人教PEP版五年级上册英语Unit 2 My week单元整体教学设计 （教案）

第第页人教PEP版五年级上册英语Unit2Myweek单元整体教学设计主备人辅备人上课时间课时6审核人单元主题Daysoftheweek（树立有序学习，健康生活的意识）单元子主题及课时安排第一课时:PartALet’stry&Let’stalk第二课时:PartALet’slearn&Let’splay第三课时:PartALet’sspell第四课时:PartBLet’stry&Let’stalk第五课时:PartBLet’slearn&Groupwork第六课时:PartBReadandwrite&Let’scheck&Let’swrapitup&PartCStorytime学情分析（知识基础、认知特点、生活经验）刚上五年级的学生，形象直观思维仍占主导地位，因此，教学仍应具有直观性与趣味性。同时，学生的抽象逻辑思维在此阶段有很大的发展潜能，设计教学时也应该适当地增加一些富有挑战性的任务。另外，学生在三、四年级的英语学习中已经积累了一定的词汇量，并主要从听、说、读等方面学习了一些句型，从五年级开始应该逐步培养学生写的技能。本单元的教学内容涉及学科科目和日常活动等方面，与学生的日常生活联系紧密，学生会感到有话可写，有话可说。单元教材分析以课标为支撑，分析了本单元的教学内容，确定了单元学习的主线：本单元属于“人与自我”主题语境下的“生活与学习”主题群。原单元话题为“Myweek”，修改后的单元主题为“Daysoftheweek”。功能意念包括交往与态度，而育人价值为：能体会学校时光的充实与快乐，努力学习，尊重老师，建立友谊，积极参加学校活动等。能合理安排自己的周末生活，培养兴趣爱好，做体育运动交朋友，做到劳逸结合，并且可以判断他人周末活动安排是否合理并提出建议。最终落脚于合理安排一周活动，培养良好的生活习惯，健康生活单元总目标l.掌握A、B部分“Let'slearn'”,“Let'stalk”中的单词和句子。2.能听、读、说、写关于星期和日常活动的相关问题并能正确回答。3.锻炼学生听、说、读、写单词的能力，初步培养学生快速记词、写词的技能。4.学会与同学谈论星期和课程。5.能听、说、读、写本单元的“四会”单词。6.能听懂、会唱歌曲“Daysoftheweek”。7.操练和掌握长元音/：/的发音。8.能读懂“Storytime”部分的趣味故事。9.培养学生热爱学习、珍惜时间的良好品质。10.教育学生要根据课程表合理安排日常活动。11.引导学生积极利用所学的英语知识谈论日常活动的安排情况。第1课时课时内容PartALet’stry&Let’stalk上课时间审核人教材分析What:本课语篇为日常对话，内容围绕John和Grandfather的对话展开。Grandfather询问John的周四课程安排，并且谈论了他的音乐老师，最后，John也询问John了Grandfather周四的活动安排。Why:作者通过描述John和Grandfather谈论学校课程安排的情景，使学生思考珍惜时间的重要性，引导学生学会合理安排时间。How:该对话是比较典型的学生日常对话设计介绍John一天的课程和Grandfather的活动安排。1.借助图片及核心词的提示听懂简短对话，抓住关键信息，提高听的能力。2.对新句型在听觉上有所感知，并完成听录音选词填空回答问题的练习。3.在图片和教师的帮助下理解对话大意。4.按照正确的意群及语音、语调朗读对话并进行角色扮演。5.在情景中运用句型“Whatdoyouhave/doon...?”询问某人某天的课程或者活动安排并作答。6.在语境中理解新单词“cooking”的意思，并正确发音。教学重难点重点：1.学生能够理解Let’stalk板块的对话大意。2.学生能够运用本课时的重点句型“Whatdoyouhave/doon...?”询问某人某天的课程安排或活动安排并作答。难点：学生能够正确运用重点句型与同学讨论某一天的课程以及所做的事。教具准备PPT课件、课文录音、视频、自制教具等。教学过程个性修改Step1:Warm-up1.Greetings.2.Aguessinggame.Showsomepicturesaboutdifferentsubjectstoleadstudentstoguesstherightsubjectsaccordingtothepictures.(课件依次出示:字母图—算式图—中文古诗词图—五线谱图—体育器材图—画笔和画板图—电脑图)T:LookatthepictureonthePPT.Pleasetellmewhatsubjectitis.Talkaboutotherpicturesinthesameway.3.Freetalk.Step2:Presentation1.Let’stry.(1)Observeandguess.T:JohnandhisgrandpaaretalkingaboutJohn’sclassscheduleonWednesdays,too.Let’sgoandhavealook.Showthepictureof“Let’stry”onthePPT.(出示课件)Askstudentstoobservethepicturecarefully.Leadstudentstoreadthefourwordsaboutsubjectsinthispart.LeadstudentstoreadJohn’sgrandpa’squestion.ThenaskthemtoguesswhatJohnsaystohisgrandpa.Leadstudentstoexpresstheiropinionsbyusingthesentencepatternandthewordsinthispart.Theycansaylikethis:Ihaveart/Chinese/English/PEonWednesdays.(2)Listenandfillintheblank.T:Isyourguesscorrect?Nowlistentotherecordingcarefullyandtrytofillintheblankinyourbook.Pleasepayattentiontothefourwordsaboutsubjects.Playtherecordingof“Let’stry”.(出示课件)Studentstrytocompletethetask.Playtherecordingof“Let’stry”again.Checktheanswertogether.ShowthelisteningmaterialandtheansweronthePPT.