人教版PEP版英语五年级下册全册教案

人教PEP版英语五年级下册全册教案设计

Unit1Myday教材分析本单元学习的主题是日常学习生活以及周末活动安排。教学重点是能够听、说、读、写核心句型“—Whendoyou…?—Iusually/often…at…”“—Whatdoyoudoontheweekend/Saturdays/Sundays?—Iusually/often…”；能够听、说、读、写五个有关日常作息活动的短语：domorningexercises,eatbreakfast,have…class,playsports,eatdinner；能够听、说、读、写四个日常活动的短语：cleanmyroom,goforawalk,goshopping,takeadancingclass。教学目标知识与能力目标:•能够听､说､读､写句型:“—Whendoyoufinishclassinthemorning?—Wefinishclassat1o’clock.”“—Whatdoyoudoontheweekend?—IoftenwatchTVandplayping-pongwithmyfather./Iusuallywashmyclothes./SometimesIcookdinner.”•能够在情境中运用以下句型询问并回答某人的日常作息与周末安排:—Whendoyoufinishclassinthemorning?—Wefinishclassat1o’clock.—Whatdoyoudoontheweekend?—IoftenwatchTVandplayping-pongwithmyfather.•能够在语境中理解词汇“finishclass,gobacktoschool,classesstart”,并能就学校的课程安排时间进行问答;能够理解句型“Whyareyoushoppingtoday?”“I’malsohard-working.”的意思,并能正确发音•能够听､说､读､写五个有关日常作息活动的短语:domorningexercises,eatbreakfast,haveclass,playsports,eatdinner;能够听､说､读､写四个日常活动的短语:cleanmyroom,goforawalk,goshopping,takeadancingclass;能够在语境中正确运用这些短语询问并回答关于日常作息和周末安排的问题､描述日常活动与周末安排•能够运用核心词汇完成关于日常作息的问答活动,完成调查及填表活动并根据结果展开问答•能够按照正确的语音､语调､意群朗读对话,并能进行角色扮演•能够在图片的帮助下理解Robin的台词;能够按照正确的语音､语调､意群朗读Robin的台词;能够运用核心句型完成书信填写任务•能够掌握字母组合cl和pl的发音规则,即cl和pl在单词中的发音分别为/kl/和/pl/•能够读出符合cl和pl的发音规则的单词,并能够根据发音拼写出符合cl和pl的发音规则的单词•能够在单线上完成抄写句子的活动,做到书写规范情感态度､文化意识､学习策略目标:•能够在生活中主动询问别人或对别人的询问能热情应答,相互了解各自的日常学习及生活情况•能够合理安排日常学习和周末活动•能够了解学校及社会生活中相关活动的名称,激发学生热爱学习､热爱生活的美好情感•能够根据cl/pl的发音规则拼读､拼写单词课时安排第一课时:PartA Let’stry&Let’stalk第二课时:PartA Let’slearn&Askandwrite第三课时:PartA Let’sspell第四课时:PartB Let’stry&Let’stalk第五课时:PartB Let’slearn&Doasurvey第六课时:PartB Readandwrite&Let’scheck&Let’swrapitup

Thefirstperiod(第一课时)PartALet’stry&Let’stalk▶教学内容与目标课时教学内容课时教学目标Let’stry•能够从听觉上感知新句型,并根据录音选出适当的图片Let’stalk•能够通过观察､谈论Let’stalk板块的图片,在图片､PPT和教师的帮助下理解对话大意•能够通过听录音,学会按照正确的语音､语调及意群朗读对话,并能在小组中进行角色扮演•能够在情境中运用句型“—Whendoyou…?—Iusually/often…at…”询问和回答作息安排•能够在语境中借助图片等帮助理解频率副词“usually,often,always,sometimes”的意思,并能正确发音▶教学重点能够在实际语境中运用句型“—Whendoyou?—Iusually/oftenat”来问答作息时间｡▶教学难点能够听懂对话大意,并能用正确的语音､语调及意群朗读对话｡▶教学准备1.预习本课时的相关内容｡2.PPT课件､课文录音､视频､头饰等｡Teachingpurpose①通过活泼有趣的小游戏，复习时间的表达，将学生迅速带入到英语课堂中来。通过播放小视频，呈现教师一天的时间安排，拉近与学生的距离，为授新课做好铺垫。Teachingpurpose①通过活泼有趣的小游戏，复习时间的表达，将学生迅速带入到英语课堂中来。通过播放小视频，呈现教师一天的时间安排，拉近与学生的距离，为授新课做好铺垫。Step1:Warm-up&Lead-in①1.Greetings.2.Playagame.Wolf,Wolf,whattimeisitnow?T:Now,youarethewolf.Iask,andyouanswer.(课件出示:显示不同时间的图片,如:8点､10点､12点､1点等)T:Wolf,Wolf,whattimeisitnow?Ss:It’seighto’clock/teno’clock/twelveo’clock/oneo’clock/3.Showavideotostudents.Teachingpurpose②Teachingpurpose②此处只出现时间，不出现要做的事，让学生进行猜测，极大地激励学生积极动脑､参与课堂，迅速掀起课堂小高潮。(课件出示:一段“教师的一天”的视频)Step2:Presentation1.Guesstheteacher’stimetable.②Showtheteacher’stimetable.