人教PEP小学英语五年级下册 Unit This is my day教案

人教PEP小学英语五年级下册 Unit This is my day教案

人教版(PEP)小学英语五年级下册 Unit 1 This Is My Day l Language systems:‎ 1. Lexis: 有关描述一天中的生活起居以及周末活动的语言.‎ ‎2.Grammar: 有关询问别人一天中的生活起居以及周末活动的句型如：When do you …? 和What do you do on the weekend?的提问和回答。‎ ‎3.function: 学会描述一天中的生活起居以及周末活动的语言.‎ ‎4.phonology: 字母组合ai/ay在单词中发【ei】以及gr、gl的发音训练。同时在教授新单词和let’s chant时渗透一些发音规律。‎ l Language skills:‎ 1. Listening: 听懂一些描述人物特征的单句、对话和一段完整的语篇，根据关键信息完成一些相应的听力练习。‎ 2. speaking:能和他人交谈自已一天中的生活起居以及周末活动的一些情况。‎ 3. reading:读懂对话或短文，培养一些基本的阅读技能，如何快速查找关键信息，根据上下文猜词等。‎ 4. writing:规范书写四会单词和句子，并能根据图片和提示语写一段话描述一天中的生活起居以及周末活动的情况，养成良好的书写习惯和写作习惯。‎ l Objectives:‎ 1. 能力目标 (1) 能够使用频度副词问答作息时间,如:When do you do morning exercises? I usually do morning exercises at 8:30.‎ (2) 能够使用频度副词问答周末活动,如:What do you do on the weekend? I often go shopping.‎ (3) 能够听说读写与日常作息有关的动词及介词短语,如:eat breakfast, do morning exercises, play sports, eat dinner, in the 19‎ ‎ evening, at noon等.‎ (1) 能够用所学语言知识描述一天中的生活起居以及周末活动等.‎ 2. 知识目标 (1) 能够掌握AB部分Let’s learn和Read and write中的四会单词.‎ (2) 能够听说认读AB部分Let’s talk中的单词和句型.‎ (3) 能够掌握AB部分Read and write中的四会句型,并能灵活运用.‎ (4) 能够理解并在课堂中正确操练Let’s play, Let’s chant, Let’s find out等部分的内容.‎ (5) 能够了解字母组合ai, ay, gr, gl的发音规律并能读出例词.‎ (6) 了解Story time, Good to know等部分的内容.‎ 3. 情感,策略,文化等有关目标 (1) 情感态度:引导学生养成良好的作息习惯.能够理解,尊重从事不同职业的人.‎ (2) 学习策略:训练学生的角色扮演能力,引导他们在调查,询问和学习的过程中学会思考如何更好地安排作息时间.‎ (3) 文化目标:了解白天,黑夜,工作日,周末等相关概念以及中西方中小学生作息时间安排上的异同.‎ l Evidence: 学生能熟练运用目标语言与他人进行交际活动，听说读写技能有所提高，能独立自主地完成课本、活动手册和同步练习册相关的听力和笔试部分检测练习。‎ l Procedures:‎ The 1st lesson: Let’s start / A. let’s learn/let’s play/ Good to know The 2nd lesson: Let’s try/A.let’s talk/let’find out/ Make a survey The 3rd lesson: A.read and write/Task time The 4th lesson: B.Let’s learn/ Let’s chant P7/ Pronunciation The 5th lesson: Let’s chant P2/ B.Let’s try/B.let’s talk/ let’s find out /‎ Story time 19‎ The 6th lesson: Let’s sing/let’s check/ B.read and write/ let’s play/‎ ‎***********************************************************‎ Period 1‎ Specific vocabulary: 学生能够听、说、读、写动词词组have English class, do morning exercises, eat breakfast, play sports, eat dinner.‎ Specific target setences: 学生能听懂问句:When do you do morning exercises/…? 并能用所学动词短语替换句型: I usually … at…中的关键词回答问句.‎ Specific functional exponents: 学生学会表达一天中不同时间段内学习和生活起居情况.‎ Source of material: 课件, 卡片,同步练习册 Assumptions and Anticipated problems: 这一课时的重点放于动词词组 的掌握和句型:When do you …? 这些词组与生活贴近,学生较为容易 理解. 而学这一课时之前学生已经掌握很多的动词词组: cook the meals, set the table, watch TV… 和知道如何表达时间的方法.‎ Step1 Warm-up ‎1. Free talk ‎---What do you do in winter holiday?‎ ‎---I often ….‎ ‎2.呈现大量学生已经掌握的动词词组,让学生快速认读 Watch TV, read books, play computer games, play ping-pong/ football, ‎ 19‎ Listen to music, read books, do homework/ housework, cook the meals, sweep the floor, water the flowers, clean the bedroom, empty the trash, make the bed, wash the clothes, put away the clothes, set the table, do the dishes……‎ ‎(设计意图:通过紧张刺激的游戏既复习了已学的知识,又能起到热身的作用,使学生的注意力集中到课堂教学中来.)