(共40张PPT)
Unit 7 What will you do in Chengdu？
北京版五年级上册
Lesson 25
We arrive in Chengdu. My uncle will pick us up at the airport. Look! He is coming.
What are they talking about
Look and think
Let’s watch
Listen and complete
Nice to see you all again.
You’re ______, Lingling.
taller
Thank you, Uncle! Are we going to _______________ tomorrow
see the pandas
Yes. I’ll ______you there.
I’m a good _________.
drive
driver
Let’s learn
You’re taller, Lingling.
short
tall
taller
Let’s learn
I’m a good driver.
driver
Listen and complete
We are going to leave ____ at 7:30 after ___________.
early
What time are we
going to_______
leave
breakfast
Let’s learn
We are going to leave early at 7:30 after breakfast.
The early bird catches the worm.
Let’s learn
We are going to leave early at 7:30 after breakfast.
have breakfast
Listen and complete
Yes, in the __________.
We’ll have a _____day.
afternoon
Are you going to
Du-jiang-yan, too
busy
Let’s learn
We’ll have a busy day.
He had a busy day.
Listen and complete
We will come back for
________, Grandma.
dinner
_____________!
Have a nice day
Let’s learn
We will come back for dinner, Grandma.
have dinner
What time will they leave tomorrow
They will leave early at 7:30 after breakfast.
Listen and answer
Where will they visit this afternoon
They will visit Du-jiang-yan.
Listen and answer
Listen and repeat
Nice to see you all again.
You’re taller, Lingling.
Listen and repeat
Thank you, Uncle! Are we going to see the pandas tomorrow
Listen and repeat
Yes. I’ll drive you there.
I’m a good driver.
Listen and repeat
What time are we
going to leave
Listen and repeat
We are going to leave early at 7:30 after breakfast.
Listen and repeat
Are you going to
Du-jiang-yan, too
Listen and repeat
Yes, in the afternoon.
We’ll have a busy day.
Listen and repeat
We will come back for dinner, Grandma.
Listen and repeat
Have a nice day!
Let’s role-play
Uncle: Nice to see you all again. You’re taller, Lingling.
Lingling: Thank you, Uncle! Are we going to see the pandas tomorrow
Uncle: Yes. I’ll drive you there. I’m a good driver.
Mum: What time are we going to leave
Uncle: We are going to leave early at 7:30 after breakfast.
Let’s role-play
Grandma: Are you going to Du-jiang-yan, too
Uncle: Yes, in the afternoon. We’ll have a busy day.
Lingling: We will come back for dinner, Grandma.
Grandma: Have a nice day!
Read and complete
Lingling’s ___________ picks Lingling and her parents up at the airport. They are going to see the ________ tomorrow. They are going to leave ________ at 7:30 after breakfast. They are going to Du-jiang-yan in the ______________. They will have a ________ day.
uncle
pandas
early
afternoon
busy
Ask and answer
What time are we going to get up
We are going to get up at 6:30.
Ask and answer
What time are we going to visit the palace
We are going to visit the palace at 8:30.
Ask and answer
What time are we going to have lunch
We are going to have lunch at 12:30.
Ask and answer
What time are we going to leave for the show
We are going to leave for the show at 18:30.
Listen and write
7:50
8:20
3:00
3:30
Listen and check
Hi, boys and girls!
We’re going to the Science Museum tomorrow.
We’re going to meet in the classroom at 7:50 and the school bus will leave at 8:20.
At noon we will have lunch inside the museum.
We will arrive back to school at 15:00 and your parents can pick you up at 15:30.
Watch and enjoy
Pair work
— What time are we going to …
— We are going to … at ….
January 2st, 2024, Tuesday, sunny
What a busy day! We got up at 6:30. We left early at 7:30 after breakfast. My uncle drove us to see the pandas. In the afternoon, we visited Du-jiang-yan. It’s really great. We went back for dinner at 17:30.
It’s really a busy but wonderful day.
Homework
Must do:
1. Listen and read the dialogue.
2. Make dialogues about travel plan.
Choose to do:
1.Share with your classmates about your travel plan.
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Unit 7单元整体教学设计
单元课题 五年级上册 教材页码 P35-42
单元主题 意义 本单元学习的话题是围绕出游计划而展开的。在本单元中将学习用 will, be going to... 表述出游计划，会恰当地选用出游交通工具，Are you going to... by... / No, we are going by.... What will you do in... I will...What time are we going to... We are.... 通过学习，学生能够结合自己的实际情况，有逻辑地表述自己的旅行计划。
教学内容分析 1.来源&内容： 本单元来自北京版英语五年级上册的第七个单元。本单元的话题是围绕出游计划而展开的。运用 will, be going to... 表述出游计划，会恰当地选用出游交通工具，Are you going to... by... / No, we are going by.... What will you do in... I will...What time are we going to... We are.... 2.纵向知识关联： 功能：询问并回答，介绍，描述。 话题：描述出游计划。 语言知识： 3（下）Unit 1 Spring is here.What are you going to do this afternoon, Lingling We are going to plant trees.4(下)Unit 5 Is May Day a holiday — What are you going to do on May Day — We are going to visit the Great Wall in shanhaiguan.
