PEP五上Unit2教学设计(21页).doc

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1、-PEP五上Unit2教学设计-第 20 页Analysis of the Second Unit学科： 英语 年 级 五年级上 设计人授课日期 第（ 1 ）课时课题（教学内容）Unit2 A Lets learn; A Lets do学情分析本单元主要学习如何描述每星期课程安排和周末活动安排，这一单元分为主情景图，A，B和C四部分，A部分主要包含Lets try, Lets talk, Lets learn, Lets play, Lets spell五个环节。主要学习讨论、询问一周的星期、课程安排的单词及句型。教学目标1能听、说、读、写单词“Monday”，“Tuesday”，“Wedne

2、sday”，“Thursday”，“Friday”，“Saturday”，“Sunday”和“weekend”。 2能在创设的实际情景中灵活运用句型“What do you have on ?”，“I have ”。 3能完成“Lets play”部分的对话任务。 4激发学生的学习热情，鼓励学生就班级的课程表和同学进行交流。教学重难点Key points：1能听、说、读、写单词“Monday”，“Tuesday”，“Wednesday”，“Thursday”，“Friday”，“Saturday”，“Sunday”和“weekend”。 2能在创设的实际情景中灵活运用句型“What do yo

3、u have on ?”，“I have ”。Difficult points：1掌握表示星期几单词的书写。2单词weekend的含义。课前准备CAI, word cards and tape recorder教 学 过 程个性化修改Step 1: Warm-upFree talk T: Hello, boys and girls. Ss: Hello, Miss He. T: How are you today? Ss: Fine, thank you. And you? T: Im fine, too. What time is it? Ss: Its T: Its time to beg

4、in our class. Here we go. 2. 教师拿出一个钟表，结合本班的课程表，将钟表拔到一个时间，如9点，说：“Its nine oclock now. Its time for Chinese / maths / ”，帮助学生复习课程的英语表达。 Step 2: Presentation1教师用多媒体课件出示本部分的课程表。T: Look at the timetable on the screen. Zip likes art. So she likes Tuesday and Wednesday. Zoom likes English. So he likes Monda

5、y, Wednesday, Thursday and Friday. Oh, they dont have classes on Saturday and Sunday. We call Saturday and Sunday the weekend. 教师可以边说边在黑板上写出单词Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday和weekend，然后带领全班学生读几遍，帮助学生纠正错误发音。2先让全班学生分组读、分男女读，再让学生在四人小组内轮流读，其他小组成员纠正错误发音。教师巡视课堂，帮助发音有困难或发音不准确的

6、学生。3教师手指大屏幕上星期一课课程，问：“Look at the timetable on the screen again. What do you have on Mondays?”，学生回答：“We have on Mondays.”。4教师介绍对话情景：T: In the last unit, we know that Oliver has a helpful robot. Now he is talking with the robot about his timetable. Lets listen to the tape and see.5第一次播放教学录音，全班学生跟着录音读

7、，提醒学生在跟读的过程中注意模仿录音中的语音、语调。第二次播放教学录音，全班学生分男女生跟着录音读。6学生同桌合作，结合本部分的课程表，替换对话中的关键词编写新对话；然后教师请两三对学生上讲台表演对话，全班评选出“最佳表演组”，教师给予奖励。7A. Lets play(1) 教师请一位学生站起来与自己示范对话，如：T: You have English, Chinese, art and music. Ss: Is it Wednesday?T: No. Ss: Is it Friday?T: Yes.(2) 学生同桌合作，仿照上面的示例编写类似的对话，允许学生适当发挥。(3) 教师请几对学生

8、上讲台表演对话。Step3: Consolidation1看谁反应快教师用手势表示17中任何一个数字，学生快速说出相应的星期，如教师用手势表示“1”，学生快速说出“Monday”。2学生在四人小组内轮流说一说自己喜欢星期几以及为什么喜欢这一天，如“I like Wednesday. I can have music on Wednesdays.”.3课堂练习把下面的字母重新排序组成 新的单词并写出其汉语意思： o, d, M, n, a, y _ ( ) s, e, c, i, e, n, c _ ( ) a, W, e, y, n, d, s, e, d _ ( ) u, a, h, y,

