2023年五年级英语下册Unit1Myday第一课时配套教案人教PEP

Page3Unit1Myday教材分析本单元学习的主题是日常学习生活以及周末活动安排。教学重点是能够听、说、读、写核心句型“—Whendoyou…?—Iusually/often…at…”“—Whatdoyoudoontheweekend/Saturdays/Sundays?—Iusually/often…”；能够听、说、读、写五个有关日常作息活动的短语：domorningexercises,eatbreakfast,have…class,playsports,eatdinner；能够听、说、读、写四个日常活动的短语：cleanmyroom,goforawalk,goshopping,takeadancingclass。教学目标知识与能力目标:•能够听､说､读､写句型:“—Whendoyoufinishclassinthemorning?—Wefinishclassat1o’clock.”“—Whatdoyoudoontheweekend?—IoftenwatchTVandplayping-pongwithmyfather./Iusuallywashmyclothes./SometimesIcookdinner.”•能够在情境中运用以下句型询问并回答某人的日常作息与周末安排:—Whendoyoufinishclassinthemorning?—Wefinishclassat1o’clock.—Whatdoyoudoontheweekend?—IoftenwatchTVandplayping-pongwithmyfather.•能够在语境中理解词汇“finishclass,gobacktoschool,classesstart”,并能就学校的课程安排时间进行问答;能够理解句型“Whyareyoushoppingtoday?”“I’malsohard-working.”的意思,并能正确发音•能够听､说､读､写五个有关日常作息活动的短语:domorningexercises,eatbreakfast,haveclass,playsports,eatdinner;能够听､说､读､写四个日常活动的短语:cleanmyroom,goforawalk,goshopping,takeadancingclass;能够在语境中正确运用这些短语询问并回答关于日常作息和周末安排的问题､描述日常活动与周末安排•能够运用核心词汇完成关于日常作息的问答活动,完成调查及填表活动并根据结果展开问答•能够按照正确的语音､语调､意群朗读对话,并能进行角色扮演•能够在图片的帮助下理解Robin的台词;能够按照正确的语音､语调､意群朗读Robin的台词;能够运用核心句型完成书信填写任务•能够掌握字母组合cl和pl的发音规则,即cl和pl在单词中的发音分别为/kl/和/pl/•能够读出符合cl和pl的发音规则的单词,并能够根据发音拼写出符合cl和pl的发音规则的单词•能够在单线上完成抄写句子的活动,做到书写规范情感态度､文化意识､学习策略目标:•能够在生活中主动询问别人或对别人的询问能热情应答,相互了解各自的日常学习及生活情况•能够合理安排日常学习和周末活动•能够了解学校及社会生活中相关活动的名称,激发学生热爱学习､热爱生活的美好情感•能够根据cl/pl的发音规则拼读､拼写单词课时安排第一课时:PartA Let’stry&Let’stalk第二课时:PartA Let’slearn&Askandwrite第三课时:PartA Let’sspell第四课时:PartB Let’stry&Let’stalk第五课时:PartB Let’slearn&Doasurvey第六课时:PartB Readandwrite&Let’scheck&Let’swrapitup

Thefirstperiod(第一课时)PartALet’stry&Let’stalk▶教学内容与目标课时教学内容课时教学目标Let’stry•能够从听觉上感知新句型,并根据录音选出适当的图片Let’stalk•能够通过观察､谈论Let’stalk板块的图片,在图片､PPT和教师的帮助下理解对话大意•能够通过听录音,学会按照正确的语音､语调及意群朗读对话,并能在小组中进行角色扮演•能够在情境中运用句型“—Whendoyou…?—Iusually/often…at…”询问和回答作息安排•能够在语境中借助图片等帮助理解频率副词“usually,often,always,sometimes”的意思,并能正确发音▶教学重点能够在实际语境中运用句型“—Whendoyou?—Iusually/oftenat”来问答作息时间｡▶教学难点能够听懂对话大意,并能用正确的语音､语调及意群朗读对话｡▶教学准备1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容｡2.PPT课件､课文录音､视频､头饰等｡Teachingpurpose①通过活泼有趣的小游戏，复习时间的表达，将学生迅速带入到英语课堂中来。通过播放小视频，呈现教师一天的时间安排，拉近与学生的距离，为授新课做好铺垫。Teachingpurpose①通过活泼有趣的小游戏，复习时间的表达，将学生迅速带入到英语课堂中来。通过播放小视频，呈现教师一天的时间安排，拉近与学生的距离，为授新课做好铺垫。Step1:Warm-up&Lead-in①1.Greetings.2.Playagame.Wolf,Wolf,whattimeisitnow?T:Now,youarethewolf.Iask,andyouanswer.