Unit
1
My
day
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“
When
do
you
?
I
usually
/
often
at
What
do
you
do
on
the
weekend
/
Saturdays/Sundays?
I
usually/often
”
;能够听?说?读?写五个有关日常作息活动的短语:
do
morning
exercises,
eat
breakfast,
have
class,
play
sports,
eat
dinner;能够听?说?读?写四个日常活动的短语:clean
my
room,
go
for
a
walk,
go
shopping,
take
a
dancing
class
教学目标
知识与能力目标:能够听?说?读?写以下句型:When
do
you
finish
class
in
the
morning?
We
finish
class
at
1
o’
clock.
What
do
you
do
on
the
weekend?
I
often
watch
TV
and
play
ping-pong
with
my
father.
I
usually
wash
my
clothes.
Sometimes
I
cook
dinner.?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:When
do
you
finish
class
in
the
morning?
We
finish
class
at
1
o’
clock.
What
do
you
do
on
the
weekend?
I
often
watch
TV
and
play
ping-pong
with
my
father.?能够在语境中理解词汇finish
class,
go
back
to
school,
classes
start,并能就学校的课程安排时间进行问答;能够理解句型“
Why
are
you
shopping
today?
I’
m
also
hard-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:
do
morning
exercises,
eat
breakfast,
have
class,
play
sports,
eat
dinner;能够听?说?读?写四个日常活动的短语:clean
my
room,
go
for
a
walk,
go
shopping,
take
a
dancing
class;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,并能进行角色表演?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:
Part
A
Let’
s
try
&
Let’
s
talk第二课时:
Part
A
Let’
s
learn
&
Ask
and
write第三课时:
Part
A
Let’
s
spell第四课时:
Part
B
Let’
s
try
&
Let’
s
talk第五课时:
Part
B
Let’
s
learn
&
Do
a
survey第六课时:
Part
B
Read
and
write
&
Let’
s
check
&
Let’
s
wrap
it
up
The
first
period(第一课时)
Part
A
Let’
s
try
&
Let’
s
talk
?教学内容与目标
课时教学内容
课时教学目标
Let’
s
try
?能够从听觉上感知新句型,并根据录音选出适当的图片
Let’
s
talk
?能够通过观察?谈论
Let’
s
talk
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表演?能够在情境中运用句型“When
do
you…?I
usually/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
能在实际语境中运用句型“
When
do
you
?
I
usually
/
often
at
”
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
PPT课件?课文录音?视频?头饰等?
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
2.
Play
a
game.
Wolf,
Wolf,
what
time
is
it
now?
T:
Now,
you
are
the
wolf.
I
ask,
and
you
answer.
(课件出示:不同时间,如:8
点?10
点?12
点?1
点等)
T:
Wolf,
Wolf,
what
time
is
it
now?
Ss:
It’s
eight
o’clock
/
ten
o’clock
/
twelve
o’clock
/
one
o’clock
/
3.
Show
a
video
to
students.
The
video
is
about
a
teacher’
s
day.
(
课件出示:一段“教师的一天”
的视频)
Step
2:
Presentation
1.
Guess
the
teacher’
s
timetable.
Show
the
teacher’
s
timetable.
(课件出示:一张教师的时间安排表)
Only
show
the
time.
Ask
students
to
guess
what
the
teacher
does.
T:
Guess,
what
do
I
do
at
6:00?
Ss:
Get
up
at
6:00?
T:
You
are
right.
T:
What
do
I
do
at
6:30?
Ss:
Wash
your
face?
T:
No,
I
eat
breakfast.
What
do
I
do
at
8:00?
Ss:
Go
to
school?
T:
Oh,
I
start
class
at
8:00.
(Write
down
“
start
class”
on
the
blackboard.)
Teach
“finish
class”
by
the
same
way.
2.
Pair
work.
One
student
plays
the
teacher.
The
other
plays
a
reporter
and
answers
questions
according
to
his
/
her
own
timetable.
S1:
When
do
you?
S2:
I
at
3.
Learn
“usually,
often,
always,
sometimes”.
Show
the
picture
of
main
scene.
