英語人教版五年級下冊Unit1Myday.doc

Unit 1 My day 教學設計（Period 1）一、教材內(nèi)容分析本部分主要學習的核心句型是：When do you ? We at oclock. 教材通過張鵬詢問新朋友Pedro在西班牙的學習與生活作息情況使學生感知上述句型的語義及語用情景。二、學生情況分析小學五年級的學生對英語學習有較濃的興趣，能聽懂一些英語課堂用語并能作答。他們在四年級下冊已經(jīng)學習過關于時間和日常活動的英語，會運用句型What time is it now? Its Its time to/for 能看懂并制作時間表，能表達在什么時間做什么事情，對本課的學習有一定的知識儲備，但由于對話較長，難度較大，所以本課的設計需從易到難，循序漸進。五年級的學生還具有一定的小組合作能力，所以能保證cartoon dubbing和Role-play這兩個環(huán)節(jié)達到效果。三、教學目標（一）知識目標能夠在情景中運用句型When do you ? I at 詢問、回答某時做某事，并利用參考詞匯finish class, go back to school, classes start就學校的課程安排時間進行問答。（二）能力目標能夠用正確的語音、語調、意群朗讀對話，并能進行角色表演。（三）情感目標能夠在生活中主動詢問別人或對別人的詢問能熱情應答，相互了解各自的日常學習及生活情況。四、教學重難點（一）教學重點能夠在情景中運用句型When do you ? I at 詢問、回答某時做某事。（二）教學難點對finish class, go back to school, classes start的理解及運用，了解不同的職業(yè)以及各個職業(yè)特定的作息時間。五、教學步驟1. 熱身（1）Sharp eyes游戲：依次閃現(xiàn)eat lunch, go to bed, eat breakfast, 6:00, eat dinner, 12:00, go to school, 7:30, get up, 11:40, have classesT: Boys and girls, please look at the screen carefully. Say out the times and phrases as quickly as you can.（2）Free talk: What time do you ? I at T: We get up early from Monday to Friday, because we need to go to school. I usually go to school at 7:20. What about you, S1?S1: I go to school at T: Wow, you are so early! What time do you eat breakfast, S2?S2: I eat breakfast at T: Great! Now, please ask your partner about their time. You can use the words in the word bank.設計意圖：通過游戲和用舊句型What time do you ? I at 進行問答讓學生回顧舊知識，為接下來的學習做好準備。2. 呈現(xiàn)（1）情景介紹教師介紹新朋友Pedro，學生完成Lets try。T: We have a new friend this term. His name is Pedro. Where is he from? Guess.S1: Maybe he is from England. S2: Maybe he is from America.T: In fact, he is from Spain. Do you know this country? Let me show you some pictures. Pedro is new here. Zhang Peng is talking with him. Listen and finish the exercise.設計意圖：通過介紹新朋友Pedro，讓學生大概了解一下西班牙這個國家，增強學生的文化意識。（2）Lets predict教師呈現(xiàn)張鵬和Pedro聊天的圖片，讓學生思考1個問題：They are talking about the school life. What will Zhang Peng ask him?T: If you are Zhang Peng, what do you want to ask?S1: When do you get up?S2: When do you go to school?.設計意圖：通過這個開放性問題啟發(fā)學生的發(fā)散性思維，激發(fā)學生說英語的興趣。（3）補全對話聽一遍課文錄音，選擇正確的答案補全對話。在此過程中，通過板書、句例讓學生理解finish class, go back to school和classes start的意思。T: In our school, classes start at 8:05 in the morning and finish at 11:40. Some of you go home and eat lunch. Then you go back to school at 2:00. Classes start at 2:15 in the afternoon and finish at 4:35.設計意圖：利用學生熟知的真實的情況來理解新詞，突破難點。（4）分析文本教師呈現(xiàn)4個問題，學生帶著問題再次聽課文錄音，回答問題：When does Pedro finish class in the morning?Where does Pedro eat lunch?When does Pedro go back to school after lunch?When does he usually eat dinner in Spain?在解答第4個問題時，借助問題Why does he eat dinner so late? 激發(fā)學生的好奇心，用以向學生介紹西班牙古怪的作息時間。設計意圖：通過多次聽課文錄音讓學生獲取信息、解決問題，能提高他們的聽力水平。3. 操練（1）補充信息遮住部分句子，補全對話：分為兩個層次，第一次只遮住3個句子，第二次遮住5個句子。設計意圖：該活動設計從易到難的遞進練習，讓學生更好地熟悉對話。（2）跟讀練習完整看一遍對話視頻，整體感知對話的語音、語調?？吹诙闀r，請學生跟著視頻輕輕跟讀對話。接著逐句跟著錄音讀。（3）對話配音關閉對話視頻部分的聲音，請學生兩人一組給對話配音，對語音與語調準確、對話流暢的小組給予表揚。設計意圖：對話較長，配音活動生動有趣，并配有字幕，學生能勇敢嘗試。4. 拓展：Role-play教師呈現(xiàn)四種不同職業(yè)的頭飾：taxi driver, cook, basketball player, doctor/nurse,鼓勵學生跟著說一說職業(yè)名稱。教師戴上taxi driver的頭飾和一位學生示范，對話實例如下：T: Hi, Im a taxi driver.S1: Hi! When do you get up?T: I get up at 5 a.m.S1: When do you eat lunch?.教師請學生兩人一組選擇一種職業(yè)進行角色扮演，引導學生了解特定職業(yè)與相應作息時間的聯(lián)系。設計意圖：學生在角色扮演中進一步鞏固核心句型When do you ? I at 以及使學生在職業(yè)與特定作息時間之間建立聯(lián)系。六、板書設計Unit1 My dayA Lets talk When do you.? I always/ususlly/often/sometimes.at. When=What time Activities Timetable (要