广东版五上Unit 3 Dates-Lesson 4-ppt课件-(含教案)--(编号：21153).zip

Unit 3 Dates Lets chant Whens your birthday? May 15th! My birthday is May 15th. Whens your birthday? April 4th! My birthday is April 4th. Whens your birthday? Its today! Happy birthday to you! Whens your birthday? special adj. 特别的，特殊的特别的，特殊的 e Childrens Day is a_ and happy day for children. A. bad B. special C. fine housework n. 家务家务 1. I usually do _ at school. 2. I am helpful（能干的）（能干的） , I usually do _ at home. A. housework B. homework a : Lets learn B B A Listen and think Tony and Jenny are good children, too. Why? Today is July 1st . Its Moms birthday . Tony and Jenny want to give her a nice present . Theyre walking to school and talking about it . Tony: Lets do something special for her today . Jenny: Thats a good idea ! What can we do for her ? Tony: Hey , we can do all the housework today ! Jenny: Youre right . I can sweep the floor . You can clean the living room . Dad can wash the clothes and the dishes . Jenny: Happy birthday , Mom! Tony: Happy birthday , Mom! Mom: Thank you very much! Listen and think 1. Tony and Jenny are good children, too. Why? They can do all the housework today. 2. What can they do for their mother today? The second reading Answer the questions: 1. Whats the date today ? 2. What are they doing now ? 3. What do they want to do ? Today is July 1st . Its Moms birthday . Tony and Jenny want to give her a nice present . Theyre walking to school and talking about it . Tony: Lets do something special for her today . Jenny: Thats a good idea ! What can we do for her ? Tony: Hey , we can do all the housework today ! Jenny: Youre right . I can sweep the floor . You can clean the living room . Dad can wash the clothes and the dishes . Jenny: Happy birthday , Mom! Tony: Happy birthday , Mom! Mom: Thank you very much! The second reading Answer the questions: Its July 1st. They want to give their mother a nice present. They are walking to school and talking about the present. 1.Whats the date today ? 3. What are they doing now ? 2. What do they want to do ? The third reading Answer the questions: 1. Whens their Moms birthday ? 2. What does Tony do for his mothers birthday ? 3. What does Jenny do for her mothers birthday ? Today is July 1st . Its Moms birthday . Tony and Jenny want to give her a nice present . Theyre walking to school and talking about it . Tony: Lets do something special for her today . Jenny: Thats a good idea ! What can we do for her ? Tony: Hey , we can do all the housework today ! Jenny: Youre right . I can sweep the floor . You can clean the living room . Dad can wash the clothes and the dishes . Jenny: Happy birthday , Mom! Tony: Happy birthday , Mom! Mom: Thank you very much! The third reading Answer the questions: Her birthday is July 1st . 1. Whens their Moms birthday ? 2. What does Tony do for his mothers birthday ? Tony can clean the living room. 3. What does Jenny do for her mothers birthday ? She can sweep the floor. 2. What do you think of Tony and Jenny? happy helpful sad 1. How does their mother feel at last ? Lets think Today is _. Its Tonys Moms _.Tony and Jenny want to do _ _ for her. What can they do ? Tony can _. Jenny can _. Dad can _ and _. Wow! They can _ for Mom ! They are _. Mom is very _ on her birthday. Lets retell July 1stbirthday something special clean the living room sweep the floorwash the clothes do the housework helpfulhappy the dishes Lets write I am helpful at home. Hello! My name is _.I am helpful at home. I am _.I can_. I can _. I can _, too. I like doing housework. What about you ? Now, we are big children, so we should help our parents do the housework. Do you think so? 1. New words : special , housework 2. Phrases（短语短语 ）: a nice present , something special , all the housework , sweep the floor , clean the living room , wash the clothes and dishes 3. Patterns（句型句型 ）: Summary: （1）give sb. sth. give sth. to sb. （2）talk about sth. （3）walk to school go to school on foot 1. Read the text three times . 2. Think and write down: What do you do for your parents on their birthday ? 3. What do you say on your parents birthday? Homework: 1 1 Unit3 Dates 教学设计 一、 学情分析： 本课时的教学对象是五年级的学生。