广东版五上Unit 4 School Things-Lesson 3-ppt课件-(含教案+音频)-公开课-(编号：c01f4).zip

Unit 4 School Things Reading and writing Do you have any . ? Yes, I have some. . / No, I dont have any. . I have some _, but I dont have any _. I have some _, but I dont have any _. crayons color pens paperrulers I have some _, but I dont have any _. Whats the date ? paper-cuts busy Gogo is coloring. He is making something（一些东西）（一些东西）. Tony and Jenny are writing. They are doing homework. card picture paper flowers . . What is Gogo making ? Gogo is making _ . a paper bag paper bags What is Gogo making ? Gogo is making _ . a paper bag Whats in the paper bag ? Its _ . The paper bag is for Ms. Black . a card Gogo is making a paper bag. Does Jenny have any crayons? Yes, she has some crayons. Gogo: Im making a paper bag. Jenny, do you have any color pens? Jenny: No, I dont have any color pens, but I have a some crayons. Gogo is making a paper bag. Yes, she has some crayons. What day is it tomorrow? Its Teachers Day. September 10thTeachers Day Gogo, tomorrow is the Teachers Day, not her birthday. li Retell: Tomorrow is _. Gogo wants to make a _ for Ms.Black. Gogo doesnt have any _and_. Teachers Day paper bag crayonscolor pens Guessing: What does Gogo have ? Gogo wants to make a paper bag. He has _,_,_,_ and _. some paper = Teachers Day What else (其他的）can we do ? we can . . On Teachers Day, a Teachers Day cardpaper flowers paper-cutsa picture I want to make a Teachers Day card, I need some paper, I need some. I want to make a Teachers Day card, I have some . ,but I dont have any. . li Game Rules (游戏规则） 1、Time limited(时间限定）: 3 mins 2、You can borrow the things from other groups. (你们可以到其他组那里借你们组所需的东西。） 3、You should use the sentences: A: I want to make _, but I dont have any_. Do you have any. ? B: Yes, I do. Here you are. A: Thank you ! 4、When you finished, you can get a task card from Candy. （ 借到所需的东西后，到Candy那里领取任务卡） Task Cards (任务卡） Making _ It is Teachers Day . I want to make _ for my teacher. I have some _,_,_,_ _and _. Now I can make a/some beautiful _. a TeachersDay card a TeachersDay card paperpencils scissorsrulers color pensglue TeachersDay card According to what you make and what you have , finish the sentences，then talk with your groupmates. （根据你要做的东西和你所拥有的东西，完成下面的句子，并与组员说一说.) To protect the environment（保护环境）, we also can reuse（再利用 ） the waste（废品）to make something interesting（有趣的）. Homework 1. Read the passage twice. 2. Talk about something we can do in some festival. 广东人民出版社 英语五年级上册 Unit4 School things Reading and writing 一、教材分析一、教材分析 本课时教学内容是广东人民出版社英语五年级上册 Unit 4 School Things Reading and writing 部分内容，要求学生阅读 Tony, Jenny 与 Gogo 的 对话，了解 Gogo 在制作卡片所需的东西以及他如何向 Jenny 借他缺少的东西。 核心句型是 Do you have any ?Yes, I have some/No, I dont have any.并于阅读后进行书面回答问题、根据对话内容判断、书面完成心意卡三 项练习。 二、学生分析二、学生分析 本课时教学对象为台山市台城第二小学五年级学生，年龄在 11 岁左右。他 们活泼可爱，友善直率，乐于与人交流、与人分享。他们喜欢英语，喜欢英语 课堂的各种学习活动，对学习英语保持着较高的学习热情。他们有着一颗好奇 的心，对身边一些与生活密切联系的事情很感兴趣，有着强烈的倾诉表达、思 想交流的欲望。 他们学习英语已有两年多时间，已掌握了一定的学习方法，形成了较好的 学习习惯，积累了一定的词汇、短语、句型和语法知识，发展了较好的语言表 达能力。随着年龄增长及学习知识的增多，他们的思维能力、分析能力、理解 能力和表达能力在不断地提高，大部分学生能够用英语来描述自己的经历或表 达自己的一些意愿、思想。经过本册前面三个单元的学习，他们掌握了相当一 部分与本课时教学内容相关的词汇和句子，并能运用它们较好地组织语言，进 行听说读写等方面的交流和实现语言综合运用能力的提高。 三、教学目标三、教学目标 1 1、语言能力目标：、语言能力目标： （1）能听说读单词 something 和 短语：make something. （2） 能用所学语言进行短文的阅读和说出自己拥有的东西。 （3）通过阅读材料，捕捉、收集课文中 Jenny, Tony 和 Gogo 相关信息并准确 地完成练习内容并完成心意卡。 （4）能理解并正确运用下列句子。 Is that OK? Yes, thats fine. Its for Ms. Black. 2、学习能力目标、学习能力目标 （1）通过本课时设计的活动对学生的阅读和写作策略进行指导，能进行自主学 习并能在小组合作中交流自己获得的信息。 