Module 8-Unit 1 Will you help me -ppt课件-(含教案+视频+素材)-县级公开课-外研版（一起）五年级下册-(编号：d0a07).zip

1、Welcome!Welcome!WillWill youyou helphelp meme ? ?ModuleModule 8 8 UnitUnit 1 11. Read a story about .2. Decide your for some people close to you (你亲近的人你亲近的人).Our tasks Who?Who? WhereWhere？ WhatWhat？AskAsk somesome questionsquestionsWhat？Why？Who？ WatchWatch thethe videovideoWhat？Why？Who？ WillWill it

2、it bebe windywindy in in NewNew York?York? HowHow dodo FangfangFangfang andand DamingDaming thinkthink aboutabout thethe kite?kite?Read and answer10ShadowShadowexerciseexercise ！ WillWill it it bebe windywindy in in NewNew York?York? HowHow dodo FangfangFangfang andand DamingDaming thinkthink abouta

3、bout thethe kite?kite?Read and answer WhyWhy doesdoes FangfangFangfang askask thisthis question?question? Dragon cultureTang suitChinese sealsilkChinese teaPresents with Chinese stylePaper-cutChinese painting14Practice and show！ReadReadActAct WatchWatchGame quick description of people 人物快速描述人物快速描述 H

4、eHe / / SheShe isisHeHe / / SheShe likeslikesHeHe / / SheShe is is goodgood atatWillWill sheshe / / hehe like?like?ice-cream cakeWillWill sheshe / / hehe like?like?broomWillWill sheshe / / hehe like?like?Football ticketsPeople close to me1 ThinkThink ofof 1 1 oror 2 2 people.people. TalkTalk aboutab

5、out thethe peoplepeople closeclose toto youyou in in youryour group.group.1.1.AreAre theythey youngyoung oror old?old?2.2.WhatWhat dodo theythey looklook like?like?3.3.WhatsWhats theirtheir hobby?hobby?4 4. .AreAre theythey special,special, andand why?why?2 GiveGive youryour classmatesclassmates adv

6、iceadvice aboutabout presents,presents, andand telltell why.why. 3 Decide(Decide(决定决定) ) youryour present.present. ShareShare youryour ideaidea ! ReviewReviewpresentDamingSimonNew Yorkcousinchopsticksdragon kitesurprisingmeaningfulusefulgendereventagehobby HomeworkHomework1.1. CompleteComplete theth

7、e worksheetworksheet MyMy presentspresents. .2.2. FindFind andand underlineunderline usefuluseful phrases.phrases.3.3. ReciteRecite oror retellretell thethe story.story.Thank you!My present(s)My presentsThank you for your advice, my friends. I know my presents now. I will give_ a _, because_.I think

8、 _will like (a) _, because_.People close to meUseful expressionsTalk about people（描述人物）（描述人物） Suggestion(如何提建议如何提建议) He /She is.(old, young, pretty, lazy) I think will like a He / She likes (playing football, drawing ) You can give a. His / Her hobby is Why dont you give a.? He /She often ReportRepo

9、rter 1:Hello, everyone. We think _ is a good present for the boy. Because _.Reporter 2And we think _ is a good present for Maggie. Because _.Do you agree? Whats your idea? 新版北京市中小学生日常行为规范将原有的中学生和小学生日程行为规范合二为一，体现出了教育的连续性和一致性，对比旧版规范增加了很多顺应时代的内容，从学习生活到社会交往，从个人习惯到公共生活规则，对于中小学生最常见的行为规范做出了具体要求。新规范中尤其增加了网络

10、安全规范，要求中小学生合理使用网络，浏览健康内容，以规范、文明语言发表网络言论。当下信息时代，孩子生活在充满现代科技的环境中，网络安全尤为重要，在规范孩子的行为之前，首先帮孩子树立这样的意识是非常必要的，要让他们懂得网络应服务于自己的学习和生活，而不能深陷于其中；网络上的内容丰富而良莠不齐，每个人都应该有一双明亮的眼睛，避免不良信息的影响。如何提建议： I think you can go to 如何表达决定 I think we will go to I think you can take him/her to I think . will be a good place to go. W

