冀教版五年级下册
Lesson 24 A Gift for Little Zeke
丰润区光华道小学  薛平

一、 课题  Lesson 24 A Gift for Little Zeke

二、 课型  故事课
三、 教学背景分析
1. 学情分析

教学对象是五年级学生，这个年龄的学生学习外语有了一定的基础，语感基本形成。同时，五年级学生出现了两级分化的趋势。在教学中应充分调动学生的积极性，引导和鼓励不同层次的学生都参与课堂活动，增强他们的课堂活动参与意识，让每一个孩子都能体验学习的成功和快乐。

高年级学生学习策略的培养很重要。预测、略读、寻读等阅读策略相结合，引导学生发展阅读策略；在教学中引入评价机制，发展学生的自我调控策略。
2. 教材分析
    本单元主题是Did you have a nice trip? 单元围绕着Jenny, Li Ming, Danny这三个小主人公有趣的旅游情景展开。教授学生运用过去时态讲述自己的旅行。

故事课“A Gift for Little Zeke”是本单元内容的拓展和延伸。学生在阅读故事的过程中巩固了本单元所学的语言知识，提高了阅读技能，更重要的是学生在运用英语语言读懂故事。培养英语学习的兴趣，提高学生的英语综合水平。

四、教学目标分析

1. 知识与技能目标：

（1）学生能听懂和理解这个简单的故事。

（2）学生能朗读故事，做到语音准确，语气达意。

（3）学生能借助板书、实物教具等帮助，复述故事及表演故事片段。

2. 学习策略目标：

（1）预测、寻读、朗读、默读等阅读策略相结合，发展阅读策略；

（2）增强小组合作意识，共同完成任务；

（3）在教学中引入评价机制，发展学生的自我调控策略。

3. 情感态度目标：

（1）提高学习英语的兴趣，乐于阅读，善于表演。

（2）通过故事让学生体会到老师对他们的关爱，培养学生的感恩之情。

五、教学重难点分析

教学重点：

学生能运用多种阅读策略理解故事内容，并能用正确的语音、语调朗读故事。

教学难点：

学生能在板书、ppt 图片及故事关键词帮助下复述故事。

六、教学准备

教师课前准备：

（1）PPT 课件 （2）教学光盘 （3）故事人物图片及头饰（4）礼物道具

七、教学过程设计
Step 1 Class Opening（1 minute）

1. Greeting

T: Hello, boys and girls.

S: Hello, Ms. Xue.

T: Nice to meet you.

S: Nice to meet you, too.

2. lead in

T: Do you have any friends?

Ss: Yes.

T: I have a friend, too. He is a boy. He is little. Guess who is he?

Ss: He is Little Zeke.

T: Yes, you are right. Here is Little Zeke. (出示Little Zeke)

Today, let’s read a story “A Gift for Little Zeke”. ( Write on the blackboard. )

Please read after me.

[设计意图: 以自然交流的方式营造轻松的课堂气氛，开门见山导入故事，让学生把注意力转移到故事的学习上。]

Step 2 Pre-reading Activities（2 minutes）

T: Look at this title. What do you want to know about this story?

S1: What is the gift?

T: Very good! What is the gift? Can you guess?

Ss Guess. Teacher can draw some pictures that Ss guessed.

T: What do you also want to know?

S2: Who give the gift?

T: Good! Who give the gift? Can you guess?

Ss guess.

[设计意图: 根据题目提出问题，激发学生的阅读欲望，让学生对故事进行预测，发展学生的阅读策略，为阅读故事做好铺垫。]

Step 3 While-reading Activities（23 minutes）

1.      General reading ( 5 minutes)

T: Ok. Here are the people in this story? May be she give the gift. May be she or he? First, let’s read their names.

T shows the names and reads.

T: Who is Tom? Who is Emma? … Now, let’s listen, and help me match their names. Ok?

Ss: Ok.

Play the CD. Ss listen and match.

[设计意图: 观看动画，听人物的名字，有助于学生理清人物关系，整体感知故事。]

2.      Detailed reading ( 14 minutes)

① Picture 1-2 (2 minutes )

T: Little Zeke have two friends. Who are they? Now let’s open the books and read picture 1 and 2 silently. Then, fill in the blanks.

Ss read and fill in the blanks.

Little Zeke lives in Emma’s        .

Little Zeke sleeps in Emma’s        .

In the morning, Tess puts a          and some         for Little Zeke.

           and           are Little Zeke’s friends.

