BM2She learnt English

合集下载

shelearntenglish说课稿

She learnt English说课稿一、教材分析说明教材版本、选取的教学章节、以及教师个人对教材内容的理解分析，需要清晰的阐明教学重点、难点以及教学准备。

外研社新标准英语五年级下册Module 2 Unit 1 She learnt English. 这一单元需要学生在真实的语言环境中接触、体验、理解语言。

以听说为主，阅读为辅，引导学生观察对话中的人、物、环境，通过文字、插图等信息理解意义。

本单元的教学重目标是谈论过去并与现在做比较。

教学重难点是She learnt English。

Did she learn any foreign languages? He is learning English now. 课前的教学准备：tape-recorder ,word cards二、教学方法教师播放课文录音，学生边看图边听录音，理解课文大意。

教师再次播放录音，学生边听边画出文中的生词和词组，并根据上下文和图片猜猜每个生词的意思。

教师把生词逐一教授，对个别难单词可重点进行分析，例如：可以通过学习单词“dance”“driver”解释“dancer”, “driver”, 有些动词可以在词尾加“r”或“er”变为从事该动作的人，例如“farmer, worker”等。

教师再次播放录音，并在每句话后停顿，请学生跟读这几个重点句型。

学生读熟后，三人一组进行角色扮演，并到台前表演对话，全班评出“最佳表演小组”。

三、教学过程说明如何导入该课程，以及教学的教程和扩展知识点等。

第一节教学要点：She learnt English. Did she learn any foreign languages? He is learning English now.教学过程：一、 Warming—up1) Greeting:T: Hello, Good morning, class.S: Good morning, Miss Hao.T: How are you today?S: We are well.T: What day is today?S: Thursday.T: Are you ready for your English class?S: Yes. We are ready.2) Game: Review the past tense of some verbs.教师说出一个动词的词，例如：“dance", 要求学生说出其过去式“danced",给最快答出的学生奖励。

Module 2 Unit 1 She learnt English教学设计

Module 2 Unit 1 She learnt English教学设计一、教材分析：本单元是Module 2 Unit 1 She learnt English，主要围绕"她学会了英语"这一主题展开，通过故事和练习来帮助学生学习英语。

