人教版（新起点）五年级下册Unit 5 Have a Great Trip-Lesson 2-ppt课件-(含教案)-市级优课-(编号：b0281).zip

Bomb game watched TV took photos bought some gifts jumped ropesaw flowers swam in the seadrank cold drinks climbed a hill went to the beach ate ice cream Lets do some tasks . 一起来做任务。 The better you do, the nearer you will get to the gifts. 表现越好，到达礼物越近。 Memory-Memory- SearchingSearching MachineMachine 记忆搜寻机 Task1:Task1: 任务任务1 ： Time:Time: 时间：时间： Searching Sunnys Memory. 搜寻搜寻Sunny的的记忆记忆 2018 I went to Hangzhou. 2018.10 I went to Shanghai. 2018.05 2018.01 I went to Beijing. Where did I go in 2018.01? A. Beijing B. Shanghai C. Hangzhou Watch the video and think the answer. (观看视频观看视频，回答问题。，回答问题。) How was Sunnys winter vacation? A. It was fun. B. It was wonderful. I Beijing. Where did you go? Santence 我去了北京。 你去了哪里？ went to ShenyangSuzhou. Where did you go ? I went to _. Do you have any questions about her trip? Emma went to Beijing. New lesson 关于她的旅行你有一些问题吗？ Task3 Listen and number A Look, listen and number. New lesson What did Emma do in Beijing? 1.Read together and think the question. New lesson What did Emma do in Beijing? 1.Read and think the question. 2.Detailed reading in pairs and underline the key information. 然后两人一组细读课文，划出重要信息。然后两人一组细读课文，划出重要信息。 What did Emma do in Beijing? New lesson Task3 New lesson What did Emma do in Beijing? Task3 New lesson What did Emma do in Beijing? Task3 New lesson What did Emma do in Beijing? Task3 New lesson Where How How How How How was Emmas Summer vacation? How did Emma think of Beijing duck? How did Emma row a boat on Kunming Lake? How did Ted think of Emmas trip? Read out, discuss and find “How ” (大声读课文，小组讨论并找出含有大声读课文，小组讨论并找出含有How问句的答案。问句的答案。) Task3 New lesson Read out（Tones and Intonation） 注意语音语调 How How How How How was Emmas Summer vacation? It was fun. How did Emma think of Beijing duck? It was delicious. How did Emma row a boat on Kunming Lake? How did Ted think of Emmas trip? Read out, discuss and find “How ” (大声读课文，小组讨论并找出含有大声读课文，小组讨论并找出含有How问句的答案。问句的答案。) delicious Back lide ciou ld s s I think _ is / are (not) delicious. How How How How How was Emmas Summer vacation? It was fun. How did Emma think of Beijing duck? It was delicious. How did Eamma row a boat on Kunming Lake? How did Ted think of Emmas trip? She felt very happy. Read out, discuss and find “How ” (大声读课文，小组讨论并找出含有大声读课文，小组讨论并找出含有How问句的答案。问句的答案。) felt 原原形形：feel happyveryI . How How How How How was Emmas Summer vacation? It was fun. How did Emma think of Beijing duck? It was delicious. How did Eamma row a boat on Kunming Lake? That sounds like a great trip. How did Ted think of Emmas trip? She feels very happy. Read out, discuss and find “How ” (大声读课文，小组讨论并找出含有大声读课文，小组讨论并找出含有How问句的答案。问句的答案。 ) Hi, Im Emma. I _ (go) to Beijing with my parents in summer vacation.It_(be) fun. We _(go) to Beijing Zoo and _(see) many lovely animals there. We _ (take) lots of photos in Tiananmen Square. We also _ (eat)Beijing duck. It _ (be) _! We _ (go) to the Summer Palace. I _ (row) a boat on Kunming Lake. I _ (feel) very happy. It_ (be) a great trip. went ate took saw was was （复述课文） went delicious wentrowed felt was Task4 Retell the text What When Where How How How was your vacation? What What did you do there? Where Where did you go? When When did you go there? Talk about your trip with your partner Extend A: Hello Ted . How was your summer vacation? B: It was fun. A: How did you go there? B: I go there by ship. A: What did you do there? B: I went to Huaqing Palace, climbed Huashan Mountain and ate delicious food. A: That sounds like a great trip. My interesting trip Harbin HangzhouDalianShanghai Introduce your trip (Feeling: great, cool, wonderful, amazing, happy, sad, boring, exciting, ( winter vacation, last weekend, holiday .) ( by ship, by bus,by train .) (Activities: bought some gifts, climbed mountain, ateDongpo meat,drank Longjing tea, rode a horse ,saw, took, went , swam 125001 125001 My _Trip I had a _ vacation. I went to _ I _. I _. I _. I felt _. Tips: Feeling: great, cool, wonderful, amazing Activites: bought, climbed, saw, took, felt ate,drank, rode,went, swam Sanya Beijing HangzhouShanghai To: Sunny, Gangtun Primary School From: XXX 4 students works together. Everyone takes a piece of paper. Write down your special trip. Stick your letter on your groups. Share your writing in your group. Travel is a better way than to read. 读万卷书不如行万里路。读万卷书不如行万里路。 1.Collect some words about past tense. 收集动词过去式。 2. Talk about your trip with your friends. 和你的朋友谈论你的旅行。 3. Finish the letter about your trip. 完成关于你旅行的这封信。 We can enjoy Beijing Opera. Back 五下五下 Unit5Unit5 HaveHave a a GreatGreat TripTrip Lesson2Lesson2 教学设计教学设计 教材分析（教材分析（AnalysisAnalysis ofof TeachingTeaching MaterialsMaterials） 本课选自人教版一年级起点五年级下册 Unit 5 Have a Great Trip Lesson 2，本课的教学内容是谈论自己的旅游经历。本册的第 五单元第一课时，学习了在旅游中能够运用到的过去式的词汇，学 生已经能够进行初步的表达，学生在本册第四单元接触了过去式的 词汇和功能句，能够较为灵活的表达上周做的活动和感想。本课学 习的功能句是：Where did you go?及答句：I went to.在这一单 元中处于承上启下的地位，首先要巩固第一课时旅行词汇。然后学 生能够运用功能句进行问答，并能表达自己的旅游经历。 本课是 Unit 5 Have a Great Trip 的第二课时，主要任务是在 巩固复习前一课的基础上，在真实的情景中，帮助学生进一步感知、 体验语言在实际生活中的运用。五年级处在高年级阶段，进一步发 展听、说的技能和增加读、写的技能，在学习过程中发展思维能力。 能够把所学的知识进行融会贯通的学习，运用更丰富的语言表达自 己和他人的旅游经历，提高学生综合运用语言的能力。 A 项：通过观看 Sunnys Trip，情境化的呈现了本单元的功能句： Where did you go？及其答语：I/We went to以及本课的两个目 标词。 并通过中国地图出示许多城市几景点，学生以小组问答的方 式操练功能句。 B 项：两个人互相询问旅游经历，提高语言的运用和迁移创新能力。 C 项：根据思维导图给 Sunny 写信，信件的内容是分享自己的旅游 经历，培养学生运用语言的能力和写作能力。 学生在模仿并谈论 Emma 的旅游经历后，用思维导图的方式梳理 出本课的主要内容，让学生通过思维导图的提示谈论旅游经历，不 断的让学生感知模仿谈论旅游经历的功能句,能够自如的和同伴分享 自己的旅游经历，学生能够身临其境的来谈论自己的旅游经历，更 加有实际的交际性和意义，学生通过小组合作和班内分享自己的旅 游经历，开阔眼界，让每个学生都能有所收获和提高。学生在充分 的讨论基础上，书写自己的旅游经历，发展学生的写作能力。 学生分析（学生分析（AnalysisAnalysis ofof thethe studentsstudents） 五年级的孩子已经具备了良好的听说能力，他们也有了一些单 词和句型的储备，能够使用问题串里面某些问题来进行问答。