Unit 2 My week第3课时（教学设计）人教PEP版英语五年级上册

第三课时一、课时内容教科书第17页：B.Let’stry.Let’stalk.二、课时分析Let’stry是听力训练，为接下来的Let’stalk部分做了铺垫。Let’stalk围绕本单元的主题“我的一周”展开，呈现了张鹏与Sarah在公园相遇并讨论他们的日常活动的对话。对话中使用了句型“Doyouoftenreadbooks?/…Yes,Ido./No,Idon’t.”，对话发生在星期六的下午，地点在公园。通过这个对话，学生可以了解到Sarah正在公园里阅读一本故事书，但并不经常；而张鹏喜欢在公园里踢足球，因为他非常喜欢那个公园。这个对话扩展了学生的英语知识，引导他们熟悉“readbooks”（读书）和“playfootball”（踢足球）等动词短语。对话内容是从学生日常生活中提炼出来的典型实例，使学生在朗读对话时感到亲切和兴奋，因此学习新的句型和动词短语变得容易，也激发了学习兴趣，帮助学生增强学英语的自信心。这节课是本单元B部分的首节课，起到推进和拓展的作用，重点掌握句型“Doyouoften…?Yes,Ido./No,Idon’t.”和一些常用动词短语。为了巩固学生对这些新句型和动词短语的运用，设计了“Askandanswer”专项活动板块。这个板块呈现了关于日常活动的三组动词短语：“playping-pong”（打乒乓球），“playfootball”（踢足球），“listentomusic”（听音乐），并提供了两组以助动词do开头的一般疑问句和回答的例句。该板块旨在引导学生练习在一般疑问句中更换动词短语，扩展句型的适用范围，提升实际交流中的灵活性。在教学中，通过网络教学资源，我打算利用动画形式呈现对话内容，使其生动有趣，同时准备精心制作相关的PPT课件，采用分角色表演对话，鼓励学生自我表现，增强他们学习英语的信心。我还会设计情景游戏，以多种训练方式帮助学生熟练掌握重点短语和句型。三、课时目标学生能够通过听力活动预先感知对话中的核心短语和句型，并独立完成听力选图练习。学生能够在具体语境中准确理解动词短语“readbooks”和“playfootball”的含义，并能正确发音。学生能够在实际情境中灵活运用句型“Doyouoftenreadbooks?/…Yes,Ido./No,Idon’t.”来询问他人周末常做的活动并进行回答。学生能够借助图片和教师的指导，准确理解对话的大致内容，并有能力合理安排自己的周末生活。学生能够按照正确的意群、语音和语调流利地朗读对话。学生能够扮演不同角色，生动地表演对话内容。6.能够分角色表演对话。四、课时重难点重点（1）学生能够在特定语境下准确理解动词短语“readbooks”和“playfootball”的含义，并且能够正确发音。（2）学生能够在实际情境中灵活运用句型“Doyouoftenreadbooks?/…Yes,Ido./No,Idon’t.”，询问他人在周末常做的活动并作出回答。难点（1）学生能够根据正确的意群、语音和语调流利地朗读对话。（2）学生能够分角色生动表演对话内容。五、教学准备教师准备有关对话的动画课间，自制PPT幻灯片，自制本课时中的词卡、句卡，学生自制相关头饰。按照分组个数准备几个足球做道具。六、教学过程1.Warm-upActivity:(1)PlayEnglishSong"DaysoftheWeek"Activity:Playthesong"DaysoftheWeek"andengagestudentsindifferentways:chorussinging,callandresponse,andgroupsinging.Purpose:Elicitstudentparticipation,enthusiasm,andimmersioninEnglishthroughmusic.(2)LandmineGameActivity:Useflashcardstoshowthedaysoftheweek,including"Wednesday"(the"landmine").Studentsshoutoutthedaysoftheweek,butwhen"Wednesday"isshown,theyrespondwithaplayful"boom"sound.Purpose:Fungametoengagestudents'attention,reviewvocabulary,andcreateaninteractivelearningatmosphere.2.Introduction:(1)DialogueIntroductionActivity:Initiateaconversationwithstudentsaboutthedaysoftheweek,theirweekendactivities,andhobbies.Purpose:Reviewpreviouslessons,introducenewverbsrelatedtoweekendactivities,andcreateasmoothtransitiontothenewcontent.(2)ListeningActivityIntroductionActivity:AskquestionsrelatedtothelisteningmaterialaboutZhangPeng'sweekendplans.Purpose:Preparestudentstolistenforspecificinformationandhelpthemanticipatethecontentofthelisteningactivity.3.NewContentPresentation:(1)Learning"Let'sTalk"Dialogue:Activity:Playananimatedsceneofthe"Let'sTalk"dialoguefeaturingZhangPengandSarah.Havestudentsretellthedialoguecontent.Purpose:Helpstudentsunderstandthedialoguecontextandmainpoints.(2)GuidedQuestionsandAnswers:Activity:Engagestudentsinaquestion-and-answersessionrelatedtothedialogue,addressingtheirqueriesaboutnewvocabularyandsentencestructures.Purpose:Encourageactivestudentparticipation,addressdoubts,andenhancecomprehension.(3)VocabularyFocusandPronunciation:Activity:Displaycorephrases"playfootball,""readbooks,"and"inthispark"usingPPT.Havestudentspracticepronunciationthroughchoralrepetitionandindividualreading.Purpose:Solidifyvocabularyunderstandingandimprovepronunciationskills.(4)RolePlayPractice:Activity:Conductroleplaywherestudentstaketurnsenactingthedialogue.Studentscanplaydifferentroles,includingSarahandZhangPeng.Purpose:Enhancespeakingandlisteningskillswhileboostingstudents'confidence.4.PracticeActivities:(1)QuestionandAnswerPractice:Activity:Conductguidedpracticewithstudentsusingthe"Askandanswer"sectionfromthetextbook.Purpose:Reinforcegrammarstructuresandencouragestudentstoformulateandanswerquestions.(2)RoleSwapPractice:Activity:Organizepairsofstudentstopracticeroleswapsinthe"Askandanswer"dialogue.Allowthemtopracticefrommemory.Purpose:Fosterdialoguememorization,communicationskills,andcollaboration.(3)GuessingGame:Activity:Studentsguessactionsbasedontheirclassmates'demonstrationswithoutseeingtheprompt.Purpose:Improvelisteningandunderstandingskillsbyassociatingactionswithvocabulary.5.ClassSummary:Activity:Engagestudentsinsummarizingwhatthey'velearnedintheclass.Purpose:Ensurecomprehensionandprovidestudentsanopportunitytoconsolidatetheirlearning.Byincorporatingtheseactivitiesandinteractions,thelessonaimstomakelearningengaging,interactive,andeffectiveforyounglearners.Studentsareexposedtovariedactivitiesthatcatertodifferentlearningstylesandhelpthemre