教材包含了听力、口语、阅读和写作等方面的内容，旨在提高学生的英语综合能力。

二、教学目标：1. 学会用正确的语音和语调朗读故事。

2. 理解故事内容，能够回答与故事相关的问题。

3. 学会运用所学的句型和词汇进行口语表达。

4. 能够阅读并理解简单的英语短文。

5. 能够用所学的词汇和句型写一篇简短的英语作文。

三、教学重点和教学难点：教学重点：故事的理解和口语表达能力的培养。

教学难点：正确运用所学的句型和词汇进行口语表达。

四、学情分析：学生是五年级的小学生，具有一定的英语基础，能够简单的进行日常对话。

但对于较复杂的句型和词汇的运用还存在一定的困难。

需要通过多种教学方法激发学生的学习兴趣，提高学习主动性。

五、教学过程：Step 1: Warm-upa. Greet the students and have a short conversation to create a positive learning atmosphere. For example:Teacher: Good morning, class! How are you today? Students: Good morning, teacher! We're fine, thank you!b. Review the vocabulary related to language learning, such as "learn," "study," "speak," etc. Engage the students in a quick brainstorming activity where they come up with words related to learning languages. Write their suggestions on the board. Teacher: Today, we are going to talk about learning English. Can you think of any words related to learning a language? Students: Study, practice, speak, listen, write, etc.Step 2: Pre-readinga. Show the title of the unit, "She learnt English," and ask students to predict what the story might be about. Encourage them to share their ideas with a partner.Teacher: Look at the title "She learnt English." What do you think the story is about? Discuss with your partner and shareyour ideas.b. Introduce key vocabulary words from the story, such as "English," "learn," "teacher," etc. Write the words on the board and ask students to repeat after you.Teacher: Let's look at some important words from the story. Repeat after me: English, learn, teacher, etc.c. Discuss the importance of learning English and encourage students to share their own experiences of learning a new language.Teacher: Why do you think it's important to learn English? Can you share your own experiences of learning a new language? Step 3: While-readinga. Read the story aloud to the students, emphasizing correct pronunciation and intonation. Pause at certain points to ask comprehension questions and check for understanding. Teacher: Now, I will read the story "She learnt English" to you. Listen carefully and try to understand. (Read the story aloud)b. Ask comprehension questions about the story to check understanding. For example:Teacher: What is the story about? How did the girl learn English? Did she find it easy or difficult?Step 4: Post-readinga. Divide the students into pairs or small groups and ask them to discuss the following questions:Teacher: Now, I want you to work with your partner or in small groups. Discuss these questions: Have you ever learned a new language? How did you feel about it? What difficulties did you encounter when learning a new language?b. Ask a few groups to share their discussions with the whole class.Teacher: Who would like to share their discussion with the class? Raise your hand.Step 5: Speaking Practicea. Provide a list of sentences related to the story and ask students to take turns asking and answering questions using these sentences. For example:Teacher: Now, let's practice speaking using the sentences related to the story. Take turns asking and answering questions. Use these sentences as a guide: Have you ever learned English? How did you learn English? Do you find it easy or difficult to learn English?b. Walk around the classroom and provide feedback and assistance as needed.Step 6: Reading Comprehensiona. Distribute a short passage related to the story and ask students to read it silently.Teacher: Now, I will give each of you a short passage related to the story. Read it silently and try to understand.b. Ask comprehension questions to check their understanding. For example:Teacher: What is the main idea of the passage? Can you find any similarities between the story and the passage?Step 7: Writing Practicea. Ask students to write a short composition about their own language learning experiences, using the vocabulary and sentence structures they have learned.Teacher: Now, I want you to write a short composition about your own language learning experiences. Use the vocabulary and sentence structures we have learned. You can use this writing template with sentence starters to guide your writing process.b. Collect the compositions and provide individual feedback on grammar, vocabulary, and organization.Step 8: Wrap-upa. Review the key points of the lesson and ask students to share their learning reflections.Teacher: Let's review what we have learned today. What are the key points of the lesson? Can you share your learning reflections?b. Assign homework, such as writing a diary entry about their language learning journey.Teacher: Your homework for today is to write a diary entry about your language learning journey. Include your thoughts, feelings, and experiences. Don't forget to use the vocabulary and sentence structures we have learned.六、板书设计：Title: She learnt EnglishKey Vocabulary: English, learn, study, speak, teacherKey Sentences:How did she learn English?She learnt English by studying hard.Learning a new language is not easy, but it's worth it.七、教学反思：本节课通过故事和练习的形式，帮助学生学习了"她学会了英语"这一主题。

小学英语外研版(新)五年级下module 2Unit 1 She learnt English教案NJun.doc

Module 2 Unit 1 She learnt English教案1教学目标1.能听懂、会说词语“ learnt taught language wrote dancer foreign”句型“She learnt English. Did she learn any foreignlanguages? He is learning English now.”2.能听懂、会问:“Did….?” 并会做答“Yes, … did. No, … didn’t.”3.能运用过去时态一般疑问句“Did….?”进行提问与回答。

4.运用所学语言结构询问与描述某人过去到现在的变化。

5.通过比较人们的过去和现在,培养学生积极向上的学习态度和价值观,教育孩子们珍惜现在宝贵的学习机会。

2重点难点教学重点1.学会本课的新单词learnt taught language wrote dancer foreign 。

2. 能运用过去时态一般疑问句“Did….?”进行提问与回答。

3.运用所学语言结构询问与描述某人过去到现在的变化。

教学难点运用所学语言结构询问与描述过去的事情并能与现在的事作比较。

3教学过程教学过程: Step ⅠWarming up1. Greeting.2. Free talk.3.learn activity 11)看图,师生谈话导入学习。

(课件出示) T: Look, boys and girls, do you remember who is she? S: Yes, she is Ms Smart. T: And she is in London now. But two years ago, she went to China. What did she do in China? Do you want to know? Let’s go to see.2)看动画回答:What did she do in China?3)学习新单词:learnt taught language wrote4)跟读、齐读活动1.Step ⅡPresentation1.呈现任务:刚才我们了解了Ms Smart 过去到现在的学习工作的情况。