（出示课件）Helpstudentsunderstandthispartbetter.Askstudentstopayattentiontothespellingsandcorrectthemistakes.2.Let’stalk.(1)Predictthemainideaof“Let’stalk”.T:NowweknowJohnhasartonWednesdays.Boysandgirls,whatdoesJohnhaveonThursdays?Pleaseguess!Ss:Maybehehas...(2)ShowthepictureofJohnandhisgrandfatherin“Let’stalk”onthePPT.(出示课件)T:Look!Whoarethey?Wherearethey?Whataretheytalkingabout?Guess!Ss:TheyareJohnandhisgrandfather.Theyareathome.Maybetheyaretalkingabout...Letstudentstalkaboutthequestionsfreely.(3)Learnthenewwordsandphrase.①T:AretheytalkingaboutJohn’sWednesdays?Let’slistentotherecordingtocheckyouranswers.Playtherecordingof“Let’stalk”.(出示课件)Askstudentstolistenandgetthemainideaofthedialogue.T:SoaretheytalkingaboutJohn’sWednesdays?Ss:No,theyaretalkingabouttheirThursdays.Showthecalendarofawholemonthagain.(出示课件)Circleandteachtheword“Thursday”likethis:Thurs+day=Thursday.Writedowntheword“Thursday”ontheblackboard.Demonstratethepronunciation:Thurs//-day/deɪ/-Thursday.Leadstudentstoreadlikethisthreetimes.Askonestudenttocircleallthe“Thursday”onthecalendartohelpstudentsbetterunderstandthisword.②Actlikecookingdishes.T:Look!I’mcookingdinnerinthekitchen.Canyoucook?Ss:Yes./No.ShowapictureofacookingschoolanditsrecruitmentadvertisementonthePPT.(出示课件)T:Don’tworryifyoucan’tcook.Thereisagoodplace.Look!Thisisacookingschool.Ifyouwanttolearncooking,youcangotothisschoolandhavecookingclasses,justlikeJohn’sgrandparents.Showthepictureof“cookingclass”onthePPT.(出示课件)Writedowntheword“cooking”andthephrase“cookingclass”ontheblackboard.Leadstudentstoreadthemthreetimes.。(4)ShowfourquestionsonthePPT.④。Letstudentswatchthevideoof“Let’stalk”.(出示课件)Askstudentstolistencarefullyandunderlinetheanswerstothequestions.Askfourstudentstoanswerthefourquestions.ShowtheanswersonthePPT.Showthepicturesaboutmaths,Englishandmusicclasstohelpstudentsbetterunderstandthefirstthreequestionsandtheiranswers.(出示课件)ShowthepictureaboutJohn’sgrandparentsinthisparttohelpstudentsbetterunderstandthefourthquestionanditsanswer.(出示课件)Checktheanswerstogetherandleadstudentstoreadthroughthesentences.Letstudentsworkinpairsandreadthequestionsandanswersinpairs.Step3:Practice1.Practicethedialogue.(1)Showthedialoguewithsomeblanksin“Let’stalk”.(出示课件)Thenplaytherecording.(出示课件)Askstudentstofillintheblankswithouttheirbooks.Checktheanswerstogether.ShowtheanswersonthePPTtoletstudentscorrecttheirmistakesbyreadingthedialogueintheirbooks.（出示课件）(2)Playtherecordingof“Let’stalk”again.（出示课件）Leadstudentstoreadafteritandimitatetheintonationandthepronunciationoftherecording.Thenaskstudentstoreadtogetherandreadfreely.(3)Askstudentstoreadthedialogueinpairs.Severalminuteslater,takeouttheheadwearofJohnandJohn’sgrandpaandasksomestudentstoactoutthedialogue.(4)Choosethebestperformers.Thengiveawards.2.Lookandsay.ShowacalendaronthePPT.Inthecalendar,certaindaysarecircled,suchaseveryWednesdayoreveryThursday.Andtherearetwopicturesofdifferentsubjects.