人教pep版五年级下册英语Recycle 1-ppt课件-(含教案+视频+音频)-公开课-(编号：216cf).zip

Recycle 1 Read and write Review Lets chant Review spring summer autumn winter January February March April May June July AugustOctober November DecemberSeptember Overview Sarah will visit Sydney in April. Discuss in groups. What does Sarah need to know? 小组讨论，Sarah 需要了解些什么？ Thinkpairssharesquare （独立思考独立思考两两人人合合作作相互分相互分 享享集集体讨论）体讨论） Early planning is always good. 早作计划总是好的。 Hi, Stella! I will visit Sydney in April. Whats the weather like there? What are the special（特别的） food there? What can I do there? Im looking forward to your reply. 我期待着你的回信。 Best wishes. Sarah Overview Task Answer the email for Sarah. 替Sarah 回复邮件。 Presentation Read the email quickly and answer the two questions. 快速阅读邮件，并回答两个问题。 1. Is it spring in Sydney in April? 2. Whats the weather like in April in Sydney? Tips: Try to underline the sentences. 试着划出句子。 Presentation Hi, Sarah! It is autumn in April here in Sydney. Autumn is my favourite season! It is warm in the day and cool at night. Many people visit us in autumn because they like the weather. When you come, you can visit the Sydney Royal Easter Show. It is the largest event in Australia. What is the weather like in April in your city? What do you often do? All the best, Stella Stella night day Presentation Sydney Royal Easter Show 悉尼皇家复活节 China Parade is the largest event in China in October. Engagement Hi, Sarah! It is autumn in April here in Sydney. Autumn is my favourite season! It is warm in the day and cool at night. Many people visit us in autumn because they like the weather. When you come, you can visit the Sydney Royal Easter Show. It is the largest event in Australia. Engagement Sarahs brother wants to know something about Sydney. Can you tell him? Work in groups to fill in the blanks. Say it one by one. It is _ in Sydney in April. The weather here is good. It is _ in the _and _ at _. You can visit the _ _ _ _. It is the _ _ in Australia. Thinkpairssharesquare （独立思考独立思考两两人人合合作作相互分享相互分享集集体讨论）体讨论） autumn warmdaycoolnight SydneyRoyal EasterShow largestevent Engagement Hi, Sarah! It is autumn in April here in Sydney. Autumn is my favourite season! It is warm in the day and cool at night. Many people visit us in autumn because they like the weather. When you come, you can visit the Sydney Royal Easter Show. It is the largest event in Australia. What is the weather like in April in your city? What do you often do? All the best, Stella Engagement Now can you answer the email for Sarah, please? Hi, Stella! Thanks for your email. It is spring here in Beijing. _ _ Please visit me someday and I am sure you will have a good time! Best wishes, Sarah Whats the weather like in spring? What do you usually do then? Engagement Beijing is the capital(首都) of China. Many people like to visit Beijing in spring because they like the fine weather here. Its sunny and warm in the day and cool at night. Beijing is a beautiful city. There are many beautiful places of interest(风景名胜) here. You can visit the Great Wall and the Summer Palace. You can also visit the Water cube and the birds nest or some other parks. If you are hungry, you can try the Peking Duck or the Fry Sauce Noodles in Beijing. Do you want to come to Beijing? I am sure you will like it. Good to know Engagement Read and match Birds Nest Water Cube Great Wall Summer Palace Peking Duck Fry Sauce Noodles Summary Reading ten thousand books is like traveling ten thousand miles. 读万卷书，行万里路。 Can you introduce Zhuzhou? 你会介绍株洲吗？ Yandi SquareFantawild Adventure the Water Show Tangrenshen Sausage Homework Listen and imitate. 听录音并模仿。 Write a passage to introduce Zhuzhou. 写一篇小短文来介绍株洲。 教学设计及设计思路教学设计及设计思路 作者姓名学校株 教材版本人教 PEP 版 年级五年级 课题Recycle 1 Stellas reply 1.整体设计思路、指导依据说明整体设计思路、指导依据说明 本教学设计以新课程标准为依据，以核心素养为指导，以 ropes 教学模式为 模版，旨在引导学生学习基础知识的同时，培养他们的文化意识，训练他们的思维， 让他们在课堂上有更多的生长点，从而提高他们的英语素养。 2.教学背景分析教学背景分析 教学内容分析：教学内容分析： Recycle1 是对前面三个单元的一个阶段性复习。而本部分内容是通过学习，理解 邮件的内容，学生能对有关月份，季节以及相关天气与可进行的活动进行一个综合复 习。作为复习单元，文本本身对学生来说并不是很难。所以，学生除了能理解文本之 外还要了解这其中渗透的中西方文化差异：不同地域在同一月份却是属于不同季节。 新课标主张在引导学生学习知识本身之外，更要学会解决问题的方法以及了解相关文 化。 