第第頁人教PEP版五年級上冊英語Unit2Myweek單元整體教學設計主備人輔備人上課時間課時6審核人單元主題Daysoftheweek（樹立有序學習，健康生活的意識）單元子主題及課時安排第一課時:PartALet’stry&Let’stalk第二課時:PartALet’slearn&Let’splay第三課時:PartALet’sspell第四課時:PartBLet’stry&Let’stalk第五課時:PartBLet’slearn&Groupwork第六課時:PartBReadandwrite&Let’scheck&Let’swrapitup&PartCStorytime學情分析（知識基礎、認知特點、生活經驗）剛上五年級的學生，形象直觀思維仍占主導地位，因此，教學仍應具有直觀性與趣味性。同時，學生的抽象邏輯思維在此階段有很大的發展潛能，設計教學時也應該適當地增加一些富有挑戰性的任務。另外，學生在三、四年級的英語學習中已經積累了一定的詞匯量，并主要從聽、說、讀等方面學習了一些句型，從五年級開始應該逐步培養學生寫的技能。本單元的教學內容涉及學科科目和日常活動等方面，與學生的日常生活聯系緊密，學生會感到有話可寫，有話可說。單元教材分析以課標為支撐，分析了本單元的教學內容，確定了單元學習的主線：本單元屬于“人與自我”主題語境下的“生活與學習”主題群。原單元話題為“Myweek”，修改后的單元主題為“Daysoftheweek”。功能意念包括交往與態度，而育人價值為：能體會學校時光的充實與快樂，努力學習，尊重老師，建立友誼，積極參加學校活動等。能合理安排自己的周末生活，培養興趣愛好，做體育運動交朋友，做到勞逸結合，并且可以判斷他人周末活動安排是否合理并提出建議。最終落腳于合理安排一周活動，培養良好的生活習慣，健康生活單元總目標l.掌握A、B部分“Let'slearn'”,“Let'stalk”中的單詞和句子。2.能聽、讀、說、寫關于星期和日常活動的相關問題并能正確回答。3.鍛煉學生聽、說、讀、寫單詞的能力，初步培養學生快速記詞、寫詞的技能。4.學會與同學談論星期和課程。5.能聽、說、讀、寫本單元的“四會”單詞。6.能聽懂、會唱歌曲“Daysoftheweek”。7.操練和掌握長元音/：/的發音。8.能讀懂“Storytime”部分的趣味故事。9.培養學生熱愛學習、珍惜時間的良好品質。10.教育學生要根據課程表合理安排日常活動。11.引導學生積極利用所學的英語知識談論日常活動的安排情況。第1課時課時內容PartALet’stry&Let’stalk上課時間審核人教材分析What:本課語篇為日常對話，內容圍繞John和Grandfather的對話展開。Grandfather詢問John的周四課程安排，并且談論了他的音樂老師，最后，John也詢問John了Grandfather周四的活動安排。Why:作者通過描述John和Grandfather談論學校課程安排的情景，使學生思考珍惜時間的重要性，引導學生學會合理安排時間。How:該對話是比較典型的學生日常對話設計介紹John一天的課程和Grandfather的活動安排。1.借助圖片及核心詞的提示聽懂簡短對話，抓住關鍵信息，提高聽的能力。2.對新句型在聽覺上有所感知，并完成聽錄音選詞填空回答問題的練習。3.在圖片和教師的幫助下理解對話大意。4.按照正確的意群及語音、語調朗讀對話并進行角色扮演。5.在情景中運用句型“Whatdoyouhave/doon...?”詢問某人某天的課程或者活動安排并作答。6.在語境中理解新單詞“cooking”的意思，并正確發音。教學重難點重點：1.學生能夠理解Let’stalk板塊的對話大意。2.學生能夠運用本課時的重點句型“Whatdoyouhave/doon...?”詢問某人某天的課程安排或活動安排并作答。難點：學生能夠正確運用重點句型與同學討論某一天的課程以及所做的事。教具準備PPT課件、課文錄音、視頻、自制教具等。教學過程個性修改Step1:Warm-up1.Greetings.2.Aguessinggame.Showsomepicturesaboutdifferentsubjectstoleadstudentstoguesstherightsubjectsaccordingtothepictures.(課件依次出示:字母圖—算式圖—中文古詩詞圖—五線譜圖—體育器材圖—畫筆和畫板圖—電腦圖)T:LookatthepictureonthePPT.Pleasetellmewhatsubjectitis.Talkaboutotherpicturesinthesameway.3.Freetalk.Step2:Presentation1.Let’stry.(1)Observeandguess.T:JohnandhisgrandpaaretalkingaboutJohn’sclassscheduleonWednesdays,too.Let’sgoandhavealook.Showthepictureof“Let’stry”onthePPT.(出示課件)Askstudentstoobservethepicturecarefully.Leadstudentstoreadthefourwordsaboutsubjectsinthispart.LeadstudentstoreadJohn’sgrandpa’squestion.ThenaskthemtoguesswhatJohnsaystohisgrandpa.Leadstudentstoexpresstheiropinionsbyusingthesentencepatternandthewordsinthispart.Theycansaylikethis:Ihaveart/Chinese/English/PEonWednesdays.(2)Listenandfillintheblank.T:Isyourguesscorrect?Nowlistentotherecordingcarefullyandtrytofillintheblankinyourbook.Pleasepayattentiontothefourwordsaboutsubjects.Playtherecordingof“Let’stry”.(出示課件)Studentstrytocompletethetask.Playtherecordingof“Let’stry”again.Checktheanswertogether.ShowthelisteningmaterialandtheansweronthePPT.（出示課件）Helpstudentsunderstandthispartbetter.Askstudentstopayattentiontothespellingsandcorrectthemistakes.2.Let’stalk.