(课件出示:一张教师的时间安排表)Onlyshowthetime.Askstudentstoguesswhattheteacherdoes.T:Guess,whatdoIdoat6:00?Ss:Getupat6:00?T:Youareright.T:WhatdoIdoat6:30?Teachingpurpose③Teachingpurpose③学生两人一组，结合教师的时间安排表进行句型练习。T:No,Ieatbreakfast.WhatdoIdoat8:00?Ss:Gotoschool?T:Oh,Istartclassat8:00.(Writedown“startclass”ontheblackboard.)Teach“finishclass”inthesameway.2.Pairwork.③Onestudentplaystheteacher.Theotherplaysareporterandasksquestionsaccordingtotheteacher’stimetable.S1:Whendoyou…?S2:I…at…3.Learn“usually,often,always,sometimes”.④Teachingpurpose④通过观看主情景图，以提问等形式引出频率副词，并以表格形式呈现给学生，帮助学生理解与掌握。Showthepictureofmainscene.(课件出示:Teachingpurpose④通过观看主情景图，以提问等形式引出频率副词，并以表格形式呈现给学生，帮助学生理解与掌握。①Whoarethey?②Whataretheytalkingabout?Afterthat,theteachershowsatimetableofPedro.(课件出示:教材人物Pedro的时间安排表)T:WhendoesPedrogetup?Teachingpurpose⑤Teachingpurpose⑤此部分为听力活动，培养学生的听力策略。与Let’stalk板块紧密相关，为对话教学做好铺垫。T:WhendoesPedrostartclass?Ss:Usuallyat9o’clock.Theteacherexplainsthemeaningsof“usually,often,always,sometimes”.(课件出示:频率副词频率分析表)4.Learn“Let’stry”.⑤(1)Studentswatchthethreepicturescarefullyandpredict:WhereareZhangPengandPedro?（课件出示：Let’stry的图片）Answer:Theyareintheclassroom.(2)Listenandtick.(3)Checktheanswertogether.(出示课件)Teachingpurpose⑥由于前面的铺垫，学生能够快速反应过来对话是讲PedroTeachingpurpose⑥由于前面的铺垫，学生能够快速反应过来对话是讲Pedro的作息安排，并能从课文中快速找到相应的活动与时间。(1)Fastreading.Showthepictureof“Let’stalk”.(课件出示:Let’stalk情景图)T:Look!AreZhangPengandPedrointheclassroomnow?Ss:No.T:Youareright.Theyarewalkingandtalkingnow.Whataretheytalkingabout?Readthetextandfindouttheanswer.Studentsreadandfindouttheanswer.Ss:Theyaretalkingaboutthetimetable.(课件出示:西班牙国旗和地图)T:PedrocomesfromSpain,abeautifulcountryinEurope.DoeshehavethesametimetablewithZhangPeng?Ss:No,hedoesn’t.(2)Readagainandmatch.(3)Fillintheblanks.Teachingpurpose⑦Teachingpurpose⑦通过对话，学生可以了解不同国家的学校作息时间不同之处，感受东西方文化的差异，同时进一步在情境中操练对话。(4)Checktheanswers.⑦Writedownthesentencestructures“—Whendoyou?—I…at…”ontheblackboard.T:WhendoesPedroeatdinner?S1:Usuallyat9:30or10o’clock.T:Whendoyoueatdinner?S2:Usuallyat6o’clock.T:Whatdoyoudoat9:30or10o’clockintheevening?S3:Gotobed.T:ButPedrousuallyeatsdinnerat9:30or10o’clockintheevening.Sowecansay,“Wow,that’stoolate!”Studentsreadthesentenceaftertheteacher.Step3:Practice1.Readandact.⑧Teachingpurpose⑧引导学生按照正确的语音､Teachingpurpose⑧引导学生按照正确的语音､语调及意群朗读对话，并能在小组中进行角色扮演。(2)Studentspracticethedialogueingroups.(3)Actout.2.Makeanewdialogue.Askstudentstotalkaboutthetimetablesoftheirowns.Thenmakeadialogueinpairs.Teachingpurpose⑨通过创设自然真实的情境，让学生进行角色扮演，合理运用所学语言表达作息安排，巩固核心句型，培养学生的综合运用语言能力。对学生进行情感教育：要尊重每种职业。Teachingpurpose⑨通过创设自然真实的情境，让学生进行角色扮演，合理运用所学语言表达作息安排，巩固核心句型，培养学生的综合运用语言能力。对学生进行情感教育：要尊重每种职业。1.Lookandtalk.(课件出示:不同职业的人的时间安排表)Letstudentswatchdifferentpeople’stimetablesandtalkaboutthem.2.Role-play.