五年级英语下册第1单元《Unit 1 My day》第1课时教案.docx

五年级英语下册第1单元Unit 1 My day第1课时 教案收录于话题#英语教案A教学内容与目标课时教学内容课时教学目标Lcf 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 组中进行角色扮演能够在情境中运用句型“一When do you.?I usually/often.at.v 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够在实际语境中运用句型“一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1 .预习本课时的相关内容。2 .PPT课件、课文录音、视频、头饰等。A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:显示不同时间的图片，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: Presentation1. 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?55: Get up at 6:00?T: You are right.T: What do I do at 6:30?56: Wash your face?T: No, I eat breakfast. What do I do at 8:00?57: Go to school?T: Oh, I start class at 8:00.（Write down “start class” on the blackboard.） Teach ufinish class” in the same way.2. Pair work.One student plays the teacher. The other plays a reporter and asks questions according to the teacher's timetable.51: When do you.?52: I. at.3. Learn “usually, often, always, sometimes”.Show the picture of main scene.（课件出示:Unit 1 主情景图）Students answer some questions: Who are they? What arc 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 “ Let5 s try”.(1) Students watch the three pictures carefully and predict: Where are Zhang Peng and Pedro?(课件出示:Let's try 的图片)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 “一When do you? 一I. at. “ on the blackboard.T: When does Pedro eat dinner? SI: Usually at 9:30 or 10 o' clock. T: When do you eat dinner?52: Usually at 6 o' clock.T: What do you do at 9:30 or 10 o' clock in the evening?53: Go to bed.T: But Pedro usually eats dinner at 9:30 or 10 o' clock in the evening.So wc can say,44Wow, that's too late!”Students read the sentence after the teacher.Step 3: Practice1. 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?51: T m a driver.T: (Show the headwear of a basketball player) What do you do?52: r m a basketball player.(2) Make a model.T: Hello, Cook, when do you get up?51: I usually get up at 5:00 o'clock. Hello! Nurse, when do you have lunch?T: I often have lunch at 2:00 o'clock.(3) Students work in groups.(4) Show time.Summary: Labor creates beauty. Everyone has his / her value. We should respect the jobs of other people.A作业设计1. Practice the dialogue.2. Do the exercises.教学反思1 .整个教学设计流程清晰,由易至I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、角色扮演等形式，贴近学生实际生活，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 .板书设计清嘶明了，重点突出，起到了很好的辅助作用。 Teaching Contents & Teaching AimsLet,s try Be able to perceive the new sentence structures from the auditory, and be able to listen to the dialogue and choose the right picture.Let's talk Be able to understand the main idea of the dialogue by observing and talking about the pictures. Be able to read the dialogue and act out. Use the sentence structures ”When do you.? I usuallyat.” properly. Be able to understand the meaning of the frequency adverbs “usually, often, always, sometimes in the context and pronounce them correctly. Teaching Priorities Be able to understand the sample sentences. Try to imitate the sentence structures. Teaching Difficulties Be able to read the dialogue correctly and fluently. Teaching ProceduresTeaching Stages Teacher's Activities Students' ActivitiesTeaching PurposesWarm-up & Lead-in 1. Greetings.2. Play a game.3. Show a video to students. 1. Greetings.2. Play a game.3. Watch the video. Cultivate students5 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. Practise the sentence structures. Practise the main sentences to prepare for the next part.3. Learn “usually, often, always, sometimes”. Observe the picture of main scene and answer the questions. Understand the meanings of the words “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 of students 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 structures. Cultivate students' analytical and logical thinking ability.(5) ctice 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. Practice the dialogue.2. Do the exercises.