英语人教版五年级下册Unit 1 My day 教学设计（Period 1）.docx

Unit 1 My day 教学设计（Period 1）一、教材内容分析本部分主要学习的关键句型是：When do you ? We at oclock. 二、学生情况分析小学五年级的学生对英语学习有了一定的了解，并且能够通过教师的引导能进行简单的对话。他们已经能够运用句型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.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。三、教学目标（一）知识目标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。（二）能力目标能够听说读关键句型。（三）情感目标能够在生活中主动询问别人或对别人的询问能热情应答，学会相互关心。四、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的理解及运用五、教学步骤1. 热身（1）Bomb游戏：依次闪现eat lunch, go to bed, bomb,eat breakfast, 6:00, eat dinner, 12:00,bomb go to school, 7:30, get up, 11:40, bomb,have classesT: Boys and girls, please look at the screen carefully. Say out the times and phrases as quickly as you can.However,if the bomb shows up,you should keep silent and bury your heads.（2）The teacher act like a clock.One arm is the hour hand,the other is the minute hand.T:What time is it? S1:Its three OclockFree talk: What time do you ? I at T: We get up early from Monday to Friday, because we need to go to school. I usually go to school at 7:20. What about you, S1?S1: I go to school at T: Wow, you are so early! What time do you eat breakfast, S2?S2: I eat breakfast at T: Great! Now, please ask your partner about their time.设计意图：通过游戏和用旧句型What time is it ? ItsWhat time do you ? I at 进行问答让学生回顾旧知识，为接下来的学习做好准备。2. 呈现（1）情景介绍教师介绍新朋友Pedro，学生完成Lets try。T: We have a new friend this term. His name is Pedro. Where is he from? Guess.S1: Maybe he is from Canada. S2: Maybe he is from the USA.T: In fact, he is from Spain. Do you know this country? Let me show you some pictures. Pedro is new pupil here. Zhang Peng is talking with him. Listen and finish the exercise.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。（2）Lets predict教师呈现张鹏和Pedro聊天的图片，让学生思考1个问题：They are talking about the school life. What will Zhang Peng ask him?T: If you are Zhang Peng, what do you want to ask?S1: When do you get up?S2: When do you go to school?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。（3）听录音听三遍课文录音，快速记录下所能听懂的英语句子。设计意图：让学生对对话有初步的理解（4）分析文本教师呈现4个问题，学生带着问题再次听课文录音，回答问题：When does Pedro finish class in the morning?Where does Pedro eat lunch?When does Pedro go back to school after lunch?When does he usually eat dinner in Spain?在解答第4个问题时，借助问题Why does he eat dinner so late? 激发学生的好奇心，用以向学生介绍西班牙古怪的作息时间。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. 操练（1）补充信息遮住部分句子，补全对话：分为两个层次，第一次只遮住3个句子，第二次遮住5个句子。设计意图：该活动设计从易到难的递进练习，让学生更好地熟悉对话。（2）跟读练习完整看一遍对话视频，整体感知对话的语音、语调。看第二遍时，请学生跟着视频轻轻跟读对话。接着逐句跟着录音读。设计意图：对话较长，配音活动生动有趣，并配有字幕，学生能勇敢尝试。4. 拓展：Role-play教师呈现四种不同职业的头饰：taxi driver, cook, basketball player, doctor/nurse,鼓励学生跟着说一说职业名称。教师戴上taxi driver的头饰和一位学生示范，对话实例如下：T: Hi, Im a taxi driver.S1: Hi! When do you get up?T: I get up at