9、r, s d, T _ ( ) d, t, a, o, y _ ( )Homework：1.抄写本描三个写三个。2.背一背单词。3. 制作本班英文班课程表。板书设计Unit2 My week A learnMonday Tuesday Wednesday Thursday Friday Saturday Sunday weekendWhat do you have on I have / We have 教学反思设计人缪华授课日期 第（ 2 ）课时课题（教学内容）Unit2 A Lets talk; A Lets play学情分析本单元主要学习如何描述每星期课程安排和周末活动安排，这一单元分为

10、主情景图，A，B和C四部分，A部分主要包含Lets try, Lets talk, Lets learn, Lets play, Lets spell五个环节。主要学习讨论、询问一周的星期、课程安排的单词及句型。教学目标1能听、说、认读单词“cooking”。2能听懂、会说句子“What do you have on Thursday?”，“What do you do on Thursday, Grandpa?”，“I have a cooking class with your grandma.”。3能完成“Lets try”部分的听力任务。4能与同学谈论一星期的课程以及所做的事，加强学生

11、对彼此的了解，鼓励学生在日常交际中多使用英语进行交流。教学重难点Key points：1能听、说、认读单词“cooking”。2能听懂、会说句子“What do you have on Thursday?”，“What do you do on Thursday, Grandpa?”，“I have a cooking class with your grandma.”。Difficult points：1单词“with”的用法。2能与同学谈论一星期的课程以及所做的事。课前准备CAI, word cards and tape recorder教 学 过 程个性化修改Step1:Warm-up教

12、师随机抽取几位学生的英文课程表，师生进行对话，如：T: What classes do you like? S: I like T: What day is it today? S: Its T: What do you have on ? S: Let me see. I have on Step2: Presentation / PracticeA. Lets talk1教学新单词出示“做饭”的图片，问：“Look, whats she doing?”，学生可能用汉语回答，说：“Shes cooking.”，顺势引出单词“cooking”。然后教师用课件出示新东方厨师学校的招生广告，说：“

13、If you want to learn cooking, you can go to this school and have cooking classes.”。2介绍对话情景T: John and his grandfather are talking. John shows the timetable he makes to his grandfather. Lets listen to the tape and know something about their talking.3第一次播放教学录音，全班学生跟着录音读，提醒学生在跟读的过程中药注意模仿录音中的语音、语调。第二次播放

14、教学录音，全班学生分角色跟着录音读。第三次播放教学录音，学生听完录音后回答下面问题： What does John have on Thursdays? He has maths, English and music. Whos Johns music teacher? Mr Young. What does Johns grandfather do on Thursdays? He has a cooking class with Johns grandma.4 学生拿出人物头饰，同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”，并给予小礼物作为奖励。Step3: C

15、onsolidation 1 A. Lets try (1) 明确听力任务 T: John and his grandpa are talking. Lets listen to the tape and fill in the blank. (2) 先让学生观察图片，然后播放教学录音。 播放第一遍录音师，学生选出正确的图片；播放第二次录音时，师生一起核对答案。 2每个学生都拿出一张白纸，制作下面的表格，在四人小组内做一个小调查.姓 名喜欢的课程 3. 课堂练习根据所给情景，选择正确的句子： ( ) 如果你想问“你星期一做什么”，应该说：_ A. What do you do on Monda

16、ys? B. What day is it today? C. When is your birthday? ( ) 如果你想问“星期一你们上什么课”，应该说： A. Monday is my favourite. B. We have English, maths and science. C. What do you have on Mondays? ( ) 如果你想说“我喜欢星期五”，应该说：_ A. What do you do on Fridays? B. I like Mondays. C. I like Fridays. Homework：1. 听、认读“Lets talk”部分

17、15分钟，背诵并签字。2运用新学句型进行问答练习。板书设计Unit2 My week A Lets talk Mondays ? What do you have on Tuesdays ? Wednesdays ?I have Chinese, English, maths and music. 教学反思设计人缪华授课日期 第（ 3 ）课时课题（教学内容）Unit2 B Lets learn; B Lets play学情分析本单元主要学习如何描述每星期课程安排和周末活动安排，这一单元分为主情景图，A，B和C四部分，B部分主要包含Lets try, Lets talk, Lets learn,