[设计意图: 采用寻读策略让学生在短时间内获取文本关键信息。]

②Picture 3-5 ( 4 minutes )

T: Emma and Tess are Little Zeke’s friends. Do they give a gift for Little Zeke? Let’s listen and think about:

Who give the gifts?

What are the gifts?

Play the CD. Ss look, listen and answer. Teacher writes and draws on the blackboard.

T: Tom, Emma and Tess had the gifts. Were they happy?

Ss: Yes.

T: Can you repeat happily? Listen and pay more attention to the pronunciation.

Ss listen and repeat.

学生听录音，关注语音语调, 体会人物的情感。

T: Does Little Zeke feel happy?

Ss: No.

T: How does he feel?

Ss: He feels sad.

T: Why? Why does he feel sad? Please read picture 3 and find the answer.

Ss: Emma’s class had a party. Mrs. Jones had gifts for everyone. Was there a gift for Little Zeke? No.

[设计意图:老师指引学生细读本段内容。学生默读本段，找出原文中能够解释此问题的语句并通过默读策略深入了解故事细节。]

T: Mrs. Jones had a gift for Tom, a gift for Emma and a gift for Tess. Mrs. Jones had a gift for everyone. But she had not a gift for Little Zeke. So Little Zeke is sad. let’s listen and repeat sadly.

Ss listen and repeat.

学生听录音，关注语音语调，体会人物的情感。

[设计意图:学生模仿录音朗读对话内容。借助音频理解故事内容，体会主人公的感受，为表演故事做铺垫。]

③ Picture 6-8 ( 4 minutes )

T: If you are Little Zeke, do you want a gift?

Ss: Yes.

T: Did Little Zeke want a gift, too? Let’s read picture 6-8 and answer these questions. First, read the questions together.

Did Little Zeke want a gift, too?

Does Mrs. Jones know Little Zeke?

What does he do?

Does Little Zeke have a gift?

Who have a gift for Little Zeke?

What’s the gift?

Ss read and talk about the answers with their partner. Then answer the questions.

[设计意图:学生运用默读策略深入了解故事细节，同桌核对答案增强学生合作及自主学习能力。]

④ Picture 9 ( 4 minutes )                          

T: Mrs. Jones had a bed for Little Zeke. How does Little Zeke feel?

S: Little Zeke feels very happy.

T: Now, it’s time for sleeping. Listen, what does Little Zeke say? (播放录音)

Ss: Time for sock.

T: Why does Little Zeke say: “Time for sock?”

Ss: Little Zeke sleeps in Emma’s sock.

T: But now, he has a bed. He can sleep on the bed. So he say:

Ss: “No! Time for bed!”

T: The bed is very great for Little Zeke.

3. Listen and follow the tape ( 4 minutes )

Try to imitate the sentences.

听录音并跟读，让学生能正确朗读所学文本。

Step4 Post-reading Activities（13 minutes）

Retell the story

T: Now let’s retell the story. Six students a group.

教师先说明奖励机制：不看书复述又能表演的小组每人可得3星；

看书复述表演的小组每人可得2星；

看书读没有表演的小组每人1星。

教师再做示范，让学生分组练习后表演。

[设计意图:布置任务和要求，说明表演选项和奖励机制。学生以小组为单位展示成果。通过评价手段鼓励学生进行活动。不同程度的展示得到不同的奖励，能够使不同水平的学生都能有所收获有所展示。]

Step5 Class Closing ( 1 minute )

1.      Conclusion

T: Let’s see. Tom, Emma and Tess are Mrs. Jones’ students. She had gifts for them. But Little Zeke is not her student, she also give the gift for him. And Mrs. Jones knows about everyone’s need. Tom likes books, so she had a book for him. Emma likes to play and Tess likes to draw pictures. So she had a ball and crayons for them. Mrs. Jones also knows Little Zeke’s need. The teacher knows everyone’s need. Why? Because teachers love you! Love everyone!

Now, what do you want to say to your teachers?

Ss: Thank you.

T: So, Little Zeke write “Thank you! Thank you! Thank you!” Let’s stand up and say  “Thank you! Thank you! Thank you!” to your teachers.

2.      Homework

T: Now please remember the homework. You can choose any of two tasks. And you can get the stars.

1.Read the story for your parents.为家长有感情的朗读故事。

2.Retell the story with your classmates. 和同学复述这个故事。

[设计意图:开放式的分层作业，培养他们的综合语言运用能力，帮助不同程度的学生都能在自己原有程度上有所提高和进步，尽力得到最多的收获。]