五年级下册Unit 1 My day 第一课时教学设计.docx

Unit 1 My day 教学设计（Period 1）陈瑶湖镇戈排小学刘超一、教材内容分析这是本单元的第一课时。Lets try为与本课主题相关的听力练习。Lets talk为交际对话。本部分主要学习的核心句型是：When do you ? We at oclock. 教材通过张鹏询问新朋友Pedro在西班牙的学习与生活作息情况使学生感知上述句型的语义及语用情景。二、学生情况分析小学五年级的学生对英语学习有较浓的兴趣，能听懂一些英语课堂用语并能作答。他们在四年级下册Unit 2教材中，学生已经学习过关于时间和日常活动的英语，会运用句型What time is it now? Its Its time to/for 能看懂并制作时间表，能表达在什么时间做什么事情，对本课的学习有一定的知识储备，但由于对话较长，难度较大，所以本课的设计需从易到难，循序渐进。五年级的学生还具有一定的小组合作能力，所以能保证Role-play环节达到效果。3、 教学目标（一）知识与能力目标： （1）能够在语境中理解新词：“late”，“when”，“after”，“start”，“usually”，“Spain”，“eat dinner”的意思并能正确发音。（2）能够在情景中运用句型When do you ? I at 询问、回答某时做某事，并利用参考词汇finish class, go back to school, classes start就学校的课程安排时间进行问答。(3) 能够用正确的语音、语调、意群朗读对话，并能进行角色表演。（4）通过话题、功能、结构、任务有机结合的训练，提高学生用英语交际的能力。在自主性学习和成功的体验中，进一步提高学生学习英语的兴趣和积极性。(二)学习策略目标：训练学生的角色扮演能力，引导他们在调查、询问和学习语言的过程中学会思考如何更好地安排作息时间。（三）情感态度目标：（1）通过学习一天中不同时间段内学习和生活起居的情况，引导学生养成好的作息习惯。（2）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。（四）文化目标：让学生了解中西方小学生作息时间安排上的异同,教育学生养成良好的作息习惯。4、 教学重难点（一）教学重点能够在情景中运用句型When do you ? I at 询问、回答某时做某事。(二)教学难点对finish class, go back to school, classes start的理解及运用，了解不同的职业以及各个职业特定的作息时间。五、教学步骤1. Warm up（1）Enjoy the song “Wake up!”T: Boys and girls, first lets enjoy a song together.You can do and sing.T:What is this song about?Ss:.T:Yeah,its about our daily routines.(板书)Here “daily” means everyday and “routine” is about usual activities in particular time.Today we are going to talk about daily routines.(板书标题)(设计意图：通过与主题相关的歌曲视频导入，吸引学生注意，激发学生的学习兴趣。)（2）Do and sayAsk students to do and say the activities they hear in the song.(设计意图：一个简单的问题，让学生在快速从歌曲中获取答案的同时，回忆了旧知，边说边做，活跃了课堂气氛。)2.Presentation（1）Free talkT:Now I want to know something about your daily routines.When do you go to bed?(板书)Ss:.T:OK.For me,I go to bed at 11oclock.(板书At 11:00.)When do you go to bed?S1:At 12:00.T:At 12:00.Oh,I think thats too late.(板书late并带读)What about you?S2:At 7:00.T:Wow,thats so early.（板书early并带读）(设计意图：通过与学生讨论各自的晚上休息时间自然过渡到本部分的重点句型，做出及时评价让学生对良好的作息形成初步感知。)(2)Pair workAsk students to ask and answer the question in pairs.They can give the comments.(设计意图：立即操练重点句型并给出评价，“趁热打铁”，加深印象，难度适宜，大部分学生能完成。)(4) Lets tryShow some pictures of Pedro and Spain.Then ask them to finish the part of “Lets try”.(设计意图：通过介绍新朋友Pedro，让学生大概了解一下西班牙这个国家，增强学生的文化意识。)(5) Lets talkLets predictT:Now if you are Zhang Peng,what do you want to know?(设计意图：通过这个开放性问题启发学生的发散性思维，激发学生说英语的兴趣。)Give each student an exercise paper.Ask them to listen to the dialogue and tick the activities they hear.Ask them to listen again and write down the time beside the activities.Check the answers.Draw a clock on the blackboard.Ask some students to write down the activities according to the time.(设计意图：通过多次听课文录音让学生获取信息、解决问题，能提高他们的听力水平。)3.Practice(1) A challengeAsk students to be Pedro and try to answer Zhang Pengs questions according to the board design.One student to point.(设计意图：将较长的对话分解成两部分，降低难度，同时根据板书问答，学生能勇敢尝试。)(2) ReadingShow the video of the dialogue.Ask students to read after the tape sentence by sentence.Ask students to read the dialogue together.(设计意图：由整体感知到跟读再到齐读，层层递进，学生越来越熟练。)(3) Pair workAsk students to read the dialogue in roles and try to act it out.4. Consolidation:Role-playShow the head wears of taxi driver, cook, basketball player and doctor/nurse,then ask them to discuss the daily routines of these jobs and make their own dialogue.(设计意图：学生在角色扮演中进一步巩固核心句型When do you ? I at 也使学生在职业与特定作息时间之间建立联系。)5. SummaryT:These daily routines are not good for our health.I hope you can balance your life and