在本 册第四单元（On the Weekend）的学习中，学生已充分感知动词过 去式的规则变化。在本单元第一课中，初步感知了动词过去式变化 的不规则变化。 教学目标（教学目标（TeachingTeaching AimsAims） 1. 能够较为灵活的运用动词过去式来表达自己和他人的旅游经历。 2. 能够运用功能句 Where did you go？I went to.来谈论自己 和他人的旅游经历。 3.能够模仿范例书写自己的旅游经历并和同学进行分享。 4.能够体验旅行的快乐,开阔视野，丰富生活经历。 重点难点 (Important and Difficult Points) 1. 能够较为灵活的运用动词过去式来表达自己和他人的旅游经历。 2. 能够运用功能句 Where did you go？I went to.来谈论自己 和他人的旅游经历。 教学过程（教学过程（TeachingTeaching ProcessProcess） 活动活动 1【1【导入导入】Warm】Warmupup 1.Greeting:1.Greeting: Free talk Hello! Boys and girls. How are you? Nice to meet . Play a Bomb Game 学生在游戏活动中复习并拓展过去式的词汇 lead in Doraemon and divide groups I bring you a new friend .Doraemon.He gives you some gifts .First you must do some tasks. I divide you two groups, Group 1 and Group 2. Look!(PPT 出示) If the better you do,the nearer you will get to the gifts Ok? 设计意图 学习方式的宣布让学生对本节课充满了兴趣,激起了他 们的斗志和为本组争分的表现欲。 活动活动 2【2【导入导入】Presentation】Presentation 1.Watch1.Watch a a videovideo 哆啦 A 梦来带的第一个任务是搜寻 Sunny2018 年的记忆引出北京。 T: I went to Beijing .Its a beautiful city. T: Do you want to enjoy my trip? (引出标题 Trip) Ss: Yes. T: Please watch the video.( 播放教师去北京旅游的视频) 【设计意图】通过教师去北京旅游的视频导入,让学生在轻松愉快的 氛围中进入课堂。通过观看教师的旅行了解北京著名的旅游景点和 美食,激发学生对于北京的情感,热身为观察图片做准备。 2.Lead2.Lead “Unit5“Unit5 HaveHave a a GreatGreat TripTrip lessonlesson 2”2” 根据教师去北京旅游的视频提出一个问题 “How was Sunnys winter vacation?” A. It was fun. B. It was wonderful T: It was a great trip. Doraemon likes trips ,too. T: Lets Have a Great Trip with Doraemon,OK? T: Now lets learn Unit5 Have a Great Trip Lesson 2 (将标 题贴在黑板上，学生跟读两遍） 【设计意图】 活动活动 3【3【讲授讲授】Learn】Learn toto saysay (1)Teach(1)Teach “Where“Where diddid youyou go?”go?”以及答语以及答语“I“I wentwent to.”to.” T: How do you think of Beijing？（学生谈论自己的感受） T: So have you been there? T: (学生回答去过北京)You can say “I went to Beijing.”r. T:(学生回答没有去过北京，教师紧接着问)“Where did you go? (PPT 出示重点句型，师生共同板书) Practice:Practice: T: There are many beautiful places in China. (PPT 出示中国 地图，并列举有代表性的城市和景点，学生组对操练重点句型） (2)(2) 整体感知课文整体感知课文 T：We know Doraemon likes trip yes? T：And he saw a girl and her family in the finished trip？ T：Look the girl is Emma. She went to Beijing. T: Do you have any questions about her trip?（学生提出自己 的疑问，根据学生提出的问题，教师将问题中的特殊疑问词贴在黑 板上，为思维导图做准备） T：（PPT 出示课文的五幅情景图片，并用简单的话语介绍每幅图片） 【设计意图】通过听前看图预测, 学生主动质疑，培养“预测、提 问”的能力，为下面的听力活动做准备。培养学生的思维品质和语 言表达能力。 学生分层次听录音并标顺序 （1）Listen and number. 第一遍听力：T: Lets listen and number 第二遍听力：T: Check the answer. 【设计意图】整体输入听力材料, 增加输入量，感知本课语言，提 取相关信息。 (3)(3) LearnLearn newnew texttext 1.1. ReadRead thethe texttext togethertogether andand thinkthink a a question“Whatquestion“What diddid EmmaEmma dodo inin Beijing?”Beijing?” 学生跟着课文动画齐读课文并思考问题 “What did Emma do in Beijing?” 圈画相应信息 完成思维导图并进行表达 2. What did Emma do in Beijing? T: Please Detailed reading and underline the key information. (学生两人一组细读对话并用直线画出答案句子) 3.