高教案合集-小學(xué)英語(yǔ)

三年級(jí)上Unit4WeloveanimalsALet`slearn教學(xué)設(shè)《PEP小》（供三年級(jí)使用）三年級(jí)上冊(cè)Unit4Weloveanimals.PartALet'slearn.monkeydogduckpandacatcatpandarabbitaHowareyou?Warm-Touchyournose.Touchyoureye.Touchyourear.Touchyourmouth.Touchyourhead.Touchyourarm.TouchyourhandTouchyourtail.玩觸摸身體部分的游T:Oh,sorry.wehavenotails.Butanimalshavetails.Let'sgotothezoo.Comeonboysandgirls.123Go,go,go,go.TheanimalsinthezooarehavingaNewYear'sPartytoday.Theyareallveryhappy.Nowthebandiscoming.Canyoulmewhotheyareintheband?（，大家看，今天動(dòng)物園里排在樂(lè)隊(duì)最前面的是誰(shuí)？T:Whoisthefirst?rabbit.Whoisthesecond?Itlikeshavingfish.Whoisit?引出單詞cat。由于這個(gè)單詞比較簡(jiǎn)單，因此找學(xué)生教，并試著說(shuō)出這個(gè)單詞中含有那些你聽(tīng)到Whoisthethird?Itseyesareblackanditsbodyiswhite.Whoisit?pandaWhoisthefourth?詞duck.聽(tīng)音學(xué)單詞，讓學(xué)生學(xué)習(xí)正確的語(yǔ)音。Whoisthefifth?Andwhoisthesixth?出他們的主人是誰(shuí)？引出單詞dogmonkey.教師領(lǐng)讀，讓學(xué)生領(lǐng)讀,最后拼讀。catpandarabbit“a”的讀音，滲T:WhohasashortS:Arabbit/duckT:WhohasalongS:Acat/monkeyActivitiesT:Animalsarelovely.Iloveanimals.DoyoulikeS:T:Now,chooseyouranimalS:Adog,rabbit/duck/monkey/catT:Now,youareallanimals.Introduceyourself“o.I'mdog.Howareyou?...”ActivitiesT:Ihavesomeanimals.WhatdoyouS:Ihaveadog/cat/rabbitT:Great.Canyouactlikeadog/cat/rabbitInyourgroupsintroduceyourtoyandactT:Animalsaregoodfriends.Butsometimesbecareful.Why?Let'sdiscussnextclass.本主要學(xué)習(xí)數(shù)字1-10的英語(yǔ)表達(dá)法one—five；本節(jié)課在此基礎(chǔ)上繼續(xù)學(xué)習(xí)數(shù)字six—ten.要求學(xué)生能聽(tīng)說(shuō)認(rèn)讀數(shù)字1-10；能聽(tīng)懂Let'sdo里的指示10—100，讓充分運(yùn)用所學(xué)知本的教學(xué)內(nèi)容為數(shù)字1—10的教學(xué)。由于學(xué)生在平時(shí)學(xué)習(xí)、作業(yè)中已不斷接觸并1—5，因此在進(jìn)行教學(xué)設(shè)計(jì)時(shí)，充分考慮到學(xué)生這一實(shí)際認(rèn)知水平，對(duì)教學(xué)做了簡(jiǎn)單調(diào)整，通過(guò)游戲，快速回顧了數(shù)字1—5，并自然過(guò)渡到數(shù)字6—10的教學(xué)。6，7，8，9，10教學(xué)方法：情境探究法；任務(wù)探究法；討Step1:Warm-PssinganEnglishFreetalkbetweenteacherandStep2:（復(fù)習(xí)數(shù)字1—5，邊呈現(xiàn)相關(guān)數(shù)字。若有學(xué)生能說(shuō)出新的數(shù)字，則隨機(jī)教學(xué)新數(shù)Step3:Numbers(1)ephonenumbers(課件，請(qǐng)學(xué)生快速認(rèn)讀“110（）；120（急救“12345（T(takeoutapencil):Look!What'sP:AT(takeoutsomepencils):Oh,yes.Andhowmanypencils?Let'sT-Ps:one,two,three...seven,seven引出數(shù)字“seven”的認(rèn)讀教學(xué)。（littleteacherT(takeoutsomeorangesfromthepocket):Look!What’sinmyP:T:Guess!HowmanyPs:T:Now,let'scountOne,two,...eight.Oheightoranges.(請(qǐng)學(xué)生幫忙拿出老──引出數(shù)字“eight”的認(rèn)讀教學(xué)。(Playagame:Warm&T拿出包：Ihavesomekeys.DoyouknowhowmanykeysPguess:1?3?6?T:Let'scount,howmanykeyshere?One,two,...ten.Oh,IhavetenPlayagame1—PsopenEnglishbooks,listentothetape,thenreadtheWatchTVanddoit.Let's“Showme1and2;Showme3and4;Showme5and6;Showme7andandStep4:SolvemathproblemswithT:What's3andP:T:呈現(xiàn)句子：What's3and學(xué)生嘗試用英語(yǔ)來(lái)表達(dá)：What'soneandP:DIYTtakesoutsometoysonthedesk.(atoymonkey;adoll；anT:LookToys.Monkey,doll,elephant.Nowtheyareonsale.Monkey!Howmuch?Guess!Oneyuan?Fiveyuan?請(qǐng)學(xué)生猜一猜這些玩具的價(jià)格，然后出示相應(yīng)的價(jià)格。（每位學(xué)生有1元的“購(gòu)呈現(xiàn)句子：HowHowmuch?T:WhatP:...(引導(dǎo)學(xué)生使用句型Whattime?和所學(xué)數(shù)字進(jìn)行有關(guān)時(shí)間的。Step5:Enri1—1010，20，30，《國(guó)家英語(yǔ)課程標(biāo)準(zhǔn)》特別強(qiáng)調(diào)課程要從學(xué)生學(xué)習(xí)、生活經(jīng)驗(yàn)、認(rèn)知水平出發(fā)，趣如：請(qǐng)學(xué)生設(shè)計(jì)一個(gè)和為10或10以?xún)?nèi)的數(shù)學(xué)加法算式；或者選擇設(shè)計(jì)一個(gè)；還老師設(shè)計(jì)并執(zhí)教的《PEP小》（三上）Numbers一課，重點(diǎn)，難點(diǎn)本課是數(shù)字教學(xué)的第一，根據(jù)編排，新授內(nèi)容是數(shù)字1-10。教師并不是簡(jiǎn)單機(jī)械地呈現(xiàn)教學(xué)內(nèi)容，而是在了解學(xué)生已較好地掌握數(shù)字1-5的前提下，對(duì)及教學(xué)要求進(jìn)行靈活處理，將重點(diǎn)放在對(duì)6-10這五個(gè)數(shù)字的聽(tīng)、說(shuō)、認(rèn)讀上，同時(shí)又不忘對(duì)1-5數(shù)字的難點(diǎn)及學(xué)生易犯的錯(cuò)誤十分清楚，所以在呈現(xiàn)seven[v],nine[n],ten[n]的過(guò)注重采用多 新知下，Disney動(dòng)畫(huà)，感受數(shù)字在真實(shí)情景中的運(yùn)用，同時(shí)拓展?jié)B透數(shù)字20，30，40，50，60，70，80，90等，為今后進(jìn)一步學(xué)習(xí)作了自然而輕松的鋪墊。