(1)Askandanswer.Preparetheheadwearofadriver,acook,abasketballplayerandadoctor.T:(Showtheheadwearofadriver)Whatdoyoudo?S1:I’madriver.T:(Showtheheadwearofabasketballplayer)Whatdoyoudo?S2:I’mabasketballplayer.(2)Makeamodel.T:Hello,Cook,whendoyougetup?S1:Iusuallygetupat5:00o’clock.Hello!Nurse,whendoyouhavelunch?T:Ioftenhavelunchat2:00o’clock.(3)Studentsworkingroups.(4)Showtime.Summary:Laborcreatesbeauty.Everyonehashis/hervalue.Weshouldrespectthejobsofotherpeople.▶板书设计▶作业设计1.Practicethedialogue.2.Dotheexercises.▶教学反思1.整个教学设计流程清晰,由易到难,层层递进,很好地达成了课程教学目标｡2.活动丰富多样,有视频､动画､角色扮演等形式,贴近学生实际生活,寓教于乐｡3.以问题为导向,创造“信息沟”,激励学生动脑动口,参与到课堂学习中来｡4.板书设计清晰明了,重点突出,起到了很好的辅助作用｡▶TeachingContents&TeachingAimsLet’stry•Beabletoperceivethenewsentencestructuresfromtheauditory,andbeabletolistentothedialogueandchoosetherightpicture.Let’stalk•Beabletounderstandthemainideaofthedialoguebyobservingandtalkingaboutthepictures.•Beabletoreadthedialogueandactout.•Usethesentencestructures“—Whendoyou…?—Iusually…at…”properly.•Beabletounderstandthemeaningofthefrequencyadverbs“usually,often,always,sometimes”inthecontextandpronouncethemcorrectly.▶TeachingPriorities•Beabletounderstandthesamplesentences.Trytoimitatethesentencestructures.▶TeachingDifficulties•Beabletoreadthedialoguecorrectlyandfluently.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Playagame.3.Showavideotostudents.1.Greetings.2.Playagame.3.Watchthevideo.Cultivatestudents’learninginterest.Leadinthetopic.Presentation1.Guesstheteacher’stimetable.Learnthenewphrases.Create“informationgap”tohelpstudentslearnthenewphrases.2.Pairwork.Practisethesentencestructures.Practisethemainsentencestoprepareforthenextpart.3.Learn“usually,often,always,sometimes”.Observethepictureofmainsceneandanswerthequestions.Understandthemeaningsofthewords“usually,often,always,sometimes”.Practisesentencesandgettoknowthemeaningsoffrequencyadverbs.4.Learn“Let’stry”.Predictthepicture.Listentotherecordingandticktherightone.Developthelisteningstrategiesofstudentsandpreparefor“Let’stalk”.5.Learn“Let’stalk”.(1)Fastreading.(2)Readagainandmatch.(3)Fillintheblanks.(4)Checktheanswers.Readthetext.Finishtheexercises.Checktheanswerswiththeteacher.Understandthemainideaofthetext.Practicethekeysentencestructures.Cultivatestudents’analyticalandlogicalthinkingability.Practice1.Readandact.Readaftertherecording.Practiceandactout.Makesurethestudentsreadthedialoguecorrectlyandfluently.2.Makeanewdialogue.Workinpairstosharethetimetablesoftheirowns.Practisethedialogue.Consolidation&Extension1.Lookandtalk.1.Lookatdifferentpeople’stimetablesandtalkaboutthem.Createanaturalrealitysituation.Studentscanusethesentencesreasonably.Cultivatestudents’comprehensivelanguageusingability.2.Role-play.2.Dotherole-play.Homework1.Practicethedialogue.2.Dotheexercises.

