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1、(人教PER五年级英语下册教案Unit 1 This is my dayPEP Book6Unit1 This is my dayPart(B) Let s talk学 习 目 标语百知识语言技能情感态度能听懂、会说本课时的对话能用本课目标语言交 流,详细谈论周末情 况培养学生良好的时间观 念和生活习惯。重点新句型 What do you do on the weekend?的询问和详细回答。难点频度副词sometimes, often, usually的理解和恰当使用。教具录音机和相关课件磁带写有周末活动的词条教环节师生活动设计意图学Step 1: Warming-upChant是学生喜过
2、Let s chant.闻乐见的学习方程Every weekend I climb mountains.式,通过自问自答What do you do? What do you do?的形式来说Every weekend I read some books.Chant,不仅能较What do you do? What do you do?快进入英语学习Every weekend I go shopping.状态,而且又复习What do you do? What do you do?了前一节课新学Every weekend I go hiking.的活动词组,并对What do you doPr
3、IQ Challenge(智力大挑战)every weekend?T: Look, there is some informathion for an也有了初步的亲repactivity:go, grandfather,grandmother. Whatactivity is it?作思考状并等待学生适当地自由作答后近。a ra t;给出答案:Its visitgrandparents .(课件出不此环节需要学生“visit grandparents ”。)陆续出示其他四个活动信根据提供的信息息,请学 生一一作答。(play, black, white,进行有效的联想,musicf; penc
4、il, exercise book, home;后趣又富后挑战,clothes,water, clean f;buy, Dongxing,真正激活了学生ioclothes, food f)的思维,活跃了课堂的气氛。n 准 备 活 动让学生在真实的Step 2: Revision语境中自然地理紧接上个环节的活动复习,课件出示更多的活动词组,T: So many weekend activities.Whocan read this one?请某生单独读。The next one?-全部词组由个别学生解了本课对话中“next Sunday ” 的含义。读过之后,再齐读。(Weekend Activ
5、ities: water theflowers, clean my room, wash the clothes, do the大量的活动词组dishes, climb mountains, visit grandparents, play的复习为本课时the piano, play basketball, go shopping, go hiking,关于周末活动的go fishing , do homework -)自由交流作了词汇量方面的充分准备。c.教师有意地使用了 “Thenext one?2P r e s e n t a t i o n 新 知 呈 现P r a c t i c e
6、 巩 固 练 习Step 3: Presentation1 .课件停留在“周末活动”这张,教师引导学生简要回 答周末T#况:I often clean the rooms,wash the clothesand go shopping on the weekend. What do you do on the weekend?等三位左右学生回答后,出现空白幻灯片, 让学生在没有课件依赖的情况下继续进行回答。教师要时刻留心学生的回答,一旦有同样的周末活动,教 师就要适时地提醒:Jack and Tom, you can play football together1 如Jack , Tom都回答
7、周末经常踢球。)2 .(1) T: Oh, this is Joan s weekend. ( Joan 刚刚回答教师 What do you do on the weekend?的提问。)Look, whose weekend is it? Please listen and decide.(课件出课本 P.8Let s try 关于Mike和Zhang Peng的周末活动,请学生根据听力录音找到各 自的主人。)(2) T: So we know What Mike and Zhang Peng do on the weekend. Then What do John and Chen Ji
8、e do on the weekend? Let s listen to the dialog ue and find out the answers. (twice) (3)教师对着班中某生提问:John/ Mike, what do youdo on the weekend?(4)课件出示课本 P.8Let s talk 对话内容,T explains: Sometimes John goes hiking. Chen usually go hiking,too. So then can“go hingking together nextSunday.”Step 4: Practice1.
9、 usually, often和 sometimes(1).教师借助课件上的三张周历按 usually, often和 sometimes的顺序来解释二个频度副词的含义和区别:Iwash clothes on Monday, Tuesday, Wednesday, Thursday and Friday in a week. So I usually wash clothes.(同时周历上将这几天用红笔圈出,之后,出示usually并用五颗星来标注。)I clean rooms on Sunday, Tuesday, Thursday and Saturday in a week. So I
10、often clean rooms.(同时周历上将这几天用红笔圈出,之后,出示 often 并用四颗星来标注。)I go shopping only on Sunday and Saturday in a week. So sometimes I go shopping.(同时周历上将这几天用红笔圈出,之后,出示 sometimes并用两颗星来标注。)由WeekendActivities到对What do you do on the weekend?的回 答,是从词组输出 到语句输出的进一 步,循序渐进,学 生很容易接受。 b.教师适时地提醒“and ,you cantogether.,学生
11、已经在含义和听力 上对本课目标对话 进行理解了。此处,Let s try 是从自己到教材人 物的一个过渡。让学生带着问题听 课文录音,能培养 学生良好的听力习 惯和自主学习能 力,以防听而/、闻 的现象。故意将学生当成课 文中的角色,使得 录音复述从简单的 重复转变成了真 实、生动的信息传 递,学生也会为自 己的角色转变感到 有趣。用日历和星的标注 来解释这三个频度 副词,直观形象, 使学生很快就后了 一个感性的认识, 加上教师的言语和 前几课时的接触, 学生对这三个频度 副词的理解就不难 了。3P r o d u c t i o n 输 出 运 用(2) . 教师指向周历和星注请学生 跟读:
12、usually / ,usually . I usually do homework. Usually I do homework. 同样形式跟读 often 和sometimes的相关句 子。(3) . T: What do you usually / often / sometimes do on the weekend? Please choose an activity label and answer.请学生从众多的活动词条中选出一张来回答,并 紧跟着问:Is it true?如果学生作否定回答,教师马上 再追问: What do you usually / often / some
13、times do on the weekend ?如果学生作肯定回答,教师作出简单评 价,如 Good girl!You re helpful! It s not good foryour body!之类。2 .教师请学生打开课本朗读: A次,听录音跟读;第 二次,跟老师读;第三次,再听录音跟读;第四次,男女 生分角色齐读,第五次,自己读,不会的提问;第六次, 齐读。3 .教师请学生合上课本,然后走向某生,用课文中人物 的名字再次提问:John/ Mike, what do you do on theweekend?然后,再用学生的真实名字提问两二个学生: Mary, what do you
14、do on the weekend?之后,请学生同桌对对方的周末活动进行互问互答,且要求用上usually, often 和 sometimes (课件出/、星注下的 usually , often 和sometimes )。请几组学生起立展小。Step 5: ProductionJack s Bad WeekendT: Look, this is Jack s weekend. Let s try toread together for 2 times.Jack s bad weekendHello! I m Jack. This is my weekend.I usually get up at 10:30 a.m.I never eat breakfast.I never play sports.I often play computer games for 3 hours(小时).Sometimes I do homework.I always go to bed after11:00 p.m.使学生在朗读中明白这三个频度副词可放在人称的前或后。先由抽词条来选择自己的周末活动再展示自己真实的活动,比直接按实际情况来问答更能提高学生的参与热情和学习效力。这看似按部就班的 朗读,花不了几分 钟,但其实真的是 学生活用的基础, 很有必要,当