數(shù)字1-10，十分簡(jiǎn)單，但教師注意生活中的“數(shù)字”，通過(guò)110，119，12345，96121句型的基礎(chǔ)上拓展新句型的呈現(xiàn)，如：What's3and4?Howmuch?Whattimeisit?Warm-upFirst:buysomefood,second:enjoytheic,third:cleanup.CanIhave...Warm-Let'sT:What'stheweatherlikeSs:It'sT:It'ssunnyday.Let'sChant:Sunny,cloudy,windy,It'shottoday.It'shotSunny,cloudy,windy,It'scoldtonight.It'scoldLet'sT:It'ssunnytoday.We'regoingtohave ic.Let'sSong:Let'shave icReviewfoodClass,we'llhaveictoday.What'sforfoodWhat'sinthefoodstore?PleasewatchandanswerIntroduce:I'mhungry.Havesome...Hereyouare. TrytofindoutwhatIliketoT:I'mveryhungry.Iwanttoeatsomething.WhatdoIliketoDoyouwanttoSs:T:Pleasesay:HaveS1:HavesomeT:No,thanks.Idon'tlikechicken.IS2:HavesomeT:ThankS3:LetteacherguesswhattheyliketoS1:I'mT:HaveS1:No,thanks.IT:Hereyouare.(GiveS1thefoodcardthathelikestoS1:ThankT: TeacherwritesdownthesesentencesontheLet'sLet'shave I'm Hereyou I'mThankPracticeinT:Takeoutthecards,practicewithyourpartner.Howtopractice?Letmeshowyou.A:I'mB:HaveA:Thankyou.Ilikeit./No,thanks.IB:HereyouA:ThankB: AsksomeofthestudentstoactouttheirIntroduce:I'mthirsty.CanIhave...?ReviewdrinksTeachertakesoutoneofthesedrinks,andasks:What'sSs:It'sT:PleasepasstheSsdotheactionsandsaysaythewordT:I'mthirsty.CanIhavesomeStudentswhoholdsthecoffeeanswers:HereyouT:ThankS: Teachertakesoutthedrinks,says:Ihaveboughtmanydrinksfromthefoodstore.Doyouwanttodrinkit?Ifyouwant,pleasesay:I'mthirsty.CanIhave...?S1:I'mthirsty.CanIT:Sure.HereyouS1:ThankT: ThenwritedownthesesentencesontheLet'sLet'shave I'm CanI I'mSure.HereyouThankHavethestudentstakeoutthecardsandpracticeinAskthevolunteerstoactouttheirPresenttheWatchaT:It'stimetohave ic.Let'senjoy ListenagainandStudents'booksopen.ListenandConsolidationandLet'senjoy Teacherdecoratesacornerasaplacefor ic.Teachermakesamodelforstudents.T:Ihavebroughtmanyfoodanddrinksfor ic.Let'shavea together.Whowantstocomewithme?S1:I'mT:HavesomeS1:No,thanks.IlikeT:HereyouS1:ThankT: S2:I'mthirsty.CanIhavesomeT:Sure.HereyouS2:ThankT: (ThewordsinredcolorcanbesubstitutedtootherfoodHavestudentspracticewiththeirRole-play.AsksomeofthestudentstocometothefrontandacttheLet'scleanT:It's4:30pm.It'stimetogohome.Lookatthepicture,therearemanyrubbishontheground.Shallwegohomenow?Ss:No,weT:Yes.Weshouldcleanup.AndputtherubbishintotheT:Lookatthiscorner,it’sverydirty.Let’sSs:CleanT:Great!WhocanhelpSomevolunteerscometothefrontandhelptheteachercleanT:O.K.It'scleannow.WecangoT:Todaywehavelearnthowtohavea ic.Firstweshallgotothefoodstoretobuysomethingtoeatanddrink.Secondenjoythe ic.Thirdweshouldcleanupbeforeweleave..ReadtheCollectsomematerialsaboutChinesetraditionalMyfamily學(xué)設(shè)計(jì) (PEP)三年級(jí)下一、教學(xué)目知識(shí)目標(biāo)e在單詞技能目標(biāo)能夠正確說(shuō)出元音字母e在單詞中的短音發(fā)音/e/，并能夠根據(jù)其發(fā)音規(guī)情感目標(biāo)培養(yǎng)學(xué)生的二、教學(xué)重難教學(xué)重點(diǎn)e對(duì)應(yīng)教學(xué)難點(diǎn)三、教學(xué)策基于三年級(jí)的學(xué)情，有節(jié)奏的chant學(xué)生最容易學(xué)會(huì)。因此在本的教學(xué)中，教師將chant有層次的貫穿字母教授的始終。先跟讀歌謠，再創(chuàng)編半封閉式的歌謠。通過(guò)chant，教師幫助學(xué)生建立起學(xué)生對(duì)于字母、發(fā)音、單詞、句子母、欣賞phonics歌曲的方式、傳授拼讀方法等一系列教學(xué)活動(dòng)，逐步讓學(xué)生四、教學(xué)過(guò)教學(xué)環(huán)教學(xué)活設(shè)計(jì)意1．三年級(jí)上冊(cè)chant:Lookatthiscat,itisfatLookatthispig,itis2．Game:ppt呈現(xiàn)/m/,/n/,/b/p/,/l/,/k/f/g/,/e/,/d/,/r/Step3．Spelland熱身/1．TrytoStep2．Ican(1)Tenredpens,Tenredpens,Eightpens,Ninepens,(clap)Tenredpens,(2)/e/inpen,/e/in/e/inleg,/e/inbed,E/e/E/e/,/e//e//e/.3．Listenandwrite.呈現(xiàn)，學(xué)生聽(tīng)Step3:1．Read,listenandcircle.錄音,redtentenseven2．辨音。找出字母e發(fā)音不同的leg,pen,red,she,we,me,beg,vet,StepConsolidationand1．IcanBendenFenZenKenmenpenbedredledmedfedgetvetletnetbetpetsetjeteeggdesknestrest2．Canyoumakeag,l,n,e,e,t,e,d,e,ht,l,3．EnjoyphonicsphonicssongHowmany?學(xué)設(shè)計(jì)小(PEP)三年級(jí)下一、教學(xué)目知識(shí)目標(biāo)技能目標(biāo)能夠正確說(shuō)出元音字母aeiou在單詞中的短音發(fā)音，并能夠根據(jù)其發(fā)音情感態(tài)度目標(biāo)二、教學(xué)重難教學(xué)重點(diǎn)教學(xué)難點(diǎn)通過(guò)chant三、教學(xué)策四、教學(xué)過(guò)教學(xué)環(huán)教學(xué)活設(shè)計(jì)意1．FreeStep2．Review26letters.(singa熱身/3．