粤教版（三起）五下-Unit 1 Making Plans-Lesson 2-ppt课件-(含教案+素材)--(编号：c00c6).zip

Friends with English Book 6 Unit 1 Making Plans Vocabulary & Target Gogo is going to_______________. Jenny _________________________. ______________. ______________. What are they going to do today? have a vacation cook some food shop for clothes get a haircut isnt going to Check the homework. Listen and answer. What is Jenny going to do today? She is going to write a letter. Who is Jenny going to write to? She is going to write to her grandfather. Listen and answer. Your aunts and uncles daughter and son. JaneMayTom cousins Jim JohnClare Listen and repeat. Im going to write a letter. Are you going to write to your cousin? What are you going to do today? No, Im going to write to my grandfather. Friday Dear Grandfather: How are you? . Yours, Jenny Read and choose. The letter is about Jennys plan for ____. A. tonight B. tomorrow C. tonight, tomorrow and the day after tomorrow Im happy today. Tonight, I am going to meet some friends. Friday I am going to have a party tomorrow. Can you come to my birthday party? Saturday We are going to play games. Saturday Gogo is going to see the doctor tomorrow. Saturday Tony and I are going to take a test the day after tomorrow. He is worried. Sunday Read and choose. The letter is about Jennys plan for ____. A. tonight B. tomorrow C. tonight, tomorrow and the day after tomorrow tonight tomorrow the day after tomorrow FridaySaturdaySunday 1.What is Jenny going to do? 2.What is Gogo going to do? 3.What is Tony going to do? Read and answer. Read and answer. What is Jenny going to do? She is going to __________________, ___________,__________and_________. meet some friends have a party play gamestake a test English test math test Read and answer. What is Gogo going to do? He is going to ____________.see the doctor Read and answer. What is Tony going to do? He is going to __________.take a test 1. Why is Gogo going to see the doctor? 2. Is Tony going to Jennys party? Read and think. Friday Dear grandfather: How are you? Im happy today.Tonight, I am going to meet some friends. I am going to have a party tomorrow. Can you come to my birthday party? We are going to play games. Gogo is going to see the doctor tomorrow. Tony and I are going to take a test the day after tomorrow. He is worried. Yours, Jenny Retell it. Today, Jenny isnt . She is going to . to her. She is going to . tonight. She is going to .tomorrow. Gogo is going to. because. . Tony is going to., he is. . Saturday Dear Jenny: Were fine.We are going to be busy. . Yours, Grandpa We are going to be busy. tonight tomorrow the day after tomorrow ? ? ? He is going to ____________ tonight. What is he going to do tonight? see the doctor Look and guess. ? We are going to be busy. tonight tomorrow the day after tomorrow ? ? see the doctor She is going to meet some friends tomorrow. What is she going to do tomorrow? Look and guess. ? We are going to be busy. tonight tomorrow the day after tomorrow? see the doctor