学生汇报答案时，教师依次出示动词过去式的词组“saw animals,took photos,ate Beijing Duck ,rowed a boat”并贴在 黑板上。完成思维导图。 4.Answer“where” T: Did you remember “Emma saw animals _ (PPT 再次出 示五幅情景图片，教师手指图片让学生看着图片说出句子中所缺的 地点，完善句子) Ss: Emma saw animals at the zoo. T: They took photos _. T: Where did Emma row a boat? 5.Read out ,discuss and think “How” T: I want to know “How”（教师提出关于特殊疑问词 How 的四个 问句）How was Emmas summer vacation? How did Emma think of Beijing duck? How did Emma row a boat on Kunming Lake? How did Ted think of Emmas trip? 学生大声读文，并注意语音语调，并用曲线画出句子。 【设计意图】通过朗读对话，熟悉交际用语的音形义，教师追问， 促进思维能力的发展。为进一步表达做铺垫。 (4)(4) TeachTeach “delicious”“delicious” 学生回答问题How did Emma think of Beijing duck? 引出本课目标单词 delicious，并进行练习。 T: li /l / / l/ / l/ T: De De /d/ / d/d/ T: Deli /dl/ T: Ciou / / T: S s Ss: / S/ /S/ /S/ Practice:Practice: T:Can you say something about “delicious” (5)(5) TeachTeach “felt”“felt” 学生回答问题How did Emma row a boat on Kunming Lake? 引出本课目标单词 delicious，并进行练习。 【设计意图】学生运用阅读策略圈画相应信息，通过讨论细节，引 导学生深入思考，为语言输出做准备。 (6)(6) RetellRetell thethe texttext T: If you are Emma，can you talk about your trip？(PPT 出示 课文内容，并挖去一部分动词，让学生填空) T：（当学生复述课文之后教师针对重点出示特殊疑问词）I think Beijing is where,summer vacation is when(说到 when 时教师将 这个特殊疑问词贴在黑板上，完成思维导图)。 T: Saw many lovely animals. are what. T: It was fun. are how. T: So we know a trip from where , when ,what how. (教师引导学生利用思维导图来谈论旅游经历) 【设计意图】通过思维导图，梳理 Emma 的旅行经历并进行表达， 促进学生思维的发展。 活动活动 4【4【活动活动】Practice】Practice andand ExtendExtend 1.1.学生谈论自己和他人的旅游经历学生谈论自己和他人的旅游经历 T: Do you have a great trip ? Can you talk about your trip? (教师询问学生，启发学生用更多的语言描述自己的旅游经历。) 小组合作谈论自己的旅游经历并展示 T: Please practice in pairs.(学生谈论自己的旅游经历) T: Which group can talk about your trip? 【设计意图】小组合作谈论自己的旅游经历， 通过依据思维导图 和范例，谈论自己的旅行经历，然后，运用本课的语言进行表达， 使表达更具真实性，学生能够熟练的运用所学的语言。 2.2.WriteWrite letterletter FinishFinish thethe blanksblanks 依据思维导图和范例谈论自己的旅游经历 T: Time is short. I want to know all your trips. Please write a letter to me and share your trip OK？ 4 人为一小组小组为单位先讨论并书写旅游经历 然后将写好的信 贴在本组纸卡上。班内分享 T: Talk about your trips in your group. T: Write down your special trip. T：Stick your letter on your groups. T: Share your writing in your group. T: Read the text in groups 【设计意图】通过小组内交流自己的旅游经历，学生在阅读他人的 旅游经历过程中，潜移默化的学习了新的词汇和新的语言，为丰富 学生的旅游经历描述提供了语言支持，开阔了学生的思路，提高学 生综合运用语言的能力。 活动活动 5【5【活动活动】Emotion】Emotion andand SummarySummary 评出获胜小组，给予鼓励 T: Now lets have a look which group wins? T: Wow you can get the gifts.(教师从 magic 盒子里拿出礼物) T: Travel is a better way than to read. T: I hope all you travel around the word,and you can get more knowledges and get more happiness .And can enrich your life. T:What have you learned this lesson? 活动活动 6【6【作业作业】HomeworkHomework 1.Collect some words about past tense. 2.Talk about your trip with your friends. 3.Finish the letter about your trip. 【设计意图】 锻炼学生写的能力,并给学生提供了广阔的自由想像 和发挥的空间,让学生运用所学的语言进行扩展性练习。 活动活动 7【7【板书板书】BlackboardBlackboard designdesign