‎ Step2 Presentation ‎1.整体呈现部分单词的同时复习时间的表达法 ‎ T: What time is it now? It’s time for English class.‎ ‎ Guess when does T get up/ eat breakfast/ go to school/ eat dinner?‎ ‎(设计意图:猜测游戏是一种学生喜欢而非常容易操作的游戏,通过猜一猜,让学生勾起原来的时间表达的小知识.)‎ ‎2. 师生问答,呈现出并新授单词 T: When do you eat breakfast? S1: At 6:30 贴词卡并写出6:30,并教读新词组.‎ 用这种方法教授其它的词组:do morning exercises, have English class, play sports, eat dinner ‎3.Read the phrases follow the TV / T , read by Ss together ‎(设计意图:在教学中引入生活中的经验,自然过渡到新短语的学习.)‎ ‎4. Game: Guess what’s falling?‎ 呈现五个单词和when在一个画面上, 让学生猜一猜哪一个单词掉下去,猜对的加分,直到最后一个也掉下去,游戏结束.‎ 19‎ ‎(设计意图:在游戏中不断重复所学的短语,让学生在不知不觉中练习,自主地掌握学习的内容.)‎ ‎5.Let’s start T 介绍自己的timetable: I get up at 6:30. I go to school at 7:00. I eat breakfast at 7:15….. What about you? Listen to me and write down your answers.‎ Pair work. Check it. (中途插入usually)‎ ‎---When do you ….? --- I usually …. at ….‎ ‎6.Let’s play ‎(1)学生二人一组配合表演动词短语,一人表演,一人在他/她背后说出这个动作的名称,如: I get up/ do morning exercises…表演完毕后全班评选最佳拍档.‎ ‎(2)学生再三人一组进行表演,第一人表演动作,第二人表演时间,第三人说出句子,如: I get up at 6:30….‎ ‎(设计意图:在巩固中引入Let’s start/ play的教学内容,既能作为一个个人的反思,也能作为对话的练习.)‎ ‎7.Spelling the phrases.‎ ‎①Fill in the blank. pl_ _ sp_ _ts; br_ _kf_st…‎ ‎②Guess the phrases. er – eat dinner; ay—play sports…‎ ‎③Spell the phrases by Ss, check someone.‎ ‎(设计意图:这课时的难点在于短语的背诵,特别是do morning exercises,因此设计不同的拼写活动,让学生在不知不觉中背诵单词.)‎ 19‎ Step3 Sum up Summarize what we have learned in this lesson ‎ 思想教育: 合理安排时间,要让孩子把家庭和学校的作息制度衔接起来,知道什么时间该做什么事情.‎ Step4 Homework ‎ 抄写单词以及背诵课文3次 课后反思：‎ Period 2‎ Specific vocabulary: 能够针对具体情况正确使用usually, often, sometimes三个频度副词.‎ Specific target setences: 学生能听懂并会说句型: When do you get up/ eat breakfast/…? I usually… at…并能在实际情景中运用.‎ Specific functional exponents: 学生学会表达一天中不同时间段内学习和生活起居情况.‎ Source of material: 课件, 卡片, 挂图, 同步练习册 Assumptions and Anticipated problems: 本课的重点是熟练使用句型: When do you get up/eat breakfast/…? I usually… at…‎ 19‎ ‎ 问答作息时间,学生学起来应该不难,但如何正确运用就是一个难点,所以本课时要多设计活动,让学生在真实的情景中运用,同时也要向学生解释usually, often, sometimes三个频度副词的用法.‎ Step1 Warm-up 看动作猜短语 ‎ 教师将全班学生分为两组,每组选派一名代表上讲台表演,教师向该学生出示动词卡片,各组学生根据他/她的表演猜测动作名称,并把短语拼读出来,相同时间内猜对动作名称多的一组为胜.‎ Step2 Preview Let’s try Guess the word: What table has no legs? 引出timetable 教师放Let’s try部分的录音,让学生对新句型在听觉上有所感知,完成听音找对作息时间表的练习.‎ ‎(设计意图：通过Let’s try 的听力练习，让学生初步感知新句型。)‎ Step3 Presentation ‎1. 由Let’s try 过渡到Let’s talk的教学 T: You know Mike’s timetable, what about Zhang Peng’s and Amy’s timetabe? Now let’s watch TV and answer the question: When do Zhang Peng and Amy go to school?‎ Ss listen to the dialogue and find out the answers.‎ ‎(设计意图：利用任务型教学的形式，让学生带着问题去听，培养学生的听力能力。)‎ 19‎ ‎2.Read follow TV, （注意部分词语）, read T, read together, read in 2 big groups, read in groups of 2. Try to act it out.‎ ‎( 设计意图：纠正语音、语调。)‎ ‎3.Make a new dialogue in pairs.‎ T: Good morning. How are you? When do you get up/…? Oh, your day is so happy. See you.