人教版（新起点）五年级下册Unit 6 Growing Up-Lesson 3-ppt课件-(含教案+视频+素材)-市级优课-(编号：c0728).zip

Unit 6 Growing Up Lesson 3 Class Name Read the passage on P72, and fill in the form. AgeNancy learned to .What happened? six months old eight months oldlearned to climb She climbed out of her bed and hurt her head. one year oldlearned to walk learned to eat with chopsticks four years old only went swimming in the bath learned to wash clothes They tasted very bad. Unit 6 Growing Up Lesson 3 绵阳高新区火炬实验小学 梁小鸿 Nancy learned to when she was . 4 years old 5 years old in grade 4 8 months old 1 year old 3 years old .? WHEN. ? WHAT. ? WHO.? HOW.? .? Add a title for the passage. (给文章取一个合适的标题) Nancys Growing-up Stories Read and write down the ages . Nancy when she was . 8 months old4 years old 1 year old3 years old 5 years old in grade 4 Read and fill in the form . AgeNancy learned to .What happened? six months old eight months oldlearned to climb She climbed out of her bed and hurt her head. one year old learned to walk learned to eat with chopsticks four years old only went swimming in the bath learned to wash clothes They tasted very bad. learned to speak learned to swim learned to cook 3 years old 5 years old in grade 4 She walked out of her home and into the street. She got food all over her face. She got herself all wet. Lets share your growing-up stories . My name is Hannah. I started to study English when I was 8 years old. I . started / learned to. When (.months /.years old) started to study English8 years old learned to speak10 months old learned to walk1 year old learned to climb7 months old learned to swim10 years old learned to eat with chopsticks 3 years old went to kindergarten3 years old learned to wash clothes9 years old learned to cook10 years old Dont be afraid to make mistakes. (不要害怕犯错误错误 ) Youre growing up, up and up. Youre growing better, better and better. Unit 6 Growing Up Lesson 3 教教 学学 设设 计计 教学基本信息教学基本信息 教学内容：Unit 6 Growing Up Lesson 3 教材出处：人民教育出版社一年级起点五年级下册 教材单元结构教材单元结构 分析分析 五年级下册共设六个学习单元和两个复习单元。本单元是第 六单元，主题是 Growing Up(成长)。单元结构如下： Get Ready: 情境化地呈现本单元的重点词汇。 Lesson 1:情境化地操练本单元重点词汇，引导学生根据语境 选词填空。 Lesson 2:以生动的画面和对话情境化地呈现本单元的重点功 能句，通过趣味性的活动，帮助学生操练功能句。 Lesson 3:呈现与本单元话题相关的语篇。培养学生将书本知 识与现实生活相联系的能力，同时，要求学生能够根据提示 或仿照范例，写几句意义连贯的话。 Lets spell:语音和拼读相结合，介绍发音规律。 Fun Time: 拓展与本单元话题相关的文化知识或其他学科知 识。 Lets Check:检测和评价板块。 Story Time:复现本单元重点词汇和功能句，培养学生的阅读 能力，提高其学习英语的兴趣。 教学内容分析教学内容分析 本节课授课内容为 Unit 6 Growing Up Lesson 3。这是一篇介 绍 Nancy 成长经历的短文。学生通过观察图片，听音看视频， 阅读短文等活动，运用本单元的一些重点词语和功能句，然 后完成教师设计的相关练习。 计划学时计划学时第一课时 教学设计思路教学设计思路 教师设置一些情境和任务来推进本课的教学，通过师生交流 帮助学生进行一些简单的预测，渗透给学生一些预测、观察 和主动表达个人观点的学习策略，为后面的学习夯实基础， 具体如下： 1.