(共27张PPT)
Unit 8 Revision
北京版五年级上册
Lesson 28
Do you like travel Do you know how to make a travel plan Let’s listen and say.
Tick or cross
Listen and say
You can see many interesting places in Beijing.
Listen and say
Yangyang has a green toy car. And so does Mike.
Listen and say
We are going to Chengdu by train.
Listen and say
He is going to get up at 7:00 tomorrow morning.
Tick or cross
√
X
√
X
Let’s talk
My parents and I are going to Tibet this summer. We are going there by train. We’ll visit the Potala Palace in Lhasa.
Let’s talk
My parents and I are going to Shandong this summer. We are going there by plane. We’ll visit the Mount Tai.
Let’s talk
My parents and I are going to Beijing this summer. We are going there by train. We’ll visit the Summer Palace.
Let’s talk
My parents and I are going to Gansu this summer. We are going there by train. We’ll visit the Mogao caves in Dunhuang.
Let’s talk
My parents and I are going to Chengdu this summer. We are going there by plane. We’ll visit Du-jiang-yan.
Let’s talk
My parents and I are going to Beijing this summer. We are going there by plane. We’ll visit the Great Wall.
Let’s do
Where are we going
How are we going there
How will we get the ticket
How much is the ticket
What should we pack for the trip
When will we leave home
How will we get to the station / airport
Shanghai
by plane
online
700 yuan
clothes, towels, toothbrushes , …
6:30
by taxi
Let’s read
In the world, many people have cars and use them every day. We call this private transportation. Buses, trains, boats, and planes are public transportation.
Let’s read
On Land
There are cars, motorcycles, trucks, and buses on the road. Trains run on tracks. Double deckers are like two buses put together. They can take more people around the city.
A motorcycle is small and fast. Bicycles are the world’s most popular means of transportation. There are more bicycle riders in China and the Netherlands (荷兰) than in other countries.
Bullet trains travel very fast.
They can move at the speed of 300 km an hour.
Let’s read
In the Air
The quickest way to travel a long distance is to fly. Helicopters can take off and land without a runway. They can stay still (静上的) in the sky. This makes them useful for different kinds of jobs like fire fighting and sea rescue. A big jumbo jet carries more than 500 people. The Airbus 380 is the largest plane in the world. It can carry 840 people.
Look and match
motorcycle
truck
double decker
bullet train
Read and answer
1. What is private transportation
2. What is public transportation
3. How fast can bullet trains travel
4. What is special about helicopters
5. How many people can Airbus 380 carry
Cars are private transportation.
Buses, trains, boats, and planes are public transportation.
They can travel at the speed of 300 km an hour.
Helicopters can take off and land without a runway.
It can carry 840 people.
Watch and enjoy
Read and complete
I go to school _________ every day. My father goes to work _________. On weekends, we sometimes go to see a film _______. This Spring Festival, we are going to Shanghai. We will go there __________.
on foot
by car
by bus
by plane
Look and say
Read and complete
My alien friend’s name is _______. He comes from _______.
He came to the earth by ____________. His favourite sport is
_______.
He will stay with us for a week and he is going to visit
______________________.
Mark
Mars
UFO
football
the Great Wall
Homework
Must do:
1. Read the passage.
2. Get the key points of the passage.
Choose to do:
1.Talk about transportation with your friends.
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Unit 4单元整体教学设计
单元课题 五年级上册 教材页码 P26-33
单元主题 意义 本单元复习5-7单元的不同话题：询问籍贯和某座城市方位，谈论人们喜爱的体育活动和表达出游计划等话题。运用Where are you from 询问国籍；运用Where is Britain It's in Europe. /It's in the south of .... 询问国家或城市在什么地方；复习英、美、加3个英语国家所流行的体育竞技活动。
教学内容分析 1.来源&内容： 本课出自北京版小学英语五年级上册第八单元。本单元的主题为复习Unit5-Unit 7三个单元关于询问籍贯和某座城市方位，谈论人们喜爱的体育活动和表达出游计划等话题。 2.纵向知识关联： 功能：询问并回答，介绍，描述。 话题：巩固复习Unit5-Unit 7三个单元话题内容。 语言知识： 2（下）Unit 4 Where is my shirt Where is my shirt Where is my shirt 3(上)Unit 1 September 10th is Teachers’ DayI’m American. Hi, my name is Mike. I’m from Canada.3（下）Unit 1 Spring is here.What are you going to do this afternoon, Lingling We are going to plant trees.3（下）Unit 3 I like jiaozi best.What’s your favourite food 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.5(上)Unit 1 Which do you like better Chinese is Lingling’s favourite subject.