(课件出示:显示不同时间的图片,如:8点､10点､12点､1点等)T:Wolf,Wolf,whattimeisitnow?Ss:It’seighto’clock/teno’clock/twelveo’clock/oneo’clock/3.Showavideotostudents.Teachingpurpose②Teachingpurpose②此处只出现时间，不出现要做的事，让学生进行猜测，极大地激励学生积极动脑､参与课堂，迅速掀起课堂小高潮。(课件出示:一段“教师的一天”的视频)Step2:Presentation1.Guesstheteacher’stimetable.②Showtheteacher’stimetable.(课件出示:一张教师的时间安排表)Onlyshowthetime.Askstudentstoguesswhattheteacherdoes.T:Guess,whatdoIdoat6:00?Ss:Getupat6:00?T:Youareright.T:WhatdoIdoat6:30?Teachingpurpose③Teachingpurpose③学生两人一组，结合教师的时间安排表进行句型练习。T:No,Ieatbreakfast.WhatdoIdoat8:00?Ss:Gotoschool?T:Oh,Istartclassat8:00.(Writedown“startclass”ontheblackboard.)Teach“finishclass”inthesameway.2.Pairwork.③Onestudentplaystheteacher.Theotherplaysareporterandasksquestionsaccordingtotheteacher’stimetable.S1:Whendoyou…?S2:I…at…3.Learn“usually,often,always,sometimes”.④Teachingpurpose④通过观看主情景图，以提问等形式引出频率副词，并以表格形式呈现给学生，帮助学生理解与掌握。Showthepictureofmainscene.(课件出示:Teachingpurpose④通过观看主情景图，以提问等形式引出频率副词，并以表格形式呈现给学生，帮助学生理解与掌握。①Whoarethey?②Whataretheytalkingabout?Afterthat,theteachershowsatimetableofPedro.(课件出示:教材人物Pedro的时间安排表)T:WhendoesPedrogetup?Ss:Oftenat7o’clock.T:WhendoesPedrostartclass?Ss:Usuallyat9o’clock.Theteacherexplainsthemeaningsof“usually,often,always,sometimes”.Teachingpurpose⑤此部分为听力活动，培养学生的听力策略。与Let’stalk板块紧密相关，为对话教学做好铺垫。(Teachingpurpose⑤此部分为听力活动，培养学生的听力策略。与Let’stalk板块紧密相关，为对话教学做好铺垫。4.Learn“Let’stry”.⑤(1)Studentswatchthethreepicturescarefullyandpredict:WhereareZhangPengandPedro?（课件出示：Let’stry的图片）Answer:Theyareintheclassroom.(2)Listenandtick.(3)Checktheanswertogether.(出示课件)Teachingpurpose⑥由于前面的铺垫，学生能够快速反应过来对话是讲Pedro的作息安排，并能从课文中快速找到相应的活动与时间。5.Learn“Teachingpurpose⑥由于前面的铺垫，学生能够快速反应过来对话是讲Pedro的作息安排，并能从课文中快速找到相应的活动与时间。(1)Fastreading.Showthepictureof“Let’stalk”.(课件出示:Let’stalk情景图)T:Look!AreZhangPengandPedrointheclassroomnow?Ss:No.T:Youareright.Theyarewalkingandtalkingnow.Whataretheytalkingabout?Readthetextandfindouttheanswer.Studentsreadandfindouttheanswer.Ss:Theyaretalkingaboutthetimetable.(课件出示:西班牙国旗和地图)T:PedrocomesfromSpain,abeautifulcountryinEurope.DoeshehavethesametimetablewithZhangPeng?Ss:No,hedoesn’t.(2)Readagainandmatch.(3)Fillintheblanks.Teachingpurpose⑦Teachingpurpose⑦通过对话，学生可以了解不同国家的学校作息时间不同之处，感受东西方文化的差异，同时进一步在情境中操练对话。(4)Checktheanswers.⑦Writedownthesentencestructures“—Whendoyou?—I…at…”ontheblackboard.T:WhendoesPedroeatdinner?S1:Usuallyat9:30or10o’clock.T:Whendoyoueatdinner?S2:Usuallyat6o’clock.T:Whatdoyoudoat9:30or10o’clockintheevening?S3:Gotobed.T:ButPedrousuallyeatsdinnerat9:30or10o’clockintheevening.Sowecansay,“Wow,that’stoolate!”Studentsreadthesentenceaftertheteacher.Step3:Practice1.Readandact.