（出示课件）Dividestudentsintotwogroups.Forthefirstpicture,letboysaskthequestionaccordingtothedayscircledinthecalendar.Theycanasklikethis:Whatdoyouhaveon...?Letgirlsanswerthequestionaccordingtothepictureaboutsubjects.Forthesecondpicture,letboysandgirlsexchange.Step4:Extension“Designyourownschedule”1.Fillinthechart.ShowthechartbelowonthePPT.Dividestudentsintosixgroups.AskthemtodesigntheirownscheduleaboutcoursesandactivitiesonWednesdaysandThursdays.Letthemdiscussbyaskingandansweringingroups.2.Interviewothergroups.Twogroupsintervieweachother.Theyshouldaskandanswerthequestionsaccordingtothechart.Theycanaskandanswerlikethis:G1:WhatdoyouhaveonWednesdays?G2:Wehavemaths,artandChineseonWednesdays.G1:WhatdoyoudoonWednesdays?G2:WedrawsomepicturesonWednesdays.G1:WhatdoyouhaveonThursdays?G2:WehaveEnglish,scienceandmusiconThursdays.G1:WhatdoyoudoonThursdays?G2:WeplaygamesandsingsongsonThursdays.Thenthetwogroupsmakeanexchange.Thebestgroupcangetblankschedulecardsasawards.Step5:Sum-upSummarizewhatwehavelearnedtoday.作业1.Listentotherecordingandrecitethedialogue.2.Dotheexercises.板书设计教学反思第2课时课时内容ALet’slearn&PartLet’splay上课时间审核人教材分析What：该课时描述了WuBinbin和Robin之间的对话。Robin问WuBinbin在周一有什么课程，WuBinbin回答有语文、英语、数学和音乐课。Why：通过该课时的学习，学生能够用更多的词汇表达一个星期七天名称的单词，使学生能够在情景中询问他人的课程安排并作答。How：该课时围绕在情景中询问他人的课程安排并作答。教学目标1.听、说、读、写并在语境中正确运用单词“Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday,weekend”。2.操练和巩固Let’slearn板块有关一个星期七天名称的单词。3.两人一组合作完成本活动，一人说课程名称，一人猜星期几。教学重难点重点：1.学生能够听、说、读、写本课四会单词。2.学生能够在情景中询问他人的课程安排并作答。难点：学生能够掌握表示一个星期七天名称的单词的拼写。教具准备PPT课件、课文录音、视频、卡片等。教学过程个性修改Step1:Warm-up1.Greetings.2.Let’schanttogether—Daysoftheweek.(出示课件).T:Howmanydaysarethereinaweek?Ss:Therearesevendaysinaweek.3.Lead-in.Step2:Presentation1.Learnthenewwords.(1)ShowthechartoftheclassscheduleonMondayin“Let’slearn”.(出示课件)T:Whatclassescanyousee?Ss:IcanseeChinese,English,mathsandmusic.T:Whatdayisit?Ss:ItisMonday.T:Yes,itisMonday.Teachthewordlikethis:“monkey(mon+key)”and“day”,“Mon/mʌn/+day/deɪ/=Monday//”.Writedown“Monday”ontheblackboard.Leadstudentstopracticereadingitthreetimes.(2)ShowthechartoftheclassscheduleonTuesdayin“Let’slearn”.(出示课件)T:WhatdoesWuBinbinhaveonthisday?Ss:Hehasmaths,science,Chineseandart.T:Whatdayisit?Ss:ItisTuesday.T:Yes,itisTuesday.(4)Askstudentstolookatthewholeclassschedulein“Let’slearn”.Pointto“Saturday”and“Sunday”.T:Whyaretherenoclassesinthesetwodays?Ss:BecausetheyareSaturdayandSunday.Wedon’tgotoschool.T:Excellent!“SaturdayandSunday”istheweekend.Wearefreeattheweekend.Writedown“week+end=weekend”ontheblackboard.Leadstudentstopracticereadingitthreetimes.T:Whatcanwedoattheweekend?Ss:...2.Findtherules.ShowallthesevenwordsonthePPT.(出示课件)Askstudentstoobservethemcarefullyandtrytofindouttheirspellingrules.Askseveralstudentstostandupandexpresstheiropinions.Atlast,makeaconclusion:Thelastthreelettersofthesesevenwordsarethesame.Theyareall“day”.Andallthefirstlettersofthesewordsarecapitalletters.Usetheredchalktostressallthefirstlettersandthelastthreeletters.Leadstudentstoreadallthewords.3.Role-play.Showthepictureof“Let’slearn”.