meet some friends Listen and answer. What are they going to do the day after tomorrow? They are going to swim the day after tomorrow. ? Listen and chant. P14 Are you going to write a letter? No, Im not. Are you going to take a test? No, Im not. Are you going to shop for clothes? No, Im not. What are you going to do? Im going to swim. Are they going to Jennys birthday party? tomorrow meet some friends shop for clothes tonight tomorrow the day after tomorrow see the doctor meet some friends swim Why/ Why not? Guess and say. Are you going to___________ tomorrow? Im going to shop for clothes tomorrow. Today is Friday. What are you going to do this weekend? Free talk. . Think and write. P10 NameTonightTomorrow Ask, answer, and write. Susan Peter get a haircut take a test shop for clothes play games . Today is Firday. What are you going to do tonight? Im going to. tonight. Today is Friday, Im going to be busy. Im going to____________tonight. Im going to ______________tomorrow. _____ is my ______. ___ is going to__________ tonight. ___ is going to __________ tomorrow. . Its going to be fun. get a haircut shop for clothesPeter friend Give a report. Weekend Plans He play gamesHe take a test I am going to get a haircut. You are going to have fun. We are going to be busy. They are going to swim. She is going to have a party. He is going to see the doctor. am be going to将来时,表示将要,打算做某 事. Grammar focus. I Yo u are They We She He are are is is Homework 3 Write about Gogos week plan.-P11 Write about your week plan.5 This is my week plan. I am going to ____today. . This is Gogos week plan. He is going to ____today. .Gogo is going to_______________. Jenny _________________________. ______________. ______________. What are they going to do today? have a vacation cook some food shop for clothes get a haircut isnt going to Check the homework. Listen and answer. What is Jenny going to do today? She is going to write a letter. Who is Jenny going to write to? She is going to write to her grandfather. Listen and answer. Your aunts and uncles daughter and son. JaneMayTom cousins JohnClare JimJenny Listen and repeat. Im going to write a letter. Are you going to write to your cousin? What are you going to do today? No, Im going to write to my grandfather. Friday Dear Grandfather: How are you? . Yours, Jenny Read and choose. The letter is about Jennys plan for ____. A. tonight B. tomorrow C. tonight, tomorrow and the day after tomorrow tonight tomorrow the day after tomorrow FridaySaturdaySunday Im happy today. Tonight, I am going to meet some friends. Friday I am going to have a party tomorrow. Can you come to my birthday party? Saturday We are going to play games. Saturday Gogo is going to see the doctor tomorrow. Saturday Tony and I are going to take a test the day after tomorrow. He is worried. Sunday Read and choose. The letter is about Jennys plan for ____. A. tonight B. tomorrow C. tonight, tomorrow and the day after tomorrow 1.What is Jenny going to do? 2.What is Gogo going to