2019-2020年五年级英语下册 Unit 1(14)教案 人教(PEP).doc

2019-2020年五年级英语下册 Unit 1(14)教案 人教(PEP)PEP Book6Unit1 This is my dayPart(A)Read and write学习目标语言知识语言技能情感态度能够听、说、读、写句型：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 at noon.能读懂对话，并能根据实际情况替换句型熟练运用。培养学生对于日常生活的总结及热爱。养成良好的作息时间及学习与运动的比例。重点掌握四会句子：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 at noon .难点Policeman与in the evening ,in the afternoon的发音教具录音机及录音带，单词卡片.教学过程环节师生活动设计意图Preparation准备活动1. Lets sing.教师在播放录音时集中复习单词词组:do morning exercises have English class eat breakfast eat lunch eat dinner play sports get up，go to school do homework go to bed。2.Free talk.(口语练习) When do you get up? At 6:00. What about you? I usually get up at 6:30. When do you eat breakfast At 6:20. When do you go to school? At 7:00. 音乐节奏感强，学生乐于接受，并能训练学生的乐感及听说技能。感觉与欣赏并存；放松与紧张并重。让学生在唱歌的同时对歌曲的内容有大概的了解，对歌曲中的单词有所认识，为下面知识的学习做好铺垫。学习相关的内容可以锻炼学生合理地组织语言及运用语言的能力。P re-reading阅读前活动1.Lets start: Superstar“风采明星”(1)教师出示句子：I get up at 6:30 in the morning.I go to work at 7:20 in the morning.I play sports at 3:30 in the afternoon.I go to bed at 10:00 in the evening.I get up at 12:00 at noon.I go to work at 9:00 in the evening.I play sports at 3:00 in the afternoon.I go to bed at 7:00 in the morning.(2)请学生朗读后判断，哪组句子的作息时间更符合我们的生活实际。(3)教师说：Yes, Part A is my timetable. (指着相应的句子) I dont go to bed at 7:00 in the morning. But some people really go to bed at 7:00 in the morning. Who are they？Hello. I am a policeman. Part B is my timetable.2.Lets learnA: Execuse me. Can I ask you some questions?B: Sure.A: What do you do? (你是做什么的?)B: I am a policeman.A: Thank you for telling me about you.B: You are wele.studentfarmerdoctorteacherdrivernursepolicemanThank you for doing something.如:1.Thank you for helping me.2.Thank you for ing here.3.Thank your for washing my clothes.4.Thank you for giving me a gift.感觉与欣赏并存；放松与紧张并重。合理的情境可以让学生正确理解单词的意义。并通过各种有效的途径去强化其在学生脑中的印像。语言的主要目的在于交际,有交际的句子才是真正有用的语言.彼此交换这种思想，那么，我们每个人将各有两种思想”(萧伯纳语)的双赢效果。同时，它也给学生“学会合作”提供了良机。In-reading阅读中活动1.General reading略读简单判断： I am a policeman. ( ) I play sports at about 3:00 in the afternoon. ( )2.Detailed reading细读细读文章，并选择中下列问题的正确答案：-When do you go to work? - I go to work _.A: at 9:00 in the evening B: at 9:00 in the morning-Do you go home at 5:00 in the morning? -_A: Yes, I do. B: No, I dont.3.Read and write读写I dinner eat 7:00 at the in evening(.) usually I get up at at 12:00 noon(.)4.Listen to the tape听音看录像，听出主句型。模仿。5.Read aloud朗读个人自由朗读小组合作朗读全体学生齐读通过简单判断，给与学生阅读的自信并通过快速阅读理解语篇的大意。培养学生获取信息、处理信息的能力。落实到写。阅读前可布置书上的填空题或教师设计的书面练习.强调书写句子时，首字母应大写，加强指导。通过看录像或听录音听模仿语音语调。大声朗读培养朗读能力、增强语感。Post-reding阅读后活动1.表演2.Write a report.(小组内谈论后写报告)在阅读后的扩展活动环节，要求学生全体参与，在真实自然的任务型活动中扩展运用阅读信息。整理成语言，形成一定的语言系统。以学生喜爱的竞赛形式激发学生学习并运用语言的兴趣。让学生展现自我风采，超越自我。