他们通过两年的英语学习，已经有 了一定的英语基础，在听说读等方面有了一定的技能。而且，他们的性格活泼 开朗、敢于开口，参与英语学习的热情高。 二、 教材分析： 本课时选取教材中的短文。通过阅读，指导学生了解文本的写作内容和 特点，并为主题为 Dates 的写作作铺垫。 三、 教学设计整体思路： “以读促写”，学生首先通过阅读理解范文，进入问题情景、了解范文 写作模式；再通过小组学习和探究、独立完成写作任务。 以 Dates 为教学主题。从教材范文引出主题，然后进行同一主题的拓展 阅读，最后让学生写出以 A special day 为主题的作文。 四、 教学目标： 1、语言技能目标：能理解、朗读和阅读文本材料，能用英语正确回答问题， 能流利正确地表达以 Dates 为主题的英语作文。 2、语言知识目标：能正确运用“一般现在时”来谈论 Dates。 3、学习策略目标： A.小组合作学习策略。 B.任务型学习策略。 C.问题驱动教学策略。 D.以读促写、说写结合策略。 2 2 4、情感态度方面： 能体会到用英语表达的乐趣，能体会到成功的喜悦；积极参与学习活动和 小组活动，乐于与人合作；学会与人分享，增进同学之间的感情。 五、 教具准备： 教师准备：ppt 课件、贴纸奖品、阅读材料和练习材料。 学生准备：自制作文卡、小组成果展示海报。 六、 教学过程 Step 1: Warm-up Free talk and greetings: T: Hello! Good afternoon , boys and girls . How are you ? Ss:. T: Whats the date today ?(Ask Sa) Sa: Its . T: Oh! Its my birthday today ? How about your birthday ? T: Whens your birthday ? （设计意图: 通过师生之间的对话复习有关日期的表达和引出复习歌谣为解决阅读中难词难 句做铺垫。） Step 2: Lead in : a. Lets chant: Whens your birthday ? b. After chanting over .(T asks S1): Whens your birthday ? S1: Its . (T asks S2): Whens your birthday ? S2: Its . c. T: Oh! Your birthday is . Heres a present for you .But can you guess? （设计意图：老师先用一个装着一条小毛巾的礼物盒，让学生猜猜，给学生一 个悬念，提起学生的兴趣，然后提问两个学生，看能否猜出。从而，引出阅读 3 3 中出现的新词进行学习，把难点逐个击破。） Step 3: Learn the new lessons: a. T: Oh! Its a towel . Is it nice ? Is it special? (Teach “special”-分解读音、操练并检查) b. T: What can we do with the towel? (老师此时可以用动作引导学生回 答， 如：擦手、擦脸等。) Ss: We can ./ We can . T: And we can use it to do the housework .(老师做擦桌子、地板等， 引导学生回答。) (Teach “housework” -分解读音、操练并检查) c. Do the exercises for the new lessons. 1)Childrens Day is a _ and a happy day for children . A. bad B. special C. fine 2) I usually do _ at school. I am helpful (能干的) , I usually do _ at home . A. housework B. homework （设计意图：通过相应的练习对新学的知识进行巩固和运用。） Step 4: The first reading: a. Lead in: T: Can you do the housework at home ?(提问几位学生后) T: Wow! You are a good boy /girl . But Tony and Jenny are good children ,too. Why ? b. Lets listen ! Then you should think and answer the questions . 1) Whats the date today ? Whose birthday is it ? 2) What can they do for their mother today? （设计意图：通过设疑引出短文中出现的两个人物以及第一次听音后回答两 个较容易的问题，给学生增强学习的兴趣和信心。） Step 5: The second reading: a. T: Tony and Jenny are good children . Youre good children , 4 4 too . And I think youre very clever .Now , I have some another questions about the passage . Can you answer ? Lets have look ! 1) What do they want to do for their mother ? 2) What are they doing now ? （设计意图：引导学生根据所提问题阅读短文，自主寻找答案，解决问题，培 养自主学习的良好习惯。） b. T: Shows the ppt. about the passage .Let Ss read after T, then let Ss discuss in groups . Then check the answers together. c. (T: We can say in other ways : walk to school =go to school on foot) （设计意图：通过小组合作寻找答案，然后在检查学生能否解决问题的同时， 注意延伸和联系旧知识，温故而知新。） Step 6: The third reading : a .T: Boys and girls , you did a good job on reading .Now lets go on thinking about the following questions .(完成原短文带有的问 题) 1)What does Tony do for his mother on her birthday ? 2)What does Jenny do for her mother ? 3)What does Dad do for Mom? b. Show the passage and let Ss read together first , then read freely. c. Check the answers and make Ss think about two questions: 1)How does Mom feel at last ? 2)What do you think of Tony and Jenny ? （设计意图： 通过三次的不同形式的阅读后，让学生从整体去认知文章，说 出自己的意见和看法。这有助于训练学生的发散性思维。） Step 7: Let Ss retell the story by the tips of the form. 5 5 （设计意图：在了解了文本内容的写作内容和结构后，引出新的文本。通过根 据短文填空练习检测学生对文章结构的整合能力，并加深学生对文章写作特点 的认识。） Step 8: Check and present some information about their compositions. （设计意图：学生独立完成写作任务前，教师提供同一主题的信息让学生进行 口头作文训练，为后面的写作做铺垫。） Step 9: Lets write！ “A special day” Step10: Check.(利用投影仪与学生交流答案) （设计意图：通过教师的面批指导，为学生对作文的自我修改和互改提供有效 的示范；通过学生作文的交换分享，增进学生之间的感情；通过作品展示，让 学生体会成功地喜悦，增强学生的写作自信心。） Step11: Good to know.(设计意图：学习短文知识后，对学生进行思想教育， 鼓励学生积极参与一些力所能及的事情。) Step12： Summary: How to write a composition? （设计意图：通过归纳小结，加深学生对写作方法的记忆。） Step13：Homework： 1）Share your composition with more classmates.（与更多同学分享你 的作文） 2）Read some compositions about A _ day and find out the writing rules.（阅读关于.的作文，找出写作规律） 3）Writing: A _ day （设计意图：分享作业的设计让分享的层面更加广泛，能有效推动学生的写作 动力；阅读作业的设计，能更好地拓宽学生的阅读面；写作作业的设计是更高 层次的延伸。）