北京版五下UNIT FIVE WHO'S THAT BABY BOY -Lesson 16-ppt课件-(含教案+视频+素材)(编号：60018).zip

1. Whats the song about? 2. What families are there in the song? 3. Do you love your family? Lets talk about Saras family.Lets talk about Saras family. Wow, its interesting! Here is my family tree. Read Page 2 and find out who they are.Read Page 2 and find out who they are. uncle and aunt cousins father and mothergrandpa and grandma 1. Lets 1. Lets matchmatch. .2. 2. WriteWrite down their names. down their names. uncle and aunt cousins father and mothergrandpa and grandma MaryMary He is Frank, my uncle, aunt Lucys husband. Whos that gentleman with a hat? Is Meimei your cousin? Yes. Her English name is May. She is aunt Lily and uncle Johns daughter. We were born in the same year. How old is Meimei?How old is Meimei? Yangyang is in Grade 5. She is 11.She is 11.She is 11.She is 11. We were born in the same year. Kate 10 Anna 8 big cousin? big cousin? olderolder Who isWho is Mike 14 Who will have a baby soon?Who will have a baby soon? A A B B young lady AB Whos that/this ______?Whos that/this ______? She/HeShe/He is ____, is ____, YangyangsYangyangs ______. ______. （namename）（familyfamily） （personperson） Lets talk about Yangyangs family.Lets talk about Yangyangs family. Lets read the story.Lets read the story. Lets read in pairs.Lets read in pairs. 1. Read in roles. 2. Choose your favourite pages. Lets talk about our families.Lets talk about our families. Lets talk about our families.Lets talk about our families. Whos that/this Whos that/this ______?______? She/HeShe/He is ____, is ____, my ______.my ______. The ______ is _____, The ______ is _____, my _______. my _______. I love my family so I love my family so much.much. （personperson） （personperson） （namename） （namename） （familyfamily） （familyfamily） DialogueDialoguePassagePassage 1. Practice the text of Lesson 16. 2. Draw a family tree of yours. HomeworkHomeworkHomeworkHomework变教为学，构建活力课堂。 智慧启迪，唤醒无限可能。 课题Unit 5 Whos that baby boy?课时Lesson 16授课时间 核心 内容 句型：Whos that/this .? She/He is ., . . 词汇：cousin,niece,nephew 等家人类词汇 我的 思考 本单元以 Yangyang 和 Sara 谈论各自家人、家庭情况为背景，呈现比较年龄 （Lesson5）、谈论身边的人（Lesson6）和家庭聚会频率（Lesson7）的相关句 型。其中三个新课时的课文背景具有连续性，这便有利于将整个单元串成整体， 因此我将本单元的内容分析整理，重新划分课时内容。 本单元以“People around Us”为主题，下设 Ages of My Families, My Family Members, Frequency of Family Reunions 和 Other People around Me 四个分话题。本课是单元中的第二课时，以 Yangyang 的家庭为例谈论家庭成员。 经过第一课时的学习，学生对于家庭成员类词汇并不陌生，且本课的功能句型对 于五年级学生来说比较简单，因此课文、句型的理解并不是难点。但现在的孩子 普遍是独生子女，对于大家庭的观念并不强，因此理清家庭成员的关系是本课的 难点。本课分为 Listen and say, Listen look and learn, Listen and write, Lets do 四个板块。为凸显话题，我将课文中有关 Sara 家庭成员的情 况（即图 1）弱处理，作为导入环节，谈论 Sara 的家庭，为本课内容做铺垫;将 听力板块与 Lets do 板块融合，并与图 2 课文相结合，改编成谈论 Yangyang 家庭成员的活动，进一步突破难点；将句型操练板块中与家庭成员无关的内容移 至第四课时，保持课时内容的完整性。 