(1)Predictthemainideaof“Let’stalk”.T:NowweknowJohnhasartonWednesdays.Boysandgirls,whatdoesJohnhaveonThursdays?Pleaseguess!Ss:Maybehehas...(2)ShowthepictureofJohnandhisgrandfatherin“Let’stalk”onthePPT.(出示課件)T:Look!Whoarethey?Wherearethey?Whataretheytalkingabout?Guess!Ss:TheyareJohnandhisgrandfather.Theyareathome.Maybetheyaretalkingabout...Letstudentstalkaboutthequestionsfreely.(3)Learnthenewwordsandphrase.①T:AretheytalkingaboutJohn’sWednesdays?Let’slistentotherecordingtocheckyouranswers.Playtherecordingof“Let’stalk”.(出示課件)Askstudentstolistenandgetthemainideaofthedialogue.T:SoaretheytalkingaboutJohn’sWednesdays?Ss:No,theyaretalkingabouttheirThursdays.Showthecalendarofawholemonthagain.(出示課件)Circleandteachtheword“Thursday”likethis:Thurs+day=Thursday.Writedowntheword“Thursday”ontheblackboard.Demonstratethepronunciation:Thurs//-day/de?/-Thursday.Leadstudentstoreadlikethisthreetimes.Askonestudenttocircleallthe“Thursday”onthecalendartohelpstudentsbetterunderstandthisword.②Actlikecookingdishes.T:Look!I’mcookingdinnerinthekitchen.Canyoucook?Ss:Yes./No.ShowapictureofacookingschoolanditsrecruitmentadvertisementonthePPT.(出示課件)T:Don’tworryifyoucan’tcook.Thereisagoodplace.Look!Thisisacookingschool.Ifyouwanttolearncooking,youcangotothisschoolandhavecookingclasses,justlikeJohn’sgrandparents.Showthepictureof“cookingclass”onthePPT.(出示課件)Writedowntheword“cooking”andthephrase“cookingclass”ontheblackboard.Leadstudentstoreadthemthreetimes.。(4)ShowfourquestionsonthePPT.④。Letstudentswatchthevideoof“Let’stalk”.(出示課件)Askstudentstolistencarefullyandunderlinetheanswerstothequestions.Askfourstudentstoanswerthefourquestions.ShowtheanswersonthePPT.Showthepicturesaboutmaths,Englishandmusicclasstohelpstudentsbetterunderstandthefirstthreequestionsandtheiranswers.(出示課件)ShowthepictureaboutJohn’sgrandparentsinthisparttohelpstudentsbetterunderstandthefourthquestionanditsanswer.(出示課件)Checktheanswerstogetherandleadstudentstoreadthroughthesentences.Letstudentsworkinpairsandreadthequestionsandanswersinpairs.Step3:Practice1.Practicethedialogue.(1)Showthedialoguewithsomeblanksin“Let’stalk”.(出示課件)Thenplaytherecording.(出示課件)Askstudentstofillintheblankswithouttheirbooks.Checktheanswerstogether.ShowtheanswersonthePPTtoletstudentscorrecttheirmistakesbyreadingthedialogueintheirbooks.（出示課件）(2)Playtherecordingof“Let’stalk”again.（出示課件）Leadstudentstoreadafteritandimitatetheintonationandthepronunciationoftherecording.Thenaskstudentstoreadtogetherandreadfreely.(3)Askstudentstoreadthedialogueinpairs.Severalminuteslater,takeouttheheadwearofJohnandJohn’sgrandpaandasksomestudentstoactoutthedialogue.(4)Choosethebestperformers.Thengiveawards.2.Lookandsay.ShowacalendaronthePPT.Inthecalendar,certaindaysarecircled,suchaseveryWednesdayoreveryThursday.Andtherearetwopicturesofdifferentsubjects.