首先，通过看视频听歌曲，教师带领学生进行热身和复习。 2.然后，通过读六幅单张的图片，复习本单元重点词汇，也 为本课的重点语句作铺垫。 3.其次，教师示范学生提问问题，激发学生思考，引出文本 的主题。 4.教师引导学生带着问题阅读文本。 5.教师引导学生围绕任务进行阅读，逐渐深入理解文本。 6.学生再次自主阅读文本，摘录关键信息，尝试独立完成表 格，理解文本细节。 7.教师引导学生运用本课所习得的知识框架，表达自己的成 长故事，内化语言，同时培养学生将书本知识与现实生活相 联系的能力。 8.将语言能力目标、思维品质目标和学习能力目标在教学过 程中渗透，为后面的学习夯实基础。到最后总结环节，让学 生自主生成，达成文化品格目标。 学情分析学情分析 本节课授课对象为小学五年级学生，学生从一年级开始学习 英语，经过四年多时间的学习，学生已经积累了一定的日常 英语词汇和语句，有较强的交流欲望，有一定的英语思维能 力，能够根据文本的示范，归纳总结，简单表达自己的成长 故事。同时， “成长”这个话题是所有孩子都很喜欢的，这 个主题会让孩子们很感兴趣。 基于核心素养的基于核心素养的 教学目标预设教学目标预设 语言能力目标：语言能力目标： 1.能够在图片辅助下听懂文本，进行思考、验证和理解。 2.能够根据图片，谈论他人的成长经历。 3.能够读懂描述他人成长经历的短文，并能模仿录音较为流 利地朗读短文。 4.能够独立说出几句意义连贯的话，介绍自己的成长经历。 思维品质目标：思维品质目标： 帮助学生学会观察，分析，归纳，建构等思维方式，增强思 维的逻辑性，批判性和创造性，提高思维品质。 学习能力目标：学习能力目标： 能够从课文中人物的成长经历提炼出语言框架，迁移运用到 自身，谈论自己的成长经历。 文化品格目标：文化品格目标： 通过本课学习，鼓励学生在成长过程中要勇于尝试，不要害 怕犯错。 通过本课学习，让学生明白自己的成长和身边人息息相关， 学会用行动感恩家长、朋友、老师的帮助。 教学重点及难点教学重点及难点 教学重点教学重点： 1.学生能够在图片的帮助下理解故事大意，培训学生的语言 表达能力和提问能力。 2.学生对陈述句中一般过去时态的理解和运用。 3.能够理解新词汇的发音及意义： learned to speak, learned to climb, learned to walk, learned to eat with chopsticks, learned to swim, learned to wash clothes, learned to cook 教学难点：教学难点： 1.学生对疑问句中一般过去时态的理解和运用。 2.借助表格归纳整理文本关键信息，并复述文本。 3.学生能够借助文本中的语言框架，独立说出几句意义连贯 的话，介绍自己的成长经历。 教学辅助教学辅助PPT, Cards, Board, Videos and Sounds 教学方法教学方法Situational Teaching Method, Task Based Teaching Method 教学过程教学过程 教学环节教学环节教学活动教学活动设计意图设计意图 Warming-up 1.Greeting: T: Good morning, boys and girls. Ps: Good morning, Hannah. 2.Play the video: Growing up. 提问： In the song, did the boy learn to dance? Did he learn to climb ? Did he learn to swim ? Did he learn to ride a bike? You did good job. The song is about a boys growing up. Today we are going to learn about Growing up 简单问候， 轻松入课。 检测学生看视 频提取关键信 息的能力；同 时，动词短语 learn to dance/ climb 等，为本 节课的学习理 解简单铺垫。 Lead in 读图： 1、Picture 1. Look at the picture, and answer: Who is this girl? Whats her name? How old was she? In this picture, what did she learn to do? 教师引导：So we can say like this: Nancy learned to swim when she was 4 years old. 2、图 2-3，ask: How old was she? What did she learn to do? 3、图 4-6，ask: Can you ask questions about the picture? 4、T: Look at all of the pictures, guess what 通过读图，引 导学生建构语 言框架。 通过教师示范 提问，学生回 答。让学生模 仿教师提出问 题，提高思维 品质。 we will read? (预测学生回答预测学生回答: Nancys story /Growing up/.) Presentation Presentation 1、启发学生看图思考，提问问题： T: Do you want to know more about Nancy? For example, What did Nancy learn to do? (去掉板书上的 ed，示意学生在疑问句里动词用原形) When did Nancy learn to speak?（同上） T: Now can you ask questions about Nancy? Who can try? (预测学生回答预测学生回答: When did Nancy learn to swim / walk / wash clothes / .?) T: Good questions. You will know the answers later. 2、播放视频, 添加标题。 