18、 Group work, Read and write, Lets check, Lets wrap it up七个环节。主要学习动词短语和周末活动的表达方法。教学目标1能听、说、朗读句型What do you often do on the weekend? I often . 并能在情景中运用；2能够听、说、认读、写单词：do,wash,read,watch,clothes,play及动词词组：wash my clothes, do homework,watch TV,read books,play football.3在对话交流中使学生养成用英语交流的习惯，培养学生的语音、语调和语感。教

19、学重难点Key points：1能够在情景中询问别人的周末安排。2掌握一些动词词组。Difficult points:句型“What do you often do on the weekend?. ”在交际中运用。课前准备CAI, word cards and tape recorder教 学 过 程个性化修改Step1: Warm up/review1. Lets chant“Days of the week”.Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,Sunday.Days for school and days for

20、 fun., Happy days for everyone.2. Free talkS1: What do you have on Mondays?S2: I have maths on Mondays.What do you have on Tuesdays?S3: I have art on Tuesdays.What do you have on Wednesdays? 3. 假日小分队 Step2: Presentation /Practice1. 学习Lets learn （1）Ask one student of a group to answer.T:What do you d

21、o on Saturdays? Show me!(让学生动作演示）（2）T:Look at him or her!What does he or she do on Saturdays ?（3）听录音跟读单词和短语。教师示范书写do,wash,read,watch,clothes,play及动词词组：wash my clothes, do homework,watch TV,read books,play football.然后在班级内开展“谁记得快”的竞赛。（4）以小组为单位，用“Do you often.?Yes,I do.No,I dont做问答练习。我是小小画家。让学生画出自己周末爱做

22、的事情。2. Group work（1）教师引出句型：What do you often do on the weekend? I often .（2）完成探究活动，给定任务，一分钟内，小组内进行问答，哪组回答的问题多，哪组就获得胜利，予以奖励。Step3: Consolidation进行“我是最佳小演员”活动教师手持卡片，“小演员”在一分钟之内把看到的词汇表演出来，其他同学说出来，“小演员”就得分，得到分数最高的小演员被评为“最佳小演员”。Homework：1. 将本节课学习的新单词在抄写本上描三个写三个。2. 听录音，跟读B. Lets learn部分内容。3. 背一背单词。板书设计Uni

23、t2 My week B learn wash - wash my clothes watch - watch TV do - do homework read - read books play - play footballDo you often on the weekend? Yes, I do. / No, I dont.教学反思设计人缪华授课日期 第（ 4 ）课时课题（教学内容）Unit2 B Lets talk; B Lets play学情分析本单元主要学习如何描述每星期课程安排和周末活动安排，这一单元分为主情景图，A，B和C四部分，B部分主要包含Lets try, Lets t

24、alk, Lets learn, Group work, Read and write, Lets check, Lets wrap it up七个环节。主要学习动词短语和周末活动的表达方法。教学目标1. 能听、说、认读单词“often”和“park”。2. 能听懂、会说句子“Do you often read books in this park?”，“I like this park very much.”，“Me too.”。3. 能完成“Lets try”部分的听力任务。4. 感知英语在日常生活中的实用性，鼓励学生学习有用的英语。教学重难点Key points：1. 能听、说、认读单词

25、“often”和“park”。2. 能听懂、会说句子“Do you often read books in this park?”，“I like this park very much.”，“Me too.”。Difficult points：1. 能灵活运用句型“Do you often ?”询问他人的日常活动并作出相应的回答。2. 单词“often”表示的频率。课前准备CAI, word cards and tape recorder教 学 过 程个性化修改Step1:Warm-up/review1. 说单词，如“play”，学生快速说出相应的短语，如“play football”。2.