Reviewthepronunciationoftheletteraei,o,u.說(shuō)出一些含有這Step2:出hand,leg,dog,duck,big2．Let’sspell的，讓學(xué)4．Let’sspell的，讓學(xué)5.Let’sspell的，學(xué)生跟Step12Step1《Unit ebacktoschool!》教學(xué)設(shè)計(jì)（Lesson小(PEP)三年級(jí)下能聽(tīng)說(shuō)單 e，back，boy,and，girl,we,new,friend,today,會(huì)運(yùn)用句子I’mI’mfrom介紹自己及自己的情況。情感目標(biāo)教學(xué)重點(diǎn)理解單詞boy，girl，friend。boy和from的讀音不易掌握。教學(xué)環(huán)教學(xué)活設(shè)計(jì)意ebacktoschool！Step創(chuàng)設(shè)一 的熱身/復(fù)2．Let’ssing“BoyandStep友，Amy-girl,同時(shí)課件上顯示新課展“newfriends.”教授新單詞friendsgirl）為下面的學(xué)習(xí)做2．利用課件出示Amy來(lái)自英現(xiàn)句子“I’mAmyI’mfrom3．利用課件出示ZhangPeng-現(xiàn)句子“I’mZhangPeng,I’mfrom 法。theUK是英文縮寫(xiě)形式必須都大寫(xiě)，讀作U和K。3個(gè)有關(guān)問(wèn)題，先讓學(xué)生看Step3:3．Lookandsay：看國(guó)旗，編對(duì)話(huà)運(yùn)用句子：I’mI’mfrom介紹自己及自己的情況。理解Whataboutyou？的含義。同時(shí)通過(guò)動(dòng)畫(huà)呈現(xiàn)出MikeSarah介紹的情Step作業(yè)檢Unit3Friends學(xué)本教學(xué)內(nèi)容綜合PEP第二冊(cè)第六單元、第三冊(cè)第三單元中描述人物外貌特征等的PEPBook3Unit3為藍(lán)本而改編的。滾動(dòng)復(fù)習(xí)：big,smalllong,shortetc.教學(xué)單詞、詞組：friends,shorthairlonghairthin,strong.本課重點(diǎn)句型：He\SheisHe\Shehas....根據(jù)PEP第三冊(cè)的有關(guān)人物描述性語(yǔ)言，綜合各冊(cè)的教學(xué)內(nèi)容來(lái)上課。以“Describeyourfriends”為主線(xiàn)，逐步引導(dǎo)學(xué)生運(yùn)用英語(yǔ)完成一個(gè)個(gè)有實(shí)際意義的語(yǔ)言任friends,long/shorthairstrong,thinIhaveafriend.HeSheisHeShehas...He/Shehasa/twoHe/SheHe/Sheis此為四年級(jí)上三單元PartA和B的綜合教學(xué)，利用自然的活動(dòng)鏈將詞匯和句型課前SingaT:DoyouwanttobemyStep1.Revision/Warm-T:o,everyone!I'myournewteacher,MissYan.Let'sbegoodfriends,OK?Boysandgirls,followme.Friends,friends,goodfriends!（拍手并與學(xué)生擊掌）（通過(guò)教師的自我介紹和Greeting與學(xué)生交朋友，拉近師生間的距離。帶領(lǐng)全部揮揮手，拍拍手，活躍氣氛，調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性。同時(shí)教學(xué)了friends，明確了。）(BlackboardT:Yournewfriend,MissYanlikesdrawing.What'sthis?Guessplease.(eyesnosemouth)Ihaveabigmouth.Ihavetwobigeyes.Whataboutyou?T:Oh,youhavearoundface.Metoo!Ihavearoundface.Ihavetwobigeyes.Pleasechantwithme.T:IhavearoundSs:Round,round,T:IhavetwobigSs:Big,big,T:IhaveasmallSs:Small,small,T:IhaveabigSs:Big,big,Let'schant（教師一筆一筆地畫(huà)，學(xué)生猜。設(shè)置有信息差的Guessinggame，鼓勵(lì)學(xué)生發(fā)散思havechant，換種形式復(fù)Step2.PresentationofthenewT:Oh,she/hehasa/two板書(shū)：HeShehasa\two(Pointtoagirl'shair.)Shehaslong(Pointtoaboy'shair.)HehasshortLetthestudentsrepeat:long/short板書(shū)：He/Shehaslong/shortT:Lookatyourclassmates.Whatabouthisorherhair?He/ShehasMyT:Shehaslonghair.Hehasshorthair.Howaboutmyfriend?Hehasshorthair.Howabouthisface.Aroundfaceoralongface?Canyouguess?(CAI)Aroundface,alongface,asmallmouth,abigmouth,alongnose,abignose,twobigeyes,twosmalleyes,shorthair,longhair...Hehas...(Ssguess—Hehas 最后拼成Alongfaceasmallmouth,alongnosetwobigeyesandshort（引導(dǎo)學(xué)生自由發(fā)言，練習(xí)句型。通過(guò)反復(fù)說(shuō)此類(lèi)句子幫助學(xué)生明白HeShe要用has。CAI呈現(xiàn)各種各樣有特征的圖，先請(qǐng)學(xué)生來(lái)形容這些有特征的。再請(qǐng)學(xué)生用“Hehas...”句型來(lái)描述。根據(jù)說(shuō)的把各個(gè)部位拼完整。通過(guò)拼圖游戲，使操練PresentationofthenewT:Ishefunny?Heismyfunnyfriend,Peter.Hehaslongneck,longarms,longbodyandlonglegs.Heisverythin.Teach: Thin,thin,PeterisThin,thin,HeisThin,thin,sheisThin,thin,whoisT:Youaretoothin.PleaseeatmoreandmakeyourselfTeach: Act:I'm（CAI逐一出現(xiàn)身體的部位，最后拼湊成一個(gè)完整的瘦瘦的男孩形象，教學(xué)新單詞。效。Wearestrongnow.ButIamshort.Iwanttomakemyselftall.Tall,tall, Let'sTall,tall,tall!MakeyourselfShort,short,short!MakeyourselfBig,big,big!MakeyoureyesSmall,small,small!MakeyoureyesLong,long,long!MakeyourarmsShort,short,short!MakeyourarmsThin,thin,thin!MakeyourselfStrong,strong,strong!Makeyourself（重組三年級(jí)時(shí)學(xué)的do,TPR的形式邊說(shuō)邊做。讓學(xué)生在說(shuō)說(shuō)、做做中操練鞏固新知。TPR活動(dòng)備受學(xué)生歡迎，強(qiáng)烈地刺激著學(xué)生，激勵(lì)著學(xué)生積極去Step3.FriendsT:OK,friends.Makeourselvesstrongandhappyeveryday.SodoesPeter.Heisaboy.Heisthin.Hehasshorthair.Hehasalongface.Hehastwobigeyes.Hehasalongnose.Hehasasmallmouth.（PeterPeter。