(共35张PPT)
Unit
1
My
day
Part
A
Let’s
learn
&
Ask
and
write
PEP·五年级下册
Sing
a
song.
Lead-in
Do
the
actions
and
say
the
phrases
quickly.
watch
TV
read
books
listen
to
the
music
do
homework
water
the
flowers
clean
the
room
Pedro
Our
new
friend
Pedro
is
coming!
He
is
from
Spain.
What
does
he
do
every
day?
do
morning
exercises
7:00
a.m.
in
the
morning
What
does
Pedro
do?
When
do
you
usually
do
morning
exercises?
At
______.
I
do
morning
exercises
at
____
a.m.
Pedro,
when
do
you
eat
breakfast?
At
______.
eat
breakfast
8:00
a.m.
Pair
work
When
do
you
eat
breakfast?
I
eat
breakfast
at
...
Today
is
______.
What
class
do
you
have
on
_____s?
English
class
9:00
a.m.
have
…
class
9:00
a.m.
I
have
English
class
at
9:00
a.m.
have
______
class
Chinese
maths
English
play
sports
6:00
p.m.
in
the
afternoon
I
play
sports
at
_________
6:00
p.m.
eat
dinner
9:00
p.m.
I
eat
dinner
at
_________
9:00
p.m.
Let’s
read
do
morning
exercises
eat
breakfast
have
…
class
play
sports
eat
dinner
Introduce
Pedro’s
timetable
Activities
Time
do
morning
exercises
7:
00
a.m.
eat
breakfast
8:
00
a.m.
have
...
class
9:
00
a.m.
play
sports
6:
00
p.m.
eat
dinner
9:
00
p.m.
Hello!
I’m
Pedro.
At
7:
00
a.m.,
I
______.
At
________,
I
______.
Bomb
game
Rules:
If
there
is
no
bomb,
students
can
say
the
phrases
loudly.
If
there
is
a
bomb
with
a
phrase,
students
should
keep
silent.
do
morning
exercises
eat
breakfast
play
sports
eat
dinner
have
...
class
Can
you
say?
A:
When
do
you
_________________?
B:
At
____________
do
morning
exercises
a.m.
6
o’clock
a.m.
A:
When
do
you
____________?
B:
At
___________
a.m.
eat
breakfast
8
o’clock
a.m.
A:
When
do
you
__________?
B:
At
___________
p.m.
play
sports
4
o’clock
p.m.
A:
When
do
you
______________?
B:
At
____________
have
English
class
a.m.
10
o’clock
a.m.
A:
When
do
you
_____________?
B:
At
___________
p.m.
eat
dinner
6
o’clock
p.m.
Ask
and
write
Ask
about
your
partner’s
timetable.
get
up
6:00
a.m.
do
morning
exercises
eat
breakfast
have
…
class
eat
lunch
play
sports
eat
dinner
go
to
bed
When
do
you
get
up?
I
get
up
at
6:00
a.m.
Play
roles
Your
partner’s
timetable
8:00
a.m.
12:00
a.m.
6:00
p.m.
7:00
a.m.
…
…
…
When
do
you
...?
I
...
at
...
get
up
6:00
a.m.
do
morning
exercises
eat
breakfast
have
…
class
eat
lunch
play
sports
eat
dinner
go
to
bed
Good
or
bad?
Design
your
ideal
timetable
Activities
(活动)
Time
(时间)
This
is
my
ideal
timetable.
I
get
up
at
_____.
I
_____
at
______.
I
_____
at
______.
Healthy
timetable,
healthy
life.
Blackboard
Design
Unit
1
My
day
do
morning
exercises
7:00
a.m.
eat
breakfast
8:00
a.m.
have
...
class
9:00
a.m.
play
sports
6:00
p.m.
eat
dinner
9:00
p.m.
I
When
do
you
_______?
at
Homework
Practice
the
dialogue.The
second
period(第二课时)
Part
A
Let’s
learn
&
Ask
and
write
?教学内容与目标
课时教学内容
课时教学目标
Let’
s
learn
?够听?说?读?写以下短语:do
morning
exercises,
eat
breakfast,
have
class,
play
sports,
eat
dinner?能够运用句型“When
do
you
do
morning
exercises
/
?
I
usually
at
”
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
Ask
and
write
?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“When
do
you
?I
usually
/
often
at
”进行交流?
?教学准备
PPT课件?课文录音?视频等?
?教学过程
Step
1:
Warm-up
&
Revision
1.
Greetings.
2.
Sing
a
song—Days
of
the
week.
(出示课件)
3.
TPR
game.
(出示课件)
Show
some
pictures.
(e.g.,
watch
TV,
read
books,
listen
to
music,
do
homework…)
Students
do
the
actions
and
say
the
phrases
quickly.
T:
Everybody,
stand
up.
Let’s
say
and
do
quickly!
Here
we
go!
S1:
“watch
TV”
(with
action).
S2:
“read
books”
(with
action).
S3:
“listen
to
music”
(with
action).