Module2Unit1ShelearntEnglish(课件)-英语五年级下册2

Module 2
Unit 1 She learnt English.
/lɜnː /学习
/lɜnː t/过去式
English
/lɜnː /
+动词原形
dance
sing
Chinese
draw
cook
/ti:tʃ/ 教授
/tɔtː/
teacher
/ti:tʃə/
/'fɔrɪn/
/læŋgwɪdʒ/
Guangzhou
dБайду номын сангаасnce
Beijing
她以前在中国许多城市跳舞。
She dance
Guilin
Did_s_h_e___ __le_a_r_n__ any foreign_la_n_g__u_a_g_e_s_？
她之前学过一些外语吗？
Yes, _s_h_e___ __le__a_rn__t _ _E_n_g_li_s_h___.
他们是谁？玲玲。
They_a_re__ my_g_r_a_n_d_p_a_re_n_t_s.
他们是我的祖父母
_W__h_o_'s_ this? 这是谁？
It's my _g_r_an_d_m_a_. 这是我的祖母。
_S_h_e_ _w_a_s a_d_a_n_ce_r.
她之前是一名舞蹈演员。
Shanghai
nguage['læŋgwɪdʒ] 2.dancer['dɑːnsə] 3.learnt [lɜːnt] 4.foreign ['fɔrɪn] 5.hard [ha:d] 6.wrote [rəʊt] 7.taught [tɔtː] 8.studied ['stʌdɪd]

五年级下册英语教案Module2Unit1ShelearntEnglish外研社

Module 2 Unit 1 She learnt English教案教学内容：外语教研英语(三起)五年级下册Module 2 Unit 1 She learnt English 部分内容。

教学目标(Objectives)：1.确保学生认识和理解一些基本单词的意义和简单口头运用（To learn the meaning and simple usages of some words and phrases）。

2.学习使用本单元重点句型及表达（To use the typical sentences to express）。

3.鼓励学生大胆发言及表达（To encourage the students to express bravely）。

4.培养学生对英语学科的兴趣（To make the students interested in English learning)。

教学重点(Key Points)：在学习了单词的基础上，以单词为载体，进行主要句型的学习，根据具体情境，学会交流对话，侧重句型学习，交际意向和课外拓展为重点。

--- She learnt English.---她学习了英语。

教学方法：游戏，音频，情景教学法，Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。

教学难点：学生处于小学阶段，对一些事物的认知尚且模糊，对部分单词的感知和理解可能存在问题，对于五年级下学期学生的要求重点是会读会说，敢于模仿表达，其次能掌握一些基本单词的拼写和造句，在此基础上与人进行简单沟通。

教学准备：课件、照片素材、音频文件、单词卡片，教学道具。

教学设计：Step1. GreetingStep2.Warm-up/Leading（热身/课程导入）Game (游戏环节)操练方式：准备好小黑板，教师将之前课程中所学的单词写在小黑板上，让学生读熟、认熟这些单词，然后小黑板背对学生，让学生复述出黑板上有哪些单词，答对一个一分，错答没分，答越多分越高。

外研社五年级下册Module2 Unit1 She learnt English教学案

教学案编号：3【科目】英语【主备人】【审批人】【教学内容】Module2 Unit1 She learnt English. 【授课时间】2019 年月日【教学目标】1.认知目标1、能听、读课文对话内容。

2、掌握新单词和动词不规则变化，以及be动词的过去式was were的用法。

3、操练句型Did you / he / she / + verb-ed … ?Yes, I / he / she / did; No, I / he / she didn’t.能力目标1、学生能够用英语询问对方已经发生过的事情。

2、学生能流利谈论他人在过去某一时间所做的活动。

情感目标1、乐于开口、积极参与课堂活动，并与他人合作学习。

2、有兴趣谈论自己家人的过去并与现在作比较。

【重点】be的过去式的用法和不规则动词。

句型Did you / he / she / + verb-ed … ?Yes, I / he / she / did; No, I / he / she didn’t.【难点】Foreign language的读法。