由簡(jiǎn)單的T:Thisismyfunnyfriend.Ilikehim.Doyoulikehim?Doyouwantafunnyfriend?OK,pleasecomeandmakeafunnyface.Thenlusyourfunnyfriend.Thisismyfriend.He/SheisaHe/She He/Shehasa He/Shehastwo He/Shehasa He/Shehasa （教師準(zhǔn)備一些形態(tài)各異的臉、眼、鼻、嘴，請(qǐng)學(xué)生任意挑選拼成一張funnyStep4.Consolidation&AnimalT:Ohyouhavesomefunnyfriends.AndIhaveanotherfunnyfriend.Who'she?Let'sfindout.Heisstrongandfat.Hehastwobigeyes.Hehasabigtail.Helikeseating.He’sveryGarfield. （CAI呈現(xiàn)一段話(huà)和幾只貓（機(jī)器貓、加菲貓、Kitty貓、Tom貓），讓學(xué)生通過(guò)閱氛。StoryT:Thisismyanimalfriend,Garfield.Butheiscrying.What'swrong?Hecan'tfindhisfriend.Someanimalsarecomingtohelphim.Let'swatch.(CAI)StoryMouse:AmIyourGarfield:Oh,sorry.HeisbigandPanda:I’mbigandstrong.AmIyourGarfield:Oh,sorry.HehassmallRabbit:Ihavesmalleyes.AmIyourGarfield:Oh,sorry.HehasbigMonkey:Ihavebigears.AmIyourGarfield:Oh,sorry.HehasashortPig:Ihaveashorttail.AmIyourGarfield:Oh,sorry.HehasalongMouse,Panda,Rabbit,Monkey,Pig:Who’sWatchthestory→Readthestory(followtheCAI)→actwithT(分角色)→Groupwork→ActitoutSong“Friends”T:Wow,lovelyanimals!Doyoulikethem?Weshouldloveanimalsandmakefriendswiththem.Let'sbegoodfriendsforever.Thankyou.Bye!本堂課的教學(xué)以“Describeyourfriends”為，以與每位學(xué)生密切相關(guān)的“朋友”在課前準(zhǔn)備的歌聲中師生互交朋友，直接切入。又以Guessinggame,chant來(lái)滾老師的朋友Myfriend環(huán)節(jié)，課件呈現(xiàn)一個(gè)個(gè)有特征的，先讓學(xué)生看圖說(shuō)詞組，再M(fèi)akeafunnyfaced的任務(wù)就體現(xiàn)了由句過(guò)渡到篇，通過(guò)選做一張滑稽的臉并來(lái)描述他或funny朋友。拼一拼，說(shuō)一說(shuō)，趣味十足，牢牢吸引了Unit5Whatwouldyoulike?BReadandwrite案示例教學(xué)步驟及說(shuō)課題：Unit5Whatwouldyou教學(xué)內(nèi)容：Unit5PartBReadandrice、beef、chicken、fish四個(gè)四會(huì)單詞的認(rèn)讀和書(shū)寫(xiě)。能夠利用以下句型進(jìn)行問(wèn)答:Whatwouldyoulikefordinner?I’dlikesome...好動(dòng)，積極。他們愛(ài)表現(xiàn)自己，對(duì)英語(yǔ)學(xué)習(xí)也很感，已好的學(xué)習(xí)方法，不愿意讀、背英語(yǔ),知識(shí)積累少,對(duì)英語(yǔ)學(xué)習(xí)感到Unit5BLet’slearn

3.↘熱身1．Let'ssing：Whatwouldyoudogs”等詞，可為chicken、fish等四Whatwouldyoulikeforbreakfast?學(xué)生回答：I’dlikesomeWhatwouldyoulikeforlunch?I’dlikesomemilk,water，提問(wèn)學(xué)生：Whatwouldyoulikeforbreakfast?學(xué)生猜測(cè)并回答：I’dlikesomeCanyouspellthewordTeachershowsthecardrice”andreadsricerice↘.（可Studentsreadaftertheteacher（orastudent）severaltimes.TeacherdrawsabowlofriceontheBb,andwritesthewordricenearthepictureontheBb.板書(shū)單詞時(shí)以四線(xiàn)三格形式寫(xiě)出，教師在黑5遍就可說(shuō)“Bingo!”即為勝者，可得到)Usethesamewaytoteachtheother3HaveacompetitioninT:Nowpleasedrawpicturesforthefoodandwritecorrectwordstomakewordcards.Seewhothewinneris.Thewinnercangetasmilingface.Thenaskandanswerquestionsinpairs.(教師可引導(dǎo)學(xué)生S1:WhatwouldyoulikeforS2:I’dlikesomerice\beef\chicken\fish.PlayaguessingT:(教師呈現(xiàn)四張四會(huì)單詞的卡片)Therearerice,fish,chickenandbeefforourmeal.I’llcoveryoureyes,presentacardtoyouandaskyoutoguesswhatitisIfyouarerightIwillgiveyouasticker教 Teachercoversonestudent’seyes,presentsacardtohim/herandaskshim/hertoguesswhatitis.Ssays:It’srice,r-i-c-e,rice.米T：Wow!It’s6:30.It’stimefordinner.I’mhungry!I’dlikericeandvegetables.Whatwouldyoulikefordinner?Lookat,chooseandTWhatwouldyoulikefordinner?S1:I’dlikesomefishandbeef.S2:I’dlikesomemilkandS1:Whatwouldyoulikefordinner?S2:I’dlikesome...老師板書(shū)＂WhatwouldyoulikefordinnerI’dlikesome游戲，以復(fù)習(xí)鞏固句型“Whatwouldyoulike?I’dlike”。5、WriteandT:CanIhelp Yes.I’mT:Whatwouldyoulikefordinner,please?Here’s S1:I’dlikesomebeef,chickenand來(lái)“采訪(fǎng)”顧客:Whatwouldyourlikefordinner?被采I’dlikesome.來(lái)回答，“服務(wù)生”作記錄。Unit5 Whatwouldyoulike? beefchickenWhatwouldyoulikeforI’dlikesome 的主要語(yǔ)言項(xiàng)目是掌握rice、beef、chicken、fish四個(gè)導(dǎo)和檢查。針對(duì)Writeandsay部分，教師應(yīng)鼓勵(lì)學(xué)生獨(dú)立完成，.Unit4A：Let'slearn教學(xué)livingroom，sdudy，bedroom，kitchen，bathroom，通過(guò)探究，能夠聽(tīng)懂并能發(fā)出一些指令，如：Gotothelivingroom,watch難點(diǎn)：bathroom，kitchen教學(xué)步Step1Warm1.Let'ssing:Inthe2.FreeT:o!Boysandgirl!