（出示课件）Role-playthedialoguebetweenRobinandWuBinbinwithstudents.TheteacheractsRobin.AllthestudentsactWuBinbin.Usethefivedays’classscheduletoaskandanswerlikethis:T:WhatdoyouhaveonMondays?Ss:IhaveChinese,English,mathsandmusic.T:WhatdoyouhaveonTuesdays?Ss:Ihavemaths,science,Chineseandart.T:Whatdoyouhaveon...?Ss:Ihave...Step3:Practice1.Playagame:Whack-a-mole.(出示课件)（游戏说明:PPT显示7个地鼠洞，每当一只地鼠从洞里探出头时，学生快速并大声读出它举起的卡片上对应的星期单词，如果读对了，老师点击鼠标，出现一把锤子将其打回洞里，同时另外一只地鼠出现。依次进行，直到7只地鼠都出现过一次。7只地鼠举起的卡片上的单词分别是一个星期的七天。）2.Fingergame.Theteachershowshis/herfingerstoexpressthesevendaysofaweek.Studentscountthenumberofthefingersandtrytospeakouttherightwordasquicklyaspossible.Iftheteachershowsonlyonefinger,studentsshouldsay“Monday”.Iftheteachershowstwofingers,studentsshouldsay“Tuesday”.3.Playagame:Let’sdriveatraintoread!Dividestudentsintosevengroups.Namethemafterthesevendaysinaweek.Takeoutthewordcardsofthesevendaysanddistributethemtoeachgrouprandomly.Eachgroupshouldrememberitsname.Thenletthesevengroupsdriveatraintoreadtheirnamesaccordingtotherightorderofaweek.Keepdrivingthetraintilltheteachersays“Hereweare!”Step4:Extension1.Theturntablegame.（出示课件）（游戏说明:学生两人一组。课件出示一个双层转盘，转盘分为五个部分。内层为五套不同的课程组合，外层为星期一到星期五的五个名称单词。点击鼠标，指针指向哪一格，学生使用句型“—Whatdoyouhaveon...?—Ihave...”来进行对话练习。）2.Guesswhatdayitis.(出示课件)（游戏说明:课件里先出示一张制作好的课程表，给学生30秒的时间记忆里面的内容，然后清空课程表里的课程名称。每一轮请一名学生上讲台抽取一张纸条，纸条的内容为课程表中某一天的所有课程和时间。让这名学生使用句型“Ihave...”来描述这一天的课程安排，其他学生回忆是哪一天，并用句型“Isit...?”来询问自己是否记对了。如果得到的答案是“Yes.”，那么两位同学都可以得到奖励，本轮记忆挑战结束，如果得到的答案是“No.”，则换别的学生继续猜，直到猜到正确的答案为止。游戏一共为五轮，最后一轮可以让学生一起猜出正确的日子。）Step5:Sum-upSummarizethedaysofaweek.作业1.TellyourparentsaboutyourclassscheduleinEnglish.2.Dotheexercises.板书设计教学反思第3课时课时内容PartALet’sspell上课时间审核人教材分析What:本语篇是一节语音课，Let’sspell分为Read,listenandchant;Listen,repeatandcircle以及Listen,writeandsay三部分。第一部分呈现了含有字母组合ee和ea的发音例词，通过吟唱歌谣强化记忆,第二部分通过听音活动、读词和圈一圈的形式关注音素意识的培养，第三部分则通过看图、读例句和写句子的活动，进一步巩固带有ee和ea字母组合的单词和句子。Why:由ee、ea单词的音、形、义，进一步巩固此类单词的构成。How:在语境中，学习ee和ea在单词中的发音规则，能根据字母组合ee和ea的发音规则读出更多的单词，能通过看图、读例句和写句子。教学目标1.通过听例词发音，观察例词结构特征，学习字母组合ee和ea在单词中的发音规则。2.跟着录音说唱歌谣。3.读出符合ee和ea发音规则的单词。4.根据单词的读音拼写出符合ee和ea发音规则的单词。5.在单线上完成抄写句子的活动，做到书写规范正确。教学重难点重点：学生能够掌握ee和ea的发音规则。难点：学生能够读出符合ee和ea发音规则的单词，并能够根据发音拼写出符合ee和ea发音规则的单词。教具准备PPT课件、课文录音、视频等。教学过程个性修改Step1:Warm-up1.Greetings.2.Revision.Leadstudentstoreviewthepronunciationoftheletter“y”inUnit1bylettingthemdriveatraintogiveexamples.3.Enjoythechantinthislesson.(出示课件)4.Lead-in.Step2:Presentation1.Learnthelettercombination“ea”.(1)ShowapictureaboutagirlwhoisreadingabookonthePPT.(出示课件)T:Lookatthislovelygirl.Iwantyoutobethegirlforawhileandanswermyquestion.Areyouready?Ss:Yes!T:Doyouliketoread?Leadstudentstosaythesentence:Iliketoread.ThenshowthesentencebesidethepictureonthePPT.Marktheword“read”inred.