(
课件出示:教材
P2
主情景图)
Students
answer
some
questions:
①
Who
are
they?
②
What
are
they
talking
about?
After
that,
the
teacher
shows
a
timetable
of
Pedro.
(
课件出示:教材人物
Pedro
的时间安排表)
T:
When
does
Pedro
get
up?
Ss:
Often
at
7
o’
clock.
T:
When
does
Pedro
start
class?
Ss:
Usually
at
9
o’
clock.
The
teacher
explains
the
meanings
of
“usually,
often,
always,
sometimes”.
(课件出示:频率副词频率分析表)
4.
Learn
“
Let’
s
try”.
(1)
Students
watch
the
three
pictures
carefully.
Predict:
Where
are
Zhang
Peng
and
Pedro?
Answer:
They
are
in
the
classroom.
(2)
Listen
and
tick.
(3)
Check
the
answer
together.
(出示课件)
5.
Learn
“Let’
s
talk”.
(1)
Fast
reading.
Show
the
picture
of
“Let’s
talk”.
(课件出示:
Let’s
talk
情景图)
T:
Look!
Are
Zhang
Peng
and
Pedro
in
the
classroom
now?
Ss:
No.
T:
You
are
right.
They
are
walking
and
talking
now.
What
are
they
talking
about?
Read
the
text
and
find
out
the
answer.
Students
read
and
find
out
the
answer.
Ss:
They
are
talking
about
the
timetable.
(课件出示:西班牙国旗和地图)
T:
Pedro
comes
from
Spain,
a
beautiful
country
in
Europe.
Does
he
have
the
same
timetable
with
Zhang
Peng?
Ss:
No,
he
doesn’t.
(2)
Read
again
and
match.
(3)
Fill
in
the
blanks.
(4)
Check
the
answers.
Write
down
the
sentence
structures
“When
do
you?
I…
at…
”
on
the
blackboard.
T:
When
does
Pedro
eat
dinner?
S1:
Usually
at
9:30
or
10
o’
clock.
T:
When
do
you
eat
dinner?
S2:
Usually
at
6
o’
clock.
T:
What
do
you
do
at
9:30
or
10
o’
clock
in
the
evening?
S3:
Go
to
bed.
T:
But
Pedro
usually
eats
dinner
at
9:30
or
10
o’
clock.
So
we
can
say,
“Wow,
that’
s
too
late!”
Students
read
the
sentence
after
the
teacher.
Step
3:
Practice
1.
Read
and
act.
(1)
The
teacher
plays
the
cartoon
of
the
dialogue.
(
课件出示:
Let’
s
talk视频)
Students
read
after
it.
Pay
attention
to
the
pronunciation
and
the
intonation.
(2)
Students
practice
the
dialogue
in
groups.
(3)
Act
out.
2.
Make
a
new
dialogue.
Ask
students
to
talk
about
the
timetables
of
their
owns.
Then
make
a
dialogue
in
pairs.
Step
4:
Consolidation
&
Extension
1.
Look
and
talk.
(课件出示:不同职业的人的时间安排表)
Let
students
watch
different
people’s
timetables
and
talk
about
them.
2.
Role-play.
(1)
Ask
and
answer.
Prepare
the
headwear
of
a
driver,
a
cook,
a
basketball
player
and
a
doctor.
T:
(Show
the
headwear
of
a
driver)
What
do
you
do?
S1:
I’
m
a
driver.
T:
(Show
the
headwear
of
a
basketball
player)
What
do
you
do?
S2:
I’
m
a
basketball
player.
(2)
Make
a
model.
T:
Hello,
Cook,
when
do
you
get
up?
S1:
I
usually
get
up
at
5:00
a.m.
Hello!
Nurse,
when
do
you
have
lunch?
T:
I
often
have
lunch
at
2:00
p.m.
(3)
Students
work
in
groups.
(4)
Show
time.
Summary:
Labor
creates
beauty.
Everyone
has
his
/
her
value.
We
should
respect
other
people.
?板书设计
?作业设计
Practice
the
dialogue.
?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?角色表演等形式,贴近学生生活实际,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?
