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

Module 9

Unit 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, soon

2. 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, soon

2. 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 up

1. Listen and chant

T: 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 think

T: 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. Presentation

1. 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 think

T: 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 answer

T: 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 discuss

T: 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 discuss

T: 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 follow

T: 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 read

T: 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. Practice

1. 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. Production

1. 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. Homework

1. 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 9

Unit 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.