11、hy dont you go to? We will go to 1教学基本信息教学基本信息课 题Will you help me? 是否属于地方课程或校本课程地方课程学 科小学英语学段： 高年级段年级五年级相关领域课型：英语听说教学话题：给国外朋友送礼物核心语言知识：用一般将来时 will 和 be going to 表示将来的计划或打算教 材书名： 新标准英语（一年级起点）五下 出版社：外语研究与教学出版社 出版日期：2014 年 1 月教学设计参与人员教学设计参与人员姓名单位联系方式设计者实施者指导者课件制作者其他参与者无指导思想与理论依据指导思想与理论依据依据英语课程标准和北京市中小学

12、英语学科教学改进意见 ，义务教育阶段的英语课程承担着培养学生基本英语素养和发展学生思维能力的任务。思维品质的提升，是以语言基本知识和语言基本技能的提升为基础的。英语教学要借助扎实的双基，培养学生“用英语做事情的能力”；通过拓展、传递教材所体现文化信息，逐步培养学生思维，提高其语言综合素养。本课设计坚持“以学生为中心”， “关注学生实际获得”的教学理念，从学生的兴趣出发，结合“选择礼物”这一主题设计真实的任务，借助中国传统文化背景，提升学生批判性思维能力，通过听、说、读、写等训练提升思维的深度和广度。教师定位于学生学习的引导者、合作者和促进者，在学习过程中发挥学生的自主性和合作性。教学背景分析教

13、学背景分析一、教材分析一、教材分析本课教材内容选自外研社新标准英语 （一年级起点）第十册第八模块。秉承新标准教材的编写宗旨，本单元内容仍以对话形式呈现，讲述了 Daming 赴美前为其在纽约的堂兄 Simon 选择礼物的故事。课文的核心语法为 will 的陈述句和一般疑问句及其回答。本模块共设计二个学时，本课是第一学时，授课时长 40 分钟。 3二、教学内容二、教学内容三、学情分析三、学情分析本节课的授课对象为育翔小学五年级学生，因为区研究科的需要，属于借班上课。通过他们的英语老师了解到，他们从一年级起学习新标准英语 ，每周除常规课外，还有一节外教课。经过四年多的系统学习，他们都有一定的语言知

14、识积累。从三年级开始，他们已经通过思维导图（Ming map） 、组织图（Graphic organizer）在英语课上接受过一些思维能力的训练，大部分的学生乐于思考，渴望用英语交流、表达自己的观点，喜欢课堂中的师生互动，喜欢小组合作学习。五年级的学生对使用 will 和 be going to 结构表达将来时并不陌生，他们从三年级起开始学习将来时，并且在第六、八、九册以及本册教材中多次接触 will 和 be going to 的用法。因此本课的设计重点在于复习、巩固和拓展，在提高难度的任务中正确使用上述结构。但由于五年级学生英语学习已经出现二极分化现象，因此在教学中要顾及不同水平的学生，教

15、学设计要有层次性，前后活动之间梯度要适中；让不同水平的学生在一定的教学环节都有所收获。四、教学方式四、教学方式本节课采用交谈式教学方式，以“基于生活的任务”为导向，从教材出发，通过师生交流、学生二人交流、四人小组交流，学生思维一步步得到拓宽，借助旧知和新知，完成产出任务，达成目标。本节课主要使用了 PPT 演示文稿和板书二种教具。在演示文稿中插入多个音频和视频，通过视听说多种模态，构建立体教学内容，调动学生视、听、说等多个感官参与学习。通过小组合作讨论，使同学在思维碰撞中激发语言生成；通过独立完成书写 4练习，让学生各自在安静的环境中内化新知，获取习得。本节课的板书共包含 26 项内容，每一项

16、内容的呈现都是在师生交谈中学生真实的语言生成，体现了教材内容理解与问题相关的原则提炼依据原则解决问题三个前后递进的过程。板书的具体构建过程在“教学过程”中会具体呈现。 教学目标教学目标1. 能够判断课文为对话故事，初步体会人物之间通过问题进行对话。2.复习巩固 will 的用法，用陈述句和一般疑问句进行表达，并能恰当运用 Yes, I will. / No, I wont. 对一般疑问句 Will you?进行回答。3.能够完全理解对话故事，能够朗读或表演故事；能够在老师引导下思考并表述对课文关键句的理解，如：Will it be windy in New York?。4.通过故事中二个人物就

