科普版五年级下册Lesson 1 May I speak to Mary-ppt课件-(含教案+素材)-公开课-(编号：005f7).zip

Making a pizza 教学设计 教学内容教学内容 科普版五年级下册 Lesson 1 Read Making a pizza. 教学目标教学目标 1.能正确理解课文内容,初步了解制作 pizza 的步骤; 2.会使用短语 learn how to./ put.into./put.on./bake 等短语叙述 pizza 制作流程,并 能正确理解和运用这些短语; 3.了解中西方文化差异。会使用 May I.? Can I.?委婉表达自 己的请求。 4.使学生养成有礼貌，关心他人，帮助他人，经常帮父母做家务的 好习惯。 学情分析学情分析 五年级的学生具备一定的阅读能力。能够通过快速阅读、略读 等形式,较好地把握文本内容。在前两个课时的学习中,学生对如何 使用委婉语 Can I.? May I.?表达请求也有了很好的学习。在 本节课中,我着力通过 fast reading, close reading 等形式,帮助 学生理解文本内容,巩固语言知识,创设一定情境,提升语言能力。 重点难点重点难点 1.重点:在阅读过程中,能根据关键词理解故事情节。并能使用关键 词复述课文。 2.难点:正确理解文化差异。能正确使用 May I.? Can I.?句式 表达个人请求。 教具准备教具准备 单词卡片，pizza 图片及 PPT，小黑板等。 教学过程教学过程 一一, , PrePre -reading-reading 1 1，RevisionRevision 1)Greeting 2)Warming up T:May I know your name? T:I want one student to help me. S:Can I help you? T:Please put my bag on the desk.(put.on.把。 。 。放在。 。 。上)（PPT 上显示） Please put my book into my bag.(put.into.把。 。 。放在。 。 。里面)（PPT 上显示） 【设计思路】复习 Can I.?May I.?的句型。将新知巧妙的引 入，达到新知旧知融会贯通的效果，同时提前扫清学生的阅读障碍。 2 2，PresentationPresentation 1)Whats your favourite food? 2)Can you guess what my favourite food is?A riddle. 3)Enjoy many kinds of Pizza. 4)Watch a video. 【设计思路】从学生熟悉的话题切入,利用 riddle 导入核心词汇。 了解学生对 pizza 的认知,为新课的学习做好准备。 二，二，WhileWhilereadingreading 1 1，FastFast readingreading Who are talking? What are they doing? 【设计思路】通过快速阅读,给学生一定的阅读策略指导,训练学生 捕捉信息的能力,帮助提升学生的阅读能力。 2 2，CloseClose readingreading Paragraph 1 Follow the tape and try to retell the first paragraph. Mom is_in the kitchen . Tom wants to_her.Guess! Tom_make a pizza. ( can / cant ) 【设计思路】通过复述短文,用填空的形式,强调核心内容及重点词 汇。并通过猜一猜 Tom 是否会做 pizza, 为之后理解词汇 learn 做 好铺垫。 Paragraph 2 Follow the tape and fill in the blanks. Tom cant make a pizza. He wants to learn how to make it. Lets practice.I cant.Can I learn how to.?( swim/ cook/ play ping-pong/ dance ) Paragraph 3 What does Tom put into it? Paragraph 4 What does Tom put on it? What else can we put on it? Can I put some.on it. (eggs,chicken,tomatoes, beef,apples.) 活动：学生上台边贴边说句子 【设计思路】以句型 What else can we put on it?既发散学生思 维又可以增强阅读趣味性，同时还进一步巩固了 Can I.?的句型 以及加深对 put.on.的理解。 Paragraph 5 利用已知词汇 cake,引出 bake. Do Tom and his mom bake the pizza together? Paragraph 6 The pizza is done,what does Tom want to do? Lets practice: I have some bread here. Do you want some? Try to say: May I eat some now? 【设计思路】在阅读中,采取学生自读初步感知、关键词拓展练习, 加深对文本 的理解。使学生立足文本,在实际情境中理解运用语言。 三、三、Post-readingPost-reading 1 1，PractisePractise 1)Read in roles.The teacher is Tom,students are Mom.Tom uses many questions to ask for help. Can I.? May I.?Do you know why?Tom is polite. We can use the sentences to ask for help. 2)Put them in order. 2 2，ConsolidationConsolidation 1)Act in roles. 2)Retell the text. 3 3，ExtensionExtension How to make dumplings?读短文，判断正误。 4 4，MoralMoral educationeducation Discuss What kind of person is Tom? What should we do? To be a kind and helpful person.Help our parents do some housework. . 5 5，HomeworkHomework Try to make a pizza and write down how to make it? 6 6，BlackboardBlackboard designdesign Making a pizza May I.? Can I.?