(出示课件)ShowanothertwopicturesonthePPT.Oneisaboutthegirleatingfood.Theotherisaboutthegirldrinkingtea.（出示课件）Thenaskanothertwoquestions:Doyouliketoeat?Doyouliketodrinktea?Leadstudentstosaythesentences:Iliketoeat.Iliketodrinktea.ShowthesentencesbesidethepicturesonebyoneonthePPT.Markthewords“eat”and“tea”inred.(出示课件)(2)Showthepicturesandthewords“read”“eat”and“tea”onpage16onthePPT.(出示课件)Leadstudentstoobservethemcarefullyandtrytofindoutthesamelettercombination“ea”.Thenwriteitdownontheblackboard.Askstudentstolistentotherecordingofthesethreewordsandtrytoconcludetherightpronunciationofthelettercombination“ea”.Encouragestudentstosaytheiropinions.Thenshowthephoneticsymbol/i:/onthePPT.（出示课件）Introducethepronunciationrulebriefly.Leadstudentstoreadthephoneticsymbolandthethreewordsseveraltimes.(3)ShowthechantonthePPT.(出示课件)Pointtothechantandstressthelastsentence.T:Lookatthischant.Wesangitbefore.Doyouliketorepeat?Leadstudentstoanswerwiththelastsentence.T:Great!Now,pleaserepeatthischantaftertherecording!Letstudentslistentotherecordingandreadafterit.Helpthemunderstandthepronunciationofthelettercombination“ea”.(4)Askseveralstudentstostandupandreadthechant.Checktheirpronunciation.Givesomehelpwhenit’snecessary.Andcorrectthewrongpronunciation.2.Learnthelettercombination“ee”.(1)Learnthewords.①ShowapictureofonefootonthePPT.(出示课件)T:What’sthis?Leadstudentstosaytheword“foot”andshowthewordbesidethepicture.ThenshowapictureoftwofeetonthePPT.(出示课件)T:Whatarethey?Leadstudentstosaytheword“feet”.Showthewordbesidethepictureandmarkthelettercombination“ee”inred.Afterthat,showpicturesofsomeanimalswithtwoormorethantwofeetonthePPT.(出示课件)T:Howmanyfeet?Ss:…Stresstheword“feet”.Leadstudentstoreadit.②T:Whatwouldyoulikefordinner?Lookatthispicture.ShowapictureofbeefonthePPT.(出示课件)Pointtothepicture.Leadstudentstosaythesentence:I’dlikesomebeef.Stresstheword“beef”.Leadstudentstoreadit.Showthewordbesidethepictureandmarkthelettercombination“ee”inred.③ShowapicturethatMr.GreenandMr.Leemeettogether.Mr.Leeissaying:Nicetomeetyou!(出示课件)T:Mr.GreenandMr.Leemeettogether.WhatshouldMr.GreensaytoMr.Lee?Ss:Nicetomeetyou,too!Stresstheword“meet”.Leadstudentstoreadit.Showthewordbesidethepictureandmarkthelettercombination“ee”inred.(2)Makeaconclusionandread.Showthepicturesandthewords“feet”“beef”and“meet”onPage16onthePPT.(出示课件)Leadstudentstoobservethemcarefullyandtrytofindoutthesamelettercombination“ee”.Thenwriteitdownontheblackboard.Askstudentstolistentotherecordingofthethreewordsandtrytoconcludetherightpronunciationofthelettercombination“ee”.Encouragestudentstosaytheiropinions.Thenshowthephoneticsymbol/i:/onthePPT.(出示课件)Leadstudentstorealizethatthelettercombination“ee”hasthesamephoneticsymbolas“ea”.Leadstudentstoreadthephoneticsymbolandthethreewordsseveraltimes.Step3:Practice1.Showallthesixwordsin“Read,listenandchant”onthePPT.