3.横向知识关联： 第七单元学习的话题是围绕出游计划而展开的。其中L23是运用“Are you going to…by… ”询问旅行时乘坐的交通工具； L24 运用 “What will you do in Sichuan I will visit Du-jiang-yan.”进行询问及表达在某地方计划做某事； L25运用“What time are we going to ... We are going to ... at ...”与他人交流旅行中的具体时间安排。三课都需要重点学习和不断强化的是： 1.能够围绕旅行计划这一话题，梳理出行方式、活动安排和具体时间安排的相关语言表达，并在具体情境中恰当运用。 2. 能够结合自己的实际情况，有逻辑地表述自己的旅行计划。 3. 学生能够在他人介绍自己的旅行计划时，给出恰当回应或合理建议。 4.单元探究设计：
学情分析 1.年龄特征： 五年级英语在小学英语教学中起着承上启下的作用，既是四年级的衍生又是六年级的铺垫。我们的学生虽然已有四年的英语学习经验，但还有以下一些问题需要解决。部分学生学习兴趣不是很高，个别的学生甚至对学习有厌恶感，同时，许多学生还是为学习而学习，谈不上兴趣问题，回家不会学习，无正确的学习方法，不知如何看书，学习态 度谈不上十分端正，回家以后巩固时间很少，且缺乏有效的巩固手段，练的机会明显不足。部分学生学习的目的性不是很强，导致学习习惯不好，学习无明确的计划，有作业就写，无作业就玩。老师布置的作业不能按时完成，回家看书也只是应付家长，作业不能很好完成。 2.知识储备： 第七单元是围绕出游计划而展开的。本单元每课都涉及到 be going to 和 will 句型。而这两个表示将来、计划做某事的句子在三、四年级早已学过。如三年级时学习了What are you going to do this afternoon We are going to plant trees this afternoon.四年级时学习了What are you going to do on that day We will visit the Great Wall.均为本单元的学习奠定了基础。 3.能力水平： 五年级的学生已具备能够准确从对话当中提炼主要信息的能力；他们已经掌握了基本的英语单词和语法规则，并能够进行简单的英语口语交流。他们能够理解简单的英语文章和对话，并能够用英语进行基本的书写和阅读。
单元目标 在本单元教学结束之际，学生能： 1. 能听、说、读、写核心词汇fast, panda, forget, cousin, brave, tall, driver, early, breakfast, busy, dinner。 2. 能在语境中学习句型—Are you going there by train —-No，we are going by plane. —What will you do in Sichuan —I will visit Du-jiang-yan. —What time are we going to leave —We are going to leave at 7:30.； 3. 能听懂、会说关于表达出游计划的日常交际用语,并能在实际情景中运用.
第三课时教学设计
一、教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，获取和梳理对话信息，理解对话中与他人交流旅行中的具体时间安排所使用的核心语言“—What time are we going to ... —We are going to ... at ...”;(学习理解）
2.在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价；（应用实践）
3.在小组内进行真实语境的创设，与他人交流旅行中的具体时间安排，结合生活实际，制作旅行中的具体时间安排表，有意识地规划旅行中的时间安排。（迁移创新）
完成本课时目标所需要的核心语言如下：
—What time are we going to ...
—We are going to ... at ...
二、教学重难点
1. 运用“What time are we going to ... We are going to ... at ...”与他人交流旅行中的具体时间安排。
2. 能够结合生活实际，有意识地规划旅行中的具体时间安排，制作旅行中的具体时间安排表。
三、教学过程
教学目标 学习活动 效果评价
学习理解 在看、听、说的活动中，获取和梳理对话信息，理解对话中与他人交流旅行中的具体时间安排所使用的核心语言“—What time are we going to ... —We are going to ... at ...” 1.Lead in Lingling和爸爸妈妈已经降落成都的机场了。瞧！Lingling的叔叔来接她们了。我们一起来看看吧。以Lingling和爸爸妈妈去成都旅行为情景引入本节课关于与他人交流旅行中的具体时间安排的话题。通过Lingling写旅行日记，自然过度到本节课的主要内容，学习与他人交流旅行中的具体时间安排。 2. Look and think 出示图片，组织学生根据图片，猜测图中人物的对话内容。 What are they talking about 3. Let’s watch 播放课视频，组织学生观看视频，跟读课文，并尝试理解课文大意；着重留意涉及前面提到的问题的语句，尝试组织语言，总结概括出答案。 通过视频，你知道Lingling一家人这次的成都之旅的时间安排了吗？接下来我们仔细听听他们自己是怎么说的？ 4. Listen and complete Lingling一家人降落成都的机场了，Lingling的叔叔来接他们了，他们讨论了明天的出游时间安排；第二天一早叔叔就来接Lingling他们了。他们是怎样沟通的？我们一起听一听，填一填。 根据对话内容，把所给句子中缺失的部分补充完整。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的听力能力。 