Thesecondperiod(第二课时)PartALet’slearn&Askandwrite▶教学内容与目标课时教学内容课时教学目标Let’slearn•够听､说､读､写以下短语:domorningexercises,eatbreakfast,haveclass,playsports,eatdinner•能够运用句型“—Whendoyoudomorningexercises/…?—Iusuallyat”询问和回答日常活动的时间安排•能够学会合理安排作息,珍惜时间,养成良好的作息习惯Askandwrite•能够在语境中正确运用重点短语及句型;能够关心或了解同学的日常生活安排｡▶教学重点能够听､说､读､写本课时的五个动词短语｡▶教学难点能够在实际语境中运用关于作息时间的句型“—Whendoyou?—Iusually/oftenat”进行交流｡▶教学准备1.预习本课时的相关内容｡2.PPT课件､课文录音､视频等｡▶教学过程Step1:Warm-up&Revision1.Greetings.2.Singasong—Daysoftheweek.(出示课件)Teachingpurpose①通过TPR热身活动，复习之前学过的动词Teachingpurpose①通过TPR热身活动，复习之前学过的动词短语，帮助学生迅速进入状态，为教授新的短语做好铺垫。Showpicturesofsomeactivities.(e.g.,watchTV,readbooks,listentomusic,dohomework…)Studentsdotheactionsandsaythephrasesquickly.T:Everybody,standup.Let’ssayanddoquickly!Herewego!S1:WatchTV.(withaction)S2:Readbooks.(withaction)S3:Listentomusic.(withaction)S4:Watertheflowers.(withaction)S:…Step2:Presentation1.Learn“domorningexercises”and“a.m.”.②T:Look!OurnewfriendPedroiscoming.HeisfromSpain.Whatdoeshedoeveryday?Let’shavealook.Teachingpurpose②呈现课文情景图，让学生迅速置身于语境之中，开始短语的学习。(课件出示:Let’slearnTeachingpurpose②呈现课文情景图，让学生迅速置身于语境之中，开始短语的学习。T:WhatdoesPedrodo?(Theteacherdoestheaction.)Ss:Domorningexercises.T:Good!Domorningexercises.(Showtheflashcard,studentsreadthephrasetogether.Thentheteacherwritesdown“domorningexercises”ontheblackboard.Askstudentstopayattentiontothepronunciationof“exercises”.)T:WhendoesPedrousuallydomorningexercises?Ss:At7o’clock.T:Yes,at7:00a.m.(Writedown“a.m.”ontheblackboard.)T:“a.m.”means“inthemorning”.Whendoyouusuallydomorningexercises?Ss:At________.T:Oh,youcansay:Idomorningexercisesat________a.m.Teachingpurpose③让学生扮演PedroTeachingpurpose③让学生扮演Pedro，用第一人称回答作息时间安排，非常有代入感。了解Pedro的吃饭时间后，教师马上询问班上学生的真实作息时间安排，让所学知识融入学生生活，加深学生记忆。(1)T:Class!YouarePedronow.Pedro,whendoyoueatbreakfast?(课件出示:Let’slearn吃早饭及其时间的图)Ss:Ieatbreakfastat8:00a.m.Showtheflashcard,studentsreadthephrasetogether.ThenboysPKgirls.(Writedown“eatbreakfast”ontheblackboard.)T:Ieatbreakfastat7:30a.m.Whendoyoueatbreakfast,S1?S1:Ieatbreakfastat…T:Whataboutyou?S2,S3,S4…S2/S3/S4:Ieatbreakfastat(2)Pairwork.Studentsdothepairworkandthenhaveashow.A:Whendoyoueatbreakfast?Teachingpurpose④Teachingpurpose④呈现学生学过的教材封面，以贴近学生学习生活的方式，让学生学习“have…class”，真实而又自然。3.Learn“have…class”.④(1)ShowtheclassscheduleonMonday.(课件出示：一张星期一的课程安排表)T:TodayisMonday.WhatclassdoyouhaveonMondays?Ss:WehaveChinese/English/maths/class.T:Pedro,whendoyouhaveEnglishclass?(课件出示:Let’slearn上英语课及其时间的图)Ss:IhaveEnglishclassat9:00a.m.(Writedown“have…class”ontheblackboard.)Studentsreadaftertheteacher.Theteacherchecksthepronunciation.(2)Showsomecoversofthetextbooks.Letstudentspractise“have…class”.(课件出示:一些学科的教材封面图)Teachingpurpose⑤设置扔球小游戏，一方面让学生体会“playTeachingpurpose⑤设置扔球小游戏，一方面让学生体会“playsports”的含义，另一方面制造紧张又刺激的氛围，让学生集中注意力。(课件出示:Let’slearn做运动及其时间的图)T:Pedro,wehavestudiedallday.Let’splaysportstogether.(Writedown“playsports”ontheblackboard.)Studentsreadaftertheteacher.T:Pedro,whendoyouplaysports?Ss:Iplaysportsat6:00p.m.T:Good!“p.m.”means“intheafternoon”.(Writedown“p.m.”ontheblackboard.)TheteachertakesoutatoyballandthrowsittoS1.T:S1,whendoyouplaysports?S1:IplaysportsatT:Great!Passtheballtothenextoneandaskhimorher,“Whendoyouplaysports?”S1:WhendoyouS2:…S3:……5.Learn“eatdinner”.(课件出示:Let’slearn吃晚饭及其时间的图)T:Afterplayingsports,Iamtiredandhungry.It’stimetoeatdinner.Teachingpurpose⑥让学生尝试完整表达PedroTeachingpurpose⑥让学生尝试完整表达Pedro的时间安排，为之后的拓展做好铺垫。Studentsreadaftertheteacher.T:Pedro,whendoyoueatdinner?Ss:Ieatdinnerat9:00p.m.T:Oh,that’stoolate!S1,whendoyoueatdinner?S1:Ieatdinnerat________p.m.Teachingpurpose⑦Teachingpurpose⑦通过由易到难的游戏活动，激发学生的竞争意识，进一步巩固所学新短语。