(指著教室問(wèn)學(xué)生)What'sthis?Ss:Thisisourclassroom.T:Howmanyboards/windows/...canyousee?S:Icanseetwogreenboards/sixwindows/...T:Whatcanyoudointheclassroom?S1:Icancleanthewindowsintheclassroom.S2:Icansweepthefloorintheclassroom.T:Yeah.Ourclassroomissobig,socleanandsoStep21.livingT:（課件出現(xiàn)哆啦A夢(mèng)）Whoishe?Ss:Heis哆啦A夢(mèng).T:Isheinourclassroomnow?Ss:No.TWherecanyousee哆啦A夢(mèng)SIcanseeAinthebooks/picturesTV.T:（學(xué)生一說(shuō)出TV就問(wèn)）ButwhereisTV?S1:It'sintheclassroom.T:Maybe.S2:It'sinT課件出現(xiàn)客廳)LookIt'sinthelivingroomReadafterme./VVlivingSs:(Readittogether,fourbyfour,onebyone)T:Whatcanyoudointhelivingroom?S1:IcanwatchTVinthelivingS2:IcansweepthefloorintheTOKIwanttowatchTVnow.Let'sgotothelivingroomwatchTV.Ss:(Sayandact.)（學(xué)生邊說(shuō)邊做）通過(guò)TPR活動(dòng)，激發(fā)，幫助憶2.TIliketowatchTVIalsolikecomputergamesDoyoulikecompuergames?Ss:Yes.(讓學(xué)生大聲回答)T：DoyouplaycompuergamesinthelivingS1:Yes,Ido.BecausemyroomisSs:NoIplaycompuergamesinmy書(shū)房T:Yes,weoftenplaycompuergamesinthe“study”.Butwecan'tplaylongTReadafterme.(升降調(diào)，音素)Ss:（onebyone）T:（課件出現(xiàn)書(shū)房）Whatcanyouseeinthestudy?SIcanseeadesk/achair/manybooks/...inthestusy.T:Doyoulikestudy?Why?S1:Yes.BecauseIcanplaycompuergamesintheS2:Ilikestudy.BecauseIcanreadastorybookintheTYes.WeallliketoreadbooksinthestudyLet'sgotothestudyOK?（老師Ss:TGowithme.Gotothestudy,readabook.TPR活3.T:(課件出現(xiàn)一個(gè)學(xué)生躺在看書(shū))Butcanwereadbooksinthebed?Ss:No.Wecan't.T:Wecansleepinthebed.WhereistheSs:It'sinthebedroom強(qiáng)調(diào)發(fā)音，防止學(xué)生讀成bedTListentomepleasebedroomdrudru:bedroom.（糾音）Ss:(Saywithme.Readittogether,fourbyfour,onebyone.)T:Ok,look.Whatcanyouseeinthebedroom?S1:(Icanseeabed/apicture/...inthebedroom.T:Let'sgotothebedroomhavearest.(Singthesong”Mybedroom”:Inmybedroom,inmybedroom,nearthetableandthechair.Youcanseemylittleteddybearsleeinmylittlebed.)Ss:隨著音樂(lè)，學(xué)生跟唱T唱完后Who'sinthebedroom?Ss:Teddybear.力4.Who'sSs:T:Whereisthecat?Isitinthe...?S1:Isitinthelivingroom?T:No.ItS2:Isitinthebedroom/study/T課件出現(xiàn)小貓?jiān)趶N房打碎碗的情景)LookThecatisinthekitchen”.(升降調(diào))/i//i/kitchen.Ss:(Saywithme.Readittogether,fourbyfour,onebyT:Thecatishungry.I'mhungry,too.IcanhavesomenoodlesintheWhataboutS1:Icanhavesomechickeninthekitchen.S2:Icanhavesomecakeinthekitchen.TWealsocanhaveasnackLookThisisasnack.(出示實(shí)物，幫助學(xué)生理解Ss:Wow.Yummy.(學(xué)生表現(xiàn)出很想吃的)T：Let'sgotothekitchen,haveasnack.TPR活動(dòng)5.T吃完后老師看著自己的手說(shuō)WowMyhandissodirtyIcanwashhandsinthe“bathroom”./a://ba:/Ss:(Saywithme.Readittogether,fourbyfour,onebyT:（課件出示四個(gè)不同浴室）Ihavefourbathrooms.Whichbathroomdoyoulikebest?Why?S1:Ilikebathroom3.It'sbigandclean.S2:Ilikebathroom1.It'sblue.Ilikeblue.TWhatcanyouwashinthebathroom.Discussinfour.T:OK.WhoS1:Icanwashmyhands/face/...inthebathroom.T:Wealsocantakeashowerinthebathroom.Let'sT:Wecandodifferentthingsinthedifferentrooms.Let'sdo.(Sslistentothetapeanddotheactions.)通過(guò)TPRStep3Guessinggame:Whereis1．T(課件It'stimetoplayagame.Let'splayagameOK?Ss:OK.T(Askonestudenttocometotheboardanddotheaction.Theotherstudentssaywherehe/sheis.)T做刷牙狀WhereisMissZhu?Ss:MissZhuisinthebathroom.T:Whotry?活動(dòng)二：Findfriends.(ReadandfindTIhavefivefriends.Whoarethey?T課件出示)Friendone:I'mbig.IhaveaTV.Ihavetwosofas.WhoamFriendtwo:I'mbig,too.I'mnice.Ihaveapinkbed.Ihavemanypictures.amFriendthree:I'msmall.Ihavemanybooks.Ihaveawhitecomputer.Ihavemanyfriends.WhoamI?Friendfour:I’mverysmall.Icanmakeyouclean.WhoamFriendfive:I'mclean.Ihavemanyapples.Ihavehamburgers.Icanmakeyoustrong.WhoamI?Ss:(ReadtogetherandguesswhatroomstheyRenta(課件：Katewantstorentahousewithabedroom,abathroom,andakitchen.NowyouhaveahouseforrentYoucanintroduceyourhousetoKate.)Forexample:Ihaveahouseforrent.Look.Thisismyhouse.Ihaveabedroom,abathroom,andakitchen.Look.Thisismybathroom.It'ssobigandnice.Thisismybedroom.Youcanseealampandabedinit.Thisismykitchen.It'ssobig.Youcanhavesomechickeninthekitchen.Doyoulikemyhouse?T:Now,discussinyourgroup.Youcanusethese（Ihave...Look.Thisismy...It's...Youcansee...Youcanhave...Doyoulikemyhouse?)(Ssdisscussinfourthen滲入TPR，輕松言也能起到同樣的作用。新課程下的小中Let'sdo的形式，就是讓學(xué)生通過(guò)相互促進(jìn)。