外研版（一起）五上Module 10-Unit 2 You shouldn't be late.-ppt课件-(含教案+视频+素材)-部级优课-(编号：412c2).zip

Topic(话题话题 )： Task(任务务)： Make a poster- know more about public rules. 制作海报，了解更多的公共场所规则 Look and answer. Q1: What are Lingling and Amy talking about? They are talking about class rules. There are six rules. Listen and underline. 请将课文中的should、 shouldnt 划线。 You shouldnt be late. You should bring your books to class. You should listen in class. I want to learn English well. You should . You should work hard. kind find behind You should be kind. You should be helpful. helpfulYou should be helpful. Listen and imitate. 注意模仿课文的 语音，语调 Read in groups. You should help each other. Read together. Rule Tree Dont be late. Listen in class. Work hard Bring books to class Be kind and helpful. What do you know about our school rules? Watch and discuss. You should / You shouldnt Park Rules Library Rules. Zoo Rules Supermarket Rules School Rules Make a Rule Tree. You should_.You shouldnt_. What I know What I want to know What I learned rules Summary 1.Listen and imitate the the text for 5 times.(仿读课文5遍) 2.Finish your poster about rules. 完成课课堂的海报报。 外研社新标准英语（一起）五年级上册外研社新标准英语（一起）五年级上册 Module10 Unit2 You shouldnt be late. 1教学目标 1.语言知识与技能目标 1)能听懂,会说,能认读单词 should, shouldnt, rule, kind, 2) 能听懂,会说,能认读句子 You should listen in class. You should try hard. You should b e kind. You should be helpful. You shouldnt be late. 3)能借助图片和文字听懂、读懂和朗读课文。 4)能用 should, shouldnt 谈论并制定公共场所的规则。 2.学习策略目标 1) 自主学习,敢于提问。 2)积极与他人合作,用所学英语进行表达与交流,共同完成学习任务。 3) 学会预习,上网搜索相关资料。 3.情感态度目标 1)培养学生在与他人合作中互相协助的学习品质。 2)通过本课文本情境的学习,学生在有趣的活动中体验和谈论 Public Rules,努力做一个遵守 规则的好公民。 2学情分析 本课教学对象是五年级的学生。经过四年多的英语学习,他们已经养成了一定的英语学习习 惯和掌握了一定的学习策略,积累了一定的知识储备和听说读能力,但是写的能力有待提高。 因此,教学设计要关注给予足够充分的学习支架,以培养学生的综合语言运用能力。 3重点难点 教学重点: 1)能听懂,会说,能认读单词 should, shouldnt, rule, kind 2) 能听懂,会说,能认读句子 You should listen in class. You should try hard. You should b e kind. You should be helpful. You shouldnt be late. 教学难点: 1)能借助图片和文字听懂、读懂和朗读课文。 2)能用 should,shouldnt 谈论并制定公共场所的规则。 4教学过程 活动 1【导入】.Warmingup 1. Greetings. T: Hello, boys and girls. Are you ready? OK! Lets begin our class. 2. Look and say. 通过观看一些交通和公共场所的标志引出本节课的话题 rules.引出本课的课题 Module 1 0 Unit 2 You shouldnt be late. 3.Revise Family Rules that learnt last lesson. (1)Look and say T: Boys and girls, last lesson weve talked about Family Rules. And now weve known s ome rules about Smart Family. Look! You should go to bed at 9. You shouldnt play with CDs. (Invite several children to say more rules about Smart Family) (2)Show time. T: Good. You can talk about the Smart Family Rules well. And how about your family r ules? Who would like to share? You, please. Wonderful! Give them a big hand. Next one (Invite two groups to give a report about their Family Rules.) 【设计意图】通过看图说话和家庭作业展示环节,不但给学生搭建平台进行展示和交流,而且 激活了已学的语言知识,在“润物细无声”的教学活动中复习 Unit 1 所谈论的话题 Family Ru les,并为新课学习做更好地过渡和铺垫。 活动 2【导入】III. Leadinginandpresentingthetask 1. Present the topicPublic Rules. T: How wonderful you are. You can talk about family rules so well. I hope you can obe y the rules and be a good child. Today well learn more about rules. Well focus on Sch ool. 2. Task-setting. T: Today our task is to make a poster about rules and know more about public rules. W hat we learn today will make our poster better. 