(出示课件)Askstudentstoreadthemaftertherecording.Thenasksomestudentstostandupandreadthesewords.Givesomehelpwhenit’snecessary.Andcorrectthewrongpronunciation.2.Showsomewordscontainingthelettercombination“ea”or“ee”onthePPT.Thewordscanbe“bee,feed,feel,meat,please,sea,wheel,meal,deal”.(出示课件)Letstudentsreadthemaccordingtothepronunciationrule.3.Showtheexerciseof“Listen,repeatandcircle”onthePPT.(出示课件)Askstudentstoreadallthewordsbeforelistening.Thenplaytherecording(出示课件).Askstudentstolistenandcirclethewordineachgroup.Checktheanswerstogether.Presentthelisteningmaterialsandletstudentsreadthem.(出示课件)4.Showtheexerciseof“Listen,writeandsay”onthePPT.(出示课件)Letstudentsobservethepicturescarefullyandgettoknowthetasksofthelistening.Thenplaytherecording.（出示课件）Askstudentstolistenandfillintheblanks.Checktheanswerstogether.Showthelisteningmaterialsandtheanswers.(出示课件)Helpstudentsunderstandthispartbetter.Askstudentstopayattentiontotheirspellingsandcorrectthemistakes.Letstudentschooseonesentenceandwriteitontheline.Remindstudentstowritethesentenceincorrectforms.Stressthatthefirstlettermustbecapitalized.Askstudentsnottoforgetthepunctuation.Askseveralstudentstostandupandreadtheirsentences.Choosesomestudents’worktopresent.Checkifthehandwritingisintherightform.Correctthemistakestogether.Praisethestudentswhodoagoodjob.Step4:Extension“Storytime”1.ShowthestoryThreefortea.(出示课件)Readandenjoythestorywithstudents.Askstudentstopayattentiontoallthewordscontainingthelettercombination“ea”or“ee”.Leadstudentstoreadthetwolettercombinationscorrectly.2.ShowthewordsonthePPT.(课件出示:单词geese,three,creek,eat,cheese,breeze,sleet,tea)Letstudentstrytoreadthesewordsbythemselves.Thenleadthemtoreadthesewordsseveraltimes.3.Letstudentstrytoreadthestorybythemselvesingroups.4.Askseveralgroupstoactoutthestory.Step5:Sum-upSummarizethevowelsoundof“ee”.作业1.Readthewordsin“Let’sspell”toyourparents.2.Dotheexercises.板书设计教学反思第4课时课时内容PartBLet’stry&Let’stalk上课时间审核人教材分析What：本课语篇为日常对话，内容围绕周末经常做的事情展开。在公园里，张鹏手中抱着一个足球，萨拉手里捧着一本书。通过交谈得知，张鹏经常周六下午在公园里踢足球，萨拉不经常周六下午在公园里看书。Why：通过描述张鹏喜欢在公园里面踢足球，萨拉喜欢在公园里度过周末，使学生能够珍惜自己的周末，在周末里做着喜欢并且有意义的活动。How：该对话是比较日常的生活对话，涉及学生询问周末经常做的事情以及回答的句型和短语”Doyouoftenreadbooks/playfootball?”“Yes,Ido/No,Idon’t.”教学目标Let’stry·Understandthedialoguewiththehelpofthepictures,graspthekeyinformationandimprovetheirlisteningabilities.·Perceivethenewsentencepatternsandcompletetheactivityoflisteningtotherecordingtoselecttherightpicture.Let’stalk·Understandthemainideaofthedialoguewiththehelpofthepicturesandtheteacher.·Readthedialogueaccordingtotherightsensegroup,pronunciationandintonation,androle-play.·Askandanswerquestionsaboutone’sweekendactivitiesbyusingthesentencepatterns“—Doyouoftenreadbooks/…?—Yes,Ido./No,Idon’t.”·Understandthephrases“readbooks”and“playfootball”andpronouncethemcorrectly.教学重难点Beabletomasterthesentencepatterns“—Doyouoftenreadbooks/…?—Yes,Ido./No,Idon’t.”Beabletoaskaboutweekendactivitiesinrealsituationsandgiveappropriateanswers.教具准备PPT教学过程个性修改Step1:Warm-up1.Greetings.2.Enjoythesong—Daysoftheweek.