do? 3.What is Tony going to do? Read and answer. Read and answer. What is Jenny going to do? She is going to __________________, ___________,__________and_________. meet some friends have a party play gamestake a test English test math test . What tests do you have? Read and answer. What is Gogo going to do? He is going to ____________.see the doctor Read and answer. What is Tony going to do? He is going to __________.take a test 1. Why is Gogo going to see the doctor? 2. Is Tony going to Jennys party? Read and think. Friday Dear grandfather: How are you? Im happy today.Tonight, I am going to meet some friends. I am going to have a party tomorrow. Can you come to my birthday party? We are going to play games. Gogo is going to see the doctor tomorrow. Tony and I are going to take a test the day after tomorrow. He is worried. Yours, Jenny Retell it. Today, Jenny isnt . She is going to . to her. She is going to . tonight. She is going to .tomorrow. Gogo is going to. because. . Tony is going to., he is. . Saturday Dear Jenny: Were fine.We are going to be busy. . Yours, Grandpa We are going to be busy. tonight tomorrow the day after tomorrow ? ? ? S2: He is going to ____________ tonight. S1: What is he going to do tonight? see the doctor Pair work: Look and guess. ? We are going to be busy. tonight tomorrow the day after tomorrow ? ? see the doctor S2: She is going to meet some friends tomorrow. S1: What is she going to do tomorrow? Pair work: Look and guess. ? We are going to be busy. tonight tomorrow the day after tomorrow? see the doctor meet some friends Listen and answer. S1:What are they going to do the day after tomorrow? S2: They are going to swim the day after tomorrow. ? Listen and chant. P14 Are you going to write a letter? No, Im not. Are you going to take a test? No, Im not. Are you going to shop for clothes? No, Im not. What are you going to do? Im going to swim. Are they going to Jennys birthday party? tomorrow meet some friends shop for clothes tonight tomorrow the day after tomorrow see the doctor meet some friends swim Why/ Why not? Guess and say. Are you going to___________ tomorrow? Im going to shop for clothes tomorrow. Today is Friday. What are you going to do this weekend? Free talk. . Think and write. P10 NameTonightTomorrow Ask, answer, and write. Susan(I) Peter get a haircut take a test shop for clothes play games . Today is Friday. What are you going to do tonight? Im going to. tonight. Today is Friday, Im going to be busy. Im going to____________tonight. Im going to ______________tomorrow. _____ is my ______. ___ is going to__________ tonight. ___ is going to __________ tomorrow. . Its going to be fun. get a haircut shop for clothesPeter friend Do a report. Weekend Plans He play gamesHe take a test I am going to get a haircut. You are going to have fun. We are going to be busy. They are going to swim. She is going to have a party. He is going to see the doctor. am be going to将来时,表示将要,打算做某 事. Grammar focus. I Yo u are They We She He are are is is Homework 3 Write about Gogos week plan.