5. Let’s learn You’re taller, Lingling. short tall taller I’m a good driver. driver We are going to leave early at 7:30 after breakfast. The early bird catches the worm. We are going to leave early at 7:30 after breakfast. have breakfast We’ll have a busy day. He had a busy day. We will come back for dinner, Grandma. have dinner 6. Listen and answer What time will they leave tomorrow They will leave early at 7:30 after breakfast. Where will they visit this afternoon They will visit Du-jiang-yan. 出示问题，播放音频，组织学生根据录音内容，回答问题。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的听力、归纳总结、口语表达能力。 7. Listen and repeat Lingling一家人降落成都的机场了，Lingling的叔叔来接他们了，他们讨论了明天的出游时间安排；第二天一早叔叔就来接Lingling他们了。他们是怎样沟通的？我们一起听一听，读一读吧。 加强学生对课文内容的理解，感受课文中单词的发音，以及句子的语音语调。 8. Let’s role-play Lingling一家人降落成都的机场了，Lingling的叔叔来接他们了，他们讨论了明天的出游时间安排；第二天一早叔叔就来接Lingling他们了。他们是怎样沟通的？我们一起来表演一下吧。 组织学生角色扮演课文内容。找几名学生，分别扮演对话中的角色，就课文内容进行对话练习。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的口语表达能力。 9. Read and complete 出示图片和文字，组织学生根据课文内容把短文中缺失的部分补充完整。考查学生对课文的理解和掌握程度的同时，锻炼学生的阅读理解、归纳总结能力。 创设情景，让学生在具体情景中学习话题相关内容，引导学生积极参与互动和交流，学生能主动分享个人对该主题已有的知识、经验，教师根据需要调整提问方式进行追问或予以鼓励，预热学生提取关键信息的能力。 教师主动引导，观察学生的分步阅读任务的有效度、获取关键信息的能力。 教师观察学生对细节信息提取的速度和准确性。 教师观察学生对细节信息提取的速度和准确性。 教师设置任务为学生总结提取关键信息。 教师设置任务为学生总结提取关键信息。 教师观察学生朗读时的语音语调，及时加以纠正并鼓励。 教师观察学生演绎对话时的表情、语言、肢体等情感表达体现地是否到位。 教师设置任务为学生总结提取关键信息。
设计意图：本阶段活动旨在帮助学生在语篇中通过感知核心语言自然习得核心词汇，掌握本节课与他人交流旅行中的具体时间安排的句型。学生在教师的指导下从大意到细节逐步理解篇章内容，由义及形，由形及音逐步习得新词，同时分析、推理等语言思维也得到有效发展。
教学目标 学习活动 效果评价
应用实践 在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价 1. Ask and answer 出示图片，组织学生根据图片中所给的信息，对话练习与他人交流旅行中的具体时间安排的相关表达： What time are we going to get up We are going to get up at 6:30. What time are we going to visit the palace We are going to visit the palace at 8:30. What time are we going to have lunch We are going to have lunch at 12:30. What time are we going to leave for the show We are going to leave for the show at 18:30. 2. Listen and write 出示图片，播放音频，组织学生根据听力内容，把各个时间点补充完整。考查学生对本节课重点知识的理解和掌握程度的同时，锻炼学生的听力能力。 教师观察学生能否对核心语言进行有效应用。 教师观察学生能否对核心语言进行有效应用。
设计意图：通过自主发表看法和意见，让学生在交际中巩固所学内容，从中体验、实践、交流和探究语言，达成逐步熟悉词汇的意义和功能。从学习理解过渡到应用实践，学习与他人交流旅行中的具体时间安排；根据出行目的地，结合生活实际，制作旅行中的具体时间安排表，有意识地规划旅行中的时间安排，自然渗透情感教育。
教学目标 学习活动 效果评价
迁移创新 在小组内进行真实语境的创设，学习与他人交流旅行中的具体时间安排。 1. Watch and enjoy 播放介绍都江堰的视频，组织学生观看视频，拓展学习关于都江堰的相关知识，为以后此类话题积累素材。 2. Pair work 出示人物和国家的国旗，组织学生根据图片对话练习与他人交流旅行中的具体时间安排的相关表达： — What time are we going to … — We are going to … at …. 今天真是充实且忙碌的一天，Lingling 和家人上午一起去看了熊猫，下午又去参观了都江堰。 3. Homework Must do: 1. Listen and read the dialogue. 2. Make dialogues about travel plan. Choose to do: 1.Share with your classmates about your travel plan. 教师观察学生对细节信息提取的速度和准确性。 教师创设情境，观察学生对此情境的兴趣和参与度。 教师鼓励学生积极参与创意作业的完成并进行自评。
设计意图：本阶段作业活动旨在帮助学生在迁移的语境中，创造性地运用所学语言，交流，为学生提供自由运用语言的平台，让学生在乐趣中使用语言解决问题，培养学生的合作能力和表达能力，发展学生语言思维；同时在完成作业的过程中，学生从课本走向现实生活，在探索和动手解决问题的过程中发展语用能力，学习与他人交流旅行中的具体时间安排；结合生活实际，制作旅行中的具体时间安排表，有意识地规划旅行中的时间安排。
