(共28张PPT)
人教（PEP）五年级下册
Unit 1 My day
B Read and write
Cstory time
Sing a song
Pre-reading
I....
I....
What do you often do on the weekend
I....
Pre-reading
Let’s enjoy a play in the theatre!
Pre-reading
What is it
A. A movie(电影)
B. A play（戏剧）
Pre-reading
What do you know about the play
Who
What
Where
How
Pre-reading
Pre-reading
My name is Robinson.
I live on an island.
I want to leave the island. Please help me.
While-reading
My name is Robinson. I live on an island. I always get up early every day. I wash my face, and then I eat breakfast. Sometimes I clean my cave, too.
I often go swimming in the water. In the afternoon, I play sports with my friend. His name is Friday.
Friday is good at sports.
He often wins.
1.What is the letter about
A. Life on an island B. Favourite sports
2.Where does he live
He lives ___________
__________.
in a cave on
the island
While-reading
Please read the letter again and finish the chart.
My name is Robinson. I live on an island. I always get up early every day. I wash my face, and then I eat breakfast. Sometimes I clean my cave, too.
I often go swimming in the water. In the afternoon, I play sports with my friend. His name is Friday.
Friday is good at sports.
He often wins.
What does he do on the island
He ___________________.
get up early
play sports
clean cave
While-reading
My name is Robinson. I live on an island. I always get up early every day. I wash my face, and then I eat breakfast. Sometimes I clean my cave, too.
I often go swimming in the water. In the afternoon, I play sports with my friend. His name is Friday.
Friday is good at sports.
He often wins.
Be good at
sth.
doing sth.
Friday is good at basketball.
Friday is good at playing basketball.
While-reading
Tick or cross.
Robinson and Friday always get up late in the morning.
Robinson only cleans his cave on Fridays.
Robinson and Friday play sports together in the afternoon.
( )
( )
( )
F
F
T
early
While-reading
Character
Character
Where
Where
What
What
My name is Robinson. I live on an island. I always get up early every day. I wash my face, and then I eat breakfast. Sometimes I clean my cave, too.
I often go swimming in the water. In the afternoon, I play sports with my friend. His name is Friday.
Friday is good at sports.
He often wins.
While-reading
Please read after the tape.
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
While-reading
Role-play
Role-play
Post-reading
What is Robinson Crusoe like
adventurous
有冒险精神的
optimistic
乐观的
hard-working
clever
&
creative
kind
&
helpful
Robinson Crusoe
Post-reading
If you were on an island alone,
what will you do
如果你只身一人在孤岛上，你会怎么做？
Post-reading
God helps those who help themselves.
自助者天助
不管面对怎样有限的环境，都应该坚强乐观，保持积极地心态和正确的人生观。
Post-reading
Write a letter to Robinson. Tell him what you often do every day.
Its peal is very hard.
It is the essence（精华） of the plant（植物）.
It is very nutritious（营养）.
It is good for your health.
nut 坚果
Look and say
Squirrels like to eat nuts.
Which animal like eating nuts
Look and say
What does Zip usually do on the weekend
What does Zip do this weekend
She often watches TV.
She will play pipa in a show.
Watch and answer
Zoom and Zip are good friends,
one day they met again.
Let’s read
Zip: It's Saturday now.Zoom,I'm always very busy.
Zoom: Why
Zip: Let me see. From Monday to Wednesday ,I usually collect nuts in the afternoon.