学习 目标 1.能够运用梳理、归纳策略分析语篇，正确理解语篇内容。 2.能够在谈论人物的情境下运用“Whos that/this .?/She/He is ., . .”问答或描述人物及其与家中某一成员的关系。 3.能够正确认读、理解 cousin,niece,nephew 等家庭成员类词汇，理清简单的家 庭成员关系，向他人介绍自己的家庭成员。 4.能够在学习过程中对家庭人物关系有较为系统的了解，感受家庭氛围。 重点 难点 教学重点： 1.能够通过视听、阅读，正确理解语篇内容。 2.能够在谈论人物的情境下运用“Whos that/this .?/She/He is ., . .”问答或描述人物及其与家中某一成员的关系。 3.能够正确认读、理解 cousin,niece,nephew 等家庭成员类词汇。 教学难点： 1、正确理解 big cousins。 2、能够理清简单的家庭成员关系，向他人介绍自己的家庭成员。 学具 准备 多媒体课件、单词卡片及句型条、全家福照片 变教为学，构建活力课堂。 智慧启迪，唤醒无限可能。 Step 1: 预热导入 1.欣赏歌曲 师生共同随视频表演歌曲。歌词内容如下： Look at my family photo. Husband and wife! Father and mother! Look at my family photo! Daughter and son! Sister and brother! Is she your mother? Yes, she is! Is he your father? Yes, he is! Hes her husband! Shes his wife. These are the people in my life! Look at my family photo. Uncle and aunt and cousins, too! Look at my family photo. Grandma and grandpa. Thats me! Thats you! Is he your uncle? Yes, he is! Is she your aunt? Yes, she is! Hes my fathers brother. Shes his wife. These are the people in my life. 2.自由谈话 师生就 What is the song about? What families are there in the song?和 Do you love your families?这三个问题进行交流。师生对话如下： T: What is the song about? Ss: Family. T: What families are there in the song? Ss: grandpa, grandma, father, mother, brother, sister, uncle, aunt, cousin, daughter, son. T: Do you love your family? Ss: Yes. 【设计意图】通过歌曲和师生的互动交流开启本课话题，同时歌词中 father and mother,sister and brother,daughter and son 等内容，对于后续活动中 描述家庭成员关系有铺垫作用。 Step 2: 谈论 Sara 和 Yangyang 的家庭成员 1. 对照家庭树描述 Sara 的家庭成员情况 师生共同对照 PPT 中 Sara 的家庭树（见图 1）描述其家庭成员情况。在此 过程中，呈现本课核心句型：Whos .? He/She is . . 变教为学，构建活力课堂。 智慧启迪，唤醒无限可能。 图 1 此环节师生活动如下： T: This is Saras family. （指向 Sara 的爷爷奶奶）Who are they? Ss: They are Saras grandpa and grandma. T:（指向 Sara 的叔叔阿姨）How about them? Ss: They are Saras uncle and aunt. T:（指向 Sara 的父母）And they? Ss: They are Saras father and mother. T:（指 Tom）Whos this man? S1: He is Saras cousin, Tom. T: Bingo. He is Tom, Saras cousin. T:（指向 Sally）Whos that little girl? S2: She is Sally, Saras niece. T:（指向 Jack）Whos that baby boy? S3: He is Jack, Saras nephew. 【设计意图】通过复习上一课时内容引出本课家庭成员话题，起到承上启下的作 用，从上一课时 Sara 的家庭过渡至本课 Yangyang 的家庭，同时在家庭树结构上 和语言上为本课内容做示范。 2.了解 Yangyang 的家庭 （1）通过语篇了解 Yangyang 的部分家庭成员 Activity 1:明确语篇人物与主要内容。 变教为学，构建活力课堂。 智慧启迪，唤醒无限可能。 图 2 此环节师生对话如下： T:（PPT 中出示图 2）Who are they? Ss: They are Sara and Yangyang. T:（引导学生看向 family）Whats this? Ss: Its a family tree. T: Whose family tree is it? Ss: Its Yangyangs family tree. T: Great! Yangyang is showing his family tree to Sara, and Sara is interested about it. Activity 2:学生自主阅读材料，完成 Yangyang 的家庭关系图（见图 3）。 