S4:
“water
the
flowers”
(with
action).
S:
…
Step
2:
Presentation
1.
Learn
“do
morning
exercises”
and
“a.m.”.
T:
Look!
Our
new
friend
Pedro
is
coming.
He
is
from
Spain.
What
does
he
do
every
day?
Let’
s
have
a
look.
(课件出示:Let’
s
learn
做早操及其时间的图)
T:
What
does
Pedro
do?
(The
teacher
does
the
action)
Ss:
Do
morning
exercises.
T:
Good!
Do
morning
exercises.
(Show
the
flash
card,
students
read
the
phrase
together.
Then
the
teacher
writes
down
“do
morning
exercises”
on
the
blackboard.
Ask
students
to
pay
attention
to
the
pronunciation
of
“exercises”.)
T:
When
does
Pedro
usually
do
morning
exercises?
Ss:
At
7
o’
clock.
T:
Yes,
at
7:00
a.m.
(Write
down
“a.m.”
on
the
blackboard.)
T:
“a.
m.”
means
“in
the
morning”.
When
do
you
usually
do
morning
exercises?
Ss:
At
________.
T:
Oh,
you
can
say:
I
do
morning
exercises
at
________a.m.
2.
Learn
“eat
breakfast”.
(1)T:
Class!
You
are
Pedro
now.
Pedro,
when
do
you
eat
breakfast?
(课件出示:Let’
s
learn
吃早饭及其时间的图)
Ss:
I
eat
breakfast
at
8:00
a.m.
Show
the
flash
card,
students
read
the
phrase
together.
Then
boys
PK
girls.
(Write
down
“eat
breakfast”
on
the
blackboard.)
T:
I
eat
breakfast
at
7:30
a.m.
When
do
you
eat
breakfast,
S1?
S1:
I
eat
breakfast
at…
T:
What
about
you?
S2,
S3,
S4…
S2
/
S3
/
S4:
I
eat
breakfast
at
(2)
Pair
work.
Students
do
the
pair
work
and
then
have
a
show.
A:
When
do
you
eat
breakfast?
B:
I
eat
breakfast
at
3.
Learn
“have…class”.
(1)
Show
the
class
schedule
on
Monday.
T:
Today
is
Monday.
What
class
do
you
have
on
Mondays?
Ss:
We
have
Chinese
/
English
/
maths
/
class.
T:
Pedro,
when
do
you
have
English
class?
(课件出示:Let’
s
learn
上英语课及其时间的图)
Ss:
I
have
English
class
at
9:00
a.m.
(Write
down
“have…class”
on
the
blackboard.)
Students
read
after
the
teacher.
The
teacher
checks
the
pronunciation.
(2)
Show
some
covers
of
the
textbooks.
Let
students
practise
“have…class”.
(课件出示:一些学科的教材封面图)
4.
Learn
“play
sports”
and
“p.m.”.
(课件出示:Let’
s
learn
做运动及其时间的图)
T:
Pedro,
we
have
studied
all
day.
Let’
s
play
sports
together.
(Write
down
“play
sports”
on
the
blackboard.
Students
read
after
the
teacher.)
T:
Pedro,
when
do
you
play
sports?
Ss:
I
play
sports
at
6:00
p.m.
T:
Good!
“p.m.”
means
“in
the
afternoon”.
(Write
down
“p.m.”
on
the
blackboard.)
The
teacher
takes
out
a
toy
ball
and
throws
it
to
S1.
T:
S1,
when
do
you
play
sports?
S1:
I
play
sports
at
T:
Great!
Pass
the
ball
to
the
next
one
and
ask
him
or
her,
“When
do
you
play
sports?”
S1:
When
do
you
S2:
…
S3:
…
…
5.
Learn
“eat
dinner”.
(课件出示:Let’
s
learn
吃晚饭及其时间的图)
T:
After
playing
sports,
I
am
tired
and
hungry.
It’s
time
to
eat
dinner.
(Write
down
“eat
dinner”
on
the
blackboard.
Students
read
after
the
teacher.)
T:
Pedro,
when
do
you
eat
dinner?
Ss:
I
eat
dinner
at
9:00
p.m.
T:
Oh,
that’s
too
late!
S1,
when
do
you
eat
dinner?
S1:
I
eat
dinner
at
________p.m.
6.
Listen
and
read.
Students
read
the
phrases
and
sentences
after
the
recording.
7.
Introduce
Pedro’
s
timetable.
(课件出示:Petro
的时间安排表)
T:
You
can
say
like
this:
Hello!
I’m
Pedro.
At
7:00
a.m.,
I
________.
At
________,
I
________.
Step
3:
Practice.
1.
Play
games.
(1)
Bomb
game.
If
there
is
no
bomb,
students
can
say
the
phrases
loudly.
If
there
is
a
bomb
with
a
phrase,
students
should
keep
silent.
(2)
Can
you
say?
Show
the
pictures
of
different
activities
and
time.
Students
look
and
fill
in
the
sentences.
2.