3.横向知识关联： 本单元作为复习单元，主要复习Unit5-Unit 7三个单元的话题内容。复习关于询问籍贯和某座城市方位，谈论人们喜爱的体育活动和表达出游计划等话题。 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： 通过对5-7单元的学习，学生已经掌握询问籍贯和某座城市方位，谈论人们喜爱的体育活动和表达出游计划等话题。 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.能够尝试归纳梳理询问籍贯和某座城市方位，谈论人们喜爱的体育活动和表达出游计划等话题的核心词汇与句型，并能在相应情境中正确运用； 2.能够进一步巩固Unit5-Unit7单元所学的核心知识和关键话语，能够结合具体话题和情景进行恰当地表达。
第二课时教学设计
一、教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，梳理“旅游计划”的相关功能语言并在情境中运用相关功能语言进行问答等交际活动；(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，从目的地、出行时间、交通方式、活动、准备等方面为自己、家人及朋友制定简单合理的旅行计划。。（迁移创新）
完成本课时目标所需要的核心语言如下：
—What will you do in …
—I’ll ….
—Are you go there by …
—No, we’ll go there by ….
二、教学重难点
1.在情境中运用“旅游计划”的功能语言进行问答等交际活动。
2.从目的地、出行时间、交通方式、活动、准备等方面为自己、家人及朋友制定简单合理的旅行计划。
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，梳理“旅游计划”的相关功能语言并在情境中运用相关功能语言进行问答等交际活动。 1.Lead in 你喜欢旅行吗？你知道怎样制定旅行计划吗？你能自己制定一份旅行计划吗？我们一起来听一听，说一说吧。 2. Tick or cross 出示图片，播放音频，组织学生根据音频内容，判断与图片描述是否一致。考查学生对相关内容的理解和掌握程度的同时，锻炼学生的听力能力。 2. Listen and say 出示图片，播放音频，组织学生根据音频内容，尝试复述音频内容。考查学生对相关知识的理解和掌握程度同时，锻炼学生的听力、口语表达能力。 You can see many interesting places in Beijing. Yangyang has a green toy car. And so does Mike. We are going to Chengdu by train. He is going to get up at 7:00 tomorrow morning. 4. Let’s talk 出示不同城市旅游景点图片，组织学生对图片进行描述。考查学生对相关内容的理解和掌握程度的同时，锻炼学生的口语表达能力。 My parents and I are going to Tibet this summer. We are going there by train. We’ll visit the Potala Palace in Lhasa. My parents and I are going to Shandong this summer. We are going there by plane. We’ll visit the Mount Tai. My parents and I are going to Beijing this summer. We are going there by train. We’ll visit the Summer Palace. My parents and I are going to Gansu this summer. We are going there by train. We’ll visit the Mogao caves in Dunhuang. My parents and I are going to Chengdu this summer. We are going there by plane. We’ll visit Du-jiang-yan. My parents and I are going to Beijing this summer. We are going there by plane. We’ll visit the Great Wall. 5. Let’s do 出示问题，组织学生根据问题，自己制定一份旅行计划。 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。 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：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，梳理“旅游计划”的相关功能语言并在情境中运用相关功能语言进行问答等交际活动。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. Let’s read 出示短文，组织学生阅读短文，然后完成任务。 2. Look and match 组织学生再次阅读短文，然后把图片和与之对应的名称进行连线。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的阅读理解、逻辑判断和综合分析能力。 3. Read and answer 出示问题，组织学生再次阅读文章，然后回答问题。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的阅读理解、逻辑判断和综合分析能力。 4. Watch and enjoy 播放介绍交通工具的视频，组织学生观看视频，了解更多交通工具的表达。 5. Read and complete 出示短文内容，组织学生根据所学关于交通工具的相关内容，把短文补充完整。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的阅读理解、逻辑判断和综合分析能力。 教师观察学生能否对核心语言进行有效应用。 教师观察学生在语境中运用核心语言进行问答和交流的情况，根据学生表现予以指导和反馈，学生会对核心语言进行有效应用和实时创新。 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。 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，梳理“旅游计划”的相关功能语言并在情境中运用相关功能语言进行问答等交际活动。
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，梳理“旅游计划”的相关功能语言并在情境中运用相关功能语言进行问答等交际活动。 1. Look and say 出示图片，组织学生思考如何根据图片编写一个故事。 2. Read and complete 出示短文内容，组织学生把短文补充完整。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的阅读理解、逻辑判断和综合分析能力。 3. Homework Must do: 1. Read the passage. 2. Get the key points of the passage. Choose to do: 1.Talk about transportation with your friends. 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。 教师观察学生能否对核心语言进行有效应用。 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。