（出示課件）Dividestudentsintotwogroups.Forthefirstpicture,letboysaskthequestionaccordingtothedayscircledinthecalendar.Theycanasklikethis:Whatdoyouhaveon...?Letgirlsanswerthequestionaccordingtothepictureaboutsubjects.Forthesecondpicture,letboysandgirlsexchange.Step4:Extension“Designyourownschedule”1.Fillinthechart.ShowthechartbelowonthePPT.Dividestudentsintosixgroups.AskthemtodesigntheirownscheduleaboutcoursesandactivitiesonWednesdaysandThursdays.Letthemdiscussbyaskingandansweringingroups.2.Interviewothergroups.Twogroupsintervieweachother.Theyshouldaskandanswerthequestionsaccordingtothechart.Theycanaskandanswerlikethis:G1:WhatdoyouhaveonWednesdays?G2:Wehavemaths,artandChineseonWednesdays.G1:WhatdoyoudoonWednesdays?G2:WedrawsomepicturesonWednesdays.G1:WhatdoyouhaveonThursdays?G2:WehaveEnglish,scienceandmusiconThursdays.G1:WhatdoyoudoonThursdays?G2:WeplaygamesandsingsongsonThursdays.Thenthetwogroupsmakeanexchange.Thebestgroupcangetblankschedulecardsasawards.Step5:Sum-upSummarizewhatwehavelearnedtoday.作業1.Listentotherecordingandrecitethedialogue.2.Dotheexercises.板書設計教學反思第2課時課時內容ALet’slearn&PartLet’splay上課時間審核人教材分析What：該課時描述了WuBinbin和Robin之間的對話。Robin問WuBinbin在周一有什么課程，WuBinbin回答有語文、英語、數學和音樂課。Why：通過該課時的學習，學生能夠用更多的詞匯表達一個星期七天名稱的單詞，使學生能夠在情景中詢問他人的課程安排并作答。How：該課時圍繞在情景中詢問他人的課程安排并作答。教學目標1.聽、說、讀、寫并在語境中正確運用單詞“Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday,weekend”。2.操練和鞏固Let’slearn板塊有關一個星期七天名稱的單詞。3.兩人一組合作完成本活動，一人說課程名稱，一人猜星期幾。教學重難點重點：1.學生能夠聽、說、讀、寫本課四會單詞。2.學生能夠在情景中詢問他人的課程安排并作答。難點：學生能夠掌握表示一個星期七天名稱的單詞的拼寫。教具準備PPT課件、課文錄音、視頻、卡片等。教學過程個性修改Step1:Warm-up1.Greetings.2.Let’schanttogether—Daysoftheweek.(出示課件).T:Howmanydaysarethereinaweek?Ss:Therearesevendaysinaweek.3.Lead-in.Step2:Presentation1.Learnthenewwords.(1)ShowthechartoftheclassscheduleonMondayin“Let’slearn”.(出示課件)T:Whatclassescanyousee?Ss:IcanseeChinese,English,mathsandmusic.T:Whatdayisit?Ss:ItisMonday.T:Yes,itisMonday.Teachthewordlikethis:“monkey(mon+key)”and“day”,“Mon/m?n/+day/de?/=Monday//”.Writedown“Monday”ontheblackboard.Leadstudentstopracticereadingitthreetimes.(2)ShowthechartoftheclassscheduleonTuesdayin“Let’slearn”.(出示課件)T:WhatdoesWuBinbinhaveonthisday?Ss:Hehasmaths,science,Chineseandart.T:Whatdayisit?Ss:ItisTuesday.T:Yes,itisTuesday.(4)Askstudentstolookatthewholeclassschedulein“Let’slearn”.Pointto“Saturday”and“Sunday”.T:Whyaretherenoclassesinthesetwodays?Ss:BecausetheyareSaturdayandSunday.Wedon’tgotoschool.T:Excellent!“SaturdayandSunday”istheweekend.Wearefreeattheweekend.Writedown“week+end=weekend”ontheblackboard.Leadstudentstopracticereadingitthreetimes.T:Whatcanwedoattheweekend?Ss:...2.Findtherules.ShowallthesevenwordsonthePPT.(出示課件)Askstudentstoobservethemcarefullyandtrytofindouttheirspellingrules.Askseveralstudentstostandupandexpresstheiropinions.Atlast,makeaconclusion:Thelastthreelettersofthesesevenwordsarethesame.Theyareall“day”.Andallthefirstlettersofthesewordsarecapitalletters.Usetheredchalktostressallthefirstlettersandthelastthreeletters.Leadstudentstoreadallthewords.3.Role-play.Showthepictureof“Let’slearn”.