Ask
and
answer.
(1)
Pair
work.
S1:
When
do
you…?
S2:
I
________at
________.
When
do
you...?
S1:
I
________at
________.
(2)
Group
work.
Work
in
groups
of
four.
Each
group
asks
and
answers
questions
in
turn.
Step
4:
Consolidation
&
Extension
What
is
an
ideal
timetable?
(1)
Look
and
say.
Show
some
pictures
of
unhealthy
timetable.
Ask
students
to
judge
they
are
good
or
bad
and
to
give
their
reasons.
(课件出示:一些不健康的作息图片)
(2)
Design
your
ideal
timetable.
Students
talk
about
the
ideal
timetable
and
write
down
their
own
ideal
ones
on
the
paper.
(3)
Show
time.
Ask
some
students
to
show.
Make
a
model:
T:
You
can
say
like
this:
This
is
my
ideal
timetable.
I
get
up
at
________.
I
________at
________.
I
________at
________.
Summary:
Healthy
timetable,
healthy
life.
?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,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?
?Teaching
Contents
&
Teaching
Aims
Let’s
learn
?Be
able
to
listen,
say,
read
and
write
the
new
phrases.
?Be
able
to
talk
about
the
daily
routine
by
using
the
key
sentences.
?Know
that
a
healthy
timetable
is
important
to
us.
Ask
and
write
?Be
able
to
ask
about
the
timetable
of
the
partner.
?Teaching
Priorities
?Be
able
to
listen,
say,
read
and
write
the
new
phrases.
?Teaching
Difficulties
?Be
able
to
use
the
key
sentences
in
real
situations.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&
Revision
1.
Greetings.
2.
Sing
a
song.3.
TPR
game.
1.
Greetings.2.
Sing
a
song.3.
Play
the
TPR
game.
Cultivate
students’
learning
interest.
Review
the
phrases
and
sentences
they
have
learned.
Lead
in
the
topic.
Presentation
1.
Learn
“do
morning
exercises”
and
“
a.m.”.
Learn
the
new
phrases
and
try
to
describe
the
timetable
by
using
the
key
sentences.
Pay
attention
to
the
pronunciation
of“exercises”.
2.
Learn
“eat
breakfast”.
Pair
work.
Practise
the
key
sentences.
3.
Learn
“have
class”.
Use
the
course
titles
to
practise
the
phrase.
Students
can
use
“have
class”
to
express
different
courses.
4.
Learn
“play
sports”
and
“p.m.”.
Play
a
game
to
practise
the
new
phrases
and
sentences.
Use
a
game
to
elevate
students’
learning
interest.
5.
Learn
“eat
dinner”.
Practise
the
phrase.
Strengthen
students’
mastery
of
the
phrase.
6.
Listen
and
read.
Students
read
after
the
recording.
Make
sure
the
students
read
the
phrases
and
sentences
correctly
and
fluently.
7.
Introduce
Pedro’
s
timetable.
Practise
and
have
a
show.
Form
a
whole
timetable,
students
get
to
know
how
to
introduce
one’s
timetable.
Practice
1.
Play
games.
(1)
Bomb
game.
(2)
Can
you
say?
Play
the
game,
then
fill
in
the
sentences.
Activate
the
atmosphere.
Use
an
interesting
game
to
arouse
students’
attention
so
as
to
practise
the
new
phrases.
2.
Ask
and
answer.
Practice
the
dialogue
in
pairs
and
in
groups.
Finish
the
exercises
on
the
textbook
and
create
the
chance
to
practise
the
new
phrases
and
sentences.
Consolidation
&
Extension
What
is
an
ideal
timetable?
(1)
Look
and
say.
(2)
Design
your
idealtimetable.(3)
Show
time.
(1)Look
at
the
pictures
and
talk
about
them.(2)Talk
about
the
ideal
timetable
and
design
their
own
ideal
ones.(3)Show
their
own
ideal
timetables
to
the
class.
The
harm
of
unhealthy
timetable
makes
the
students
realize
the
importance
of
a
healthy
timetable.
The
activity
teaches
students
to
be
effective
thinkers.
Homework
1.
Introduce
your
own
timetable
to
your
family
members.2.
Do
the
exercises.
Teaching
purpose
通过
TPR
热身活动，复习之前学过的活动短语，帮助学生迅速进入状态，为教授新的短语做好铺垫。
Teaching
purpose
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。
Teaching
purpose
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。
Teaching
purpose
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。
Teaching
purpose
设置扔球小游戏，一方面让学生体会“play
sports”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。
Teaching
purpose
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。
Teaching
purpose
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。
Teaching
purpose
本环节让学生体会到不合理安排时间的危害，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。
Teaching
purpose
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。
Can
you
say?
A:
When
do
you
do
morning
exercise?
B:
At
6
o'clock.
a.m.
A:
When
do
you
eat
breakfast?
B:
At
8
o'clock.
a.m.
A:
When
do
you
play
sports?
B:
At
4
o'clock.
p.m.
2
7