⑧Teachingpurpose⑧引导学生按照正确的语音､Teachingpurpose⑧引导学生按照正确的语音､语调及意群朗读对话，并能在小组中进行角色扮演。(2)Studentspracticethedialogueingroups.(3)Actout.2.Makeanewdialogue.Askstudentstotalkaboutthetimetablesoftheirowns.Thenmakeadialogueinpairs.Teachingpurpose⑨通过创设Teachingpurpose⑨通过创设自然真实的情境，让学生进行角色扮演，合理运用所学语言表达作息安排，巩固核心句型，培养学生的综合运用语言能力。对学生进行情感教育：要尊重每种职业。1.Lookandtalk.(课件出示:不同职业的人的时间安排表)Letstudentswatchdifferentpeople’stimetablesandtalkaboutthem.2.Role-play.(1)Askandanswer.Preparetheheadwearofadriver,acook,abasketballplayerandadoctor.T:(Showtheheadwearofadriver)Whatdoyoudo?S1:I’madriver.T:(Showtheheadwearofabasketballplayer)Whatdoyoudo?S2:I’mabasketballplayer.(2)Makeamodel.T:Hello,Cook,whendoyougetup?S1:Iusuallygetupat5:00o’clock.Hello!Nurse,whendoyouhavelunch?T:Ioftenhavelunchat2:00o’clock.(3)Studentsworkingroups.(4)Showtime.Summary:Laborcreatesbeauty.Everyonehashis/hervalue.Weshouldrespectthejobsofotherpeople.▶板书设计▶作业设计1.Practicethedialogue.2.Dotheexercises.(见“状元成才路”系列丛书《创优作业100分》P1第三题)▶教学反思1.整个教学设计流程清晰,由易到难,层层递进,很好地达成了课程教学目标｡2.活动丰富多样,有视频､动画､角色扮演等形式,贴近学生实际生活,寓教于乐｡3.以问题为导向,创造“信息沟”,激励学生动脑动口,参与到课堂学习中来｡4.板书设计清晰明了,重点突出,起到了很好的辅助作用｡▶TeachingContents&TeachingAimsLet’stry•Beabletoperceivethenewsentencestructuresfromtheauditory,andbeabletolistentothedialogueandchoosetherightpicture.Let’stalk•Beabletounderstandthemainideaofthedialoguebyobservingandtalkingaboutthepictures.•Beabletoreadthedialogueandactout.•Usethesentencestructures“—Whendoyou…?—Iusually…at…”properly.•Beabletounderstandthemeaningofthefrequencyadverbs“usually,often,always,sometimes”inthecontextandpronouncethemcorrectly.▶TeachingPriorities•Beabletounderstandthesamplesentences.Trytoimitatethesentencestructures.▶TeachingDifficulties•Beabletoreadthedialoguecorrectlyandfluently.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Playagame.3.Showavideotostudents.1.Greetings.2.Playagame.3.Watchthevideo.Cultivatestudents’learninginterest.Leadinthetopic.Presentation1.Guesstheteacher’stimetable.Learnthenewphrases.Create“informationgap”tohelpstudentslearnthenewphrases.2.Pairwork.Practisethesentencestructures.Practisethemainsentencestoprepareforthenextpart.3.Learn“usually,often,always,sometimes”.Observethepictureofmainsceneandanswerthequestions.Understandthemeaningsofthewords“usually,often,always,sometimes”.Practisesentencesandgettoknowthemeaningsoffrequencyadverbs.4.Learn“Let’stry”.Predictthepicture.Listentotherecordingandticktherightone.Develop