学生情况分析：学生情况分析： 此内容对应的年级为五年级。学生已经有了一定的基础。因此，在设计活动时， 我以 Ropes 模式为载体，在任务驱动下，主要采用 TPR 教学法，思维启发并画出思维 导图，小组合作与探究等方法，让学生在轻松愉快的氛围中学习知识，获得方法，并 了解相关文化。让每个人都有不同层次的收获。 3.教学目标分析教学目标分析 To fulfill the task in this class, the students will be able to 1.Review the words of month, season, weather and the activities in different seasons. 2. Describe the weather and the activities in different seasons. 3. Know that different areas have different weather even seasons. 4.教学重点、难点分析教学重点、难点分析 教学重点：How to help students to read the text correctly and comprehend the text . 教学难点：How to help students to learn to introduce something about a city, such as the weather, food, things to do there. 5.教学过程及设计思路教学过程及设计思路 Step1 Review 1. Warm up & review a. Greetings. b. Lets chant. Twelve Month in a Year 2.lead -in Free talk. Q:Whats the chant about? Q: Which month is it now? 设计意图：文本涉及了月份，季节以及天气相关知识。用一个节奏感很强的与月份有 关的 chant，既可引导学生复习月份相关知识，又可活跃课堂气氛，同时也为后面季节 的复习做下铺垫。自由对话起到承上启下的作用。 Step 2 Overview Ask students to put the twelve month into four seasons. Ask students to tell their favorite season and tell why. 设计意图：让学生把月份放入四个季节里，有的学生不太了解北半球月份所属的季节。 有的会想当然的认为春季便是一，二，三月。此处是对常识的一个加强，同时也是为 后面学生对文本的理解埋下伏笔。 Step3 Presentation Guide students to learn the text. Before -reading Tell students that Sarah likes spring best because she can take a trip. Tell students that Sarah will visit Sydney. Ask them to discuss in groups what Sarah needs to know. Draw the mind map on blackboard according to the students answers. 设计意图：让学生思考并在组内讨论 What does Sarah need to know? 这是对他们思维的启发，也 是引导他们养成良好的计划习惯。同时也是为文本的学习理清思路。为他们后面的复述做好铺垫。 无论是对教材文本，还是老师所给的拓展阅读文本，此思维导图都可帮助学生理清文本脉络。在最 终的输出环节，学生就有了思想脉络。 Ask students to try to guess what Sarah said in the email according to the mind map. Guide students to read the email. 设计意图：在介绍完文本的背景之后，自然地出示本堂课的任务，形成任务驱动。 While - reading 1. Fast reading: a. Ask them to read the email quickly and answer the two questions: Ask them to underline the sentences. 1. Is it in spring is Sydney in April? 2. Whats the weather like in April in Sydney? b. check the answer with the students. 设计意图：此文本对学生来说并不难，文本之后的两个习题也较容易。设置让学生快 速阅读并在文中划出问题对应的答案，既培养学生抓住主要信息的能力，又培养他们 做事严谨的习惯：一定要有足够的理由来支撑自己的观点。 2. comprehensive reading a. Ask why it is autumn in Sydney in April. Show the world map and guide them to understand different areas in the world may have different seasons. b. Guide students to understand the word day and night according to the pictures. c. Guide them to draw the mind map for Sydney. 设计意图：在学生理解了文本的第一段之后，让学生帮助完成关于 Sydney 的思维导图， 既是对第一段学习的检测，又能自然过渡到后面的第二段学习。 d. Ask them to read again and try to find what Sarah can do in Sydney to finish the mind map about Sydney. e. Guide them to learn the phrases Sydney Royal Easter Show and the largest event with the help of the pictures. f. Play the listening text and ask them to listen and repeat. g. Ask students to read by themselves. 设计意图：在学生已经把整篇文本“吃透”以后，还是要给学生一些时间来读文本。听 录音跟读，可帮助学生订正自己的读音。再让学生自己读，让他们在读中感悟英语语 言之美，感受文本中渗透的文化。 Step 4 Engagement After-reading: 1. Group work Ask students to work in groups to fill in the blanks and retell the text one by one. 设计意图：让学生填空的部分都是此文本的关键信息点，在让学生复述的过程中，可 检测其对文本中难点单词的读是否掌握。让学生组内一个接一个地复述，让每个学生 都有开口的机会，提高学生的参与度。 2.Individual work 1. Ask students to write the e-mail for Sarah. Then ask someone to show their writing. 2.Ask students to read the text about Beijing and try to finish the exercise. 3. Pair work Check the answer about the exercise in pairs. 4. Teacher check the answer with the students. 设计意图：教材上的文本，对学生来说不难。对于五年级的学生来说，大容量的输入， 才能保证良好的输出。拓展阅读显得很有必要。因为在前面已提到，Sarah 是在 Beijing, 她在回复邮件中也有表示希望 Stella 可以来中国。 于是让学生读一篇介绍 Beijing 的短文，既是对教材的延伸，又可拓宽学生视野，让他们的课堂更丰富，在课 堂上更有收获。将图片与短语连线的设计，既可培养学生“温故知新”的能力，又可通 过练习突破短文中的难点单词。并为最终的输出做出示范。 Step 5 Summary 1. Ask students to tell where they want to go and why. 设计意图：让学生说说自己想去的地方之后，情感教育：读万卷书，行万里路。让学 生在课堂上不仅学习知识，还懂得一些道理，形成良好的世界观与价值观。 2. Ask them to tell something they know about Zhuzhou. 3. Ask students to try to write a passage to introduce Zhuzhou if time is enough. 4. Give the homework. 1. Listen and imitate. 2. Write a passage to introduce Zhuzhou. 设计意图：我们生活在株洲，让学生介绍自己生活的城市，既联系学生生活实际，又 帮助其提高语言运用能力。