【教学过程】一、课前预习（一）划出课文中出现的新单词，认读、识别。

（必做）（二）小组合作，跟读课文二、课堂导学Step1.Warming upT: Today, We’ll learn Module2Unit1 She learnt EnglishFirst, I will give you three minutes, preview the lessons and try to read the text with your partner. Now, Let’s sing a song .“Where did you go” sing together with the students.Pay attention to the words of past tense.【设计意图：开始上课，给学生一个轻松的环境，师生同唱一个关于动词过去式的歌曲，学生能够复习过去式，并为这节课的学习做铺垫，复习已经学过的知识。

五年级下册英语教案-Module2Unit1《ShelearntEnglish》｜外研社(三起)

五年级下册英语教案－Module 2 Unit 1《She learntEnglish》｜外研社（三起）教学内容本节课为外研社（三起）五年级下册英语第二模块第一单元《She learnt English》。

课程围绕过去时态展开，主要介绍了动词过去式及其用法。

通过学习，学生能够理解并运用过去时态描述过去发生的事情。

教学目标1. 知识与技能：学生能够听懂、会说、会读本节课的单词和句子；能够运用过去时态描述过去发生的事情。

2. 过程与方法：通过小组合作、情境创设等活动，提高学生的英语口语表达能力和团队合作能力。

3. 情感态度价值观：培养学生对英语学习的兴趣，增强学生自信心，提高跨文化交际意识。

教学难点1. 动词过去式的变化规则及不规则动词的识记。

2. 过去时态的构成及其在句子中的运用。

教具学具准备1. 教具：PPT、黑板、录音机、教学卡片等。

2. 学具：英语课本、练习册、文具等。

教学过程1. 导入：通过图片或故事引入本节课的主题，激发学生的学习兴趣。

2. 新课内容呈现：讲解单词和句子的含义、用法，并通过示例句子展示过去时态的构成。

3. 操练：学生分组进行角色扮演、对话练习等活动，巩固所学知识。

4. 巩固提高：进行课堂练习，检测学生对本节课内容的掌握程度。

6. 作业布置：布置课后作业，要求学生复习本节课所学内容，并完成相关练习。

板书设计1. 五年级下册英语教案－Module 2 Unit 1《She learnt English》2. 主要内容：单词、句子、过去时态的构成及用法3. 重点：动词过去式的变化规则、过去时态在句子中的运用4. 难点：不规则动词的识记、过去时态的构成作业设计1. 听力练习：听懂并模仿本节课的单词和句子。

2. 口语练习：运用过去时态描述过去发生的事情。

3. 写作练习：根据所给情景，用过去时态编写小短文。

课后反思本节课结束后，教师应认真反思教学效果，针对学生的掌握情况，调整教学方法和策略。

五年级英语下册Module2Unit1《ShelearntEnglish》优秀课件2(新版)外研版(三起)

