(共30张PPT)
Unit 1 My day
A Let’s talk & Let’s try
PEP小学英语五年级下册
Enjoy a song
What daily activities can you think of
(日常活动）
get up
have breakfast
go to school
have classes
have lunch
go home
have dinner
go to bed
Let’s say
Let’s say
Free talk
-What do you usually do
-I usually _______at______ .
at school
after school
before school
before school
at school
after school
His name is Pedro.
He is from Spain.
（西班牙）
We have a new friend.
Pedro
Spain
Lean in
rain
tail
What ...
How old...
Where ...
Let's try
Pedro
Spain(西班牙）
When does Pedro ...in Spain
get up
start class
often at 7 o'clock
usually at 9 o'clock
Pedro is a new student from Spain.
Zhang Peng: Pedro, this is our new classroom. Do you like our school
Pedro: Yes, but I'm tired.
In Spain, I aways sleep a little in the afternoon.
Zhang Peng: Really When do you sleep
Pedro: At about 2 o'clock.
Zhang Peng: Oh, that's now. But we have a math class at 2 o'clock.
Listen and tick:
重点信息
√
Lean in
Listen and repeat
①When does he go back to school after lunch
③When does he usually eat dinner in Spain
②When does he start class in the afternoon
Watch and think
Pedro’s timetable(作息表) get up at 7:00 a.m.
start class at 9:00 a.m.
finish class
sleep at 2:00 p.m.
go back to school
start class
eat dinner
Read and fill
at 1:00 a.m.
When do you go back to school after lunch
At 2:30.
at 2:30 p.m.
About Pedro
When do you start class in the afternoon
At 3 o'clock.
at 3:00 p.m.
About Pedro
When do you usually eat dinner in Spain
Usually at 9:30 or 10 o'clock.
at 9:30 or10:00 p.m.
at 3:00 p.m.
About Pedro
That's too late!
Read and predict
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
____________________ in the morning
We finish class at 1 o’clock. Then
we eat lunch at home.
Wow! __________________ after lunch
At 2:30. Classes start at 3 o’clock.
_______________________
Usually at 9:30 or 10 o’clock.
Wow! That’s too late!
1
2
3
Think and choose
A. When do you usually eat dinner in Spain
B. When do you go back to school
C. When do you start class
D. When do you finish class
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
____________________ in the morning
We finish class at 1 o’clock. Then
we eat lunch at home.
Wow! __________________ after lunch
At 2:30. Classes start at 3 o’clock.
_______________________
Usually at 9:30 or 10 o’clock.
Wow! That’s too late!
1
2
3
D
B
A
Watch and check
Listen and imitate
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
When do you finish class in the morning
We finish class at 1 o’clock. Then
we eat lunch at home.
Wow! When do you go back to school after lunch
At 2:30. Classes start at 3 o’clock.
When do you usually eat dinner in Spain
Usually at 9:30 or 10 o’clock.
Wow! That’s too late!
Role-play
1. Read aloud. 能够大声朗读
2. Read correctly and fluently.
能够正确并流利朗读
3. Read with action and emotion.
能够配上动作和感情朗读
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
When do you finish class in the morning
We finish class at 1 o’clock. Then
we eat lunch at home.
Wow! When do you go back to school after lunch
At 2:30. Classes start at 3 o’clock.
When do you usually eat dinner in Spain
Usually at 9:30 or 10 o’clock.
Wow! That’s too late!
Read
能分角色朗读对话。
Act
能合作表演。
Create
能改编对话并表演。
Standards for evaluation
（评分标准）
When do you
We at . .
Wow! When do you
At . at .
When do you usually
Usually at .
Wow! !
Role-play
A: Hello! What do you do
B: I’m a ... .
A: When do you ...
B: I ... at ... .
A: That’s too early/late/not good/great.
And when do you ...
B: I ... at ... .
A: That’s .... .
B:... ... A: ... ... .
doctor
teacher
cleaner
policeman
nurse
basketball player
farmer
taxi driver
cook
singer
Loudly响亮
Fluently 流利说
Wonderfully 精彩演
Role play
Word bank
get up eat breakfast go to work have lunch
go home watch TV have dinner go to bed …
Interview some people with different jobs.
（采访不同职业的人，了解他们的作息时间。）
When do you ________
I get up at __________.
get up
5 o'clock
Role play
Interview some people with different jobs.