由词到句，逐步强化正确表达的能力。Studentsreadthephrasesandsentencesaftertherecording.7.IntroducePedro’stimetable.⑥(课件出示:Petro的时间安排表)T:Youcansaylikethis:Hello!I’mPedro.At7:00a.m.,I________.At________,I________.Step3:Practice.1.Playgames.⑦(1)Bombgame.Ifthereisnobomb,studentscansaythephrasesloudly.Ifthereisabombwithaphrase,studentsshouldkeepsilent.(2)Canyousay?Showthepicturesofdifferentactivitiesandtime.Studentslookandfillinthesentences.Teachingpurpose⑧Teachingpurpose⑧练习设计从同桌过渡到小组，难度不断增加。通过询问不同的活动时间安排，提高学生的兴趣及练习效率。2.Askandanswer.⑧(1)Pairwork.S1:Whendoyou…?S2:I________at________.Whendoyou...?S1:I________at________.(2)Groupwork.Workingroupsoffour.Eachgroupasksandanswersquestionsinturn.Teachingpurpose⑨Teachingpurpose⑨本环节让学生体会到时间安排不合理的危害，从而激励学生设计一个理想的时间安排表。学生需要动脑思考并进行语言输出，在此过程中帮助学生树立健康作息的意识。Whatisanidealtimetable?⑨(1)Lookandsay.Showsomepicturesofunhealthytimetable.Askstudentstojudgetheyaregoodorbadandgivetheirreasons.(课件出示:一些不健康的作息图片)(2)Designyouridealtimetable.Studentstalkabouttheidealtimetableandwritedowntheirownidealonesonthepaper.(3)Showtime.Asksomestudentstoshow.Makeamodel:T:Thisismyidealtimetable.Igetupat________.I________at________.I________at________.Summary:Healthytimetable,healthylife.▶板书设计▶作业设计1.Introduceyourowntimetabletoyourfamilymembers.2.Dotheexercises.▶教学反思1.整个教学设计流程清晰,由易到难,把握重点､突破难点,很好地达成了课程教学目标｡2.活动丰富多样,富有层次,有效地调动了学生学习的积极性｡3.设计开放性练习,培养学生独立思考的能力,提高学生的核心素养｡▶TeachingContents&TeachingAimsLet’slearn•Beabletolisten,speak,readandwritethenewphrases.•Beabletotalkaboutthedailyroutinebyusingthekeysentences.•Beabletoknowthatahealthytimetableisimportanttous.Askandwrite•Beabletousethekeyphrasesandsentencestructurescorrectlyinthecontext,andbeabletoaskaboutthetimetableofthepartner.▶TeachingPriorities•Beabletolisten,say,readandwritethenewphrases.▶TeachingDifficulties•Beabletousethekeysentencesinrealsituations.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision1.Greetings.2.Singasong.3.TPRgame.1.Greetings.2.Singthesong.3.PlaytheTPRgame.Cultivatestudents’learninginterest.Reviewthephrasestheyhavelearned.Leadinthetopic.Presentation1.Learn“domorningexercises”and“a.m.”.Learnthenewphrasesandtrytodescribethetimetablebyusingthekeysentences.Payattentiontothepronunciationof“exercises”.2.Learn“eatbreakfast”.Pairwork.Practisethekeysentences.3.Learn“have…class”.Usethecoursetitlestopractisethephrase.Studentscanuse“haveclass”toexpressdifferentcourses.4.Learn“playsports”and“p.m.”.Playagametopractisethenewphrasesandsentences.Useagametoelevatestudents’learninginterest.5.Learn“eatdinner”.Practisethephrase.Strengthenstudents’masteryofthephrase.6.Listenandread.Studentsreadaftertherecording.Makesurethestudentsreadthephrasesandsentencescorrectlyandfluently.7.IntroducePedro’stimetable.Practiseandhaveashow.Formawholetimetable,studentsgettoknowhowtointroduceone’stimetable.Practice1.Playgames.(1)Bombgame.(2)Canyousay?Playthegames,thenfillinthesentences.Activatetheatmosphere.Useinterestinggamestoarousestudents’attentionsoastopractisethenewphrases.2.Askandanswer.Practicethedialogueinpairsandingroups.Finishtheexercisesonthetextbookandcreatethechancetopractisethenewphrasesandsentences.Consolidation&ExtensionWhatisanidealtimetable?(1)Lookandsay.(2)Designyouridealtimetable.(3)Showtime.(1)Lookatthepicturesandtalkaboutthem.(2)Talkabouttheidealtimetableanddesigntheirownidealones.(3)Showtheirownidealtimetablestotheclass.Theharmofunhealthytimetablemakesthestudentsrealizetheimportanceofahealthytimetable.Theactivityteachesstudentstobeeffectivethinkers.Homework1.Introduceyourowntimetabletoyourfamilymembers.2.Dotheexercises.