(出示课件)3.Freetalk.T:WhatdoyouhaveonMondays?Ss:Wehave…T:WhatdoyouhaveonFridays?Ss:Wehave…T:IhavenoclassesonSundayandSaturday.Whataboutyou?…ShowsomepicturesofdifferentactivitiesonthePPTtoleadstudentstotalkabouttheirweekendactivities.(出示课件)4.Lead-in.ShowapictureaboutZhangPengandOliver.Theyaremakingaphonecallinthepicture.(出示课件)T:It’saSaturdaymorning.ZhangPengcallsOliver.Whataretheytalkingabout?Let’sgoandsee.Step2:Presentation1.Let’stry.(1)Showthepicturesof“Let’stry”onthePPT.(出示课件)Askstudentstoobservethepicturescarefully.Thenletthemtrytodescribethetwopicturesbriefly.Leadstudentstotalkaboutthepicturesfromtwoaspects.First,trytointroducethecharactersinthepictures,thentrytodescribetheactivitiestheydointhepictures.Theycandescribelikethese:IcanseeOliverinPicture1.Hecleanshisroominthepicture./OliverandanotherboyareinPicture2.Theyplayfootballinthispicture.T:Fromthesepictures,canyouguesswhattheyaretalkingabout?S1:Maybetheyaretalkingabouttheirweekend.S2:Maybetheyaretalkingabouttheiractivities.…T:DoesOliverdoboththeactivitiesinthesetwopictures?…T:Wehavedifferentopinions.PleaselistentotherecordingcarefullyandtrytoknowwhattheyaretalkingaboutandwhatOliverdoesexactly.(2)Playtherecordingof“Let’stry”forthefirsttime.(出示课件)Letstudentstrytogetthekeyinformation:playfootball,sorry,cleanmyroom,onSaturdays,yes.(3)Thenplaytherecordingagain.(出示课件)LetstudentstrytolistenandticktherightpictureaboutOliver’sweekend.(4)Checktheanswer.Andchecktheguessesbefore.T:Nowweknowthattheyaretalkingabouttheiractivitiesontheweekend.Oliverdoesn’tdoboththeactivities.Hedoesn’tplayfootballwithZhangPeng.HeoftencleanshisroomonSaturdays.Showthelisteningmaterialandtheanswerof“Let’stry”.(出示课件)Leadstudentstoreadthedialogue.2.Let’stalk.Showapictureofsomechildrenplayinginthepark.(出示课件)T:It’sSaturdaymorningnow.Somechildrenareplayinginthepark.Let’shavealook.(1)Learnthenewwordsandphrases.①ShowapictureonthePPT:Agirlreadsabookinthepark.(出示课件)T:Whereisthegirl?Leadstudentstosaythesentence:Sheisinapark.Writedowntheword“park”ontheblackboard.Leadstudentstoreaditthreetimes.Thenpointtothebookinthepicture.T:What’sthis?Ss:It’sabook.T:WhatdoesshedoonSaturdaymorning?Leadstudentstosaythesentence:ShereadsbooksonSaturdaymorning.Writedownthephrase“readbooks”ontheblackboard.Leadstudentstoreaditthreetimes.T:Doyouoftenreadbooksontheweekend?Yesorno?Payattentiontotheword“often”.Itmeans“manytimes”.Ss:Yes./No.T:Pleaseaskmethetwoquestions.Ss:Doyouoftenreadbooksontheweekend?Yesorno?T:Yes,Ido.Ioftenreadbooksontheweekend.Weshouldreadmorebooks.②ShowapictureonthePPT:Aboyplaysfootballinthepark.(出示课件)T:What’sthis?（Pointtothefootball.）Ss:It’saball/football.T:Itisafootball.WhatdoeshedoonSaturdaymorning?Leadstudentstosaythesentence:HeplaysfootballonSaturdaymorning.Writedownthephrase“playfootball”ontheblackboard.Leadstudentstoreaditthreetimes.T:Doyouoftenplayfootballontheweekend?Yesorno?Ss:Yes./No.T:Pleaseaskmethetwoquestions.Ss:Doyouoftenplayfootballontheweekend?Yesorno?T:No,Idon’t.Ioftenreadbooksontheweekend.Ishouldplaysportsontheweekend.