（出示課件）Role-playthedialoguebetweenRobinandWuBinbinwithstudents.TheteacheractsRobin.AllthestudentsactWuBinbin.Usethefivedays’classscheduletoaskandanswerlikethis:T:WhatdoyouhaveonMondays?Ss:IhaveChinese,English,mathsandmusic.T:WhatdoyouhaveonTuesdays?Ss:Ihavemaths,science,Chineseandart.T:Whatdoyouhaveon...?Ss:Ihave...Step3:Practice1.Playagame:Whack-a-mole.(出示課件)（游戲說明:PPT顯示7個地鼠洞，每當一只地鼠從洞里探出頭時，學生快速并大聲讀出它舉起的卡片上對應的星期單詞，如果讀對了，老師點擊鼠標，出現一把錘子將其打回洞里，同時另外一只地鼠出現。依次進行，直到7只地鼠都出現過一次。7只地鼠舉起的卡片上的單詞分別是一個星期的七天。）2.Fingergame.Theteachershowshis/herfingerstoexpressthesevendaysofaweek.Studentscountthenumberofthefingersandtrytospeakouttherightwordasquicklyaspossible.Iftheteachershowsonlyonefinger,studentsshouldsay“Monday”.Iftheteachershowstwofingers,studentsshouldsay“Tuesday”.3.Playagame:Let’sdriveatraintoread!Dividestudentsintosevengroups.Namethemafterthesevendaysinaweek.Takeoutthewordcardsofthesevendaysanddistributethemtoeachgrouprandomly.Eachgroupshouldrememberitsname.Thenletthesevengroupsdriveatraintoreadtheirnamesaccordingtotherightorderofaweek.Keepdrivingthetraintilltheteachersays“Hereweare!”Step4:Extension1.Theturntablegame.（出示課件）（游戲說明:學生兩人一組。課件出示一個雙層轉盤，轉盤分為五個部分。內層為五套不同的課程組合，外層為星期一到星期五的五個名稱單詞。點擊鼠標，指針指向哪一格，學生使用句型“—Whatdoyouhaveon...?—Ihave...”來進行對話練習。）2.Guesswhatdayitis.(出示課件)（游戲說明:課件里先出示一張制作好的課程表，給學生30秒的時間記憶里面的內容，然后清空課程表里的課程名稱。每一輪請一名學生上講臺抽取一張紙條，紙條的內容為課程表中某一天的所有課程和時間。讓這名學生使用句型“Ihave...”來描述這一天的課程安排，其他學生回憶是哪一天，并用句型“Isit...?”來詢問自己是否記對了。如果得到的答案是“Yes.”，那么兩位同學都可以得到獎勵，本輪記憶挑戰結束，如果得到的答案是“No.”，則換別的學生繼續猜，直到猜到正確的答案為止。游戲一共為五輪，最后一輪可以讓學生一起猜出正確的日子。）Step5:Sum-upSummarizethedaysofaweek.作業1.TellyourparentsaboutyourclassscheduleinEnglish.2.Dotheexercises.板書設計教學反思第3課時課時內容PartALet’sspell上課時間審核人教材分析What:本語篇是一節語音課，Let’sspell分為Read,listenandchant;Listen,repeatandcircle以及Listen,writeandsay三部分。第一部分呈現了含有字母組合ee和ea的發音例詞，通過吟唱歌謠強化記憶,第二部分通過聽音活動、讀詞和圈一圈的形式關注音素意識的培養，第三部分則通過看圖、讀例句和寫句子的活動，進一步鞏固帶有ee和ea字母組合的單詞和句子。Why:由ee、ea單詞的音、形、義，進一步鞏固此類單詞的構成。How:在語境中，學習ee和ea在單詞中的發音規則，能根據字母組合ee和ea的發音規則讀出更多的單詞，能通過看圖、讀例句和寫句子。教學目標1.通過聽例詞發音，觀察例詞結構特征，學習字母組合ee和ea在單詞中的發音規則。2.跟著錄音說唱歌謠。3.讀出符合ee和ea發音規則的單詞。4.根據單詞的讀音拼寫出符合ee和ea發音規則的單詞。5.在單線上完成抄寫句子的活動，做到書寫規范正確。教學重難點重點：學生能夠掌握ee和ea的發音規則。難點：學生能夠讀出符合ee和ea發音規則的單詞，并能夠根據發音拼寫出符合ee和ea發音規則的單詞。教具準備PPT課件、課文錄音、視頻等。教學過程個性修改Step1:Warm-up1.Greetings.2.Revision.Leadstudentstoreviewthepronunciationoftheletter“y”inUnit1bylettingthemdriveatraintogiveexamples.3.Enjoythechantinthislesson.(出示課件)4.Lead-in.Step2:Presentation1.Learnthelettercombination“ea”.(1)ShowapictureaboutagirlwhoisreadingabookonthePPT.(出示課件)T:Lookatthislovelygirl.Iwantyoutobethegirlforawhileandanswermyquestion.Areyouready?Ss:Yes!T:Doyouliketoread?Leadstudentstosaythesentence:Iliketoread.ThenshowthesentencebesidethepictureonthePPT.Marktheword“read”inred.(出示課件)ShowanothertwopicturesonthePPT.Oneisaboutthegirleatingfood.Theotherisaboutthegirldrinkingtea.