Homework
Please introduce your family members to your friends.
Nice to study with you .
教学反思：
• .学生是学习的主体，是课堂的主人，老师只是个引导者，要把充分的时间还给学生，让其充分的练习、消化和巩固。老师特别是要在拓展上下功夫。
1、不要做刺猬，能不与人结仇就不与人结仇，谁也不跟谁一辈子，有些事情没必要记在心上。 2、相遇总是猝不及防，而离别多是蓄谋已久，总有一些人会慢慢淡出你的生活，你要学会接受而不是怀念。 3、其实每个人都很清楚自己想要什么，但并不是谁都有勇气表达出来。渐渐才知道，心口如一，是一种何等的强大! 4、有些路看起来很近，可是走下去却很远的，缺少耐心的人永远走不到头。人生，一半是现实，一半是梦想。 5、没什么好抱怨的，今天的每一步，都是在为之前的每一次选择买单。每做一件事，都要想一想，日后打脸的时候疼不疼。 6、过去的事情就让它过去，一定要放下。学会狠心，学会独立，学会微笑，学会丢弃不值得的感情。 7、成功不是让周围的人都羡慕你，称赞你，而是让周围的人都需要你，离不开你。 8、生活本来很不易，不必事事渴求别人的理解和认同，静静的过自己的生活。心若不动，风又奈何。你若不伤，岁月无恙。 9、与其等着别人来爱你，不如自己努力爱自己，对自己好点，因为一辈子不长，对身边的人好点，因为下辈子不一定能够遇见。 10、你迷茫的原因往往只有一个，那就是在本该拼命去努力的年纪，想得太多，做得太少。 11、有一些人的出现，就是来给我们开眼的。所以，你一定要禁得起假话，受得住敷衍，忍得住欺骗，忘得了承诺，放得下一切。 12、不要像个落难者，告诉别人你的不幸。逢人只说三分话，不可全抛一片心。 13、人生的路，靠的是自己一步步去走，真正能保护你的，是你自己的选择。而真正能伤害你的，也是一样，自己的选择。 14、不要那么敏感，也不要那么心软，太敏感和太心软的人，肯定过得不快乐，别人随便的一句话，你都要胡思乱想一整天。 15、不要轻易去依赖一个人，它会成为你的习惯，当分别来临，你失去的不是某个人，而是你精神的支柱;无论何时何地，都要学会独立行走，它会让你走得更坦然些。 16、在不违背原则的情况下，对别人要宽容，能帮就帮，千万不要把人逼绝了，给人留条后路，懂得从内心欣赏别人，虽然这很多时候很难。 17、要使整个人生都过得舒适、愉快，这是不可能的，因为人类必须具备一种能应付逆境的态度。——卢梭 18、不要太高估自己在集体中的力量，因为当你选择离开时，就会发现即使没有你，太阳照常升起。 19、时间不仅让你看透别人，也让你认清自己。很多时候，就是在跌跌拌拌中，我们学会了生活。 20、命运要你成长的时候，总会安排一些让你不顺心的人或事刺激你。 21、你的假装努力，欺骗的只有你自己，永远不要用战术上的勤奋，来掩饰战略上的懒惰。 22、成长是一场和自己的比赛，不要担心别人会做得比你好，你只需要每天都做得比前一天好就可以了。 23、你没那么多观众，别那么累。做一个简单的人，踏实而务实。不沉溺幻想，更不庸人自扰。 24、奋斗的路上，时间总是过得很快，目前的困难和麻烦是很多，但是只要不忘初心，脚踏实地一步一步的朝着目标前进，最后的结局交给时间来定夺。 25、你心里最崇拜谁，不必变成那个人，而是用那个人的精神和方法，去变成你自己。 26、运气是努力的附属品。没有经过实力的原始积累，给你运气你也抓不住。上天给予每个人的都一样，但每个人的准备却不一样。不要羡慕那些总能撞大运的人，你必须很努力，才能遇上好运气。 27、时间只是过客，自己才是主人，人生的路无需苛求，只要你迈步，路就在你的脚下延伸，只要你扬帆，便会有八面来风，启程了，人的生命才真正开始。 28、每个人身上都有惰性和消极情绪，成功的人都是懂得管理自己的情绪和克服自己的惰性，并像太阳一样照亮身边的人，激励身边的人。

外研版五年级英语下册Module 2 Unit 1 She learnt English 课件2

15、一年之计，莫如树谷；十年之计，莫如树木；终身之计，莫如树人。2021年7月2021/7/292021/7/292021/7/297/29/2021
16、提出一个问题往往比解决一个更重要。因为解决问题也许仅是一个数学上或实验上的技能而已，而提出新的问题，却需要有创造性的想像力，而且标志着科学的真正进步。2021/7/292021/7/29July 29, 2021
请与你的同学一起完成问题。
请课后与同学练习本课对话及句型！
She danced in lots of Chinese cities. Amy: Did she learn any foreign languages? Lingling: Yes, she learnt English.
Listen, read, and act out!
Yes, it is. He was a driver.
17、儿童是中心，教育的措施便围绕他们而组织起来。2021/7/292021/7/292021/7/292021/7/29
2、Our destiny offers not only the cup of despair, but the chalice of opportunity. (Richard Nixon, American President )命运给予我们的不是失望之酒，而是机会之杯。二〇二一年六月十七日2021年6月17日星期四 3、Patience is bitter, but its fruit is sweet. (Jean Jacques Rousseau , French thinker)忍耐是痛苦的，但它的果实是甜蜜的。10:516.17.202110:516.17.202110:5110:51:196.17.202110:516.17.2021 4、All that you do, do with your might; things done by halves are never done right. ----R.H. Stoddard, American poet做一切事都应尽力而为，半途而废永远不行6.17.20216.17.202110:5110:5110:51:1910:51:19 5、You have to believe in yourself. That's the secret of success. ----Charles Chaplin人必须相信自己，这是成功的秘诀。-Thursday, June 17, 2021June 21Thursday, June 17, 20216/17/2021