Thethirdperiod(第三课时)PartALet’sspell▶教学内容与目标课时教学内容课时教学目标Let’s•能够通过听例词发音,观察例词中共有的特征,感知并归纳cl和pl在单词中的发音规则•能够根据cl和pl的发音规则读出生词,并能够规范､正确地拼写出单词｡•能够掌握包含字母组合cl和pl的单词的发音。▶教学重点能够通过听例词发音,观察例词中共有的特征,感知并归纳cl和pl在单词中的发音规则｡▶教学难点能够读出符合字母组合cl和pl发音规则的单词｡▶教学准备1.预习本课时的相关内容｡2.PPT课件､课文录音､视频､头饰等｡Teachingpurpose①复习上节课所学的单词和句型，其中部分单词为本节课要学习的新单词，为后面的学习做好铺垫。Teachingpurpose①复习上节课所学的单词和句型，其中部分单词为本节课要学习的新单词，为后面的学习做好铺垫。Step1:Warm-up&Lead-in①1.Greetings.2.Lead-in.Studentspracticethesentences“—Whendoyou…?—I…at…”bythegame.Makeacompetitionbetweenboysandgirls.T:Wehaveanewfriend.HeisfromSpain.What’shisname?Ss:He’sPedro.T:Now,let’sactoutthedialogue.WhowantstobeZhangPeng?WhowantstobePedro?S1:Whendoyou…?S2:I…at…Teachingpurpose②Teachingpurpose②学生通过聆听､观察等形式，感知并归纳出字母组合“cl”的发音规则。1.Learnthepronunciationof“cl”.②(1)Readandfind.Studentsreadthesentencesandtrytofindoutthewordsthathave“cl”.(2)Summarizethepronunciationruleandreadit.T:“cl”sounds/kl/.(Writedown“cl/kl/”ontheblackboard.)(3)Practice.T:Canyouread?Let’shaveatry.(课件出示:Let’sspell上面四幅图)Readmore:clear,close,cloudy,clothesTeachingpurpose③Teachingpurpose③之前已经学过“cl”，此环节用同样的方法教授“pl”。教师逐步放手，将自主权交给学生，让学生尝试以合作学习的形式拼读单词，体验成就感，在潜移默化中培养学生自主学习､合作学习的能力。2.Learnthepronunciationof“pl”.③(1)Readandfind.Studentsreadthesentencesandtrytofindoutthewordsthathave“pl”.(2)Summarizethepronunciationruleandreadit.T:“pl”sounds/pl/.(Writedown“pl/pl/”ontheblackboard.)(3)Practice.T:Canyouread?Let’shaveatry.(课件出示:Let’sspell下面四幅图)TeachingpurposeTeachingpurpose④听录音，让学生整体感知发音。学生听到含“pl”的单词时坐正，听到含“cl”的单词时拍手，以做不同动作的形式提高学生听音､辨音的能力，进一步巩固字母组合“pl”和“cl”的发音规则。Theteacherchecksfromallstudentstotheindividual.3.Listen,readandplayagame.④(1)Listentothechant.Theteacherplaysthecartoon.（课件出示：Let’sspell视频）Studentswatchandlistencarefully.(2)Readthechant.Studentsreadthechantafterthecartoon.(3)Fastresponsegame.Studentsshouldsitproperlywhentheyhearthewordscontaining“pl”.Studentsshouldclaptheirhandswhentheyhearthewordscontaining“cl”.Step3:Practice1.Bingo.(1)Readthewords.Teachingpurpose⑤“Bingo”游戏，对所学语音进行巩固。Studentsreadthewordsinmanyways,suchasingroups,Teachingpurpose⑤“Bingo”游戏，对所学语音进行巩固。(2)Play“Bingo”game.⑤EachstudenttakesoutawhitepaperanddrawaSudokuonit.Theteacherreadsthewordsatrandom.Studentslistencarefullyandwritethemdown.Whenthreewordsmakealine,thestudentscanstopandsay“Bingo”loudly.Teachingpurpose⑥培养学生运用发音规律正确朗读单词的意识。由听Teachingpurpose⑥培养学生运用发音规律正确朗读单词的意识。由听､说､读落实到写，由易到难，层层推进。(1)Readandfind.(课件出示:Choose,writeandsay上方表格)T:Whatcanyoufind?Ss:Someofthesewordscontain“cl”,someofthemcontain“pl”.(2)Readanddistinguish.T:Good!Canyoudividethesewordsintotwogroups?“pl”groupand“cl”group.(3)Readandwrite.