（出示課件）Thenaskanothertwoquestions:Doyouliketoeat?Doyouliketodrinktea?Leadstudentstosaythesentences:Iliketoeat.Iliketodrinktea.ShowthesentencesbesidethepicturesonebyoneonthePPT.Markthewords“eat”and“tea”inred.(出示課件)(2)Showthepicturesandthewords“read”“eat”and“tea”onpage16onthePPT.(出示課件)Leadstudentstoobservethemcarefullyandtrytofindoutthesamelettercombination“ea”.Thenwriteitdownontheblackboard.Askstudentstolistentotherecordingofthesethreewordsandtrytoconcludetherightpronunciationofthelettercombination“ea”.Encouragestudentstosaytheiropinions.Thenshowthephoneticsymbol/i:/onthePPT.（出示課件）Introducethepronunciationrulebriefly.Leadstudentstoreadthephoneticsymbolandthethreewordsseveraltimes.(3)ShowthechantonthePPT.(出示課件)Pointtothechantandstressthelastsentence.T:Lookatthischant.Wesangitbefore.Doyouliketorepeat?Leadstudentstoanswerwiththelastsentence.T:Great!Now,pleaserepeatthischantaftertherecording!Letstudentslistentotherecordingandreadafterit.Helpthemunderstandthepronunciationofthelettercombination“ea”.(4)Askseveralstudentstostandupandreadthechant.Checktheirpronunciation.Givesomehelpwhenit’snecessary.Andcorrectthewrongpronunciation.2.Learnthelettercombination“ee”.(1)Learnthewords.①ShowapictureofonefootonthePPT.(出示課件)T:What’sthis?Leadstudentstosaytheword“foot”andshowthewordbesidethepicture.ThenshowapictureoftwofeetonthePPT.(出示課件)T:Whatarethey?Leadstudentstosaytheword“feet”.Showthewordbesidethepictureandmarkthelettercombination“ee”inred.Afterthat,showpicturesofsomeanimalswithtwoormorethantwofeetonthePPT.(出示課件)T:Howmanyfeet?Ss:…Stresstheword“feet”.Leadstudentstoreadit.②T:Whatwouldyoulikefordinner?Lookatthispicture.ShowapictureofbeefonthePPT.(出示課件)Pointtothepicture.Leadstudentstosaythesentence:I’dlikesomebeef.Stresstheword“beef”.Leadstudentstoreadit.Showthewordbesidethepictureandmarkthelettercombination“ee”inred.③ShowapicturethatMr.GreenandMr.Leemeettogether.Mr.Leeissaying:Nicetomeetyou!(出示課件)T:Mr.GreenandMr.Leemeettogether.WhatshouldMr.GreensaytoMr.Lee?Ss:Nicetomeetyou,too!Stresstheword“meet”.Leadstudentstoreadit.Showthewordbesidethepictureandmarkthelettercombination“ee”inred.(2)Makeaconclusionandread.Showthepicturesandthewords“feet”“beef”and“meet”onPage16onthePPT.(出示課件)Leadstudentstoobservethemcarefullyandtrytofindoutthesamelettercombination“ee”.Thenwriteitdownontheblackboard.Askstudentstolistentotherecordingofthethreewordsandtrytoconcludetherightpronunciationofthelettercombination“ee”.Encouragestudentstosaytheiropinions.Thenshowthephoneticsymbol/i:/onthePPT.(出示課件)Leadstudentstorealizethatthelettercombination“ee”hasthesamephoneticsymbolas“ea”.Leadstudentstoreadthephoneticsymbolandthethreewordsseveraltimes.Step3:Practice1.Showallthesixwordsin“Read,listenandchant”onthePPT.