?Teaching
Contents
&
Teaching
Aims
Let’s
try
?Listen
to
the
dialogue
and
choose
the
right
picture.
Let’s
talk
?Understand
the
main
idea
of
the
dialogue
by
observing
and
talking
about
the
pictures.
?Read
the
dialogue
and
act
out.
?Use
the
sentence
structures
“When
do
you?
I
usually
at”
properly.
?Teaching
Priorities
?Understand
the
sample
sentences.
Try
to
imitate
the
sentence
structures.
?Teaching
Difficulties
?Be
able
to
read
the
dialogue
correctly
and
fluently.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&
Lead-in
1.
Greetings.2.
Play
a
game.3.
Show
the
video
to
students.
1.
Greetings.2.
Play
a
game.3.
Watch
the
video.
Cultivate
students’
learning
interest.
Lead
in
the
topic.
Presentation
1.
Guess
the
teacher’s
timetable.
Learn
the
new
phrases.
Create
“information
gap”
to
help
students
learn
the
new
phrases.
2.
Pair
work.
Practice
the
sentence
structures.
Practise
the
main
sentences
to
prepare
for
the
next
part.
3.
Learn
“usually,
often,
always,
sometimes”.
Watch
the
cartoon
and
answer
the
questions.
Understand
the
meanings
of
“usually,
often,
always,
sometimes”.
Practise
sentences
and
get
to
know
the
meanings
of
frequency
adverbs.
4.
Learn
“Let’s
try”.
Predict
the
picture.
Listen
to
the
recording
and
tick
the
right
one.
Develop
the
listening
strategies
and
prepare
for
“Let’
s
talk”.
5.
Learn
“Let’s
talk”.(1)
fast
reading.(2)
Read
again
and
match.(3)
Fill
in
the
blanks.
(4)Check
the
answers.
Read
the
text.
Finish
the
exercises.
Check
the
answers
with
the
teacher.
Understand
the
main
idea
of
the
text.
Practice
the
key
sentence
patterns.
Cultivate
students’
analytical
and
logical
thinking
ability.
Practice
1.
Read
and
act.
Read
after
the
recording.
Practice
and
act
out.
Make
sure
the
students
read
the
dialogue
correctly
and
fluently.
2.
Make
a
new
dialogue.
Work
in
pairs
to
share
the
timetables
of
their
owns.
Practise
the
dialogue.
Consolidation
&
Extension
1.
Look
and
talk.
1.
Look
at
different
people’s
timetables
and
talk
about
them.
Create
a
natural
reality
situation.
Students
can
use
the
sentences
reasonably.
Cultivate
students’
comprehensive
language
using
ability.
2.
Role-play.
2.
Do
the
role-play.
Homework
1.
Practise
the
dialogue.2.
Do
the
exercises.
Teaching
purpose
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。
Teaching
purpose
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。
Teaching
purpose
学生两人一组，结合教师的时间安排表进行句型练习。
Teaching
purpose
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，帮助学生理解与把握。
Teaching
purpose
此部分为听力活动，培养学生的听力策略。与Let’s
talk
板块紧密相关，为对话教学做好铺垫。
Teaching
purpose
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。
Teaching
purpose
通过对话，学生可以了解不同国家的学校作息时间不同，感受东西方文化的差异，同时进一步在情境中操练对话。
Teaching
purpose
引导学生按正确的语音?语调及意群朗读对话，并能在小组中进行角色表演。
Teaching
purpose
引导学生按正确的语音?语调及意群朗读对话，并能在小组中进行角色表演。
4
9(共33张PPT)
Unit
1
My
day
Part
A
Let’s
try
&
Let’s
talk
PEP·五年级下册
Play
a
game
Wolf,
wolf,
what
time
is
it
now?
1
o’clock
8
o’clock
10
o’clock
12
o’clock
Watch
a
video
In
the
morning
Time
Do
6:
00
???
6:
30
???
8:
00
???
12:
00
???
In
the
afternoon
12:
30
???
1:
30
???
2:
00
???
5:
00
???
5:
30
???
9:
00
???