26、 随机说出上一节课学习的词组，全班学生做相应的动作。Step2: Presentation/ PracticeB. Lets talk1. 教学新单词(1) 说：“Do you know what I like doing? I like reading books. I often read books. I read books on Mondays, Wednesdays Thursdays, Saturdays and Sundays. Do you often read books? What do you often do?”，由此引出单词“often”。(2) 用出示“公园”的图

27、片，引出单词“park”。(3) 师生用“唱反调”的方式操练新单词。(4) 出示下列句式，学生根据实际情况造句子：I often _ in the park.2. 把生词写在黑板上，带领学生读几遍。带读时要注意把单词“Ms”的音读准。3. 介绍对话情景T: Its Saturday afternoon. Zhang Peng and Sarah are in the park. They are talking now. Lets listen to the tape and see what theyre talking about.4. 第一次放教学录音，全班学生跟着录音读，提醒学生在跟读

28、的过程中注意模仿录音中的语音、语调。第二次播放教学录音，学生听完录音后回答下面问题： Whats that in Sarahs hand? Does Sarah often read books in the park? What does Zhang Peng often do in the park? Do they like the park? 让学生用结对问答的方式呈现答案。第三次放教学录音，全班学生跟着录音读，提醒学生在跟读的过程中药注意模仿录音中的语音、语调。5. 学生拿出人物头饰，同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”，并给予小礼物作为奖励。St

29、ep3: Consolidation1. B. Lets try(1) 明确听力任务(2) 第一次放教学录音，学生根据录音内容完成练习。(3) 第二次放教学录音，师生一起核对答案。2. 课堂练习选择正确的翻译：( ) 我们星期一上语文课和数学课。 A. We have rice and fish on Mondays. B. We have Chinese and maths on Mondays.( ) 我星期六经常在图书馆看书。 A. I often read books in the library on Saturdays. B. I often play football with

30、my friends on Saturdays.( ) 你星期五晚上做什么？我看电视。 A. What do you do on Friday evening? I listen to music. B. What do you do on Friday evening? I watch TV.Homework：1. 将本课时对话读给同伴、朋友或家长听。2. 完成抄写本抄写。板书设计Unit2 My week B talk often park Do you often read books in this park? Do you often play football here? I li

31、ke this park very much.Me too.教学反思设计人缪华授课日期 第（ 5 ）课时课题（教学内容）Unit2 B A Lets spell学情分析本单元主要学习如何描述每星期课程安排和周末活动安排，这一单元分为主情景图，A，B和C四部分，B部分主要包含Lets try, Lets talk, Lets learn, Group work, Read and write, Lets check, Lets wrap it up七个环节。主要学习动词短语和周末活动的表达方法。教学目标1. 通过大量的听读操练，掌握字母组合ee和ea在单词中的发音，纠正学生错误的发音，提高学生的

32、听力能力。2. 培养学生听音写词的能力。3. 完成“Lets wrap it up”部分的任务，初步接触简单的构词法，发现简单的构词规律。4. 提高学生合作学习的能力和兴趣。教学重难点Key points：1. 通过大量的听读操练，掌握字母组合ee和ea在单词中的发音。2. 完成“Lets wrap it up”部分的任务，初步接触简单的构词法，发现简单的构词规律。Difficult points：完成“Lets wrap it up”部分的任务，初步接触简单的构词法，发现简单的构词规律。课前准备CAI, word cards and tape recorder教 学 过 程个性化修改Step

33、1:Warm-up/review1. Free talkT: Good morning, everyone. Ss: Good morning, teacher.T: How are you today? Ss: Fine, thank you. And you?T: Im fine, too. Do you often read books on the weekend?Ss: Yes, I do. / No, I dont.T: What do you often do on the weekend? Ss: I often 2. 教师请一两组学生上讲台表演“B. Lets talk”部分

34、对话。Step2: Presentation/PracticeA. Lets spell 1. Read, listen and chant(1) T: Now Ill show you some pictures one by one. Please look at the pictures and tell me the words.课件分别出示图片，引导学生说出例词，然后教师把例词写在黑板上：feet tea read meet eat(2) 播放本部分的教学录音，全班跟着录音读，提醒学生在跟读时要注意模仿录音中的发音，尽量做到读准元音字母的发音。(3) 师生用“唱反调”的方式操练这些单