(出示課件)Askstudentstoreadthemaftertherecording.Thenasksomestudentstostandupandreadthesewords.Givesomehelpwhenit’snecessary.Andcorrectthewrongpronunciation.2.Showsomewordscontainingthelettercombination“ea”or“ee”onthePPT.Thewordscanbe“bee,feed,feel,meat,please,sea,wheel,meal,deal”.(出示課件)Letstudentsreadthemaccordingtothepronunciationrule.3.Showtheexerciseof“Listen,repeatandcircle”onthePPT.(出示課件)Askstudentstoreadallthewordsbeforelistening.Thenplaytherecording(出示課件).Askstudentstolistenandcirclethewordineachgroup.Checktheanswerstogether.Presentthelisteningmaterialsandletstudentsreadthem.(出示課件)4.Showtheexerciseof“Listen,writeandsay”onthePPT.(出示課件)Letstudentsobservethepicturescarefullyandgettoknowthetasksofthelistening.Thenplaytherecording.（出示課件）Askstudentstolistenandfillintheblanks.Checktheanswerstogether.Showthelisteningmaterialsandtheanswers.(出示課件)Helpstudentsunderstandthispartbetter.Askstudentstopayattentiontotheirspellingsandcorrectthemistakes.Letstudentschooseonesentenceandwriteitontheline.Remindstudentstowritethesentenceincorrectforms.Stressthatthefirstlettermustbecapitalized.Askstudentsnottoforgetthepunctuation.Askseveralstudentstostandupandreadtheirsentences.Choosesomestudents’worktopresent.Checkifthehandwritingisintherightform.Correctthemistakestogether.Praisethestudentswhodoagoodjob.Step4:Extension“Storytime”1.ShowthestoryThreefortea.(出示課件)Readandenjoythestorywithstudents.Askstudentstopayattentiontoallthewordscontainingthelettercombination“ea”or“ee”.Leadstudentstoreadthetwolettercombinationscorrectly.2.ShowthewordsonthePPT.(課件出示:單詞geese,three,creek,eat,cheese,breeze,sleet,tea)Letstudentstrytoreadthesewordsbythemselves.Thenleadthemtoreadthesewordsseveraltimes.3.Letstudentstrytoreadthestorybythemselvesingroups.4.Askseveralgroupstoactoutthestory.Step5:Sum-upSummarizethevowelsoundof“ee”.作業1.Readthewordsin“Let’sspell”toyourparents.2.Dotheexercises.板書設計教學反思第4課時課時內容PartBLet’stry&Let’stalk上課時間審核人教材分析What：本課語篇為日常對話，內容圍繞周末經常做的事情展開。在公園里，張鵬手中抱著一個足球，薩拉手里捧著一本書。通過交談得知，張鵬經常周六下午在公園里踢足球，薩拉不經常周六下午在公園里看書。Why：通過描述張鵬喜歡在公園里面踢足球，薩拉喜歡在公園里度過周末，使學生能夠珍惜自己的周末，在周末里做著喜歡并且有意義的活動。How：該對話是比較日常的生活對話，涉及學生詢問周末經常做的事情以及回答的句型和短語”Doyouoftenreadbooks/playfootball?”“Yes,Ido/No,Idon’t.”教學目標Let’stry·Understandthedialoguewiththehelpofthepictures,graspthekeyinformationandimprovetheirlisteningabilities.·Perceivethenewsentencepatternsandcompletetheactivityoflisteningtotherecordingtoselecttherightpicture.Let’stalk·Understandthemainideaofthedialoguewiththehelpofthepicturesandtheteacher.·Readthedialogueaccordingtotherightsensegroup,pronunciationandintonation,androle-play.·Askandanswerquestionsaboutone’sweekendactivitiesbyusingthesentencepatterns“—Doyouoftenreadbooks/…?—Yes,Ido./No,Idon’t.”·Understandthephrases“readbooks”and“playfootball”andpronouncethemcorrectly.教學重難點Beabletomasterthesentencepatterns“—Doyouoftenreadbooks/…?—Yes,Ido./No,Idon’t.”Beabletoaskaboutweekendactivitiesinrealsituationsandgiveappropriateanswers.教具準備PPT教學過程個性修改Step1:Warm-up1.Greetings.2.Enjoythesong—Daysoftheweek.