本节课的教学内容是外研版（新标准）一年级起点四上Module 5 unit 2。本课以书信的形式谈论Lucy昨天学校旅行的故事，使学生在Module 5 unit1学习的基础上，继续学习掌握一些不规则动词的一般过去时形式，让学生学会用过去式来描述一次外出做过的活动。同时，培养学生热爱生活，热爱运动，不怕困难挫折的乐观情绪。

二、学情分析

本课的教学对象是五年级学生，小学五年级的学生思维敏捷，能对事物进行分析后发表自己独特的见解。通过两年的英语学习，已经具备了一定的语言知识积累，一定的学习方法，具备一定的综合运用能力。此前已经有学习接触到过去式，对动词的变化规则也有一定的了解，学生乐于谈论自己的旅行经历，是学生感兴趣的话题，能够积极地参与到课堂教学活动中。

三、教学目标

1.通过本课的学习，学生能正确理解、认读词汇 ice-skating/ wore/ fall over - fell over/ hurt / was able to；在情景中运用句型She went /worm //fell over. She was able to...进行描述过去发生的事。

2.能正确理解、朗读和复述所学故事；能用一般过去时简单谈论自己的旅行经历。

3.培养学生乐于与他人合作；热爱运动，热爱生活，不怕困难挫折的乐观情绪。

四、教学准备

PPT、微视频、生词卡

五、教学课时

1课时

六、教学过程

Step 1: Preparation

1.Warming up

(1)Greeting.

(2)Watch a video.

[设计意图] 利用视频复习相关知识，通过演唱Daming和Sam旅行的歌曲，不仅复习了旧知为学习新课做好了知识和思想上的准备，而且激发了学生的表达欲望，激活了学生的思维。

(3)Free talk

[设计意图] 教师提出问题：What did you do yesterday? 此环节中，拉近学生的距离，学生的思维被调动起来，他们参与课堂活动的热情很高，积极回答问题。

Step 2: Presentation

1.Show the Task-setting

T: Oh, you all had a good time. And today, let’s continue to talk about things happened before. Talking about your happy trip. OK?

2.Lead in

Amy has got a letter. Who wrote this letter?

T: Look ,This is our good friend Lucy. Yesterday, she also went on a school trip.

3. Teach new text.

(1) Guess,watch and think.

Q: What did she do?

Teach: ice-skating

[设计意图] 教师呈现情景图，整体感知文本，What is she talking about? 引导学生预测内容，之后通过听的方式整体感知，核对答案。

(2)Listen part one and answer.

Q:What did she wear ?

Teach :wear-wore

(3)Read part two and answer.

Q:What happened to Lucy?

Teach:fall over-fell over

Q:Did it hurt?

Teach:hurt-hurt

(4) Discuss

Q: What do you think of Lucy?

渗透情感教育，战胜挫折

[设计意图] 教师分段提出问题，引导学生关注对话的细节，并要求学生通过阅读课文找到问题的答案。同时，在语境中学习理解新词wore,fall off,fell off,hurt，做到音、形、义结合。在文本中自然的渗透情感教育，向Lucy 学习不怕困难，用于战胜困难的精神。

Step 3: Practice

1.Repeat the text

[设计意图] 用文本分析去引导学生形成积极的价值取向。让学生听原文跟读，促使学生模仿语音语调，为学生具有良好的语音、正确的语调、语言交流的自然流畅，打下基础。挖掘文本隐藏的情感信息，让学生深入地感知Lingling不怕困难的精神。

2. Read and match

3. Retell Lucy’s trip.

(1) Teacher shows an example.

T: Can you talk about Lucy’s trip? Now, let’s have a try.

(2) Children talk about story in pairs.

(3) Ask students to tell story.

[设计意图]复述课文不仅梳理了本课所学知识，同时锻炼了孩子的口头表达能力，为学生后面的活动输出做准备。

Step4：Production

1.Talk about My happy trip

T: Excellent!

We have known Lucy’s trip, And now it’s time for us to tell our trip. I had a happy trip. Do you want to know?

2. Tell children’s trip.

(1) Prepare in groups.

T: This is my story. Do you want to talk about your happy trip with your friends? Yes, now, write down your trip first. Then share your happy trip in your groups.

(2) Show time

T: Now who wants to share your trip with us?

[设计意图] 只有将英语书本知识融入生活，回归生活，学生才能从真正意义上去理解所学的语言知识，提升对知识实际运用的能力。该环节将所学语言结合实际生活进行加工处理，谈论孩子们自己最开心的一次旅行，孩子们可以选择性的完成联系，写难忘的快乐之旅，或者制作旅行的思维导图。不仅操练了孩子们的思维、和概括能力，同时实现真正意义上的学以致用。

Step5: Summary

T: Today, we all had a lovely day. You did a good job.

Our country is beautiful. Our life is wonderful. We should enjoy life, enjoy trip.

Safe trip

[设计意图] 感受祖国山河、享受旅行的同时，恰到好处地进行旅行要注意安全的教育。

Step6: Assignment

1.Listen and read the text.

2. Talking about your happy trip with your friends.

3. Draw a mind map about your happy trip.