17、礼物的讨论，总结选择礼物的原则。5.能够从“龙”这一中国文化的象征进一步加深对中国文化的理解，并联想到其他中国文化的象征。6.能通过小组讨论，运用课上归纳的原则给同学的亲友推荐礼物；能够根据同学的推荐为自己的亲友选择礼物；介绍自己的决定。教学重点：教学重点：理解课文，在充分理解、学习课文的基础上表演课文。思考并理解课文关键词句的深层含义。加深对以“龙”为象征的中国传统文化的理解。教学难点教学难点:归纳总结 “选择礼物”的原则。通过分析自己亲友的特点，根据同学的建议，确定礼物。问题框架问题框架1. Can presents always make people happy? If not, ho

18、w can we solve this problem?3. What do people consider when they are to choose a present? 2. How does Daming choose a present for Simon?What are the rules?4. What presents will you choose for two people close to you, according to the rules summarized in Step 3? 5教学流程示意教学流程示意I. 热身温故知新II. 任务呈现III. 新课讲

19、解IV. 实践操练V. 交流归纳 实践产出活动 1: Greeting.活动 1: Lead in.活动 3: Read and answer.活动 5: Act out the dialogue.活动 1: Game 1. 完成调查表活动 1: Summarize the lesson.活动 2: Assign the homework.活动 2: Watch and answer.活动 2: Group work- give advice VI. 总结和作业活动 2: Game 2.活动 1: Group work.-introduce the people close to you 活动

20、 2: Task presentation.活动 1: Picture reading.活动 4: Read in pairs.活动 6: Watch a video and sum up 12 6教学过程与教学资源设计教学过程与教学资源设计StepTeachers ActivityStudents ActivityPurposeResourcesTime Blackboard DesignI. Warming up.GreetingGreet all the students.礼貌习惯养成教育。1II. Presentation.Lead in activity:Play a video.Q

21、: What are the children talking about?Do you like presents? When do you give present?Think about the children in the video, are they happy with the present?Do they like them? How can we give right present and make them happy? Present the task.Know what they will learn:1. A story about present.2. Mak

22、e their own decision on a present. 通过观看有关礼物的视频，启发学生对于礼物的思考。明确本课教学内容和要达成的预期任务，便于孩子调整思维，迅速融入。Video2III. New language 18 10learning.1. Picture reading2. Watch and answerShow picture 1:What can you learn from the picture?What do you want to know about Damings present?Why? Who? Where? How?Encourage stude

23、nts to ask and answer the questions about the story.(Further questions: Who is Simon? Where does he live?)What present does Fangfang think of first? Does Daming agree? Why not?What does this mean to Simon? Does Simon I knowRaise their questions.Who will give a present? Who will get a present?Why wil

24、l he/she give this present? What is the present? Answer the above questions.Who Daming will give Simon a present.Simon is Damings cousin. He lives in New York.Why Because Daming will visit Simon.Chopsticks.No, because his mother is Chinese.(Pair discussion)Simon knows what chopsticks are and 了解背景信息。

25、引导学生主动思考，并提问，为获取课文信息做准备。让学生相互提问，提取课文信息。带着疑问看课文动画，了解故事内容并解决问题。换位思考，激发批判性思维。Text pictureText video 113. Read and answerknow what chopsticks are?Will Simon feel surprised to get such a present?How about you? Do you think chopsticks are great presents for foreign people? If you would give present to for

26、eign friends, will you choose chopsticks? Why? Why not? What will Daming take? Will it be windy in New York? (Further Q: Why does Fangfang ask this question?)How do Daming and Fangfang think of this present?Do you think Simon will love this present? If you maybe he can use them.No. SurprisingOpen.(P

27、air discussion)What Daming will give Simon a Chinese kite.Yes.(Pair discussion)Useful.Great. Love.(Pair discussion)总结礼物选择原则。换位思考，激发批判性思维和想象力。跟读课文，纠正发音。讨论，总结礼物选择原则。根据生活常识进行思维拓展。换位思考。 Text Recording 124. Practice and actwere Simon, will you love it?If he doesnt like it, what can we do? What can we do

28、with our kite?(possible solutions:1-give it to other people2-explain the importance of dragonWe can see and feel dragon in many aspects of our life.(ppt)This dragon present is a very meaningful present3-give him another present with Chinese style.) (Further questions:How will Daming get this kite pr

29、esent?Why wont he buy one?Why does he prefer making a kite by himself?)Encourage Ss to act.(Pair discussion)Open-ended.MeaningfulDragon is a very important symbol in Chinese culture.(open)Daming will make a kite by himself. (Handmade)Possible answers:Its expensive.Simon is an important cousin to Dam

