Module 1 Getting to know each other-3 My birthday-ppt课件-(含教案)-市级公开课-沪教版五年级上册英语(编号：60529).zip

1、 teacher smart pretty like cooking like eating have a son Mr. CookMr. Hatter hat Mr. Cook a cook be good at cooking like cooking fat like eating Mr. Hatter What does Mr. Hatter do in the story? Look and find 仔细观察图，找出仔细观察图，找出Mr. Hatter的职业。的职业。 means a person who makes hats. . 视觉浏览视觉浏览也可以帮助我们获得相关信息。也可

2、以帮助我们获得相关信息。 Tommy : : Glance over the test quickly to catch the main ideas. 快速默读文本，了解大意。快速默读文本，了解大意。 He has a hat. Mr. Hatter makes hats. He is always very busy. But Mr. Hatters son, Tommy, has no hat. He is very sad. It is late at night. Mr. Hatter is very tired, but he is still working.still ill

3、A . stop working B . go on working It is . Mr. Hatter is , but he is . late at nightvery tired still working 学会用学会用抓住文本中的主要信息。抓住文本中的主要信息。 late at nightvery tired still working Say the main idea. the 4th of October4th October The next morning, Tommy sees a smart new hat on his bed. Is it for me? Tomm

4、y asks his father. Yes, it is. answers Mr. Hatter. Today is the 4th of October. Happy birthday , Tommy! ask ask 问问 asks ( (动词的三单形式动词的三单形式) ) answer answer 回答回答 answers ( (动词的三单形式动词的三单形式) ) The next morning, Tommy sees a smart new hat on his bed. Is it for me? Tommy asks his father. Yes, it is. answe

5、rs Mr. Hatter. Today is the 4th of October. Happy birthday , Tommy! Say the main idea. The next morningsees a smart new hat Is it for me?asks his father Discuss and find the key words. the 4th of October answers Mr. Hatter He has a hat. Because its Tommys birthday present. On Tommys birthday. On the

6、 4th of October. Read loudly and clearly. 大声清晰地朗读，可以更好大声清晰地朗读，可以更好 地培养英语语感。地培养英语语感。 mind map pictures key words 。 四人一起讲述四人一起讲述 Pic1 Pic2Pic3Pic4 每人讲一段每人讲一段 。 四人一起讲述四人一起讲述 Pic1 Pic2Pic3Pic4 每人讲一段每人讲一段 Tommy writes a letter to his mum. Dear Mum, the hat is missing. Tommy shows his new hat to his frien

7、ds. Teaching design Tommy s birthday present Teaching contents: Oxford 5AM1U1 Read a story Teaching aims and demands: 1. Knowledge aims: To be able to read and understand new words and phrases: Hatter, late at night, still, the next morning, the 4th of October. To be able to understand the story 2.

8、Ability aims. To master the skills of obtaining key words and sentences to retell the story. 3. Moral aims: To love family members and do the things for each other. Teaching methods: 1. Student-centered teaching method. 2. Task-based teaching method. 3. Situational teaching method. 4. Communicative

9、teaching method. 5. TPR teaching method. Teaching aids: The multimedia and PPT. Teaching times: 40 minutes. Teaching procedures: Step1: pre-reading（读前：激活学生思维，激发阅读兴趣） 1. talk show 2. Riddles：思维导图 Mr Cook-cook, cook nice food Mr Hatter-让学生猜测：design hats, sell hats, make hats. 【设计意图】英语课堂的最好状态是师生、生生能用英语

10、通畅愉悦 的交流。通过新老师的信息差，由游戏到目标，通过思维导图的头 脑风暴，激活知识，训练学生思维，引出主人翁。通过对 Mr Hatter 职业的猜测，引出文本，对于这一隐形问题，在降低学生对话学习 难度的同时，激发了学生对语篇故事的兴趣，增强了学生继续获取 信息的欲望。 Step2: while reading(读中：理解故事内容，掌握阅读方法） 1. 以图为“景” ，引入语篇。让学生观察图，通过图意让学生理解 Hatter 的意思。 Today I will bring the story about Mr Hatter. What does he do? 【阅读策略】插图的英语表达是“

11、illustration”,语源为”照亮使看得 见“，它是一种隐形信息，是对文字的补充和延伸。教师在处理语 篇时应努力挖掘插图的内涵，促使插图与文本紧密联系，相辅相成， 使学生在文本插图的共同引领下增强语言理解、丰富想象空间、促 进真实表达。 PPT Tommy-why-Tommy Sad(beginning) happy(end) Task1: Why he is sad at the beginning of the story? Task2: Why does he have a hat? When does he have the hat? P1P2 略 P3 出示图，带着学生一起找关

12、键词，并且指导学生找关键词。 1. 通过师生交流图片信息。 （借助插图，提取细节信息） 2. 出现语言支架，让学生再次熟悉内容。 3. 提炼关键词，复述段落。让学生知晓关键词的概念，通过逐步的 学习知晓策略。 P4 出示图 同桌商量一起找关键词。 （让学生在探究中对关键词有体 验的认知） 1. 师生交流图片信息。 （借助插图，提取段落重点） 2. 自己找关键词。 （把行动权交给学生） 3. 根据关键词复述内容。 【设计意图】纵观文本，整体难度不大，所以本课重点放在学生学 习策略的指导上。学习策略仅告知是不行的，而是让学生自己体验 经历和总结。采用小组合作的方式，真正让学习成为一种合作，一 种互

13、助，充分发挥学生的主观能动性。教师对学生的学习过程进行 启发、推进和调控，培养学生自主吸纳和建构新知识的能力。 Step3: Post-reading（读后：拓展应用提升，形成学习策略） 1. Try to retell the story (1) .design practise paper: discuss with the partner and write the key words (2) .retell the story Tip:get help from the pictures. get help from the key words get help from the mi

14、nd map 【设计意图】开放性的小组合作活动，让学生真正在实践中检验习 得的策略。学生是学习的主体，以文本故事整体推进阅读，进行阅 读策略学习，能为学生提供整体的语言信号及真实的语言情境，让 学生在有意义的语境中学习和运用语言，获得表达完整语意的自然 语言，从而提高学生的交际能力。 2. Give a title to the passage 【设计意图】通过学法指导和小组合作学习双线呈现，引导学生将 语言当作一个有条理的、上下连贯的整体来对待。通过清晰的任务 推进和达成，在教师的带领下，学生经历语言积累，学习策略的习 得到语言运用的过程，经历用英语做事情的过程，实现语言的整体 输出。 Step4:homework 1. Use your imagination to write what happen next.展开想象，续写故 事。 2. Tell the story in English.(get help from pictures)借助图片讲述故事。 【设计意图】每一个学生所特有的经验，对其语言素养的形成和发 展是非常重要的。教师的眼睛不能只盯着知识结果，要让学生在 “学英语”的过程中，学会知识、学会学习、学会思考。教师需要 做的是慢慢欣赏，用心陪伴。