What
do
I
do
at
6:00?
Let’s
guess
Get
up
at
6:00?
You
are
right.
What
do
I
do
at
____?
_____
at
_____?
Yes,
.../
No
...
In
the
morning
Time
Do
6:
00
Get
up
6:
30
Eat
breakfast
8:
00
Start
class
12:
00
Finish
class
In
the
afternoon
12:
30
Eat
lunch
1:
30
Go
back
to
school
2:
00
Have
English
class
5:
00
Go
home
5:
30
Eat
dinner
9:
00
Go
to
bed
Pair
work
One
plays
teacher,
one
plays
a
reporter.
Watch
the
cartoon
and
think:
Who
are
they?
What
are
they
talking
about?
1.
When
does
Pedro
get
up?
_______________________
2.
When
does
Pedro
start
class?
_______________________
often
at
7
o’clock
usually
at
9
o’clock
Often
at
7
o’clock
Usually
at
9
o’clock
Pedro’s
timetable
get
up
start
class
usually
often
always
sometimes
通常，一般
常常;
总是，老是
经常
有时候
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
always
usually
often
some-
times
always
＞
usually
＞
often
＞
sometimes
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Satur-day
Let’s
try
Where
are
Zhang
Peng
and
Pedro?
Listen
and
tick.
√
They
are
in
the
classroom.
Read
and
answer:
What
are
they
talking
about?
A.
They
are
talking
about
timetable
(作息安排).
B.
They
are
talking
about
weather.
Pedro
comes
from
Spain.
Does
he
have
the
same
timetable
with
Zhang
Peng?
No,
he
doesn’t.
Read
again
and
match
finish
class
go
back
to
school
classes
start
eat
dinner
Can
you
fill
in
the
blanks?
1
o'clock
2:30
3
o'clock
9:30
or
10
o'clock
Pedro's
timetable
finish
class
go
back
to
school
classes
start
eat
dinner
When
do
you
...?
I
...
at
...
When
does
Petro...?
He
...
at
...
Read
and
act.
ZP:
When
do
you
finish
class
in
the
morning?
P:
We
finish
class
at
1
o'clock.
Then
we
eat
lunch
at
home.
ZP:
Wow!
When
do
you
go
back
to
school
after
lunch?
P:
At
2:30.
Classes
start
at
3
o'clock.
ZP:
When
do
you
usually
eat
dinner
in
Spain?
P:
Usually
at
9:30
or
10
o’clock.
ZP:
Wow!
That's
too
late!
Make
a
new
dialogue.
A:
When
do
you
finish
class
in
the
morning?
B:
We
finish
class
at
_____.
Then
we
eat
lunch
at
home.
A:
Wow,
when
do
you
get
back
to
school
after
lunch?
Your
timetable
B:
________.
Classes
start
at
________.
A:
When
do
you
usually
eat
dinner?
B:
Usually
at
________.
go
to
bed
at
6
o’clock
in
the
morning
work
at
night
go
to
bed
at
11
o’clock
in
the
evening
get
up
at
6
o’clock
in
the
morning
get
up
at
5
o’clock
in
the
morning
Look
and
talk
When
does
the
nurse
go
to
bed?
She
goes
to
bed
at
6
o’clock
in
the
morning.
When
does
...?
He/
She
...
Role
play
What
do
you
do?
I’m
a
______.
driver
cook
basketball
player
doctor
A:
Hello,
Cook,
when
do
you
get
up?
B:
I
usually
get
up
at
5:00
a.m.
Hello!
Nurse,
when
do
you
have
lunch?
A:
I
often
have
lunch
at
2:00
p.m.
Work
in
groups
A:
Hello,
_____,
when
do
you
_______?
B:
I
_______
at
_____.
Hello!
_____,
when
do
you
________?
A:
I
________
at
_____.
Unit
1
My
day
I
When
do
you
…?
always
usually
often
sometimes
finish
class
at
…
go
back
to
school
at
…
start
class
at
…
eat
dinner
at
…
+
（频率副词）
（动作/活动）
+
Blackboard
Design
Practice
the
dialogue.
Homework