(课件出示:Choose,writeandsay下方练习)Studentsreadthesentencesinpairs,thenwritedowntheirownsentencesonthetextbook.Teachingpurpose⑦通过创编句子活动，激发学生思考，让学生在语境中正确使用单词，有效培养学生的思维能力Teachingpurpose⑦通过创编句子活动，激发学生思考，让学生在语境中正确使用单词，有效培养学生的思维能力､语言表达能力和学英语的兴趣与积极性。Makenewsentences.⑦(1)Chooseawordfromtheexercises“Choose,writeandsay”atrandom.Studentsmakenewsentencesingroups.T:Player.S1:Heisabasketballplayer.T:Clean.S2:Cleanyourbedroom,please.T:Cloudy.S3:It’scloudytoday.T:People.S4:Chinesepeoplearegreat!(2)Showtime.Studentscreatechantsandshowtotheclass.Choosethebestchantandthebestreader.▶板书设计▶作业设计1.Readthewordstoparentsafterclass.2.Trytofindmorewordsthathavethelettercombinationclorpl.3.Dotheexercises.▶教学反思1.学生能够在跟读例词的基础上发现､总结规律,实现活学活用｡3.语音教学相对枯燥,更要融入趣味游戏｡这一点,教师可以多思考､多总结｡4.Bingo游戏是外国人最喜欢的娱乐活动之一,就像中国人喜欢围棋一样｡如果教师课下有时间,还可以简单介绍一下欧美国家主要的益智类游戏,让学生了解更多的跨文化知识｡▶TeachingContents&TeachingAimsLet’sspell•Beabletoperceiveandconcludethepronunciationrulesofthelettercombinations“cl”and“pl”inwords.•Beabletoreadandwritedownthewordsthathavethelettercombination“cl”or“pl”accordingtothepronunciationrules.•Beabletomasterthepronunciationofthewordswhichhavethelettercombination“cl”or“pl”.▶TeachingPriorities•Beabletoperceiveandconcludethepronunciationrulesofthelettercombinations“cl”and“pl”inwords.▶TeachingDifficulties•Beabletomasterthepronunciationofthewordswhichhavethelettercombination“cl”or“pl”.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Lead-in.1.Greetings.2.Practicethekeysentences.Cultivatestudents’learninginterest.Leadinthetopic.Reviewthesentencestructurestheyhavelearned.Presentation1.Learnthepronunciationof“cl”.(1)Readandfind.(2)Summarizeandread.(3)Practice.Leadstudentstoperceiveandconcludethepronunciationruleof“cl”.2.Learnthepronunciationof“pl”.Readthesentences,findoutthewordsandsummarizethepronunciationruleof“pl”.Usethesamewaytoteachthepronunciationof“pl”.Theteachergivesmoreopportunitiestostudentssothattheycanpractisebythemselves.Developstudents’autonomousability.3.Listen,readandplayagame.(1)Listentothechant.(2)Readthechant.(3)Fastresponsegame.Listen,readandchant.Playagame.Strengthenstudents’masteryofthepronunciationrulesofthelettercombinations“cl”and“pl”.Practice1.Bingo.Readthewords.Play“Bingo”game.Practiseandreinforcethepronunciationthroughgames.2.Choose,writeandsay.(1)Readandfind.(2)Readanddistinguish.(3)ReadandwriteReadthewordsandthenmakesentences.Writedownthesentencesonthetextbook.Trainstudentstoreadthewordswhichhavethelettercombination“cl”or“pl”correctly.Consolidation&ExtensionMakenewsentences.Studentsmakenewsentencesingroupsandshowtotheclass.Trainstudentstousethewordswhichhavethelettercombination“cl”or“pl”incontext.Improvestudents’comprehensiveability.Homework1.Readthewordstoparentsafterclass.2.Trytofindmorewordsthathavethelettercombination“cl”or“pl”.3.Dotheexercises.

