PEP小学英语五年级下册Unit1《Myday》教案

PEP小学英语五年级下册Unit1《My day》教案

教材11页。

一、设计思路

1、指导思想

《小学英语新课程标准》倡导师生通过认知、体验、实践、参与跟合作等方法，实现任务目标，感受成功。因此，我们必须使更多的学生在学习的过程中收获知识、体验快乐，真正做到在“以生为本”的教育模式的指引下，让学员外语的语言能力、思维品质、文化品格、学习能力得到更好的培养。

本课时我在设计时充分考量词不离句，句不离景的课堂理念及根据，复习与巩固有关人物一周活动安排的词组和词汇,而不是单纯机械地操练单词和语法。让学员在读完以后才能了解他们的意义或者在哪个场景中去利用他们，达到与人交流的目的。

2、教学内容分析

我们选择的课本是人民教育出版社编写的初中语文课本。这套丛书的学习内容跟学员的实际生活紧密相连，形式活泼多样小学英语全英教案范文，其目的是促使教师学习数学的兴趣，培养人们学习英语的切实态度，培养一定的语感以及良好的学习习惯，初步构建用英语进行简洁日常交流的能力。

本课选自于新版PEP小学英语五年级下册Unit 1 My day Part C Story time，这是一节阅读会话课，本单元的主题是学习日常生活以及下午活动安排的知识，该课时通过Zoom和Zip的对话呈现Zip一周活动的情境，巩固和复习本单元的核心词汇“What do you do on the weekend?”。

3、学生状况分析

本课的课堂对象是五年级的教师，他们在前五课时里早已学习了叙述日常生活的词组和语法小学英语全英教案范文，之前的英语学习也有一定的单词积累，而且学生们也有较强的求知欲跟好奇心，在课堂上勇于表现自我，这些气质和心理特征都有利于师生跟生生在教学上进行交流。

4、教学目标

知识目标：在照片跟学生的帮助下理解故事内容，复习与巩固有关人物一周活动安排的词组和词汇。

能力目标：能按正确的语音、语调、意群朗读故事，并可演出故事。

情感目标：养成合理安排时间的良好生活习惯。懂得分享的幸福。

5、教学方法和方法

通过任务型教学法、情景教学法、视听法、交际法跟TPR教学法等教学方法，抓住关键词，掌握核心词汇，并且尝试创编故事，从而提升教师的语言跟学习能力。现代教学方法：交互式一体机，PPT课件和动画视频。

6、教学重点和难点

教学重点：能够理解故事内容并朗读故事。

教学难点：理解新授词组collect nuts 和dry nuts以及新授句型He is always busy.能分角色扮演完成对话。

二、教学准备

1、教师准备课堂讲义和漫画视频等东西。

2、学生准备松果和头饰。

三、教学过程

Step 1: Warm up and Lead in(热身互动，自然导入)

1、Let’s sing a song together.(My weekend)

(设计意图：轻松愉悦的歌曲，可以使教师复习之前学过的一周活动安排的词组和词汇，也可以迅速的把学员带进学习数学的教学氛围里。)

2、And teacher will ask:How busy I am! Are you busy this week? I’m busy this week, because I have a lot of things to do, every day I must prepare my English and Chinese lessons, and after class I must check your homework, so I’m very busy this week. What about you? Also I will ask：How many days are there in a week? The first day is Monday in China, but in western country Sunday is the first day. Let’s continue, the second day is Tuesday、Wednesday、Thursday、Friday、 Saturday and Sunday. We know Saturday and Sunday are weekend, we can do a lot of things to relax ourselves.（板书busy、星期一到星期日的缩写,并完善思维导图）

(设计动机：轻松愉悦的交谈导入，让学员复习了星期一到星期日的中文表达，为中间的学习做了很高的铺垫。在这里我帮学生们介绍了东西方的文化差别，培养了教师的文化品格。)

Step 2: Presentation(呈现新知)

1、Now let’s enjoy our story time, first, Let’s look at the picture, who are they? They are Zoom and Zip, and we are friends. This story happens between them. Now let’s listen and answer the question: What does Zip usually do on the weekend? Please listen carefully. And Then I will ask: What do you usually do on your weekend? For me, I usually go shopping with my family. How about you? Ss: go running、go for a walk、play sports、play football and so on.

(设计意图：巧设问题，培养教师的认知品质。阅读会话课使教师先从视听入手，整体认知整个故事，并使学生带着问题去听故事，孩子们的注意力会很集中，学习会最专心。在提问完有关听力的疑问之后，紧接着用本单元的核心词汇What do you usually do on your weekend?再回答，让学生们也复习了之前今天学过的有关一周活动的短语。)

2、Now, let’s go on, what will they say? Zip says: It’s Saturday now, I’m always very busy. Do you know what what will Zoom say? Can you guess? S1: Zoom will say“Why?” Yes, Zoom says: Why? Follow me and read it, we should act like Zoom strongly and Zip gently.