例如在在教授單詞bathroom時(shí)，讓學(xué)生說(shuō)：Whatcanyouwashinthe Unit3Isthisyourskirt?PartA)學(xué)設(shè)能夠聽(tīng)、說(shuō)、認(rèn)讀本的主要詞組：whitesweater，greenskirt，brownjacket，bluedress，yellowT-shirt和redshirt。2．句型“Ilikethewiththe...withwhitesweater，greenskirt，brownjacket，bluedress，yellowT-shirtredshirt等卡片。Warm-Let'ssing（coloursong）Greetings.（出示顏色，用“Whatcolourdoyoulike?Ilike...句游戲：Bomb!Ilikethe...游戲：Let'sWhatdoesSallylike?（光盤(pán)，學(xué)習(xí)Ilikethe...withthe...句型Ilikethe...，Ilikethewiththe... What'missing?游戲，有趣味性和性，利于激發(fā)學(xué)習(xí)熱情和綜合培養(yǎng)學(xué)生多IsthisyourShirtSRainbow歌比較好，與教學(xué)內(nèi)容有機(jī)聯(lián)fashionshow活動(dòng)創(chuàng)意有效，但執(zhí)行過(guò)程中，音像過(guò)于嘈雜，影響學(xué)生聽(tīng)清教師的真實(shí)性，師生所說(shuō)的句子應(yīng)該有人稱(chēng)代詞轉(zhuǎn)換，師yourmyIlike...，教師重復(fù)Ilike...也應(yīng)該轉(zhuǎn)稱(chēng)說(shuō)Youlike...不然語(yǔ)境語(yǔ)義上會(huì)有呈現(xiàn)衣服的時(shí)候，pinkT－shirt的顏色是白色（White）的（可能是機(jī)器顯示原因）對(duì)學(xué)生有誤導(dǎo)，后面聽(tīng)到有個(gè)男生就說(shuō)的是white。skirt，shirt，jacket等單詞，輔音收尾，不要加尾音（另外幾個(gè)教師也有類(lèi)似情HowdoesSallylike?（WhatdoesSallylooklike?）PPTShiZhouNationalPrimarySchool，ShiZhouMinZuPrimarySchool。（1）TPR活動(dòng)可以在完成準(zhǔn)備性操練環(huán)節(jié)后，靈活拓展。因?yàn)槟猩┑囊挛锵駊ants，shorts，jeans，trouser等在本課所學(xué)語(yǔ)言中沒(méi)有出現(xiàn)?；顒?dòng)中男生的回答收（2）Ilikewith...是本課比較難的一個(gè)點(diǎn)。教師所設(shè)計(jì)的小組活動(dòng)是有效的。如果Fashionshow的任務(wù)活動(dòng)，教師給信封，讓各組設(shè)計(jì)自己喜歡的衣服。此設(shè)計(jì)能人參與，人人有收獲。第二點(diǎn)是，小組活動(dòng)后的展示環(huán)節(jié)，（ChenJie，Mike）按照horse,lamb,cowWhatarethey?Theyare詞匯：donkey,AretheyYes,theyare.No,they；Oh,thisfarmissobig.Aretheysheep?No,theyaren't.Theyaregoats.Aretheyhorses?No,theyaren't.Theyaredonkeys.Lookatthehens.Theyarefat.Yes,theyare.Howmanycowsdoyouhave?One,hundred.Wow!知識(shí)和能力目標(biāo)：能聽(tīng)說(shuō)、認(rèn)讀單詞donkey,hundred，能聽(tīng)懂內(nèi)容，能聽(tīng)懂Arethey...?并能在情景中進(jìn)行運(yùn)用。donkey,hundredAretheydonkey,hundredsheephorses磁帶，磁鐵，頭飾（Sarah,Mike,John），農(nóng)場(chǎng)主的帽子Step1Warm-Howmany...doyouT:What'stheweatherliketoday?S1:It'sT:What'sthis?（教師拿起學(xué)生的一塊橡皮）S2:It'sanT:Howmanyerasersdoyouhave?S2:IT:Howmanypencilsdoyouhave?S3:IT:Howmanypencil-casesdoyouhave?S4:IHowmuch...isit?T:Yourpencil-caseissonice.Ilikeit.Howmuchisit?S4:It'sT:Yourpenciliscolorful.Ilikeit.Howmuchisit?S5:T:WhatcolorismyT-shirt?S6:It'sT:Isitnice?Ss:T:Howmuchisit?Doyouknow?Twenty,thirty,forty,fifty,sixty,seventy,eighty,ninety,onehundred.Youmayguess.S7:...T:No,it'sonehundredonehundredtwohundreds,threehundred，拉近了生活與課堂教學(xué)之間的距離。從舊知到新知，過(guò)渡自然，學(xué)生樂(lè)于接受，并且學(xué)生能在輕松的Freetalk中不知不覺(jué)地提高聽(tīng)說(shuō)能力。Let'sdoPartALet'sdoLet'sdo到動(dòng)物多的小組獲勝。T:Therearemanyanimalsatthefarm.Theyarefarmstoo.教師出示兩張農(nóng)場(chǎng)Thisfarmisforyou,halfA.Andthisfarmisforyou,halfB.We'llhaveacompetitionthisclass.Let'sseewhocangetmoreanimals，ok?ComeonhalfA!Comeon,halfB!Step2教師利用快速?gòu)?fù)習(xí)單詞cow,horse,sheep,lamb,goat,hen.并在復(fù)hen時(shí)，熟悉單詞fat。教師把貼在黑板上T:What'sthis?Ss:It'saT:What.sthis?Ss:It.saT:Wow,thishenissofat.henfatfat。It'sfat.利 T:Isitahorse?Ss:No.TIt'sadonkey利用，快速?gòu)?fù)習(xí)句型：Whatarethey?Theyare...并在復(fù)習(xí)hens中引出新授中的句子：Theyarefat.T：Look,whatarethey?Ss：TheyareT:Whatarethey?Ss:TheyareT:Yes.Andtheyarefat.Theyarefat.引導(dǎo)學(xué)生學(xué)會(huì)回答：Yes,theyare./No,theyT:Look,aretheyhens?Ss:No,theyaren't.(withT'sT:Whatarethey?Ss:TheyareT:Aretheycows?Ss:No,they板書(shū)并教學(xué)句子：No,theyYes,they利用，教師引導(dǎo)學(xué)生猜：Arethey...?師答:Yes,theyare./No,theyStep3Let's Donkeys,donkeys,aretheyYes,yes.Yes,theyHorses,horse,aretheyNo,no.No,theyStep4教師出示一串游戲紙的，學(xué)生猜正面是什么動(dòng)物。(結(jié)合小組比賽)在猜的活動(dòng)中操練句型：AretheyT：Theyarefruits.TheyareredandSs:Aretheyapples?T:No,theySs:Aretheytomatoes?T:Yes,theyT:Theyareakindofshoes.WecanweartheminT:Theyareclothes.GirlsoftenweartheminT:Theyarefruits.TheyareT:Theyareanimals.Theyarewhiteandblack.TheyliketoeatStep5Let's教師從上面的猜一猜活動(dòng)引到。T:Yes,theyarecow.Wecanseecowsatafarm.教師出示事先準(zhǔn)備好的一幅大農(nóng)場(chǎng)T：Wow,thisfarmissobig.邊說(shuō)邊用動(dòng)作表示出農(nóng)場(chǎng)的大。