PEP五年级下册Unit1 PartA 第一课时教学设计.docx

Unit1第1课时教学设计【内容来源】人教版pep五下Unit1【主题】My day【课时】第1课时：A Lets try. Lets talk.一、目标依据依据新课标，要求小学五年级学生能借助图片、图像、手势听懂简单的话语或录音材料；能听懂课堂活动中简单的提问；能听懂常用指令和要求并做出适当的反应；能在口头表达中做到发音清楚、语调基本达意；能就所熟悉的个人情况进行简短对话；能按要求用简单的英语做游戏，能体会到英语学习的乐趣；在学习中集中注意力；敢于开口，表达中不怕出错误；积极参与各种课堂学习活动，积极与他人合作，共同完成学习任务。二、教材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，通过Zhang Peng询问Pedro在西班牙的作息时间来学习如何询问别人的作息时间并作答。三、学情分析在四年级下册Unit2教材中，学生已经学习过一些表示日常活动的动词短语，本节课将在此基础上学习如何询问别人的作息时间并作答。四、教学目标1. 能听懂对话，能够用正确的语音、语调并按意群朗读对话。2. 能够在情景中运用句型“When do you (usually) ?”询问他人的作息时间并作答。3. 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。五、教学重难点1. 重点：在情景中运用句型“When do you (usually) ?”询问他人的作息时间并作答。2. 难点：单词“usually”表示的频率及其用法；“at +时间点”表示“在某个具体的时间点”。（此难点为预设难点，教师可根据班里实际情况调整）六、教学评价1. 通过仿读课文及分角色朗读能用正确的语音、语调来表演课文中对话。（检测目标1的达成情况）2. 通过Role-play及“Pairwork”能运用重点句型。（检测目标2的达成情况）3. 通过教师创设的语境及仿读课文来理解新词的意思并正确发音。（检测目标3的达成情况）七、教学过程Step 1:Warm-up1. Sing a song【设计意图】播放四年级下册Unit 2 B Lets sing歌曲“Its twelve oclock”，学生跟唱，活跃气氛。2. Greeting3. Free-talk T:What time is it? Ss:Its . Its time to(for) .【设计意图】 教师出示钟表，钟表时间分别为：6:30、7：30、12:00、4:00、9:00，师生用四下学过的What time is it? Its . Its time to(for) .操练句型，复习旧知。Step 2:lead-inT:Look at the clock,its 8:00 now. Its time to start class.T:Look at the clock,its 11:30 now. Its time to finish class.(To learn the new phrases: start class/ finish class)T: We start class at 8:00 . If you go to school at 6:00, you are too early. If you go to school at 8:10, you are too late.(To show the new words” early /late” and learn them.)T: This is our timetable.(to show the topic: My day) lets talk about the day.We start class at 8:00 a.m.We finish class at 11:30a.m.We eat lunch at school at 12:00a.m.T: I have a new friend ,his name is Pedro.Where is he from?Guess! (To show “Spain” and learn it)【设计意图】学习新词，解决局部文本，为后面学习扫清障碍。T: Whats his timetable in Spain? Do you want to know?lets listen.Step 3：Presentation1. Lets try.T:Where are Zhangpeng&Pedro?listen and tick.(2)listen to the tape and tick。(3) listen again and check2. Lets talk.Look and guess.T: Look! Who are they? Where is Pedro from? What are they talking about?【设计意图】呈现本课话题情景，引导学生通过本课图片与提示主动思考，猜测Zhangpeng与Pedro的对话主题：timetable及预测谈话内容。教师通过图片引导学生将形象内容转化为抽象的推理，组织已有的语言将图片中Zhangpeng&Pedro的手势及其它关键信息大胆预测和表达，培养学生思维和扑捉信息的能力。Read and thinkT: They are talking about the timetable.But some sentences are missing.Can you find out?【设计意图】通过“Skeleton骨架文本”的解构文本，学生在猜测挖空句型的过程中，体现学生的主体地位和引导学生主动探究学习。Discuss and sayT:Why do you choose the sentences? 【设计意图】通过小组讨论学会积极与他人合作，用沟通与交流共同完成学习任务。培养学生合作意识和分析推理的能力。Listen and checkListen to the tape and check.【设计意图】利用检查自己答案的方式，让学生带着问题有针对性有目的的听录音。培养学生有针对性地解决问题的意识和在录音中获取关键信息的听力能力。 Watch and readWatch the video and then read the dialogue.【设计意图】看动画跟读，有效掌握核心句型的语音、语用和语言形式，进一步掌握知识，拓展学生的综合运用语言的能力。Step 4.PracticeRead and imitate.T: Please read after the tape. Pay attention to the pronunciation and the tone.【设计意图】引导学生根据升降符号进行尝试读对话，通过模仿来感知语言的语义功能并初步进行朗读。have a role playRead in pairs, try to act it out【设计意图】让学生通过分角色朗读课文、表演练习的活动，操练与内化对话文本内容，同时也为下一环节做好准备。Pairwork: Ask and answerWhen do you (usually)? I (usually) at oclock.【设计意图】通过问答练习，询问日常作息时间，操练核心句型，巩固核心句型，也为下个环节建构新的文本做准备。Make a new dialogueTo show a cleaners timetable and make a new dialogue with the new sentences。Hi，can I interview you for my school paper?Sure .What do you do?Im a _.When do you get up? I get up atWhen do you go to work?I go to work at 【设计意图】最后输出语言，利用一位清洁工的作息时间表，采访这位清洁工，进行创造性文本重构。培养学生创新性思维，学生的英语的核心素养，最终把学习的语言运用到实际生活中，达到语言的综合运用目的。Step 5.Affective educationEnjoy a video【设计意图】利用视频展现学生日常生活作息时间，使学生感知合理正确安排作息时间的重要性。Step 5: Summarywhat have you learnt this lesson? Can you talk about your day at school?Step 6.HomeworkDo a surveyMake a timetable and talk about it.Make a report.【设计意图】鼓励学生将学到的语言知识运用到实际生活中，进一步拓展语用功能，真正达到语言学习目标。八，【板书设计】Unit1When do you