板 书设计Unit1 This is my day Part(A)Read and write7:00p.m.go to workgo home5:00a.m.6:00a.m.12:00 at noon3:00p.m.句子:When do you eat dinner?I eat dinner at 7:00 in the evening.教学反思附送：2019-2020年五年级英语下册 Unit 1(15)教案 人教(PEP)PEP Book6Unit1 This is my dayPart(B) Lets learn学习目标语言知识语言技能情感态度能够听、说、读、写本课时四会动词短语：climb mountains , go shopping , play the piano , visit grandparents , go hiking 。能读懂对话，并能根据实际情况替换句型熟练运用。培养学生对于日常生活的总结及热爱。养成良好的作息时间及学习与运动的比例。重点掌握四会单词及相关的句子.难点单词mountain引导学生分音节模仿读音，掌握拼写，强调字母组合ou发au，ai发ei。将单词grandparents分为grand和parents让学生掌握。教具录音机及录音带，单词卡片.教学过程环节师生活动设计意图Preparation准备活动1.Free talk.(口语练习) When do you get up? At 6:00. What about you? I usually get up at 6:30. When do you eat breakfast At 6:20. When do you go to school? At 7:00. And you? At 7:00,too.2. Lets sing.On Saturdays and Sundays, we dont go to school. It is fun.教师引导学生将歌词中的The weekend 换成Saturdays and Sundays , 再唱一遍歌曲。学习相关的内容可以锻炼学生合理地组织语言及运用语言的能力。音乐节奏感强，学生乐于接受，并能训练学生的乐感及听说技能。感觉与欣赏并存；放松与紧张并重。让学生在唱歌的同时对歌曲的内容有大概的了解，对歌曲中的单词有所认识，为下面知识的学习做好铺垫。Presentation新知呈现出示单词图片climb mountains，听录音，学生模仿，教师强调climb中b不发音，mountain中的ou发au，ai发ei，帮助学生快速记忆。教师说：We can climb mountains on the weekend. We also can go hiking. 出示图片go hiking，学生模仿发音，教师提示学生中文意思；教师说：I often climb mountain/ go hiking.请学生根据自己的生活实际模仿说句子；引导学生认识hikehikinggo hiking的变化。教师出示单词：shop，请学生朗读并说出意思；引导学生根据hikego hiking的变化规律说出“购物”的动词词组go shopping。呈现play the piano的图片，教师指着“钢琴”说：Look，it is a piano. 领读单词piano，启发学生说出单词中字母的发音，及时记忆；教师提问：Can you play the piano？引导学生回答后做连锁问答。教师出示自己父母的照片：They are my parents. I often visit my parents on the weekend. 领读动词visit，启发学生说出意思；然后让学生根据自己的实际情况说：I often visit my uncle/aunt . on the weekend.出示自己祖父母的照片：They are not my parents. They are my parents parents grandparents.领读单词：grandparents；提示学生将grandparents分为grand和parents来记忆。教师提问：Who often visit grandparents on the weekend? 引导学生说句子：I often visit grandparents on the weekend.感觉与欣赏并存；放松与紧张并重。合理的情境可以让学生正确理解单词的意义。并通过各种有效的途径去强化其在学生脑中的印像。语言的主要目的在于交际,有交际的句子才是真正有用的语言.通过对于简单单词的拼写,为下一步的书写打下了一定的基础,学生乐于去接受。Practice巩固练习活动设计：听Lets learn录音、模仿并表演活动设计: Lets play(1) 把词组卡片剪开，使每张小卡片只有一个单词；将小卡片分别发给一些学生。允许手中有卡片的学生下座位，寻找自己的单词和谁的单词能组成短语，找到后立刻站在一起。教师做动作，拿着相应短语卡片的几个同学马上跑道前面，出示卡片，大声朗读，其他同学进行判断并跟读。(2) 在连锁问答中创新歌谣：A：Every weekend I . What do you do? B：Every weekend I . What do you do? C：. D：. 活动设计:：Survey教师为每组提供调查表问答结构：A：What do you do on the weekend? B：I usually/sometimes/often.on the weekendActivitiesTick or crossplay the pianovisit grandparentsgo hikingplay sportsclimb mountainsgo shopping学生两人一组完成调查表，教师巡视指导，尤其帮助学生进行问句的表达。随之写总结报告。听录音是学生在模仿阶段最好的方法之一，起到听音正音的作用。当然表演也是他们最爱的活动之一。在趣味活动中巩固短语的拼写、发音和意思，同时培养学生的合作意识。在轻松的节奏中巩固单词的发音，模仿标准的语音语调。轻松活泼有效的游戏可以锻炼学生合理地组织语言及运用语言的能力。游戏的吸引力对于孩子来说无疑就是放松加练习的好时间。教师在学任何游戏之前都要做好清楚的model.Production输出运用课外活动设计：单词图画解。如:climb mountains学生作品:注解:小李li波波波b地去