然后領(lǐng)讀句子：Thisfarmissobig.讓學(xué)生聽(tīng)一遍，并思考以下問(wèn)題：Canweseethecowshere?Howmanycows?Let'slisten.T:Howmanycows?Ss:One再聽(tīng)一遍，學(xué)生思考問(wèn)題：WhatanimalsarethereattheT:Whatanimalsarethereatthefarm?Ss:TherearegoatsandStep6教師出示樹(shù)，花，小鳥(niǎo)等，讓學(xué)生利用句型Arethey…?編一個(gè)新的。教師Step7OldMacdonaldhada教師進(jìn)行總結(jié)性評(píng)價(jià)。T:Everyonedidagoodjobtoday.場(chǎng)提問(wèn)學(xué)生T：Lookatyourfarm,whathaveyougot?Aretheycows/horses?Ss:Yes,theyare./No,theyaren't.T:Now,let'sseehowmanyanimalsdoyouhave?師生共數(shù)，獲得動(dòng)物多的小組2-3教學(xué)內(nèi)容：ThisistheweatherIt'scold分析：本課主要是學(xué)習(xí)有關(guān)天氣的五個(gè)單詞：weather,hot,warm,cool,以及句型：It'scool/cold/warm/hot知識(shí)目標(biāo)：能聽(tīng)、說(shuō)、認(rèn)讀五個(gè)單詞：weather,warm,hot,cool,cold并能在日常生活中使用。能聽(tīng)懂、會(huì)說(shuō)句型：It'swarm/hot/cool/coldin.能力目標(biāo)：Let'slearnweatherreport，并能用英語(yǔ)做簡(jiǎn)單的天氣教學(xué)重點(diǎn)：聽(tīng)、說(shuō)、認(rèn)讀五個(gè)單詞：weather,cold,warm,hot,coolLet'slearn部分的weatherreport并能用英語(yǔ)做簡(jiǎn)單的天氣預(yù)報(bào)。1.Ask為下一部的Let'sdo和Let'schant打下基1.FreetalkbetweenTandSsaboutWhatareyou2.Let's3.Dailytalk:Whatdayisittoday?What'stheweatherliketoday?2.Dowiththe3.Answer:it'sIsitIt'swarm/No,it呈課現(xiàn)任1.從熱水瓶里倒出一些開(kāi)水，請(qǐng)幾名學(xué)生觸碰后，問(wèn)：“Isitcold?”“Ohyes.It'shot..”用肢體語(yǔ)言表現(xiàn)hot一詞的意思，板書(shū)，領(lǐng)讀。1.2.在透明的玻璃杯中倒入一些小冰塊，請(qǐng)幾名演生觸摸，問(wèn)：“It'scold,yes?”用肢體語(yǔ)言表作一邊學(xué)習(xí)3.向杯中倒入一些涼水，再讓學(xué)生觸摸后學(xué)cool2.hot，下一步Let'schant的教學(xué)打下了基礎(chǔ)。讀4.從杯中拿出冰塊，倒入一些開(kāi)水，同法，學(xué)習(xí)warm一詞，板書(shū)，領(lǐng)讀。3.coolcold5.課件，整體感知單詞句型后，逐個(gè)學(xué)4.整體感知四6.操練、鞏A拿起寫(xiě)有城市名稱(chēng)的卡片，如說(shuō)：It'sKunming.B拿起一張描述天氣狀況的卡片，如“cold”，說(shuō)：It'scold.學(xué)生A說(shuō)It'scoldinKunming.學(xué)生B斷學(xué)生A報(bào)的天氣情況是否正確，比如，說(shuō)It'swarmin1.跟著課件習(xí)chant1.chantchant任2.再次出示天氣預(yù)報(bào)課件，并由老師扮演天氣2.小組活動(dòng)成的任務(wù)務(wù)些，如：根據(jù)各城市的溫度。用所學(xué)的hot,cold,warm,cool描述4個(gè)或城市的天UnitUnit4weatherIt'scool/...教學(xué)Myweek學(xué)設(shè)計(jì)小(PEP)五年級(jí)上一、內(nèi)容分本課是人教PEP小五年級(jí)上冊(cè)第一單元第一，課，涉Let’stry和Let’stalkLet’stry部分是針對(duì)本單元句型Whatdoyouhaveon...?而設(shè)計(jì)的聽(tīng)的 Let’stalk部分學(xué)句型是：Whatdoyouhave/doon...?Ihave...通過(guò)John和聊天，談?wù)撝芩腏ohn的學(xué)校課程安排及生活安排的情并進(jìn)行角色扮演；能夠在情景中運(yùn)用句型Whatdoyouhave/doon...?詢(xún)問(wèn)并回答某天的課程或者活動(dòng)安排；能夠在語(yǔ)境中理解新單詞cooking的意二、學(xué)生情況分本課內(nèi)容以小學(xué)五年級(jí)學(xué)生為教學(xué)對(duì)象。五年級(jí)學(xué)生已經(jīng)具備一定的聽(tīng)說(shuō)26三、四年級(jí)兩年的英語(yǔ)學(xué)習(xí)，課堂上已經(jīng)基本能夠聽(tīng)懂老師的提問(wèn)，根據(jù)likeIlove…學(xué)習(xí)過(guò)有關(guān)學(xué)?？颇康膯卧~例如：English,math,Chinese…以He’s/She’s…句型來(lái)表述他人性格特征等。接觸過(guò)Ihave…這一句型表述“擁有某物”。因此結(jié)合本課教學(xué)內(nèi)容和學(xué)生已有知識(shí)，本課應(yīng)讓學(xué)生在語(yǔ)境中理解Ihave…這一句型的另一層含義（表達(dá)有什么科目）。使學(xué)生運(yùn)用主要句型WhatdoyouhaveonIhave…以及重點(diǎn)詞匯Thursday,Wednesday等談?wù)撟约旱恼n程安排。三、教學(xué)目能夠完成聽(tīng)填寫(xiě)單詞的活動(dòng)能夠在和教師的幫助下理解大意能夠按照正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀，并能進(jìn)行角色表演能夠在情景中運(yùn)用句型WhatdoyouhaveonThursdays/…?詢(xún)問(wèn)并回答能夠在語(yǔ)境中理解生詞cooking能夠運(yùn)用句型WhatdoyouhaveonWednesdays/ThursdaysIhave…詢(xún)四、教學(xué)重難（一）教學(xué)重學(xué)生能在情境中理解主句型WhatdoyouhaveonIhave…的含義，（二）教學(xué)難五、教學(xué)步熱身（問(wèn)候，交談①Who’syourfavoriteteacher?What’she/shelike?Isshe/he②WhatsubjectdoyouLet’s①教師用PPT呈現(xiàn)本課Let’stry部分Grandfather和John的和文本，呈現(xiàn)句型WhatdoyouhaveonWednesdays?教師示范朗讀，學(xué)生跟讀并嘗②教師，學(xué)生完成填充句子的活動(dòng)③引出John星期四的課程，教師幫助學(xué)生理解并使用句型，WhatdoyouhaveonWednesdays/Thursdays?【設(shè)計(jì)意圖】引導(dǎo)學(xué)生感知新句型WhatdoyouhaveonLet’s①教師本課Let’stalk動(dòng)畫(huà)，整體呈現(xiàn)。采取問(wèn)題引領(lǐng)的方式，引WhatsubjectdoesJohnWho’sJohn’smusicWhat’sheWhendoesJohnhaveWhatdoesJohn’sGrandpadoon點(diǎn)句型Whatdoyouhave/doon...?Ihave...并且引導(dǎo)學(xué)生作答。【設(shè)計(jì)意圖】帶著問(wèn)題看，有助于學(xué)生迅速找到關(guān)鍵信息問(wèn)答練習(xí)：Whatdowehaveon…?Ihave…學(xué)生帶著問(wèn)題上前卡片做①請(qǐng)一名同學(xué)上前，指向個(gè)一科目單詞，其余學(xué)生進(jìn)行表述：WeIhave…on…②請(qǐng)一名學(xué)生上前，指向一個(gè)星期單詞，并且發(fā)問(wèn)：Whatdowehaveon…?