小學英語外研版 (三年級起點)五年級下冊Unit 2 Mum bought new T-shirts for you.精品ppt課件

這是一份小學英語外研版 (三年級起點)五年級下冊Unit 2 Mum bought new T-shirts for you.精品ppt課件，文件包含Module9Unit2課件五下pptx、Module9Unit2教案五下docx等2份課件配套教學資源，其中PPT共35頁， 歡迎下載使用。
Module 9Unit 2 Mum bought new T-shirts for you.一、教學目標1. 能聽懂、會說、會讀、會寫詞匯: borrow, read, at all, in, another, history, ask, question, forget, bring, soon2. 感知“queen”與“quarter”中“qu”的讀音，“she”與“English”中“sh”的讀音，“this”與“with”中“th”的讀音，“thank”與“mouth”中“th”的讀音。3. 能運用已學語言描述過去發(fā)生的事情，能表達計劃要做的事情。二、教學重點及難點重點：1. 掌握詞匯: borrow, read, at all, in, another, history, ask, question, forget, bring, soon2. 能在單詞中感知“qu”, “sh”, “th”的讀音。3. 能用一般過去時態(tài)描述過去發(fā)生的事情，用一般將來時表達計劃要做的事情。難點：能用一般過去時態(tài)描述過去發(fā)生的事情，用一般將來時表達計劃要做的事情。三、教學準備教學課件；錄音或視頻材料 圖片等。四、相關資源活動一、二、四錄音。 五、教學過程I. Warm up1. Listen and chantT: Hello, boys and girls. Do you like reading books? S: …T: Are you used to borrowing books or buying books?S: …T: Good. Now let’s listen to a chant. Then think about whether the two boys like reading books.先聽后跟讀，把握語音語調。同時教師解釋“not … at all”的語義設計意圖：通過學生熟悉的話題，導入新課內容，同時通過跟讀模仿，把握語音語調。2. Listen and thinkT: Listen again. Pay attention to the word “read” in these sentences. Does the word “read” have the same sound?S: No.T: Why?S: …T: In fact, the original form of “read” and the past form of “read” make different sound.教師此處解釋read原形和過去式形式發(fā)音不同。設計意圖：通過聽音頻讓學生感知read的不同發(fā)音，激發(fā)學生學習興趣。同時銜接下面環(huán)節(jié)的單詞學習。II. Presentation1. Learn and say出示圖片、單詞卡片帶領學生學習borrow, forget, history, bring, another, ask, question。設計意圖：圖片情景式教學，幫助學生識記新單詞。2. Listen and thinkT: Here’s another letter to Daming. Do you know whom the letter is from? Now listen to the recording and get the main idea. 播放錄音，請學生聽錄音，嘗試理解課文大意。設計意圖：通過聽的活動，初步了解課文內容。3. Read and answerT: Now let’s answer the following questions.S: …Q1: What is Simon’s dad going to put in Simon’s room?Q2: What did Simon’s mum buy for Daming?Q3: What did Simon’s dad read?Q4: What did they borrow for Daming?Q5: What does Simon want Daming to bring?設計意圖：通過回答問題，加深對課文的理解，鞏固所學的內容。4. Listen and follow再次播放錄音，學生跟讀。對于學生跟讀有困難的語句，教師可按照意群和節(jié)奏帶讀，提醒學生注意模仿語音語調。設計意圖：進一步理解文本內容，模仿語音語調，培養(yǎng)語感。5. Read and discussT: OK, boys and girls. Look at these two sentences. Does the letter group “sh” make the same sound?S: Yes.T: Good.設計意圖：通過討論感知字母組合的發(fā)音，激發(fā)學生學習興趣。6. Look, read and discussT: Now let’s listen to the recording. Then read in teams and discuss what sound do these letter groups make in these words?S: …設計意圖：通過小組討論得出發(fā)音規(guī)律，有助于強化學生識記。7. Listen and followT: Well done. Let’s listen to the recording again. After that you should follow.設計意圖：通過跟讀，再次強化識記字母組合的發(fā)音。8. Try to readT: OK. Try to read the follow words again. Maybe there are some words you don’t know. Just try to read.S: …設計意圖：再次朗讀并強化識記字母組合的發(fā)音。III. Practice1. Try to retell鼓勵學生根據(jù)下列問題復述課文，提醒學生注意自己的語音和語調。Q1: What is Simon’s dad going to put in Simon’s room?Q2: What did Simon’s mum buy for Daming?Q3: What did Simon’s dad read?Q4: What did they borrow for Daming?Q5: What does Simon want Daming to bring?設計意圖：根據(jù)問題提示復述課文，檢測、鞏固學生對課文的理解。2. Look, guess and read教師出示PPT，呈現(xiàn)一些帶有標志性的建筑物，讓學生觀察，然后說出圖中這些建筑物分別來自哪個國家。讓學生朗讀例句。設計意圖：檢測學生對外國標志建筑的了解程度，同時訓練一般過去時句型。3. Pair work讓學生兩人一組仿照示例進行問答。設計意圖：訓練一般過去時句型，提升學生綜合運用語言的能力。4. Look and write播放PPT，呈現(xiàn)活動圖片，讓學生觀察圖片，依次說出圖中人物從事的活動以及應該使用的時態(tài)。學生獨立完成句子，然后兩人一組互相檢查。最后請部分學生朗讀完整的句子，全班核對答案。設計意圖：操練核心句型的問答。IV. Production1. Read and write請學生看圖并朗讀圖片下方的語句，然后想一想如何以Lily的口吻完成信件。教師可以鼓勵學生增加一些圖片上沒有的內容。設計意圖：引導學生觀察信件開頭部分，判斷以何種人稱寫信。鍛煉學生讀題及審題能力。2. Try to change首先將第三人稱的陳述轉換為第一人稱的陳述形式。設計意圖：寫信要用第一人稱進行陳述，此處轉換人稱，為后面成文做準備。4. Try to write教師提供一個范例供學生參考，鼓勵學生添加細節(jié)信息。設計意圖：檢測學生運用本單元目標句型描述過去發(fā)生的事情的能力。5. Learn a song(1) T: Now let’s learn a song. First listen to the recording and repeat the lyrics.S: …(2) T: OK. Now let’s learn the song together. First listen to the song and then sing with the recording.S: …設計意圖：最后學一首歌曲，幫助學生放松。同時感受韻律的美，增強語感。V. Homework1. 向家人展示自己跟讀模仿課文錄音的情況。2. 給家人或同伴演唱本模塊新學的歌曲。六、板書設計： Module 9Unit 2 Mum bought new T-shirts for you.重點單詞：borrow, read, at all, in, another, history, ask, question, forget, bring, soon重點句子：Mum bought new T-shirts for you.We are going to see you in three weeks.Don’t forget to bring some CDs of Chinese songs.He bought some books. But he didn’t read at all.