阅读材料内容如下： Yangyang: Here is my family tree. Sara:Wow, its interesting! Whos this old lady? Yangyang: Shes Mary, my grandma. Sara: Whos that gentleman with a hat? Yangyang: He is Frank, my uncle, aunt Lucys husband. Sara: Is Meimei your cousin? Yangyang: Yes. Her English name is May. She is aunt Lily and uncle Johns daughter. We were born in the same year. Sara: Do you have big cousins? Yangyang: Yes, I do. My aunts daughter will have a baby soon. 变教为学，构建活力课堂。 智慧启迪，唤醒无限可能。 图 3 教师以故事第 2 页内容做示范（见图 4）， 图 4 Activity 3:图片环游。 师生进行图片环游故事第 3、4 页，核对学习单答案，同时完成板书。 此环节师生对话如下： T:（出示 Uncle Frank 和 Aunt Lucy 头像）Who are they? S1: Theyre Yangyangs uncle and aunt. T: Great!（板贴词卡）Do you know their names? S2: Ucles name is Frank. Aunts name is Lucy. T:（播放语音核对答案，之后出示第 3 页图文，并板书 Frank 和 Lucy）The gentleman is Frank, Yangyangs uncle. The lady is Lucy, Yangyangs aunt. 以相同方式处理第 4 页故事，在此过程中板贴全部人物头像及词卡。 【设计意图】将教学内容串联成整体，有利于学生构架完整的知识体系；通过完 变教为学，构建活力课堂。 智慧启迪，唤醒无限可能。 成家庭关系图，培养学生搜集-整理信息的能力,同时帮助学生理清家庭成员关系， 突破难点。 （2）了解语篇细节内容 学生通过视听故事和自主阅读，完成读后习题（见图 5）。之后师生对 How old is Meimei? What is “big cousins”?和 Who will have a baby soon? 展开讨论。 图 5 学生完成读后习题，师生互动如下： T: How old is Meimei? S1: . T: Yangyang is in Grade 5, same with you.How old is Yangyang? Ss: He is 11 or 12. T: Meimei was born in the same year with Yangyang. So, how old is Meimei? Ss: She is 11 or 12. T: What is “big cousins”? S2: “Big cousins”means older cousins. T: Who will have a baby soon? A or B? S3: A is right. 【设计意图】通过提问引导学生推断、思考，正确理解课文内容，发展学生的逻 辑思维能力，培养学科核心素养。 2.谈论 Yangyang 的其他家庭成员 教师以 Cindy 为例（见图 6），师生互动进行示范。之后教师出示语言框架， 变教为学，构建活力课堂。 智慧启迪，唤醒无限可能。 组织学生根据 A、B 卷（见图 7-8）的信息差，两人一组进行问答练习。 图 6 图 7 图 8 此环节师生互动如下： T: （PPT 中提示）Whos this young lady? Please take out your task sheet, and find out. S1: Shes Cindy, Yangyangs cousin. T: Great! There are some other people in Yangyangs family. Please work in pairs, and talk about Yangyangs families. 学生两人一组根据 A、B 卷的信息差进行问答练习，之后展示。 【设计意图】通过信息差为学生提供语言实践的机会，能激发学生的语言运用能 力与思维能力，从而培养其学科核心素养。 3.读故事 （1）集体跟读故事 （2）两人一组分角色朗读故事片段 （3）学生展示 Step 3: 谈论自己的家庭成员 学生两人一组，分享全家福照片或画作，根据 PPT 中呈现的语言框架（见图 变教为学，构建活力课堂。 智慧启迪，唤醒无限可能。 9）互相问答或简要叙述，谈论彼此的家庭成员。 图 9 【设计意图】通过全家福照片来创设真实的情境，为学生运用语言提供契机；从 课本知识过渡到实际生活，真正做到学以致用。 结束语：We all have a family full of love. Do you often get together? In the next class, we will talk about family reunions. Homework: 1.Practice the text of Lesson 16. 2.Draw your own family tree. 教学 内容1. 将人物与其对应的关系连线。 2. 对照故事内容，写下人物姓名。 After-readingAfter-reading taskstasks 1. Meimei is ________ years old. 2. “Big cousins” means_______ cousins. A. tall B. fat C. older D. many 3. Who will have a baby soon? A. B.WordsWords BankBank old lady, old man; lady, man; young lady, young man; little girl, little boy WordsWords BankBank old lady, old man; lady, man; young lady, young man; little girl, little boy