邀請(qǐng)另一名學(xué)生按照課表依據(jù)實(shí)際情況進(jìn)行作答。在操練之后，老師發(fā)問(wèn)：WhatdowehaveonThursdays?學(xué)生依據(jù)實(shí)際情況作答。接著隨機(jī)提問(wèn)：WhatdoesJohnhaveonThursdays?學(xué)生依據(jù)課文（1）展示進(jìn)行角色表演結(jié)合自己已學(xué)知識(shí)與本課內(nèi)容，展開(kāi)聯(lián)想，自主創(chuàng)編六、課堂評(píng)七、板書(shū)設(shè)Unit2Unit2MyPartALet’sWhatdoyouhaveonI/WehaveTeamTeamTeamMyweek學(xué)設(shè)計(jì)小(PEP)五年級(jí)上一 內(nèi)容分本單元為小(PEP)五年級(jí)上冊(cè)第二單元Myweek第二Let’slearn部分學(xué)習(xí)的單詞是：Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday。通過(guò)和機(jī)器人Robin討論課程表的Let’splay部分用于操練和鞏固ALet’slearn板塊有關(guān)一周七天名稱(chēng)的單二、學(xué)生情況分目單詞。同時(shí)，學(xué)生已在本單元第一已經(jīng)接觸過(guò)主句型WhatdoyouhaveonIhave…在此基礎(chǔ)上，本課要使學(xué)生進(jìn)一步掌握運(yùn)用主句型談?wù)搶W(xué)校課程安排情況，并學(xué)習(xí)重點(diǎn)詞匯：Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday。三、教學(xué)目能夠聽(tīng)、說(shuō)、讀、寫(xiě)以下七個(gè)單詞：Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday。四、教學(xué)重難（一）教學(xué)重（二）教學(xué)難鼓勵(lì)、引導(dǎo)學(xué)生結(jié)合自己生活實(shí)際，運(yùn)用本課內(nèi)容進(jìn)行自主五、教學(xué)步讓學(xué)生運(yùn)用上節(jié)課所學(xué)句型Whatdoyouhaveon….Ihaveon自由交匯：Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday。教師Let’slearn動(dòng)畫(huà)。學(xué)生課程表問(wèn)答，跟讀重點(diǎn)出示學(xué)生真實(shí)的課程表。通過(guò)問(wèn)答練習(xí)：WhatdoyouhaveonIhave…on…使學(xué)生理解、運(yùn)用重點(diǎn)詞匯和句型。Magiceyes游戲，學(xué)生看到星期幾，結(jié)合黑板上的課程表來(lái)進(jìn)行問(wèn)答練習(xí)：Whatdowehaveon…?Ihave…在此過(guò)程中教授強(qiáng)化新詞的。老師說(shuō)科目單詞，學(xué)生拿出相應(yīng)的書(shū)來(lái)，并表述：Wehave…onStudentA:IsitStudentB:Yes/No.WehaveMusicon教師說(shuō)：Iamanewstudentinourclass.MynameisMary.WhatdowehaveonMondays?引導(dǎo)學(xué)生回答，然后與一名學(xué)生示范操作。同桌學(xué)生結(jié)對(duì)操練，示例如下StudentA:o!I’manewstudent,andmynameisStudentB:o,Jane!I’m etoClassStudentA:Thankyou,Mike.WhatdowehaveonStudentB:Letmesee…Wehavemaths,science,andStudentA:Really?Ilovescience!ThankStudentB:Haha!Ilovescience,too.Mr.ZhangisourscienceStudentA:Oh,isheStudentB:No,heisvery作模仿，跟讀單詞、句型六、課堂評(píng)七、板書(shū)設(shè)Unit2Unit2MyPartALet’slearnWhatdoyouhaveon...?I/WehaveI/WehaveTeamTeamTeamWhat’shelike?設(shè)計(jì)小(PEP)五年級(jí)上一、內(nèi)容分本的Let’stry部分是針對(duì)本單元句型Ishe...?Yes,heis.而設(shè)計(jì)的活動(dòng)，旨在使學(xué)生能夠借助聽(tīng)懂簡(jiǎn)短，抓住關(guān)鍵信息，提高聽(tīng)的能力。對(duì)于材料中出現(xiàn)的新單詞strict，教師可以請(qǐng)學(xué)生猜測(cè)詞義，并初本的Let’stalk部分學(xué)句型是：Isheyoung/funny?及其答語(yǔ)：Yes,heis./No,heisn’t.還有情境語(yǔ)：DoyouknowMr.Young?及其答語(yǔ)：No,Idon’t.通過(guò)向Oliver描述他們的音樂(lè)老師Mr.Young的情景，讓學(xué)景中運(yùn)用句型Isheyoung/funny?詢(xún)問(wèn)并回答的性格和外貌特征；能夠運(yùn)用know及句子DoyouknowMr.Young?的意思并正確發(fā)音。二、學(xué)生情況分三、教學(xué)目能夠聽(tīng)完成選擇的活動(dòng)能夠在和教師的幫助下理解大意能夠用正確的語(yǔ)音、語(yǔ)調(diào)朗讀，并能進(jìn)行角色表演能夠在情景中運(yùn)用句型Isheyoung/...?詢(xún)問(wèn)并回答的性格等特征能夠在語(yǔ)境中理解生詞know能夠使用句型Ishe/sheyoungYeshe/sheisNohe/sheisn’t.利用參四、教學(xué)重難教學(xué)重點(diǎn)學(xué)生能理解內(nèi)容，并能回答課文中相關(guān)問(wèn)題：Who’sWumusicteacher?Ishe學(xué)生在真實(shí)情景中能靈活運(yùn)用重點(diǎn)句型Ishe/sheYeshe/sheishe/sheisn’t.教學(xué)難點(diǎn)heisisn’t=isnot四、教學(xué)步熱身（FreeLet’s①教師用PPT呈現(xiàn)本課Let’stry部分WuYifan和Oliver的，呈現(xiàn)句型Ishestrict/strong…?教師示范朗讀，學(xué)生跟讀并嘗試作答。③引出MrYoung，教師幫助學(xué)生理解并使用句型，Who’sWuYifan’s【設(shè)計(jì)意圖】引導(dǎo)學(xué)生感知新句型Ishestrict/strong教師Let’stalk內(nèi)容，引導(dǎo)學(xué)生認(rèn)真，整體感知在第一遍，教提出問(wèn)題W’suia’smsicteae?引導(dǎo)學(xué)生帶問(wèn)題。師整呈現(xiàn)內(nèi)，學(xué)生整感知本內(nèi)，理大意。③第四遍聽(tīng)前，提出問(wèn)題WhoisMr.Young?Ishefunny?學(xué)生聽(tīng)并回答有帶著問(wèn)題，搜尋答案的能力。教師在板書(shū)設(shè)計(jì)時(shí)可事先讓學(xué)生帶自己的，教師將評(píng)價(jià)欄分為6組，6個(gè)單詞組成：funny，kind，strict，friendly，shy，clever答對(duì)問(wèn)題的或者參與活動(dòng)的學(xué)生將自己的貼在相應(yīng)的評(píng)價(jià)欄里。同時(shí)教師還要引導(dǎo)學(xué)生描述這些同學(xué)的性格特點(diǎn)。貼完之后，教師可給學(xué)生所在的大組加分評(píng)【設(shè)計(jì)意圖】教師設(shè)計(jì)合理有效的評(píng)價(jià)方式能夠激發(fā)學(xué)生參與活動(dòng)的同時(shí)教師的評(píng)價(jià)和激勵(lì)語(yǔ)言也不容忽視，教師應(yīng)對(duì)平時(shí)比較的學(xué)生應(yīng)多加五、板書(shū)設(shè)Unit1What’she（PartALet’stalk） Group1 Group2Ishe/she...?Yes,he/sheis.No,Unit4《Ihaveapenpal》BLet’sread設(shè)Theyareverydifferent.Le