-P11 Write about your week plan.5 This is my week plan. I am going to ____today. . This is Gogos week plan. He is going to ____today. .1. 主要内容主要内容 核心短语和词组是: take a test, play games, get a haircut, see a doctor, shop for clothes, have a party, write a letter, meet some friends, 其中，get a haircut 和 shop for clothes 学生在第一课时故事课中已经学过的，在本节课中需巩固和复习。 本单元还涉及到了对表示未来时间的的词汇的学习，因此 tonight, tomorrow, the day after tomorrow 这三个词汇也会在本课时重点了解和学习。 核心语言形式为：-What are you going yo do today? -Im going to. 用来询问他人打 算（计划将要）做什么事情。同时会重点拓展 What is he/she going to do？ He/She is going to. 。 -Are you going to. ? -Yes, I am going to. /No,I am not going to. 用来询问他人是否打算 去做某事。 2. 基于本课时内容所培养的思维品质基于本课时内容所培养的思维品质 搭建搭建“支架支架”，适时追问。学生预测，质疑和反思。以培养学生思维品质的深，适时追问。学生预测，质疑和反思。以培养学生思维品质的深 刻性和批判性。刻性和批判性。 学生从复习旧知、进入情境，通过观察图片、预测，到阅读绘本（Jenny 的信）、 在篇章中学习新词汇，再到用信息沟进行对话训练，最后再回归到学生的生活、小组活 动对话输出、并将获取的信息以报告的形式输出。学习中，教师有问题引领，有追问启 发学生思维，深挖细节，发展学生思维的深刻性。操练过程中有老师示范和语言结构做 支架，学生通过解码图片信息，通过信息沟对内容进行预测，再到输入信息，检验信息， 加工整合信息，再到信息的再输出再到验证，这一过程很好地发展了学生思维的深刻性 和批判性。输出环节学生通过小组活动真实交际，再到整合信息，以小组报告的形式运 用语言，这些都是对学生语言能力的提升。课堂的活动设计不仅体现了学生思维活动的 自我调节的过程，还发展了学生思维的批判性和深刻性。 创设情境，感知语篇，开放性问题引领，培养学生发散性思维，和思维的灵活创设情境，感知语篇，开放性问题引领，培养学生发散性思维，和思维的灵活 性，发展学生综合语言运用能力。性，发展学生综合语言运用能力。 整个课程设计以 Jenny 和 grandpa 的书信为主线，通过对 Jenny 和 grandpa 的计划 的学习，感知语境，在篇章中学习新知识，再通过思考一系列开放性问题，发展思维的 灵活性。在新知学习完之后，设计活动让学生运用所学知识进行篇章复述，再通过有信 息沟的小对子问答活动，结合听力训练，和小组合作做调查报告。活动丰富多样，有原 词呈现，句型支架，图片辅助，和老师示范，引导学生学生通过观察、思考联想与之相 关的词汇，最终进行篇章的输出；由旧知促进新知，不断培养学生思维的深刻性，和思 维品质的独创性，发展学生语言综合运用能力。 三、学生分析三、学生分析 1. 学生特点分析学生特点分析 本课的教学对象为五年级(15)班学生，学生年龄大多在 11 岁左右，学生英语整体水 平比较好，口语表达能力较好，课堂比较活跃，对英语学习兴趣和积极性都比较高。同 时他们富有想象力，能积极在用英语展现自己，同时他们具备一定的用英语思维的能力。 这一阶段的孩子对新事物继续保有较强的兴趣。他们的抽象思维能力得到了一定的发展， 但是依然还需要直观思维的辅助，帮助他们更好地掌握和运用知识。因此，在教学过程 中，在设计抽象思维活动的同时，直观的图片教学资料是必要的。同时学生的自我意识 更加明显，所以，要设计恰当的开放性问题，引导学生思考，激发学生的创新性思维， 更多的给学生机会用英语表达自己的观点；最后，五年级的学生已经具备一定的写作能 能力。 在设计活动时，注意要有适当的笔头训练，还要注意对学生语篇的意识的培养， 尤其是小语篇的输出活动，在词汇句型课中也会有所涉及。根据任务型教学的理念，学 生带着任务学习效果会更好。 因此，本节课上，在新授过程中创设了情境，自编绘本故事 Jenny 的计划，让学生 在语篇中学习新词，并且辅之以听力训练，用教师本人做信息沟活动，小组调查，做调 查报告等多变的活动吸引学生注意力，激发他们学习英语的兴趣。学生通过对绘本故事 的学习和对情境的理解，在此过程中思考，联想，推测，判断，验证，再到信息整合和 再输出进一步加深对语言点的理解，和运用。 2.学生已具备的语言基础学生已具备的语言基础 学生在四年级上学期 Culture 2 初步接触了将来时的表述，并且对于制定假期计划， 已经有一定的知识储备；学生已经学习了 Be 动词与主格的正确搭配;学生在学习本节课 之前已经学习了本单元的故事内容,对于本节课的核心句型有一定的了解，两个核心词组 已经掌握。同时，学生在写作能力上也有了一定的积累。如何引导学生自主结合已学知 识与本节课的学习内容，建立新旧知识体系，引导和培养学生基于本节课的内容，运用 所学知识获取信息，并自主进行信息整合，输出篇章类的结果是本节课的重点。 3.学生思维品质发展现状及本节课培养方向学生思维品质发展现状及本节课培养方向 在英语教学过程中，如何引导学生思考，培养学生思维的灵活性，深刻性，批判性， 创新性等一直英语教学的首要关注点。五年级的学生的抽象思维能力已经初步发展起来， 同时他们逐渐崛起的自我意识更是需要教师提供更多的机会让他们表达。而对于他么思 维能力的培养，思维的逻辑性，深刻性的和批判性无疑是非常重要的。在教学过程中， 需要教师有意识地引导学生思考，鼓励学生表达和运用，培养其思维品质。 在本节课中，教师从复习旧知，引出情境，激活学生已有知识；通过听音频和看绘 本，将语言点，重点词句融入 Jenny 的信，在这一连贯且贴近学生生活的情境中，教授 新知，引导学生联系生活实际，思考制定计划的意义；在接触新单词后，通过设计有信 息沟活动，让学生以小对子对话猜测并检验的的形式练习和巩固重点词汇、句型，并结 合书本上的歌曲内容，丰富了练习内容和方式，检验学生对于本节课所学内容量的输出， 在此过程中，提升了学生听、说、读、看、写的语言能力；在设计活动过程中，加入对 后续会发生的事情的预测和对信件内容的复述，让学生通过对文本的深度理解和对图片 信息的深度解码，对语言和图片信息进行梳理和整合，学以致用，形成自己的观点，并 将当堂课知识有效输出，更发展了学生思维的逻辑性，批判性创新性；学生从理解和描 述从书本人物的计划，再到猜测熟悉的老师的计划，最后再和小组成员交流自己和周围 的同学的周末计划，这一过程，学生的逻辑思维和发散性思维品质得到了很好的发展。 