Revision 1-Lesson 2-ppt课件-(含教案)--外研剑桥版五年级下册(编号：d09fb).zip

fantastic Watch : What are they doing?Pre-readingLook at the cover.donkeyWho did he want to invite?Party InvitationWhile-readingWho wanted to come?Listen and answer(P2-5) ：What did Arthur say ?That doesnt sound fantastic to me .You cant come.Read and thinkWhy did Arthur think they were not fantastic?Tips：带着问题，自主阅读绘本6-13页They loved muddressing upmake good porridgeCan we come to your party?Are you fantastic?Role play.That doesnt sound fantastic to me .You cant come. （内心独白）. We love mud.Can we come to your party?Are you fantastic?Role play.That doesnt sound fantastic to me .You cant come.请选择一种动物，小组内生动的表演对话，并续编他们的对话，补充动物内心独白。 （内心独白）.Tips: How were you feeling? What did you think? Would you go to his party?Listen and think：Did the animals come?Guess: What would Arthur do? How was the party? Look and say：Discuss in pairs(P18-19)Discuss in pairs(P18-19)If you were Arthur , what would you say to the animals?同桌讨论:Arthur是怎么劝说动物们的？ Everyone could do a fantastic thing. So everyone is fantastic. Always see the best in your friends. What will animals say to Arthur?Read the thanks letter from the animals.Read the thanks letter from the animals.Group work: retell the story.借助思维导图，小组合作完整的讲述故事，每人1-2句话。A party for the most fantastic animalsPost-readingthe most fantastic timeloved mudliked dressing up made good porridgenot fantastic alonetold.Post-readingWho is fantastic in your class? Read more picture books of Read more picture books of Joseph TheobaldJoseph Theobaldby scanning this code.by scanning this code.Homework :Homework :绘本绘本Arthurs Fantastic Party 教学设计 绘本说明：绘本说明：绘本 Arthurs Fantastic Party 属于大猫英语分级阅读系列第六级，故事讲述了：一天 Arthur 要举办一场非常了不起的派对！这个消息一出，小动物们都沸腾了！Flora 告诉了三只小猪，三只小猪告诉了狼，狼又告诉了熊，它们都想要参加这样一个美妙的派对。可是，小动物们却一一被拒绝。Arthur 认为这样的派对只有那些最棒的，具有特殊本领的动物才能参加。聚会那天，Arthur 精心准备了派对却没有动物来参加。Arthur 又去一一邀请动物们，最后他们度过了一段美妙的时光！绘本故事情节首尾呼应，过程曲折，跌宕起伏，精彩有趣，生动表达了前半段 Arthur 的期待与兴奋、后半段 Arthur 的失落与转变思想后的满足。学情分析：学情分析：五年级的学生经过三年多的英语学习，已经积累了一定的语音基础，他们具备一定的英语思维能力，他们喜欢阅读故事，好奇心强，敢于表达，善于表演，对英语学习表现出一定的兴趣。但是，这个绘本对本年段的孩子有一定难度，首先整个文本都是过去时态，孩子们在理解上会存在一定困难。针对这个难点，我们的思路是抓住故事发展的主线及动物们 情感主线，引导学生整体理解绘本大意。通过设置悬念，激发阅读兴趣；带着学生读绘本，引导他们走入故事情境，并联系生活实际理解绘本；读演结合，激活学生想象力，能用自己的语言补白动物们的内心独白，描述绘本外的情感思想。教学目标：教学目标：1.知识目标： 能够听、说、理解认读以下词汇并初步理解其过去式：arrive, fantastic, porridge, dress up, sound，mud，alone(2)能够听懂、会说以下句型： Ill have a party for all the best, most fantastic animalThat doesnt sound fantastic to me.You cant come. That party didnt seem fantastic. 2.能力目标：（1）在情境中理解故事内容，感受故事的趣味性，愿意读演动物们的对话。（2）借助图片和通过教师的讲解理解故事内容，并对情节进行预测和联想，有初步的批判性思维意识。（3）结合思维导图，能用自己的语言讲述绘本内容。3.情感态度：（1）增强学习绘本故事的兴趣。 （2）鼓励学生宽以待人并善于欣赏他人优点。教学重点教学重点：让学生喜欢读这个绘本故事并在情境中理解故事内容。