。 （2）能在活动中用英语与他人交流并学会用自己的语言对文本进行初步建构， 完成心意卡。 3 3、文化品质目标：、文化品质目标： （1）通过学习，让学生学会如何关心别人，帮助别人。 （2）培养学生成为一个有爱心的人，学会与别人分享自己的东西。 4.4.思维能力目标思维能力目标 在学习的过程中引导学生通过分析和推理等方式对 Gogo 在制作卡片的做法进行 判断，使我们明白在别人需要帮助的时候应做到关心别人，帮助别人，从而培 养了学生的发散性思维，发展了学生的批判性思维。 ， 四、 教学重、难点： 如何运用所学知识和方法完整流畅表述自己所拥有的东西以及对别人的询 掌握一定的阅读技巧和基本的写作策略并能完成心意卡 五、 教具准备： 课件、卡片、Tony, Jenny 和 Gogo 的头饰、PPT、学生练习资料等。 六、教学过程 Before reading. Step 1 Warm up . Revision and lead in. 1.Free talk T: Hello, Good morning! Ss: Hello. T: We have lots of tasks to do this class, We need lots of school things. Do you have any school things? Ss: Yes, we do. T: What do you have? S1: I have some . T: What about me? Can you guess? S: You have T: Bingo, Youre right. I have a bag. Its a magic bag. There is something in it,(教 something some +thing) Do you want to know? Ask me, please? S; Do you have? 2.Ask and answer with the sentences: Do you have? Yes, I do./No, I dont. 3.Teacher guide the students to say: I have some _. 4.Teacher asks: What can I do with them? When students answer, Teacher says: I can use them to make birthday card, teacher s card or other cards. 【设计意图】上课伊始，老师根据教学内容设计猜测袋子里的东西的互动交流，发散思维， 复习旧知，为下面的进行做铺垫。 Step 2 Presentation While Reading 1.Look and guess 出示本部分的第一幅插图，让学生 Who are they?。 【设计意图】看图找信息，了解文本内容发生的背景 The 1st Reading Read freely and answer. 1.Show the questions and ask the students to read. （1）Where are Tony, Jenny and Gogo? （2）What are Tony, Jenny and Gogo doing? 2.Read the first part of the text freely and underline the key sentences. 3.Teacher asks, students answer. 【设计意图】首次阅读让学生带着问题有目的地读对话，初步整体感知对话内容； The 2nd Reading Listen, think and judge 1.Ask the students to read the sentences on the screen. ( ) 1. Its September 10th today. ( ) 2. Gogo has some crayons. ( ) 3. Gogo makes a birthday card for Ms. Black. 2.Listen to the tape and underline the key massage on the book. 3.Judge and correct the sentences. 4.Explain the difficult points 5.Find the key points of Gogos birthday card to Ms Black. (1)Its a card, Its for Ms Black. (2)Tomorrow is the Teachers Day, not her birthday. (3)Happy birthday（on the card） 6.Teacher guide to the students to say:Gogo makes a birthday card for Ms Black.What do you think of Gogo?-Hes a good boy., But he didnt make the right card, so I think his careless(粗心). 【设计意图】二次阅读让学生在对话中找出一些关键词完成判断，获取信息，这样层层递 进不仅能有针对性地培养学生良好的阅读习惯，更能有效发展他们的阅读能力，并有效地 落实既定的读写目标。 The 3rd reading Read，answer and role play 1.Read after the tape.(注意模仿语音，语调) 2. Read in group. 3. Answer the queations quickly. (1)Whats Gogo making? _ (2)Does Jenny have any crayons? _ (3)What day is it tomorrow? _ 4. Role play. 5.Retell the story 【设计意图】通过复述 Gogo 在制作卡片的过程中遇到的问题的信息，让学生文本重构， 进一步提高学生综合运用语言的能力，并实现了本课的核心素养目标-学习能力目标。 Post Reading 1. Watch the video and talk about it. 2. Activity :Hand in Hand (1)把全班按捐赠的东西分组，由组长用 What do you have?/Do you have?来询问组员,然后 Yes, thats fine. A. 我很好。 B. 可以，那就好。 Is that OK? A. 可以吗？ B. 那就没事。 由组长归纳，汇报。 （2）给山区的小朋友写心意卡， （3）分享成果 【设计意图】通过观看视频了解贫困山区的孩子的条件艰苦，到学生分组说说再写，让学 生都能有话可说，有话可写，实现对语言的运用，同时培养学生成为一个有爱心的人， 学会与别人分享自己的东西的优秀品质。 3.Good to know: Helping others is happiness. Step 3 Summary What did learn today? (我们学会如何询问别人和自己拥有的东西，并在真时的情境中运用，让学生学会如何关心 别人和帮助别人) 【设计意图】总结阶段，引导学生回顾本课所学习的内容，进行思想教育，体现核心素养 目标中的文化目标。 Step 4 Homework 必做：1. Read and act the story with your classmates.(与你的同学表演朗读今天学的故事。) 2. Share the card with your parents.与你的父母分享你写的卡片。 选做：3. 与父母一起，整理一些不合穿的衣服，一些看过的书和一些文具，寄给贫困地区 的孩子。 【设计意图】作业是课堂教学的有效延伸，从不同的方面布置作业，可以使学生选择自己 有能力完成的作业，面向全体学生的同时又考虑到不同学生的个体差异，使学生的 学习能力得到稳步发展。