(设计动机：指导学生有情感并带动作朗读，读得之后一定要有Zoom强壮跟Zip温柔的觉得，师生、生生和小组之间分角色朗读。)

3、And why is Zip very busy? Do you want to know? I want to know. Let’s continue and think: What does Zip usually do from Monday to Wednesday? Let’s look and guess. Zip says: Let me see, From Monday to Wednesday, I usually collect nuts in the afternoon. Look at “collect”, pay attention the pronunciation and the meaning, in Chinese it’s OK. S: 捡、拾。Yes, you are right.This time, we do and say, OK?(板书collect nuts、并用自然拼读法强调collect的发音)

(设计意图：本环节我采取了TPR教学法，让学员带情感边做动作边说英文，他们认为最有趣，也很容易记住新词组和短语。另外，我在老师单词collect的之后，使用了自然拼读法，让学员迅速的把握了句子的发音规律。)

4、Let’s go on, what does Zip often do on Thursday? Zoom says: What else? Zip says: On Thursday, I often dry my nuts in the sun. Dry my nuts in the sun, do you know the meaning of “dry”? Yes, it’s 晒干、晾干. We should read it like Zoom and Zip.(板书dry my nuts并带动作朗读句子)

5、Let’s look what happened then? Look, who are they? Ss: They are Zip’s friends, rabbit、hamster、dog and monkey. What does Zip usually do on Friday? On Friday, they eat nuts with their friends. They will be very happy, because sharing makes us happy, Yes? Now let’s read and act like Zoom and Zip happily.(板书eat nuts)

(设计动机：让学生深刻体会Zip和好朋友们分享东西的快乐心情，并使它们带着这些情感去朗读，课堂效果非常棒！)

6、What do you usually do from Monday to Friday? Maybe you usually have many different classes, Chinese, English, Maths class, and so on.

(设计动机：以新知为载体帮助学员复习旧知，通过图1、图2、图3和图4的学习，又引出本单元的核心词汇What do you usually do from Monday to Friday? 学生们又复习了有关周内活动的短语。)

7、Zoom says: What do you usually do on the weekend? Zip says: I usually watch TV, but this weekend I have a show, I will play the pipa.(板书watch TV和play the pipa并指导朗读)

8、Is the story ending? Maybe “Yes”,maybe “No”. Let’s look at it together.Now, it’s 11:30, Zoom says: When does your show begin? Zip says: Saturday, at 12 o’clock, Oh, no! What happened then? Can you guess? S1: Zip is late. Anything else? S2: Zip is on time and she plays the pipa.

(设计动机：开放式的独白结尾会使学生联想不断，我使它们大胆的猜想接下来会出现哪些事情，猜猜你们会说些什么? 学生们对这个话题十分感兴趣，上课的热情不断高涨。)

9、Look at the picture, why does Zoom look like have a big question? Because Zoom doesn’t understand Zip, why does she run away? And how do you feel about this weekend? S: It’s very busy.

(设计意图：本环节我采取了探讨法，老师跟学员一同探讨并推测Zoom的困惑？并切身感受Zip的忙碌。)

10、Now, let’s look at the video, and follow it, OK?

(设计意图：让学生整体观看story time的动画视频并朗读，学生们在理解故事大意的状况下，可以很快、更好的朗读并把握story time的文本内容。)

Step 3: Practise(巩固操练)

1、Let’s review and fill in the blank. Please take out your paper, and write down your answer, then I’ll check.

(设计意图：学生在学完整个故事情节之后，根据表格的提醒，可以马上的填出本课的关键短语。)

2、Let’s order，please put these pictures into right order.

(设计动机：学生按照理解，回忆故事出现的剧情，可以更轻松的帮图片排出正确的排序。)

2、Make up a title of this story.

（设计动机：为了练习学生归纳总结的素养，在它们学完了整个story time之后，我非常令她们给故事加个题目，学生们很容易的能够想起许多不同的故事题目。）

Step 4: Production(拓展运用)

Let’s play in a role. Talk about in your group.Several minutes for you.Have a show for us.

(设计意图：古人云：“授人以鱼，不如授之以渔”。让学生们在详细的情境中恰当的利用现在的词组和核心词汇，培养了人们的语言能力跟学习能力。)

Step 5: Summary

1、In our daily life, when we feel tired, we should work and rest, then we will do a better job. And we also know “Sharing makes us happy.” Because sharing together and happy together.

（设计动机：教育教师应养成合理安排时间的良好生活习惯，懂得劳逸结合。让学生们也应懂得分享的幸福。）

2、Who is today’s winner? In my eyes, you are all winners, because you all did a good job, clap your hands.

（设计动机：课堂最后迅速适当的小结评价，可以使学生对英语保持很好的学习热情，也使它们更期望每一次的英语课堂。）

Step 6: Homework

1、Listen and read the story.

2、Write or draw an ending of the story.

3、Make up a new story about “My busy weekend”.

(设计意图：在这里我布置了三个作业，第一个和第二个作业是每个孩子都需要应完成的作业，第三个是选做作业。孩子们可以按照自己的实际状况来选取作业，这样的分层优化作业布置可以使学员课后的学习品质更高、效果更好。)