小学英语外研版 (三年级起点)五年级下册Unit 2 Mum bought new T-shirts for you.精品ppt课件

这是一份小学英语外研版 (三年级起点)五年级下册Unit 2 Mum bought new T-shirts for you.精品ppt课件，文件包含Module9Unit2课件五下pptx、Module9Unit2教案五下docx等2份课件配套教学资源，其中PPT共35页， 欢迎下载使用。
Module 9Unit 2 Mum bought new T-shirts for you.一、教学目标1. 能听懂、会说、会读、会写词汇: borrow, read, at all, in, another, history, ask, question, forget, bring, soon2. 感知“queen”与“quarter”中“qu”的读音，“she”与“English”中“sh”的读音，“this”与“with”中“th”的读音，“thank”与“mouth”中“th”的读音。3. 能运用已学语言描述过去发生的事情，能表达计划要做的事情。二、教学重点及难点重点：1. 掌握词汇: borrow, read, at all, in, another, history, ask, question, forget, bring, soon2. 能在单词中感知“qu”, “sh”, “th”的读音。3. 能用一般过去时态描述过去发生的事情，用一般将来时表达计划要做的事情。难点：能用一般过去时态描述过去发生的事情，用一般将来时表达计划要做的事情。三、教学准备教学课件；录音或视频材料 图片等。四、相关资源活动一、二、四录音。 五、教学过程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.先听后跟读，把握语音语调。同时教师解释“not … at all”的语义设计意图：通过学生熟悉的话题，导入新课内容，同时通过跟读模仿，把握语音语调。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.教师此处解释read原形和过去式形式发音不同。设计意图：通过听音频让学生感知read的不同发音，激发学生学习兴趣。同时衔接下面环节的单词学习。II. Presentation1. Learn and say出示图片、单词卡片带领学生学习borrow, forget, history, bring, another, ask, question。设计意图：图片情景式教学，帮助学生识记新单词。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. 播放录音，请学生听录音，尝试理解课文大意。设计意图：通过听的活动，初步了解课文内容。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?设计意图：通过回答问题，加深对课文的理解，巩固所学的内容。4. Listen and follow再次播放录音，学生跟读。对于学生跟读有困难的语句，教师可按照意群和节奏带读，提醒学生注意模仿语音语调。设计意图：进一步理解文本内容，模仿语音语调，培养语感。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.设计意图：通过讨论感知字母组合的发音，激发学生学习兴趣。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: …设计意图：通过小组讨论得出发音规律，有助于强化学生识记。7. Listen and followT: Well done. Let’s listen to the recording again. After that you should follow.设计意图：通过跟读，再次强化识记字母组合的发音。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: …设计意图：再次朗读并强化识记字母组合的发音。III. Practice1. Try to retell鼓励学生根据下列问题复述课文，提醒学生注意自己的语音和语调。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?设计意图：根据问题提示复述课文，检测、巩固学生对课文的理解。2. Look, guess and read教师出示PPT，呈现一些带有标志性的建筑物，让学生观察，然后说出图中这些建筑物分别来自哪个国家。让学生朗读例句。设计意图：检测学生对外国标志建筑的了解程度，同时训练一般过去时句型。3. Pair work让学生两人一组仿照示例进行问答。设计意图：训练一般过去时句型，提升学生综合运用语言的能力。4. Look and write播放PPT，呈现活动图片，让学生观察图片，依次说出图中人物从事的活动以及应该使用的时态。学生独立完成句子，然后两人一组互相检查。最后请部分学生朗读完整的句子，全班核对答案。设计意图：操练核心句型的问答。IV. Production1. Read and write请学生看图并朗读图片下方的语句，然后想一想如何以Lily的口吻完成信件。教师可以鼓励学生增加一些图片上没有的内容。设计意图：引导学生观察信件开头部分，判断以何种人称写信。锻炼学生读题及审题能力。2. Try to change首先将第三人称的陈述转换为第一人称的陈述形式。设计意图：写信要用第一人称进行陈述，此处转换人称，为后面成文做准备。4. Try to write教师提供一个范例供学生参考，鼓励学生添加细节信息。设计意图：检测学生运用本单元目标句型描述过去发生的事情的能力。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: …设计意图：最后学一首歌曲，帮助学生放松。同时感受韵律的美，增强语感。V. Homework1. 向家人展示自己跟读模仿课文录音的情况。2. 给家人或同伴演唱本模块新学的歌曲。六、板书设计： Module 9Unit 2 Mum bought new T-shirts for you.重点单词：borrow, read, at all, in, another, history, ask, question, forget, bring, soon重点句子：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.