Role play
Word bank
get up eat breakfast go to work have lunch
go home watch TV have dinner go to bed …
Interview some people with different jobs.
When do you ________
At ______ in the morning.
I work at night.
go to bed
6 o'clock
Role play
Interview some people with different jobs.
What's your job
I'm a ______ .
doctor
选择一个职业，
画出作息时间，
然后创编对话进行采访。
（表演时注意表情、语气、动作。）
A: What's your job
B: I'm a(an) English teacher.
A: When do you get up
B: I usually get up at 6 o'clock.
get up
eat breakfast
go to work
have lunch
go home
have dinner
go to bed …
Word bank
Role play
Choose,draw and interview
farmer
teacher
doctor
nurse
driver
cook
basketball player
football player...
6
Summary
课堂总结
https://www.21cnjy.com/recruitment/home/fine中小学教育资源及组卷应用平台
（PEP版）五年级下学期
Unit1 My day单元整体分析
课时 Unit1 My day A let’s talk
语篇内容 Pedro’s schedule 类型 对话课
语篇分析 What:本课语篇为小学生日常对话。Pedro时一位来自西班牙的新朋友，张鹏带领Pedro去教室。围绕Pedro在西班牙的学习与生活作息情况而展开的讨论。Why:通过张鹏和Pedro的对话，了解了Pedro在西班牙的学习与生活作息情况。在这一系列的对话中让学生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。同时树立正确安排自己的日常学习和作息活动时间的观点。How:该对话是比较典型的日常活动情景对话，涉及小学生交流作息时间安排的句型—When do you… —I usually/often…at…”及参考词汇finish class, go back to school, classes start就学校的课程安排时间进行问答。该对话情节简单，但以上几个个词汇需要学生在语境中理解，具有现实意义和教育意义。
教学目标教学重点、难点 学习理解：在看、听、说的活动中，获取、梳理对话中的Pedro日常活动。应用实践：在教师的帮助下，能在情境中正确运用本节课词汇和句型询问并回答关于日常活动作息时间安排的问题（程度较好的学生可以尝试转述、介绍对话中关于日常作息活动的安排信息。）迁移创新：小组内用本节课所学语言表达作息安排，设计合理的日常作息并向自己的组员或其他同学进行分享。了解不同职业的人的时间安排表，要尊重每种职业。
资源选取及运用 教材、PPT及图片
教学过程：
教学目标 学习活动 效果评价
1.学习理解 在看、听、说的活动中，获取、梳理对话中Pedro在西班牙的学习与生活作息情况。 1.Enjoy a song2.Let’s say3.Free talk4.Lead in5.Let’s try6.Watch and think7.About Pedro 教师观察学生能否参与互动交流，根据需要调整领读与鼓励。教师根据学生发音情况，并且利用图片让学生理解短语的意思，给与指导与反馈教师根据学生不同的水平，结合教学中出现的问题给与指导与鼓励
设计意图：本阶段学习活动旨在帮学生在语境中理解学习内容，学习核心词汇和核心语言。学生在教师的指导下看图预测对话内容，在跟读模仿中模仿正确的语音语调，内化语言，为语言输出奠定基础。
教学目标 学习活动 效果评价
2.应用实践：在教师的帮助下，分角色表演对话（程度较好的学生可以尝试转述、介绍对话中关于日常活动时间安排的信息。） 1.Read and predict2.Watch and check3.Listen and imitate4.Role play 教师观察学生运用核心语言进行交流的情况，根据学生表现给与指导与反馈。教师观察学生能否能够顺利完成连线题目，根据学生表现给与提示和指导。
设计意图：本阶段学习活动引导学生在游戏中巩固知识。特别是重点语句，在游戏中不知不觉完成知识的学习。
教学目标 学习活动 效果评价
3.迁移创新：在小组内交流自己的体验不同职业的作息时间，最后向全班汇报交流结果。 1.Read and act2.Role play3.Choose,draw and interview 教师观察学生在小组内运用所学语言交流，教师根据学生对问题的回应与反馈，引导讨论和正确的评价。及时给与帮助和鼓励
设计意图：本阶段的教学活动旨在帮助学生内化语言知识，将所学知识运用到实际中，从学习理解过渡到运用实践，为后面的迁移创新有了真实的感受和体验。
板书设计
阶梯式作业设计：
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