因此，本课时设置的任务层次分明，逻辑清晰，层层递进，符合学生语言学习规律， 能保持学生学习的积极性，从听力输入至绘本阅读再到信息差问答训练及听力训练到最 后调查报告的输出，由浅及深，不断培养学生的逻辑思维能力，发展学生思维的批判性 和深刻性，促进学生思维多方位发展。 四、教学目标四、教学目标 1.语言能力目标语言能力目标 （1）100学生能借助图片、文本材料，音频和已有知识经验理解短语和句型的意思。 （2）95学生能能灵活运用 What are you / is she/is he/going to do .? Are you going to.?几 组句型来进行问与答。 （3）100学生能运用词汇和句型看图说话。 （4）95学生能基于情境设定，将语言知识运用到交际过程中，并获取所需要的信息。 2.思维品质目标思维品质目标 （1）100学生能通过阅读绘本、观察图片、听力检测等方式来锻炼听、说、读、 看、写的语言能力。 （2）90学生能通过在制定计划的语境中，从多角度建构词汇的意义，掌握目标词汇 的音，义，形，提升思维角度的多元化，培养学生的发散思维 3.学习能力目标学习能力目标 （1）100学生通过小组调查、小对子问答的方式培养自主学习与合作学习能力。 （2）100%的学生能通过阅读文本和对图片的观察，联想并挖掘文本的延伸意义。 （3）90%的学生能运用所学语言知识，将信件内容重组并复述。 （3）90学生能根据情境内容，结合调查结果，完整准确地描述自己和转述小组成员 的周末计划。 4.文化意识目标文化意识目标 （1）100的学生懂得，计划能使生活更有序，效率更高，学会制定合理的计划是每个 孩子必备的品质。 （2）90的学生通过本节课的学习能养成为自己的周末制定合理的计划的习惯。 五、教学重点和难点五、教学重点和难点 1.教学重点教学重点: 学会 6 个关于活动的新词组和 3 个关于将来时间的时间词和短语； 学会运用 Target 部分所学句型询问，和猜测别人的短期计划。 2. 教学难点：教学难点：test, tonight, tomorrow 三个生词的理解和运用。 学会正确运用将来时描述计划，并准确搭配代词和 be 动词的不同形式。 能够联系实际，并将所学词组与句型结合正确的时态，运用于交际和生活。 六、教学策略六、教学策略 1. 教学准备教学准备 （1）学生准备：英语课本、笔。 （2）教师准备：学生的绘本材料、课件、视频、听力音频、词卡、课堂激励机制用品。 2教学方法教学方法 (1)情景教学法： 利用信件创设完整情境，在情境中整体感知和充分学习新知。 (2) 交际法： 设计必要的小对子活动，小对子运用所学知识进行交际，并获取所需要的信息。 (3) 任务型教学法： 学生带着问题阅读绘本材料，感知和学习新知，在解决问题的过程中学习新知完成任务。 (4) 合作学习法： 设计小组调查报告并做汇报的活动，给学生练习语言，互相学习，并运用语言进行交际 提供条件和机会。培养学生自主学习的能力和合作探究的精神 (5)充分发挥评价的作用，通过多元化的评价，充分利用好课堂竞争机制，实现“以评 促学”。 七、教学过程七、教学过程 Teaching ProcedureTime 1. Warm up Review: Whats Gogos plan for today? Is Jenny going to cook some food? 【设计意图】：教师由标题自然引入到对上一堂故事课内容的复习，通过询问 Gogo 今天的计划，与学生对话交流复习关键句型，再到对 Jenny 的计划的回顾，复习关 键词组 shop for clothes 和 get a haircut。从而激发学生对本节课的兴趣，引导学生猜 测，Jenny 到底今天打算去做什么呢？为接下来的情景中学习关于活动类的新词汇做 铺垫。 3 2. Presentation Step 1. Listen to the tape and present the new words, phrases and sentences pattern. -Set a situation, and present the new words phrases “write a letter” “meet some friends”, “have a party”, “play games”,“see the doctor”,“take a test”,“tonight”“tomorrow”,“the day after tomorrow” T: Jenny isnt going to do these things. Whats she going to do today? Look at the picture, guess. 22 Listen and check -Summary: She is going to write a letter. -Who is she going to write to? She is going to write to her grandfather. -What are you going to do today? - Im going to write a letter. -Are you going to write to your cousin? -No, Im going to write to my grandfather. Let the students listen and follow the tape to read the target. -Whats the letter about? Lets listen and choose the right answer. 【设计意图】：情境教学，由上一节故事课的内容结合目标句型自然生成情境， Jenny 写给祖父的信件内容将每一个新词组串联起来。在情景中学习新词汇，整体呈 现新知，避免了学生碎片化地学习新知、孤立机械地记忆新知。 这一环节有利于学 生整体把握这一类词汇，同时学生能在文本中猜测新词组的意思，以发展学生的思 维能力。信件内容也贴近生活实际和学生日常紧密相关，很大地调动了学生的积极 性和学习兴趣。 Step 2. Read and answer. -Students read the picture book and answer questions. -Whats Jenny going to do? -She is going to . . -Whats Gogo going to do? -He is going to. . -Whats Tony going to do? -He is going to. . 【设计意图】：构建框架，复现重点句型，重点突出本节课的难点三单的准确运用。 新知的学习是从音到意。环节的设定遵从语言习得的规律，使得语言的学习和操练 更具有层次性。在此过程，知识点在不断地复现，学生已经有了初步的机械操练。 同时学生带着问题去阅读绘本的过程是学生