教学难点：教学难点：能够用自己的语言描述故事，体味故事的寓意。教学准备：教学准备：PPT,多媒体，词条，头饰，评价卡片等教学方法：教学方法：图片环游、小组讨论、观察预测、故事表演教学过程：教学过程：Step1: Warming-up 1. Enjoy a video about a party.2. Show pictures about fantastic party.T: What is fantastic? (great/ wonderful/best/ excellent) Did you have a fantastic party before? Why？设计意图：设计意图：调动已知，激活思维,通过直观的视觉冲击，感受 fantastic 的含义，并引导学生对其内涵进行预测探讨，为下文的学习做铺垫。 Step2: Pre-reading 1. Look at the cover. What animal is it? Whats his name? Whats he going to do?设计意图：设计意图：引导学生扫读封面，结合标题与图片，对故事内容进行预测。Step3: While-reading 深挖情节，推理思维深挖情节，推理思维学习第一部分学习第一部分(Pic2-5) 1.Show Arthurs party invitation.Q1: Who did Arthur want to invite? 2.Listen and answer.Q2: Who wanted to come to the party? 追问：Who told them? Guess，how did Flora say to them?Repeat: Arthur will have a party for all the best, most fantastic animals.设计意图：运用核心句子，搭建语言支架，为后面语言输出，复述故事做铺垫。Do you think they were fantastic? Why?学习第二部分学习第二部分(pic6-13)3. Listen and answer Q3：Did Arthur think they were fantastic? What did Arthur say to them? Mime the sentence：That doesnt sound fantastic to me. You cant come.4. Read and think. (p6-13)自主阅读绘本自主阅读绘本Q4: why did Arthur think they were not fantastic? Say and mime: Pigs loved mud, but Arthur think _.(视频展示 peppa plays mud)_ liked dressing up, but _ made good porridge,but _ 5.Role play (请选择一种动物，小组内生动的表演对话，并续编对话，补充动请选择一种动物，小组内生动的表演对话，并续编对话，补充动物内心独白。物内心独白。). 1) 师生示范，注意补白对话师生示范，注意补白对话 Monologue： 补白对话2) Group work: act out the dialogue.师引导学生体会动物内心感受，补白对话内容过渡：This evening, Arthur put out the food and drinks. Look, the party was ready. But did the animals come? Why?学习第三部分学习第三部分(p14-21)6.Listen and think. (p14-17)Q5: Did his party seem fantastic? Why?Learn to say: His party didnt seem so fantastic after all.What did Arthur do?7.Listen and think. (Pic18-21)Q7：Did the animals come to the party at last?How was the party? 板书8. Discuss in pairs. Q8: Why did they come back? Guess, What did Arthur say to them? T:Flora and Arthur went to tell the pigs, who told the wolf, who told the bears.9.情感渗透情感渗透. 10. Read the thanks letter from the animals.After the party, Arthur receives a letter from the animals. Lets read together.设计意图：设计意图：在这环节采用，问题引领，深化学生的思维。采用“图片环游”，运用“问题链”等方法，设置悬念，培养学生理解、分析、判断、推理等能力。Step4: Post-reading 1. Group work: tell the story. 5 人一组，合作讲述故事。人一组，合作讲述故事。T: Can you retell the story with the key words on the board.(看板书复述) 师梳理思维导图，让学生整体感知故事脉络结构，然后小组内用自己的语言师梳理思维导图，让学生整体感知故事脉络结构，然后小组内用自己的语言讲述故事。讲述故事。2. Show time.3. Think and talk：Who is fantastic in your class? Why? 结合生活实际思考身边的人 fantastic or not。设计意图：设计意图：语言有限，故事有限，思维无限，联系生活实际对故事情感升华是学生阅读后内化的过程，学生之间的观点分享可以再次加深对故事的思考。Step5: Homework 布置作业，课外延展Read more picture books of Joseph Theobald8、 板书设计板书设计 ：（思维导图）