外研版(三起)五下Module 2 Unit 1《She learnt English》ppt课件

teacher
farmer
doctor
worker
singer
driver
Who is she? She is Yang Liping.
She can dance well. She is very good at dancing. She danced in many cities.
She is a very good dancer.
B. Did she learn English?
-Yes, she did. And she taught English.
C. Who are they?
-___D___
-No. He was a doctor.
D. Was your grandpa a teacher too?
选择。
1. She
yesterday.
A. learn to cook C. learnt cook
B. learnt to cook
2. Miss Li is a
,she
English.
A. teacher; taught B. taught; teaches
C. teacher; teaches
3. --
? --They’re my parents.
learnt, We, dance, to, yesterday.
We learnt to dance yesterday.
连词成句。
didn’t, She, foreign, learn, languages, any. She didn’t learn any foreign languages.
1
2
3
4

Module2Unit1ShelearntEnglish(教案)外研版(三起)英语五年级下册

教案：外研版（三起）英语五年级下册 Module 2 Unit 1 Shelearnt EnglishI. Teaching objectives1. Knowledge objectives:(1) Students can understand and use the key words: learned, English, China, Japan, America, Australia, when, she, he, they.(2) Students can understand and use the sentence structure: "She/He/They learned English when she/he/they were 12/14/15."(3) Students can understand the dialogue and the passage, and retell the dialogue and the passage.2. Ability objectives:(1) Students can use the key words and sentence structure to introduce when they learned English.3. Emotional objective:Students will be interested in learning English and have confidence in learning.II. Teaching content1. Key words: learned, English, China, Japan, America, Australia, when, she, he, they.2. Sentence structure: "She/He/They learned English when she/he/they were 12/14/15."3. Dialogue and passage: "She learnt English when she was 12. She is from China. Japan is near China. America is far from China. Australia is near China."III. Teaching focuses and difficulties1. Teaching focus:(1) Master the key words and sentence structure.(2) Understand and use the dialogue and passage.(3) Communicate fluently and accurately in spoken English.2. Teaching difficulty:(1) The correct use of the sentence structure"She/He/They learned English when she/he/they were 12/14/15."(2) Accurate pronunciation and intonation of the dialogue and passage.IV. Teaching aids and learning tools1. Teaching aids: pictures, cards, tape recorder, whiteboard, blackboard pen.2. Learning tools: textbooks, exercise books, pens, pencils.V. Teaching processStep 1: Warmup(1) Teacher asks students to say some English words they have learned in previous lessons.(2) Teacher asks students to sing an English song together.Step 2: Leadin(1) Teacher shows pictures of some countries and asks students to say something about them.(2) Teacher asks students: "Do you want to learn English? When did you learn English?" and elicits the new lesson.Step 3: Presentation(1) Teacher shows the pictures and cards of the key words and asks students to guess their meanings.(2) Teacher introduces the sentence structure"She/He/They learned English when she/he/they were 12/14/15."(3) Teacher demonstrates the use of the sentence structure with examples.Step 4: Practice(1) Teacher asks students to read the dialogue and passage aloud.(2) Teacher divides students into groups and asks them to practice the dialogue and passage.(3) Teacher selects some students to demonstrate the dialogue and passage in front of the class.Step 5: Consolidation(1) Teacher asks students to write a short passage about when they learned English.Step 6: SummaryTeacher asks students to summarize what they have learned in this lesson and gives necessary supplements.Step 7: HomeworkTeacher assigns homework: to write a passage about when they learned English and to practice the dialogue and passage with their partners.VI. Blackboard designThe blackboard design should include the key words, sentence structure, and dialogue and passage.VII. Homework design1. Practice the dialogue and passage with their partners.2. Write a short passage about when they learned English.VIII. Reflection重点关注的细节是教学重点与难点中的第二个点，即“The correct use of the sentence structure 'She/He/They learned English w hen she/he/they were 12/14/15.'”。