(出示課件)3.Freetalk.T:WhatdoyouhaveonMondays?Ss:Wehave…T:WhatdoyouhaveonFridays?Ss:Wehave…T:IhavenoclassesonSundayandSaturday.Whataboutyou?…ShowsomepicturesofdifferentactivitiesonthePPTtoleadstudentstotalkabouttheirweekendactivities.(出示課件)4.Lead-in.ShowapictureaboutZhangPengandOliver.Theyaremakingaphonecallinthepicture.(出示課件)T:It’saSaturdaymorning.ZhangPengcallsOliver.Whataretheytalkingabout?Let’sgoandsee.Step2:Presentation1.Let’stry.(1)Showthepicturesof“Let’stry”onthePPT.(出示課件)Askstudentstoobservethepicturescarefully.Thenletthemtrytodescribethetwopicturesbriefly.Leadstudentstotalkaboutthepicturesfromtwoaspects.First,trytointroducethecharactersinthepictures,thentrytodescribetheactivitiestheydointhepictures.Theycandescribelikethese:IcanseeOliverinPicture1.Hecleanshisroominthepicture./OliverandanotherboyareinPicture2.Theyplayfootballinthispicture.T:Fromthesepictures,canyouguesswhattheyaretalkingabout?S1:Maybetheyaretalkingabouttheirweekend.S2:Maybetheyaretalkingabouttheiractivities.…T:DoesOliverdoboththeactivitiesinthesetwopictures?…T:Wehavedifferentopinions.PleaselistentotherecordingcarefullyandtrytoknowwhattheyaretalkingaboutandwhatOliverdoesexactly.(2)Playtherecordingof“Let’stry”forthefirsttime.(出示課件)Letstudentstrytogetthekeyinformation:playfootball,sorry,cleanmyroom,onSaturdays,yes.(3)Thenplaytherecordingagain.(出示課件)LetstudentstrytolistenandticktherightpictureaboutOliver’sweekend.(4)Checktheanswer.Andchecktheguessesbefore.T:Nowweknowthattheyaretalkingabouttheiractivitiesontheweekend.Oliverdoesn’tdoboththeactivities.Hedoesn’tplayfootballwithZhangPeng.HeoftencleanshisroomonSaturdays.Showthelisteningmaterialandtheanswerof“Let’stry”.(出示課件)Leadstudentstoreadthedialogue.2.Let’stalk.Showapictureofsomechildrenplayinginthepark.(出示課件)T:It’sSaturdaymorningnow.Somechildrenareplayinginthepark.Let’shavealook.(1)Learnthenewwordsandphrases.①ShowapictureonthePPT:Agirlreadsabookinthepark.(出示課件)T:Whereisthegirl?Leadstudentstosaythesentence:Sheisinapark.Writedowntheword“park”ontheblackboard.Leadstudentstoreaditthreetimes.Thenpointtothebookinthepicture.T:What’sthis?Ss:It’sabook.T:WhatdoesshedoonSaturdaymorning?Leadstudentstosaythesentence:ShereadsbooksonSaturdaymorning.Writedownthephrase“readbooks”ontheblackboard.Leadstudentstoreaditthreetimes.T:Doyouoftenreadbooksontheweekend?Yesorno?Payattentiontotheword“often”.Itmeans“manytimes”.Ss:Yes./No.T:Pleaseaskmethetwoquestions.Ss:Doyouoftenreadbooksontheweekend?Yesorno?T:Yes,Ido.Ioftenreadbooksontheweekend.Weshouldreadmorebooks.②ShowapictureonthePPT:Aboyplaysfootballinthepark.(出示課件)T:What’sthis?（Pointtothefootball.）Ss:It’saball/football.T:Itisafootball.WhatdoeshedoonSaturdaymorning?Leadstudentstosaythesentence:HeplaysfootballonSaturdaymorning.Writedownthephrase“playfootball”ontheblackboard.Leadstudentstoreaditthreetimes.T:Doyouoftenplayfootballontheweekend?Yesorno?Ss:Yes./No.T:Pleaseaskmethetwoquestions.Ss:Doyouoftenplayfootballontheweekend?Yesorno?T:No,Idon’t.Ioftenreadbooksontheweekend.Ishouldplaysportsontheweekend.