30、ing.(open)Practise with their partner.Role play.解决实际生活问题。中国龙文化以及其他典型文化知识拓展。思考礼物来源，引入生活经验。Music 125. Watch and summarizePlay a video about giving presents.Act out the dialogue.Watch and tell the rules for choosing present.Age. Hobby. Gender. Events. Favourite colorVideoIV. PracticeGuessing gameShow S

31、s the pictures.He / She isHe/ She likesHe /She is good atWill he / she like? Why?Describe different people with the given sentence structure.Try to guess what present he or she will like. 通过游戏激发同学参与热情，在无意识中操练本课核心句型，同时为下一阶段活动做语言准备。PPTMusic4V. Production.1. Talk about people 2. Talk about presents and

32、 make a decision on the presentTeacher shows the example.1. Think of two people close to her.2. Describe these two people.Teachers show example.1. Ask for advice on presents to those two people.Will you help me?2. Make a decision.Student will work in groups. They will follow the example and introduc

33、e their friends or family.Give teacher some advice.Follow the example and give each other 四人小组活动，相互问答获取信息。运用所学句型获取所需信息，体现语言的工具性。小组活动，彼此建议合适的14 12Ask Ss to share with all class their decision.advice on present first. Then make their own decision. Share with us their decision.礼物。VI. Summary and homewo

34、rk.1. Summary.2. Homework.Summarize the content.Assign homework.1. Listen，repeat and recite M8U1.2. Share your decision with your parents.带领学生总结本课所学。复习巩固所学。22 12学习效果评价设计学习效果评价设计本节课教师采用了多元的评价方式，课堂即时评价与课后书面练习评价相结合，评价内容包括课内形成性评价、口头评价以及课后个人书写练习评价。本节课中学生组成四人小组参与课堂活动，对每个小组的整体表现给予口头评价。形成性评价运用在小组合作学习之后，每人将自

35、己的讨论结果书写在粉色卡片上，进行小组展示时学生将卡片在组内分享，小组抽取一份作为小组代表在全班分享。教师在教学活动中面向全体同学，对学生的表现有针对性的进行口头评价、学生之间激励性评价以及对学生满意的微笑以及竖大拇指的手势，关注学生学习过程，保护学生的学习积极性。以下是本节课中老师对学生的几次评价用语：They can remember the words. They use their body language. They smile throughout the performance 评价学生对课文故事的表演。You give a very complete idea of the

36、story.评价学生对故事情节的概述。Very good word. 评价学生的概括。Thats important. 评价学生的独特的观点。评价量规1. 学生课上即时语言表达。2. 学生课上新课学习环节的表现，体现课前预习情况。3. 学生书面练习的完成情况。4. 学生在小组讨论环节的发言情况。本教学设计与以往或其他教学设计相比的特点本教学设计与以往或其他教学设计相比的特点(300-500(300-500 字数字数) )一、遵循逻辑，设计问题链一、遵循逻辑，设计问题链整节课中老师共设计 26 个主干问题（不含追问） ，这些问题的确定经过了反复琢磨和筛选。问题的设计体现出三个特点：1. 问题设计

37、由浅入深。由浅入深不仅体现在逐层理解故事内容以及文本字面意思，还体现在思考并理解“字里行间”的深层含义。2. 问题脉络由课内延到课外，由课本延到生活在讨论故事时，为了提高学生的融入感，教师设计了 What if?问题。比如，让学生换位思考，如果你是故事中的人物会怎样想？会怎么办？ 133. 不同问题，体现多种思维能力的培养学生回答问题，不仅仅是陈述事实，很多时候是多种思维能力的锻炼。问题设计，教师兼顾了低层次思维能力（如记忆、分类、头脑风暴等能力）和高层次思维能力（归纳、总结、判断、分析、做决定等能力）的训练。二、形成前后呼应、闭合的问题链形成前后呼应、闭合的问题链从整节课来看，问题链是闭合的，是前后呼应的，做到了课堂的完整性。最后的教学环节中，学生利用自己总结的原则选择礼物，避免了礼物选择的盲目性，解决了上课伊始提出的问题:如何让自己选择的礼物能真正令人高兴。三、借助可视化思维工具三、借助可视化思维工具 明晰明晰回答中的关键词线索回答中的关键词线索和和思维进程思维进程本课借助表示因果关系的气泡思维图呈现板书，把学生们总结的原则列在思维图的一侧，作为参照，思维图从上到下体现原因结果的逻辑关系，使学生对于知识递进线索和他们自己的思维发展进程一目了然。