‎ 学生可以根据Let’s talk右边的图画或自己实际的生活改编对话.‎ ‎(设计意图：在操练部分，通过多种方式朗读课文对话后，进入到表演对话，为后面的延伸拓展做准备。）‎ ‎4.Let’s find out 师示范调查一学生,并填表; Pair work.‎ 师示范作调查汇报，生作调查汇报: My partner gets up at …‎ Step3 Sum up 以下是美国一所小学五年级学生一天的作息时间表,以较有何不同.‎ ‎7:00‎ Get up ‎9:00-10:15‎ Class meeting/ Reading/ Writing ‎10:15-10:30‎ Recess ‎10:30-12:00‎ Math/ History/Geography ‎12:00-1:00‎ Lunch ‎1:00-2:15‎ Science/ Social study/ French ‎2:15-2:30‎ Recess ‎2:30-3:30‎ Art/ Gym/ Music 19‎ ‎3:30‎ Go home ‎6:30‎ Supper ‎7:30-9:00‎ Homework/ Watch TV ‎9:30‎ Go to bed 思想教育:做一名优秀的中国小朋友不容易,做一名优秀的西方小朋友也不容易.‎ Step5 Homework ‎ 抄写对话并改编对话,共3次; 听录音,读课文3次.‎ 完成P6 Make a survey 的课后练习.‎ 课后反思：‎ Period 3‎ Specific vocabulary: go to work,policeman, evening, noon, evening Specific target setences: 能够听说读写句型:When do you eat dinner? I eat dinner at 7:‎00 in the evening. When do you get up? I usually get up at 12:00 at noon.‎ Specific functional exponents: 理解对话含义并能灵活运用于实践.‎ Source of material: 课件, 卡片, 同步练习册 Assumptions and Anticipated problems: ‎ 19‎ 经过第一至第二课时的学习,并结合学生三,四年级掌握的相关动词短语的知识,展开这一课的阅读教学.这篇文章的趣味点是The policemans get up at 12:00 noon. He goes to work at 9:‎00 in the evening. 比较警察和我们的生活作息时间,引导学生进行学习,更能够调动他们的积极性.‎ Step1 Warm-up ‎1.Game:谁的反应快?‎ ‎( T: Now let’s play a game. Boys, when you see the blue word,stand up and say; Girls, when you see the red word,stand up and say. Let’s see who is quickly. Are you ready? )‎ 快速出现不同的时间, 活动的短语,如:7:00, 9:30, 8:15, 4:00, 6:20, 12:00, 3:45;in the morning; in the afternoon;in the evening; go to work;eat dinner;go home;eat breakfast;go to bed;get up;play sports.‎ ‎(设计意图：将全班分成两大组,利用学生的竞争意识去提高参与课堂活动的主动积极性,一为了活跃课堂气氛,二为了复习时间活动短语,让学生初步感知新课内容，为下文作铺垫。)‎ Step2 Preview 演讲比赛: My day( 对make a survey 作汇报). 学生两人一组一问一答互相配合,向全班表述自己的作息时间.‎ Step3 Presentation ‎1.T: You’re so clever. But some people go to bed at 7:‎00 in the morning. Do you know why? Who are they? Let’s go and see.‎ 第一次阅读:学生快速阅读, 让学生了解文章的大概内容，获取关键信 19‎ 息.‎ ‎2.T shows some pictures: go to work, go to bed, eat dinner, play sports. Students say the phrases. Then read the dialogue and find out the time.‎ 第二次阅读:获取警察叔叔具体的作息时间.‎ Finish his timetable on the book.‎ ‎3. Read again, tick or cross. Why?返回原文划出答案 ‎①The man is a doctor.‎ ‎②The policeman get up at 7:00 in the morning.‎ ‎③The policeman goes to work at 9:00 in the morning.‎ ‎④The policeman goes to bed at 6:30 in the evening.‎ ‎⑤This is a Policeman’s day.‎ ‎(设计意图：第三次放慢阅读速度，目的是培养学生获取信息，处理信息的能力。通过理解课文的主要内容和细节信息，进行比较作出判断。)‎ ‎4.Read follow T, read by boys and girls.‎ T:You can understand the text well. Now let’s read follow the TV. Follow T, and by Ss.‎ ‎5.口头作文 ‎ My day ‎ Hello! I’m_______. I ________ at_______. I______ at_______.‎ I ______ at ______. I _____ at ______. I like my day.‎ ‎6.完成同步练习册相关练习.‎ 19‎ Step4 Sum up Summarize what we have learned in this lesson.‎ Step5 Homework 抄写并读课文;完成Task time,并在小组内作汇报.