(2)Learnthedialogue.①ShowthepictureofZhangPengandSarahin“Let’stalk”.(出示課件)T:Now,itisSaturdayafternoon.Look!Whoareintheparknow?Ss:ZhangPengandSarah.T:Whatelsecanyousee?Whatareintheirhands?Ss:IcanseeafootballinZhangPeng’shandandabookinSarah’shands.T:Excellent!Whataretheytalkingabout?Aretheytalkingabouttheirclasses?Encouragestudentstoguesstheanswers.②Playthevideoof“Let’stalk”.(出示課件)Letstudentswatchthevideoandchecktheirpredictions.Afterstudentswatchthevideo,askthequestionsagain.Leadstudentstoprovidetherightanswers:No,theyarenottalkingabouttheirclasses.Theyaretalkingabouttheirweekends.③ShowthreequestionsonthePPT.Playthevideoof“Let’stalk”again.(出示課件)Letstudentswatchcarefullyandtrytoanswerthesequestions.Askthreestudentstostandupandanswerthesequestionsonebyone.ShowtheanswersonthePPT.Checktheanswerstogether.Answers:(3)Readandact.①Letstudentsreadaftertherecordingsentencebysentenceandtrytoimitatetheintonationandthepronunciationoftherecording.Thenletthemreadfreely.②Letstudentspracticethedialogueinpairs.③Askseveralpairstorole-playthedialogue.Eachpairthatdoesagoodjobcangettwowordcards.Step3:Practice1.Listenandfillintheblanks.Showthedialogueof“Let’stalk”withsomeblanksonthePPT.Thenplaytherecording.(出示課件)Studentstrytolistenandfillintheblankstocompletethedialogue.Theycanwritetheanswersintheirnotebooks.Iftheycan’twritedowntheanswers,theteachercanplaytherecordingonemoretime.Displayseveralstudents’answers.Checkandcorrectthemistakestogether.Choosethebestwork.Giveawordcardtothestudentasanaward.ShowtheanswersonthePPT.(出示課件)Askstudentstocheckandcorrecttheiranswers.Thenletthemreadthedialoguetogetheronce.2.Theturntablegame.(出示課件)（游戲說明:轉盤上呈現一些不同活動的圖片和詞組，如:readbooks,cleantheroom,playfootball,cookdinner,drinktea。Step4:Extension1.Askandanswer.Showthepictureof“Askandanswer”andthesentencepatterns“—Doyouoften…ontheweekend?—Yes,Ido./No,Idon’t.”(出示課件)AsktwostudentstoreadthedialoguebetweenSarahandChenJie.Thenletstudentsworkinpairs.AskstudentstotrytousethephrasesandthesentencepatternsonthePPTtomakenewdialogues.Encouragestudentstothinkofmorephrasestomaketheirowndialogues.Makeamodelwithonestudent.T:Doyouoftenplaybasketballontheweekend?S1:Yes,Ido./No,Idon’t.Step5:Sum-up1.Showtime.Askseveralpairstostandupandshowtheirwork.Giveeachpairfourwordcardsasawards.2.Emotionaleducation.Askstudentstotrytocherishtheirtime,readmoreanddomoreexercise.作業Practicethedialogue.2.Dotheexercises.板書設計教學反思第5課時課時內容PartBLet’slearn&Groupwork上課時間審核人教材分析What：該課時描述了五位小伙伴在周末經常做的事情。陳潔經常洗衣服，麥克經常看電視，奧利佛經常做作業，艾米經常看書，張鵬經常踢足球。Why：通過該課時的學習，學生能夠用更多的詞匯表達周末經常做的事情，同時能夠明白周末有著周末該做的事情，比如幫忙打掃家務，完成作業，進行體育活動等，使學生能夠度過一個充實的周末How：該課時圍繞周末常進行的活動展開“Doyouoftenwashyourclothes/watchTV/dohomework/readbooks/playfootballontheweekend?”教學目標Let’slearn·Listen,speak，readandwritethep