T: Lets watch the story about Nancy. 看完视频后 T: Can you add a title for the passage? Please think. (预测学生回答预测学生回答: Nancys story / Nancys Growing up/.) T: You all have good titles. I have a title, too. “Nancys Growing-up Stories” Read it together. 通过启发学生 思考并提问， 发展学生提问 能力。 图、音、形多 模块输入，辅 助学生理解文 本。 此问题答案不 唯一，多抽学 生呈现不同表 达，打开思维。 Practice 1、阅读文本，回答问题。三次阅读，每 次都布置不同 Read the passage and find out answers to all the questions on the blackboard. Check their answers in different ways. 2、阅读文本，在图片下方标出年龄。 Read it again and write down the ages. 用问答对话方式检测，再次巩固本课语言 框架。 T: What did Nancy learn to do? S1: She learned to walk. T: How old was she? S1: She was eight months old. 教师示范，鼓励学生完整表达： Nancy learned to walk when she was eight months old. 3、阅读文本，提取关键信息，完成表格。 Read the passage and fill in the blanks.检测。 T: When Nancy learned to do sth, she always made some mistakes. But Nancy grew up, up and up, so we always learn from mistakes, we can grow up and up better. 的任务，加深 对文本细节的 理解，提升归 纳总结能力。 教师的示范给 学生提供一个 很好的模板， 可帮助他们正 确地完整表达。 总结表格，鼓 励学生不要害 怕犯错，从错 误中学习并成 长。 ConsolidationShare time: Now take out your paper, lets share your growing-up stories . For example, my name is Hannah. I started to study English when I was 8 years old. 学生运用本课 所习得的知识 框架，表达自 己的成长故事， 内化语言，同 时培养学生将 书本知识与现 实生活相联系 的能力。 SummaryT: Boys and girls, what have you learned from this lesson? (预测学生回答预测学生回答: I have learned some words, learned to walk, learned to swim.) T: I have learned: Dont be afraid to make mistakes. Youre growing up, up and up. Youre growing better, better and better. 鼓励学生个性 的生成与表达， 给予肯定和赞 扬。 课堂总结，达 成本课文化品 格目标。 Blackboard Design 板书设计清晰 明了，为学生 课堂学习提供 直观形象地帮 助和支撑。 Reflection 教学反思： 1.实践证明，本课的语言目标达成效果很 好。通过教师的引导，学生将重难点知识 轻松掌握。 2.改进的方向：如果学生能够轻松达成语 言能力目标，即大部分学生能够准确流畅 地运用本课所习得的语言框架去表达，那 么教师可在适当的时间适当的情景跟学生 互动，针对几个点进一步追问深挖，这样 不仅能拓宽孩子的知识面，更能使学生的 思维更宽阔。 例如:在问到 When did Nancy learn to speak? 学生迅速回答 She learned to speak at six months old.教师可将问题迁移并追问 When did you learn to speak? What was your first word? 再例如:在问到 When did Nancy learn to 教学反思是教 师进步的阶梯， 也是教师进步 的重要途径。 成长=经验+反 思。通过反思， 不断地剖析自 己在课堂教学 中的优缺点， 细致地、冷静 地加以推理总 结，寻求对策、 walk? 学生迅速回答 She learned to walk when she was one year old.教师可将问题迁 移并追问 When did you learn to walk? Who helped you a lot? 适时对学生进行情感 教育和品格教育。 以利后行。 Share your growing-up stories.写下你的学习经历，分享你的成长故事写下你的学习经历，分享你的成长故事 语言框架：语言框架： My name is . I when I was . started / learned to. When(.months /.years old) started to study English learned to speak learned to walk learned to climb learned to swim learned to eat with chopsticks went to kindergarten learned to wash clothes learned to cook learned to play basketball /. learned to dance /.