‎ 课后反思：‎ Period 4‎ Specific vocabulary: 学生能够听、说、读、写动词词组climb mountains, go shopping, play the piano, visit grandparents, go hiking Specific target sentences: 学生能听懂问句:What do you do on the weekend? 并能用所学动词短语替换句型: Sometimes I …/ I usually/often/ …中的关键词回答问句.‎ Specific functional exponents: 学生学会正确使用频度副词表达自己的周末活动.‎ Source of material: 课件, 卡片,图片，活动手册，同步练习册 Assumptions and Anticipated problems: 这一课时的重点放于动词词组 的识记上。这些词组与生活贴近,学生较为容易理解. 这一课时的句子What do you do on the 19‎ ‎ weekend?是上册要求掌握的重点句，不是新内容。难点是单词mountain和grandparents的正确拼写。‎ Step 1 Warm-up (设计意图:复习以前学过的一些周末活动词组，以旧引新。活动类型：A/C.)‎ ‎(1) Review the old phrases: read books, watch TV, do homework, cook the meals, clean the bedroom, play the violin …‎ ‎(2) Free talk: two pairs have a talk about weekend activities.‎ ‎ S1:What do you do on the weekend?‎ ‎ S2: I often … on the weekend. What about you ?‎ S1: I often …‎ Step 2 Presentation ‎ Let’s chant 教师放P7let’s chant, 学生跟唱，初步感知本课时的动词词组。‎ Let’s learn (1) 教师出示自己的家庭照和a family tree, “Look, my father and my mother, they are my parents. My grandfather and my grandmother, they are my grandparents.”通过红色笔的不同对比让学生初步感知英语构词法：grand+parents T: We often visit our grandparents on the weekend. What about you?‎ Ss:…‎ T: Sometimes I visit my friends on the weekend. I’m happy with them. Do you visit your friends/ uncle/aunt/teacher…?‎ Ss:…‎ 19‎ ‎(设计意图:通过图片与图表结合的方式让学生先从意义上理解词汇，再从音和形方面去帮助记忆及强化记忆。活动类型：A/C.)‎ (1) After teacher’s introduction about the weekend, teacher continues: How about you, boys and girls? What do you do on the weekend?‎ (2) Let some students come to the blackboard and choose the pictures. Teacher helps them say: I often climb mountains/ go shopping/ go hiking/play the piano ‎(设计意图:发挥图片和身体语言的作用，通过多种方式呈现新词，遵循意义先行的原则，使单词教学生动有趣而且有实效。活动类型：C.)‎ (3) Students learn the phrases. Ss follow the tape to read. Do action and practice the phrases.‎ (4) Game: 找朋友 学生四人一组，动词卡片“出牌”，翻开牌面后根据牌面上的图画说：On the weekend I go hiking./ I climb mountains on the weekend.等，牌面相同的人即为朋友，互相击掌说：Let’s go together!然后继续下一轮游戏。‎ ‎(设计意图:在游戏中不断重复所学的短语,让学生在不知不觉中练习,自主地掌握学习的内容.活动类型：C)‎ (5) 引导学生做拼读词组比赛，在课堂上给学生时间互相交流认记技巧，互相竞赛。‎ Step3 Let’s chant ‎ (1)Listen to the tape.‎ 19‎ ‎ (2)Clap hands and chant.‎ Step 4 Pronunciation ‎(1)展示挂图，带读例词，强调几个字母组合ai,ay, gr,gl的读音，引导学生总结其读音规则。‎ ‎（2）放录音，跟读。听绕口令，配图，简单讲解，学生试着跟读、说绕口令。‎ Step3 Sum up Summarize what we have learned in this lesson ‎ 引导学生过积极的、有意义的双休日。‎ Step4 Homework ‎ 1.read and Copy the new words.‎ ‎2.调查各任课教师的周末生活。‎ 课后反思：‎ Period 5‎ Specific vocabulary: 能够针对具体情况正确使用usually, often, sometimes三个频度副词.会使用next 一词。‎ Specific target setences: 学生能听懂并会说句型:What do you do on the weekend? I usually/often play football. Sometimes I go hiking.‎ 19‎ 并能在实际情景中运用.‎ Specific functional exponents: 学生学会正确使用频度副词表达自己的周末活动.‎ Source of material: 课件, 卡片, 挂图, 同步练习册 Assumptions and Anticipated problems: 第一课时仅要求学生能听说、认读频度副词usually/ sometimes, 而在本课时就要求能准确使用频度副词进行表达，这是本课时的难点，设计的活动要着重于学生的实际运用。