Zoom: What else
Zip: On Thursday, I often dry my nuts in the sun.
Zip: On Friday, I eat nuts with my friends.
Zoom: What do you
usually do on the weekend
Zip: I often watch TV, but this weekend I have a show. I'll play the pipa.
Zoom: When
Zip: Saturday, at 12 o'clock. Oh, no!
Watch and imitate
Retell the story中小学教育资源及组卷应用平台
PEP五下Unit1 My day单元整体设计
第一部分 单元教学设计总思路
一、教学理念
(义务教育英语课程标准(2022年版)》指出:“英语课程的实施要充分发挥核心素养的统领作用，以主题为引领选择和组织课程内容，以语篇为依托融入语言知识、文化知识、语言技能以及学习策略等学习要求，以单元的形式呈现。“2022版课标”的课程六要素新增了“主题”和“语篇”两个要素，并突出了单元整体教学的重要性。单元整体教学过程的设计要先从整体安排教学环节，形成单元框架结构。(王建平，2020)无论是单元整体框架，还是课时教学，都要有学生的学习活动作支撑，围绕单元学习重点、促进单元目标的达成，因此学习活动要体现整合性和纵深行。
二、单元教材分析
（一） 单元主题意义分析 项目 内容
主题意义 ◎交往 √ ◎感情 ◎态度
单元功能：询问、介绍
育人价值 引导学生养成良好的作息习惯.能够理解,尊重从事不同职业的人
（二） 教材分析 本单元是人教版英语(三年级起点)五年级下册第一单元，主要围绕“My day”这一话题展开，单元话题内容设计了五个语篇，分别是两节对话词汇融合课，一节语音课，一节读写课和一节故事课。 语篇一是小学生日常对话，内容围绕张鹏询问新朋友Pedro在西班牙的学习与生活作息情况展开。 语篇二的主题意义是在任务的驱动下讲述自己的日常活动安排 语篇三是小学生日常对话，内容以周末活动展开，因Sarah的妈妈昨晚 上班，所以Sarah去购物。Sarah的周末活动毕富多彩，她经常看电视、常和爸爸一起打乒乓球。她也很勤快，不仅帮打扫房间，还经常洗衣服，再帮煮饭，学生在学习Sarah的周末活动中感悟Sarah是一个孝顺、辛勤、爱帮忙的女孩。 语篇四是一封信件，Robin在剧中扮演Robinson，他住在一个岛上，每天都是很早起床。他洗完脸然后吃早餐，有时候也会打扫洞穴。他经常在水里游泳,下午和朋友Friday一起做体育运动。 语篇五是配图故事，围绕Zip和Zoom一周的活动安排展开，通过描述Zip收坚果、烘干坚果以及吃坚果和Zip周末丰富多彩的活动来展开整个小故事。
三、学情分析
本 在心理特征上，五年级的学生活泼好动、对新话题充满兴趣，喜欢表现自我勇于挑战；在知识上，五年级的学生已有了四年的英语学习基础，已经具备一定的英语学习能力，较好的听、说、读、写英语的习惯已基本养成。他们生性活泼好动，好奇心强，模仿力强，对新事物有着强烈的好奇心，探索知识的欲望很强烈。同时，五年级学生即将步入六年级，制作合理的成长规划有助于培养学生正确人生观价值观的形成。而且，他们已有较强的个人荣誉感，他们渴望得到老师和同伴的认可。本单元主题是带领Oliver认识老师和同学该主题属于“人与自我”和“人与社会”范畴，涉及“学校生活与个人感受”和“同伴交往，相互尊重，友好互助”。
四、单元整体设计思路
围绕单元主题，深挖各课时话题，在单元大任务（Make more friends, Talk about the colorful life）的统领下，划分成三个活动：了解学习日、周末和合理安排自己的日常作息，整合教学内容和资源，明确单元总目标和课时分目标，设计问题解决的任务清单（任务1：谈谈学习日的日常活动。任务2：谈谈周末的活动。任务3：学会合理安排自己的日常活动。）并以任务解决所需要的时间划分课时内容。 在课时教学中创设真实的情境，重视学生的真实经验和体验，充分发挥学生的主体性，开展任务前、任务中、任务后一系列具有整合性、关联性、实践性的学习理解、应用实践、迁移创新学习活动，进而让学生在真实情境中解决生活问题，了解中西方地域文化差异导致人们的作息时间不同，了解不同职业的人有不同的作息表，学会热爱生活，合理规划自己的日常活动。
五、单元总目标
能力目标 能够使用频度副词问答作息时间,如:when do you do morning exercises
2.能够使用频度副词问答周末活动,如:what do you do on the weekend I often go shopping.
够听说读写与日常作息有关的动词及介词短语,如:eat breakfast
4.能够用所学语言知识描述一天中的生活起居以及周末活动等.
知识目标 能够掌握AB部分Let’s learn和Read and write中的四会单词.
2.能够听说认读AB部分Let’s talk中的单词和句型.
3.能够掌握AB部分Read and write中的四会句型,并能灵活运用.
4.能够理解并在课堂中正确操练Let’s play,Let’s chant,Let’s find out等部分的内容.
5.能够了解字母组合的发音规律并能读出例词.
6.了解Story time,Good to know等部分的内容.
情感等有关目标
情感态度:引导学生养成良好的作息习惯.能够理解,尊重从事不同职业的人.
六、单元设计框架
（一）单元课时安排及板块分配（示意图）
第二部分 分课时教学设计
【第 6课时】
教师 授课内容 Part B Read and write&C story
一、教学内容分析
课时文本分析 [What]主题意义和主要内容 Robin在剧中扮演Robinson，他住在一个岛上，每天都是很早起床。他洗完脸然后吃早餐，有时候也会打扫洞穴。他经常在水里游泳,下午和朋友Friday一起做体育运动。 [How]文本结构和语言修辞 通过完成任务，掌握阅读技巧，并懂得故事的内容。
二、教学重难点
教学重点 1.能够掌握故事内容，掌握阅读技巧。
教学难点 创编故事内容，续写故事
三、教具准备
PPT、板书
四、教学过程设计
教学环节 教师活动 学生活动 设计意图
Pre- task Greeting Greeting to the teacher
Sing a song S1: do homework S2… 复习上节课的知识，同时吸引学生的注意力，从而顺利进入课题。
P re- reading S;cave. 复习旧知，为下文学新知识做铺垫
While-task 1.While-reading A. Live in the cave. 在阅读之前，大概了解故事情节。
2.Read and answer. S1:on Fridays 通过回答问题引出本节课的重点单词，学生对这种方式更感兴趣，同时也增加了学生的视觉、听觉的语言输入，为后面输出打下基础。
Read after the tape. Role-play. Robin is a play... 加深对对话的理解,本活动通过听读，加深学生的记忆
Post-task Think and say:What is Robinson Crusoe like Kind... 训练学生的听力和图文匹配能力，提高学生对新词的理解能力，同时也是检验学生的学习方式。
2.Write and say. My name is... …
3.Story time S1;Clock clean... 通过对话练习的方式，既可以巩固知识点，又可以发散学生的思维
8.Homework (1)认真朗读并背诵单词及句子。 分层作业，自主拓展，有利于学生的语言表达和写作能力的发展。
五、板书设计