Thefourthperiod(第四课时)PartBLet’stry&Let’stalk▶教学内容与目标课时教学内容课时教学目标Let’stry•能够听懂Let’stry板块的录音,并根据录音内容选择相应的图片Let’stalk•能够在图片和教师的帮助下理解对话大意•能够通过听录音，学会按照正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演•能够在情境中运用句型“—Whatdoyoudoontheweekend?—Iusually/often/sometimes…”询问和回答周末活动安排•通过本板块学习，引导学生合理安排周末活动重点▶教学重点能够在实际语境中运用句型“—Whatdoyoudoontheweekend?—Iusually/often/sometimes”来问答周末活动｡▶教学难点能够听懂对话大意,并能按照正确的语音､语调及意群朗读对话｡▶教学准备1.预习本课时的相关内容｡2.PPT课件､课文录音､视频等｡Teachingpurpose①TPRTeachingpurpose①TPR热身运动让学生迅速进入英语课堂，同时复习Let’slearn板块所学短语。用接龙游戏复习“Whendoyou?Iat”句型，为后面的“Askthequestionandthenpassiton.”活动预热。Step1:Warm-up&Lead-in①1.Greetings.2.Lead-in.(1)Doandsay.Showthephrasesthatstudentshavelearned:domorningexercises,eatbreakfast,have…class,playsports,eatdinner,eatlunch.(出示课件)Studentsstandup.Doandsay.(2)Playthechaingame.Reviewthesentencestructures:Whendoyou…?I…at…T:Ieatdinnerat6:30.Whendoyoueatdinner?S1:Ieatdinnerat…T:OK,askthenextone,“Whendoyou…?”S1:Whendoyou…?S2:I…atWhendoyou…?S3:…Teachingpurpose②Teachingpurpose②通过预测，培养学生的听力策略，同时为引出对话内容做好准备。1.Let’stry.②ShowthepictureofSarah.(课件出示:Sarah的图片)T:Whoisshe?Ss:SheisSarah.T:WhereisSarah?Guess!Showthethreepicturesandexplain:PictureOneisabouttheshop.PictureTwoisaboutthelibrary.PictureThreeisabouttheschool.(课件出示:Let’stry三幅图片)Ss:Sheisatschool/inashop/inthelibrary.T:Let’slistenandcircle.Teachingpurpose③Teachingpurpose③采用任务型教学模式。任务一通过观看动画，帮助学生整体理解与把握对话内容。(2)Checktheanswertogether.(课件出示:听力材料及答案)2.Let’stalk.(1)Watchandanswer.③Theteacherplaysthecartoon.（课件出示：Let’stalk视频）Studentswatchthecartooncarefullyandanswerthequestion.T:Sarahisshoppingtoday.WhydoesSarahgoshoppingtoday?Ss:Becausehermotherworkedlastnight.Teachingpurpose④任务二是精读课文。学生通过阅读对话，了解Teachingpurpose④任务二是精读课文。学生通过阅读对话，了解Sarah的周末活动有哪些，然后通过打勾练习来检测理解情况。T:Good!WhatdoesSarahdoontheweekend?Readthetextandunderlinethesentences.ThenletstudentstickthethingsSarahdoesontheweekend.TheteacherandstudentschecktheanswerTeachingpurpose⑤Teachingpurpose⑤任务三是围绕Sarah的周末活动展开提问，帮助学生在情境中突破一些语言知识点。(3)Practicesentencepatterns.⑤①Learn“Whatdoyoudoontheweekend?”and“Iusually/often/sometimes…”T:WhatdoesSarahdoontheweekend?Canyoureadoutasentence?Ss:Shesaid“IoftenwatchTVandplayping-pong.”T:SarahoftenwatchesTVandplaysping-pong.Howaboutyou?Whatdoyoudoontheweekend?Youcananswerlikethis:Iusually/often/sometimes…(Writedown“Whatdoyoudoontheweekend?”and“Iusually/often/sometimes…”ontheblackboard.)Makeamodel:T:S1,whatdoyoudoontheweekend?S1:Iusually/often/sometimes…T:Wow,thatsoundslikealotoffun.②Learn“Thatsoundslikealotoffun.”Theteacherlistenstostudents’answerscarefullyandevaluateswith“Thatsoundslikealotoffun.”(Writedown“soundlikealotoffun”ontheblackboard.)T:Class,whenyouhearaninterestingstory,youcansay…Ss:Thatsoundslikealotoffun.T:Whenyourfriendsays“IwatchTVandplaypi