教学设计Thisismyday.doc

五年级英语下册Unit1 This Is My DayA. Read and write教学设计大峪六小 魏莹1. Analysis of Teaching Material本单元重点学习一天中不同时间内学习和生活起居情况的表达。本课时为第三课时阅读教学，主要是通过对话采访的形式介绍警察一天的作息情况，培养学生在实际情境中灵活运用相关作息活动的动词短语以及重点句型的能力。2. Analysis of students 前两课时学生们已经学习了相关作息活动的动词短语如eat breakfast, play sports等等以及重点句型“When do you”。大部分学生能够简单描述自己一天的作息时间表，但是学生的认知面相对狭窄，对其他职业的作息时间了解较少，而这也恰是学生们感兴趣的部分。因而本课时的教学主线是通过学习警察一天的作息情况，帮助学生开拓视野，了解不同的职业有不同的作息情况，并鼓励学生养成科学的作息习惯。3. Teaching Aims 1) Aims on the knowledgeSs can understand the dialogue and read it fluently and emotionally . Ss can listen, speak, read and write the sentences: When do you eat dinner? I eat dinner at 7:00 in the evening. / When do you get up? I usually get up at 12:00 noon.2) Aims on the abilitySs can use the four-skilled sentences in real situation.Ss can understand the speakers emotion. 3) Aims on the emotionSs can learn that different jobs may have different timetables.Ss can learn to make the scientific timetables for themselves.4. Key Points Ss can listen, speak, read and write the sentences: When do you eat dinner? I eat dinner at 7:00 in the evening. / When do you get up? I usually get up at 12:00 noon.5. Difficult Points Ss can use the four-skilled sentences in real situation.Ss can analyze and understand the speakers emotion. 6. Teaching Methods the Situational Approach, the Communicative Approach, the Task-based Language Teaching Approach7. Teaching Aidsradio, tape, pictures, PPT8. Teaching Procedure. Warm-up 1. Free talk: T asks some students one by one.T: Can I ask you some questions? S: Sure. (Help Ss to answer) T: Whats your name? S: ImT: What do you do? (Im a teacher. What do you do?) S: Im a student. (Help Ss to answer.)T: When do you get up? S: I usually get up at T: When do you S: I T: Thanks for telling me about your day.【设计意图】通过free talk的方式，一方面开门见山，提前渗透阅读中的生疏句子“Can I ask you some questions?/ What do you do?/ Thanks for telling me about your day.”及词汇noon以降低学习的难度；另一方面快速切入正题，在交流中培养学生的交际能力。T gives Ss the pictures of thumb-up as a reward.【设计意图】给回答流利的同学奖励点赞的图片。正面是点赞的手势，背面是不同职业的图片以及作息时间表，目的是将评价与之后的拓展内容相结合，增强趣味性。 2. T and Ss describe the timetable together:Our timetables are almost sametimetableget up 7:00 a.m.eat breakfast 7:15 a.m.go to school/ work 7:30 a.m.eat lunch 12:00 noonplay sports 3:00 p.m.eat dinner 6:30 p.m.go to bed 9:30 p.m.Stress: noon 12点左右【设计意图】即是复习重点句型When do you ，也是为后面的时间表对比环节做铺垫。. Presentation & Practice 1. Pre-reading T shows the picture of the policeman and asks questions. T: Who is he? Ss: He is a policeman. (Stress the pronunciation.) T: Is his timetable the same with us? Work in pairs and guess his timetable. timetable get up eat breakfast go to work eat lunch play sports eat dinner go to bed A: When do you ? B: .【设计意图】阅读前设计情境，给学生足够的时间猜测警察的作息时间，可以激发学生对即将读到的语言材料产生好奇心和浓厚的兴趣，唤起学生已有的知识经验。同时，让学生尝试在具体情境中练习运用重点句型。2. While-reading 1) Read silently and judge：Are you right? Is his timetable the same with us?【设计意图】初次默读后，提出概括性问题，考查学生对对话的初次印象，培养其整体把握文段的能力。2) Read again and finish his timetable. timetable 7:00 p.m. go to work go home5:00 a.m. 6:00 a.m. 12:00 noon 3:00 p.m.3) Compare our timetable with his timetable. (Present the two timetables together on the PPT.) Lead Ss to answer: Wow, so different! (With gesture)【设计意图】通过对比两个时间表，可以让学生更直观地感受到警察的特殊作息情况。另外引导学生发出感慨“Wow, so different!”是为下面的朗读加表情做情绪的铺垫。 4) Listen and follow. 【设计意图】一方面矫正发音，另一方面再次熟悉对话，为之后的加表情做准备。5) Read for full understand Read again and add the expression (加表情) in your book. For example:Amy: Excuse me. Can I ask you some questions? 【设计意图】设计给语句加表情这一教学环节，一方面可以调动学生的积极性与参与性，另一方面可以帮助学生深度挖掘文本，更好地理解对话者的心境，更真切地体会到警察职业的艰辛。 Discussion: I go to work at 9:00 in the evening. He likes his job. He is not happy. He is tired. 【设计意图】这个加表情小讨论，是为了活跃学生的思维，鼓励学生多角度考虑问题。让学生明白，答案不是唯一的，只要合情合理的都行。 Show time. Read the dialogue emotionally. Give Ss the pictures of thumb-up as a reward. 3. Post-reading Learn four-skilled sentences. T: Look at the two timetables. We choose a same one and a different one, and then write down. The same one: When do you eat dinner? I eat dinner at 7:00 in the evening. The different one: When do you get up? I usually get up at 12:00 noon. Extension 1. Let Ss take out the pictures of thumb- up and look at the back. At the same time, present the pictures on PPT. T: There are different jobs like the doctor，the cleaner，the worker and their timetables on the back. Work in pairs, try to make up a dialogue and introduce their days. A: Can I ask you some questions? B: Sure. A: a doctors day a cleaners day go to work6:30 p.m.eat dinner10:00 p.m.go home8:00 a.m.eat breakfast8:30 a.m.go to bed9:00 a.m.get up3:00 p.m.eat lunch3:30 p.m.get up3:30 a.m.go to work4:00 a.m.go home7:30 a.m.eat breakfast8:00 a.m.wash clothes9:00 a.m.go to work2:00 p.m.go home6:00 p.m.Lead Ss to say “Wow! So busy! They work so hard!”【设计意图】将评价与拓展活动相结合，可以调动学生的积极主动性；基于生活，以身边的职业为例，帮助学生真切感受到不同职业的不同作息时间，体会清洁工、医生的艰辛，启发学生尊重各种职业；以问答的方式在了解不同职业不同作息的同时练习四会句子，培养语言应用表达能力。 2) Introduce the football fans day.a football fans dayget up2:30 a.m.watch games3:00 a.m.eat breakfast7:30 a.m.go to work8:00 a.m.go home6:00 p.m.go to bed6:30 p.m.get up11:30 p.m. watch games0:00T: Wow! So crazy! Is that healthy?Ss: No. Its not healthy.【设计意图】引入当下的热门话题世界杯，将课堂学习与学生的兴趣、实际生活紧密结合；以疯狂球迷的不规律作息为例启发学生要科学安排作息时间。 . Homework Do an interview and make up a dialogue. s day (a driver, a farmer, a cook) 9. Blackboard Designeat dinner? I eat dinner at 7:00 in the evening. When do you get up? I usually get up at 12:00