【设计意图】课堂伊始就向学生提出任务,让学生通过完成具体的任务活动来学习语言,也为 学生创设了比较真实的语言环境。 活动 3【讲授】IV. Preparingforthetask. 1 Prediction T: Look! Our friends Amy and Lingling are coming. What are they talking about?. (1)Look and say. T: Yes, they are talking about class rules. What are the rules in Amys class? Can you g uess? 【设计意图】课前预测让学生进行合理想象,有助于发展学生的思维和想像能力,也激发学生 的好奇心,诱发学生想进一步了解文章内容的欲望。 2. Learning the text. (1)listen、underline “should, shouldnt” and answer There are six rules. (2)Teach: You shouldnt be late. T: Whats the matter with the boy? Ss: Yes. He is late for school. T: To be late is a good habit? Ss: No. T: Are you often late for school? S1: T: What would you say to him? Ss: You shouldnt be late. (2)Teach: You should bring your book to school. show some books that they should learn. (3)You should listen in class. (4)You should work hard.(Teach the phrase work hard.) Look at the boy, he wants to learn English well, what should he do? Yes, he should work hard. And he should_. ( listen, read and speak English) (5)You should be kind. T: We should help each other. We should be kind. (Teach: kind) Can you read more words? Find behind Kind (渗透语音教学) (6)You should be helpful. T: You should be helpful. Look at the picture. (Point to the photos and say) And they are helpful, too. So we say You should be helpful. 【设计意图】学习本课新单词和句型前,学生先观看课文光盘,让学生整体感知和自然理解即 将学习的新语言现象所发生的情景与语境,这样的整体语言输入有利于较好的完成本课的语 言运用目标。接着引导学生逐句学习,同时创设相应的语境帮助学生理解,培养学生综合语言 运用能力。 3. Listen and imitate. (1)T: Boys and girls, now weve known some class rules. You did a good job. Lets l isten and imitate. Please pay attention to the pronunciation and the intonation. (2)read in groups 互助学习 （3）read together. 【设计意图】良好语音语调的形成是一个习惯的养成过程,而听音模仿是小学生学习并形成 良好语音技能的有效方式,学生在教师的指导下通过听录音模仿,可以较好的学习发音,体验 地道自然的语音语调,培养良好的发音习惯。 4.Watch and discuss. (1)Watch a video about school rules. T: you have learned Amys class rules so well, and this is Amys Rule Tree. Do you kn ow our school rules? Here is a video about some of our school rules. T: Boys and girls, can you say something about our school rules? 【设计意图】在学习了许多规则后,设计一个讨论学校规则的活动，让学生自我对照反思自 己是否有做到或遵守这些规则,抓住时机让学生体悟和培养规则意识。这是一个承上启下的 环节,不但对前面几个教学活动谈论 Class Rules 做一个汇总、小结,而且对后面谈论 Library Rules 时阅读相应规则起到了示范铺垫的作用。 活动 4【练习】V.Fulfillingthetask 1.Write down the rules about their topic. Watch a video about Library Rules, and then make the rule tree poster. 2. Share Students share their posters. 【设计意图】在前面层层铺垫的基础上,学生能运用所学的句型进行交流,学会如何谈论并制 定一个公共场所的规则,重点培养了学生规则意识,同时训练了学生英语的语段能力。 活动 5【测试】VI.summary.summary T: Children, today weve talked about the Public Rules. Today you did a great job. I beli eve youll obey the rules and be a good student/child. As an old saying, Nothing can be accomplished without norms or standards.(无规矩不成方圆) 活动 6【作业】VII.Assignment 1.Listen and imitate the text for five times. 2 Finish the poster about Rules. 【设计意图】任务作业,延伸课外。让学有余力的学生制作“学校规则”小海报,配上照片或自 己手绘的图片,为学生展示自己各方面的才华提供了平台,最终达到预期的教学效果,培养了 学生听说读写的综合语言运用能力。