35、词。(4) 教师简单介绍长元音/i:/的发音方法：发这个音时，一定要把音发足，发音时舌尖抵下齿，前舌尽量抬高，舌位高于/i/音，口形扁平。2. Listen, repeat and circle(1) 教师先带领学生将本部分的单词读几遍，提醒学生注意单词中长元音/i:/的发音。(2) 教师播放本部分的教学录音，学生边听录音边圈出听到的单词。(3) 教师再次播放教学录音，师生一起核对答案。(4) 学生同桌合作，一人读单词，另一人圈出听到的单词。3. Listen, write and say(1) 学生观察图片。(2) 教师播放教学录音，全班学生根据录音内容填空。(3) 再次播放教学录音，师生一

36、起核对答案。(4) 让学生选择自己喜欢的一句话，并把其在四线三格中抄写两遍。Step3: Consolidation1. B. Lets wrap it up(1) 教师拿出两张词卡，并把词卡贴在黑板上： Mon + day = Monday bed + room = bedroom(2) 教师简单介绍英语构词法中的合成法：合成法即由两个或更多的词合成一个词，想“Monday”和“bedroom”即由合成法构成的。(3) 学生根据合成法的定义，完成本部分的表格，然后师生一起核对答案。2. 课堂练习四人小组合作写出合成法构词方式的单词，看哪组写得又快又多。3. 参考答案：storybook, c

37、lassroom, homework, afternoon, blackboard, newspaper, basketball, football, classmate, weekend, everybody, hard-working, whenever, somewhere, however, wherever Homework：1. 读Lets spell部分内容。2. 上网搜索更多的以合成法构词方式组成的单词，然后与同伴分享。板书设计Unit2 My week A spellfeet tea read meet eatMon + day = Monday bed + room = b

38、edroom教学反思设计人缪华授课日期 第（ 6 ）课时课题（教学内容）Unit2 B Read and write; C story time学情分析本单元主要学习如何描述每星期课程安排和周末活动安排，这一单元分为主情景图，A，B和C四部分：B部分主要包含Lets try, Lets talk, Lets learn, Group work, Read and write, Lets check, Lets wrap it up七个环节。主要学习动词短语和周末活动的表达方法。C部分主要包含Story time一个环节。主要是通过小故事的形式来复习整个单元的重点和知识点。教学目标1. 能读懂“

39、Read and write”部分的对话并完成相应练习。2. 了解星期一到星期天英文表达的缩写形式。3. 能听懂“Lets check”部分的录音，并完成标号任务。4. 能读懂“Story time”部分的故事。5. 复习本单元学习的主要词汇和句型，培养学生的复习意识。教学重难点Key points：1. 能读懂“Read and write”部分的对话并完成相应练习。2. 了解星期一到星期天英文表达的缩写形式。3. 能读懂“Lets check”部分的录音，并完成标号任务。Difficult points：1. 激发学生复习和操练的兴趣。2. 能就他人的日常活动提出有益的建议。课前准备CAI

40、, word cards and tape recorder教 学 过 程个性化修改Step 1: Warm-up1. 学生在四人小组内交流自己的日常活动，如：S1: What do you do on the weekend?S2: I read a storybook, play football and wash my clothes.S3: I watch TV, play basketball and cook.S4: I do homework, clean the house and watch TV.2. 学生相互评价彼此的日常活动，然后教师请两三个小组代表站起来介绍本组成员的

41、日常活动。Step2: Presentation/ Practice1. B. Read and write(1) 教师出示本部分的两幅图片，与学生进行对话，如：T: Whore in the pictures?Ss: Oliver and the robot, Robin.T: In the two pictures, Wu Yifan looks tired. What does he do? Lets read the dialogue and see.(2) 学生自主阅读对话，回答下面的问题： What does Wu Yifan have on Fridays? What does

42、Wu Yifan often do on the weekend?Answer: He has PE. He often watches TV.(3) 教师读音，学生根据录音内容判断对话下面句子正(T)误(F)。(4) 教师读音，全班学生跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。 (5) 罗宾的建议。T: Wu Yifan feels tired after PE class. Robin gives some advice. Look at the table. What would Wu Yifan do in each day of the week?Ss: He should play football on Mondays and Fridays, play ping-pong on Tuesdays, Thursdays and Saturdays, play basketball on Wednesdays and do Chinese kung fu on Sunday