the supermarket.
Please read the story quickly by yourself. And you can use your ruler and match them.
Task2:Read and choose
T:We know they buy many different things.
So what does everyone buy?
I’ll list some things.
Please read the story again,and choose the pictures.
Work in pairs.
1） T：What does mum buy?
(Teach:sausages,pork chops.)
T:Yes, they are delicious.
So what does mum say?
2)T: We know mum buys some food.What does his dad buy?
(Teach:mango)
T:What does dad say?
How to read.
(teach :expensive)
3) T：What does grandpa buy?Does he buy any drinks? T:Grandpa likes fruit. What does he say?How to read.
T：Well done.
4) T:What does grandma buy? (Teach: plastic plates and napkins)
T:What does she say?How to read.
T：I have a question.Why does grandma buy the daily staff?
5) T:What does Tom buy?
T:Do you like the bread?
S:Yes.
T:We all like to eat bread.What does Tom say?How to read.
T:Answer the question.
What do you think of the family?(小组讨论)
3.T：All the things are ready.
Q:What about his picnic?
T:So they have a picnic at home.
(Teach:right here.)
T: What family is it?
2)T: What is happy family like?
3)Please give the story a title.
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Ss:He’s Tom.
Ss:Six.
S:预测They are talking about the weekend/ park/food…
S: Dad says:Let’s have a picnic.
S:Great/Yes…
S：(预测：They need some hamburgers/hot dogs…)
S：(预测：They need some milk/ juice...)
S：(预测：They need some apples/bananas…)
S：(预测：They need some bags/warm clothes/…)
S：(预测：They need some cakes/bread…)
1.Read the story.
2.Math the pictures.
Mum buys some food. Dad buys some drinks. Grandpa buys some fruit. Grandma buys some daily staff. Tom buys some bread.
Read the story again.
S:She buys chicken wings,sausages,pork chops and hamburgers.
S:These look nice.
S1:He buys some mango juice and apple juice.
S:Oh good!It’s not expensive. Hmm. I want to buy some mango juice and apple juice, too.
S:Grandpa buys some apples,strawberries…
S:…
S:She buys plastic plates and napkins.
S:预测Because the family want to keep the park clean.
Don’t make a mess.
S:
Tom buys... S:Everyone in the family likes to eat bread. I need more.
S:预测
1）a clear division of labor分工好。
2） project division环保意识。
3） 3）help each other互相关爱……
S:They can’t have a picnic at the park.
Because it’s raining.
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教师作为一个讲故事的角色，娓娓道来，提问式进入，发散思维，循序渐进。
利用故事情节表演，调动学生的兴趣，丰富学生的感受和体验，激发学生阅读的兴趣，为下面表演打下基础。
联系生活实际，学生平时所积累词汇的输出，教师进行归纳并回收。
生词较多，在选择、归纳的同时，让学生整体认读单词。
尊重学生的已有知识经验，让学生尝试自己去读，教给学生学习的方法，同时有意识的渗透有关英语音标教学，为学生的终身学习打基础。
开放性问题，给学生搭建说的平台，从而让学生都敢说，能说，让更多的学生参与到英语学习中去，提高课堂教学的有效性。
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Step 3 Post-reading
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1.It’s raining.They didn’t have a picnic at the park.But they are happy.
What will they do at home?
Please imagine and give the
story another ending..
T: Yes, life is colourful, life is nice. I hope you all have a happy weekend.
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Try to act it out
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表演在周末其它的活动，延续了故事内容,让学生想象表演。表演时就回顾复习了课堂学习的词汇。
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Homework:
1. Read the story with emotion.
2.Write a passage about your weekend.
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