(2)Learnthedialogue.①ShowthepictureofZhangPengandSarahin“Let’stalk”.(出示课件)T:Now,itisSaturdayafternoon.Look!Whoareintheparknow?Ss:ZhangPengandSarah.T:Whatelsecanyousee?Whatareintheirhands?Ss:IcanseeafootballinZhangPeng’shandandabookinSarah’shands.T:Excellent!Whataretheytalkingabout?Aretheytalkingabouttheirclasses?Encouragestudentstoguesstheanswers.②Playthevideoof“Let’stalk”.(出示课件)Letstudentswatchthevideoandchecktheirpredictions.Afterstudentswatchthevideo,askthequestionsagain.Leadstudentstoprovidetherightanswers:No,theyarenottalkingabouttheirclasses.Theyaretalkingabouttheirweekends.③ShowthreequestionsonthePPT.Playthevideoof“Let’stalk”again.(出示课件)Letstudentswatchcarefullyandtrytoanswerthesequestions.Askthreestudentstostandupandanswerthesequestionsonebyone.ShowtheanswersonthePPT.Checktheanswerstogether.Answers:(3)Readandact.①Letstudentsreadaftertherecordingsentencebysentenceandtrytoimitatetheintonationandthepronunciationoftherecording.Thenletthemreadfreely.②Letstudentspracticethedialogueinpairs.③Askseveralpairstorole-playthedialogue.Eachpairthatdoesagoodjobcangettwowordcards.Step3:Practice1.Listenandfillintheblanks.Showthedialogueof“Let’stalk”withsomeblanksonthePPT.Thenplaytherecording.(出示课件)Studentstrytolistenandfillintheblankstocompletethedialogue.Theycanwritetheanswersintheirnotebooks.Iftheycan’twritedowntheanswers,theteachercanplaytherecordingonemoretime.Displayseveralstudents’answers.Checkandcorrectthemistakestogether.Choosethebestwork.Giveawordcardtothestudentasanaward.ShowtheanswersonthePPT.(出示课件)Askstudentstocheckandcorrecttheiranswers.Thenletthemreadthedialoguetogetheronce.2.Theturntablegame.(出示课件)（游戏说明:转盘上呈现一些不同活动的图片和词组，如:readbooks,cleantheroom,playfootball,cookdinner,drinktea。Step4:Extension1.Askandanswer.Showthepictureof“Askandanswer”andthesentencepatterns“—Doyouoften…ontheweekend?—Yes,Ido./No,Idon’t.”(出示课件)AsktwostudentstoreadthedialoguebetweenSarahandChenJie.Thenletstudentsworkinpairs.AskstudentstotrytousethephrasesandthesentencepatternsonthePPTtomakenewdialogues.Encouragestudentstothinkofmorephrasestomaketheirowndialogues.Makeamodelwithonestudent.T:Doyouoftenplaybasketballontheweekend?S1:Yes,Ido./No,Idon’t.Step5:Sum-up1.Showtime.Askseveralpairstostandupandshowtheirwork.Giveeachpairfourwordcardsasawards.2.Emotionaleducation.Askstudentstotrytocherishtheirtime,readmoreanddomoreexercise.作业Practicethedialogue.2.Dotheexercises.板书设计教学反思第5课时课时内容PartBLet’slearn&Groupwork上课时间审核人教材分析What：该课时描述了五位小伙伴在周末经常做的事情。陈洁经常洗衣服，麦克经常看电视，奥利佛经常做作业，艾米经常看书，张鹏经常踢足球。Why：通过该课时的学习，学生能够用更多的词汇表达周末经常做的事情，同时能够明白周末有着周末该做的事情，比如帮忙打扫家务，完成作业，进行体育活动等，使学生能够度过一个充实的周末How：该课时围绕周末常进行的活动展开“Doyouoftenwashyourclothes/watchTV/dohomework/readbooks/playfootballontheweekend?”教学目标Let’slearn·Listen,speak，readandwritethep