对句型Let’s …together next Sunday.能正确认读。‎ Step 1 Warm-up ‎(1)Ss read and spell the words.‎ ‎(2)Blank-filling:‎ ‎ T: Climb Ss: Climb mountains.‎ ‎ T: Hiking. Ss: Go hiking.‎ ‎ T: Shopping. Ss: Go shopping.‎ Step 2 Preview ‎(1)Question: What do you do on the weekend?‎ Let some of the students talk about their weekends.‎ ‎(2)Listen to the tape “Let’s try”. Students listen to Let’s try and finish the exercises. Check the answers. ‎ Step3 Presentation ‎(1)When teacher asks the question “What do you do on the weekend?” Mark a star on the pictures. Then present “sometimes, usually, often”.‎ 19‎ ‎(2)Practice the words: sometimes: clap hands once; usually: clap hands twice; often: clap hands three times.‎ ‎(3)T: Do you want to know what does Miss Tang do on the weekends? Ss: Yes. T: So ask me. Ss: What do you do on the weekend? T: I often … Sometimes I … Usually I ….‎ ‎(4)Teacher asks some questions about students.‎ ‎(5)Play the tape. Students follow the tape. ‎ ‎(6)Students practice the dialogue and act the dialogue.‎ Step4 Story time ‎ Play the tape and enjoy the story.‎ Step5 Sum up: How can you have a happy weekend? 引导学生过积极的、有意义的双休日。‎ Step 6 Homework ‎ ‎1. Copy the dialogue.‎ ‎2. Practice reading.‎ ‎3.Do the exercise book.‎ 课后反思：‎ Period 6‎ Specific vocabulary: says, either 19‎ Specific target sentences: 能够听说读写句型:What do you do on the weekend? Usually I watch TV and go shopping. Sometimes I visit my grandparents. I often play football. Sometimes I go hiking.‎ 能听说、认读句子： The weather report says it’s going to rain tomorrow. I can’t play football in the rain. I can’t go hiking, either.‎ Specific functional exponents: 理解对话含义并能灵活运用于实践.‎ Source of material: 课件, 卡片, 同步练习册 Assumptions and Anticipated problems: 本课时的重点和难点是四会掌握句型。提倡个性化的学习将学习过程更有意义，引导学生把课堂学习与自己的生活、兴趣和感受联系在一起。有意识地渗透学习策略的训练，引导学生对自己的生活安排做出相应的调整。‎ Step 1 Warm-up ‎(1)Free talk: My weekend. Two students have a talk. ‎ ‎(2)Play the train game:‎ ‎ T: What do you do on the weekend?‎ ‎ S1: I often go hiking.‎ ‎ S2: Sometimes I go shopping.‎ ‎ S3: Usually I visit grandparents. (use the words often, sometimes and usually)‎ Step 2 Preview 19‎ T: Zip and Zoom do different things on the weekend. Let’s go and see.‎ Step3 Presentation ‎(1)Ss read the dialogue on their own. Find out the difficult words.‎ ‎(2)Ss write down Zip and Zoom’s weekend activities.‎ ‎(3)Listen and read after the tape.‎ ‎(4)Ss practice reading the dialogue. Then act the dialogue.‎ ‎(5)Write the four-skilled sentences on the blackboard.. Ss practice writing.‎ ‎(6)Rewrite the story. Write the dialogue as a passage. Teacher writes the passage and students do the blank-filling.‎ Step4 Let’s check ‎ (1)Play the tape and students do the exercises.‎ ‎ (2)Check the answer.‎ Step4 Sum up Summarize what we have learned in this lesson.‎ Step5 Homework ‎1. Practice writing the four-skilled sentences.‎ ‎2. Practice reading.‎ 课后反思：‎ 19‎