五下全书教案.docx

课时
Period
1
教学内容
Teaching
Contents
Unit1 My day

教学目标
Teaching Aims
1. 能够完成听音选图活动。
2. 能够在教师和图片的帮助下理解对话大意
3. 能够用正确的语音、语意群朗读对话，并能进行角色表演
4. 能够在情景中运用句型When do you …? I…at… 询问、回答某时做某事。
5. 能够在语境中理解词组eat dinner 的意思，并能正确发音。

教学重点
Teaching Key Points

1. 能够在情景中运用句型When do you …? I…at… 询问、回答某时做某事。
2. 能够用正确的语音、语意群朗读对话，并能进行角色表演

教学难点
Teaching Difficult Points
1. 能够在情景中运用句型When do you …? I…at… 询问、回答某时做某事。

教学准备
Teaching Preparation
学情分析
Students Analysis

教具准备
Teaching Aids

挂图，卡片，PPT

课前自主预习
Independent Preview Before Class

Finish classes. Go back to school. classes start

教学过程
Teaching Procedures
修改或反思
Adjustment or Reflection
Step 1 Warm up

1. Greeting
2. free talk
Step 2 Presentation

1.Let’s try
(1)T:This is our new friend,Pedro.He’s from Spain.Zhang Peng shows him the new classroom. They talk about Pedro’s timetable,too.
T:This is our timetable.
Ss guess the meaning of “timetable”/
(2) T: Listen to the tape and answer the question: When does Pedro get up?
(3)Ss listen and try to answer it: at 7 o’clock.
T writes the key sentences: When do you …? We…at… o’clock. And show Pedro’s timetable in blanks
Pedro’s timetable: Get up at 7 o’clock
(4) Ss listen to the tape the second time and try to answer:When does Pedro
Start class in Spain? ( start class, at 9 o’clock)
(5)Ss practice the key sentence in pairs.
2.let’s talk
(1)Let Ss read the dialogue by themselves and answer these questions:
Q1；Hi, Pedro, When do you finish class in his morning?
Q2: When do you go back to school after lunch?
Q3: When do you start class in the afternoon?
Q4：When do you eat dinner?
Ss read and try to finish the blanks.

Get up
Often at 7 o’clock
Start class
Usually at 9o’clock
Finish class in the morning
At 1 o’clock
Go back to school after lunch
At 2:30
Start class in the afternoon
At 3 o’clock
Eat dinner
Usually at 9:30 or 10 o’clock
(2)T teaches the ways about time.
2:30 two thirty/ half past two.
(3)Ss act the dialoguer according to the blank.
(4)T teach : always ,usually, often, sometimes with this form

Sun.
Mon.
Tues.
Wed.
Thur.
Fri.
Sat
Always

Usually

Often

sometimes

利用表格形式呈现频度副词。使学生初步了解这些频度副词的意思与他们之间的区别，为 本单元后面的学习做铺垫。
(3)Pair work
S1: When do you usually eat breakfast/lunch?
S2: Usually at…
Step 2 Consolidation
(1) Ss watch the cartoon and repeat.
(2)Ss read the dialogue in pairs.
（3）act the dialogue.
(4)Make a new dialogue。

（分层）作业设计
Homework
A 1.Recite the dialogue.
2. Make sentences.
B

板书设计
Blackboard Writing

Unit1 My day Lesson 1

When do you …? I…at…
教后反思
Teaching Reflection After Class

课时
Period
2
教学内容
Teaching
Contents
Unit1 My day

教学目标
Teaching Aims
1.学生能够听、说、读、写五个有关日常活动的词组
2.能够在语境中正确运用五个词组来询问并回答关于日常活动的 作息时间问题
3.能够运用核心词组完成关于日常活动作息时间的问答活动。
教学重点
Teaching Key Points

1.学生能够听、说、读、写五个有关日常活动的词组
2能够在语境中正确运用五个词组来询问并回答关于日常活动的 作息时间问题

教学难点
Teaching Difficult Points
1. 能够运用核心词组完成关于日常活动作息时间的问答活动。

教学准备
Teaching Preparation
学情分析
Students Analysis

教具准备
Teaching Aids

挂图，卡片，PPT

课前自主预习
Independent Preview Before Class

Have…class 词组，class意为课，上课。即可做可数名词，也可作不可数名词。实际运用中我们可以说have English class,have Chinese class,也可以说have an English class, have a Chinese class.两种用法都是正确的。科目名称前是否用冠词的区别是：用冠词通常指某一节特定的课，例如某个周一8点的英语课；不用冠词则表示通常会出现的情况，如：本学期每周一都有的英语课。
Take a dancing class, take a /an…class 和have…class的用法区别是：在大多数情况下，take 和have是可以通用的；take 都用于美语；take隐含的意思是在相对短的时间内自己选择要上的课程，强调选择性，而have则更偏重于由于外界的要求与责任所需要而上的课程。
教学过程
Teaching Procedures
修改或反思
Adjustment or Reflection
Step 1 Warm up

1.Greeting
2.free talk
T：I often get up at 6 o’clock .When do you get up?
S1: I get up at 6:30.
T: When do you usually go to school?
S2: Usully at…

Step 2 Presentation

1.Let’s learn
1)T: 做吃早餐的动作 I often eat breakfast at 7 o’clock in the morning.通过动作和词组in the morning 帮助学生理解eat breakfast 的意思。
When do you eat breakfast? Ss:I eat breakfast at … (板书)
（2）Pair work
When do you eat breakfast?
I eat breakfast at…
（3）T 出示Pedro 吃早餐图片：When does Pedro eat breakfast? 出示两个时间：7：00am 和 8:00 am .学生用 at…O’clock 猜一猜。
T: Does Pedro eat breakfast at 7 o’clock. Ss listento the tape: When do you do morning exercises? At 7 o’clock.帮助学生理解Pedro does morning exercises at 7 o’clock。He eats breakfast at 8 o’clock. 用拆分音节法教学Morning exercises.
(4)T 呈现Pedro 活动的图片和时间，请学生扮演Pedro,在用核心句型与Pedro交流中，教学have…classes. Play sports,eat dinner 三个词组。
（5）T 请学生仔细观察电子表上的时间表述的不同，简单介绍am 和pm 的用法。
2.Ask and write
S write down the own time ,then ask and answer :
S1: When do you…?
S2: I…at…

Step 2.Consolidation
(1) Ss listen to the tape and read after the tape.
(2) T shows the word cards, Ss read the words.
(3) Game
(4) Make sentence: T show the word card, Ss make a sentence about this words.
(5) Ask and answer: one S does an action, others ask: When do you …? S: I…at…
(6) Ask about your partner’s timetable. And design a timetable form.
3. ask and write
(1) Ss read the phrases of this part.
(2) Ss talk about themselves: I get up at 6:30.I have an English class at 10:00am. I eat dinner at 6:00.
(3) Pair work
T: Hi,Lily.When do you do morning exercises?
S1:I do morning exercises at 9:30 am.
(4) T请S 写下自己的是时间表，再进行问答活动，写下同伴的时间表，引导学生丰富对话内容，：

S1:I get up at 6:00am. When do you get up?
S2:I get up at 6:30am.I do morning exercises at ….How about you?

（分层）作业设计
Homework
A 1.Recite the dialogue.
2.Make sentences.
B

板书设计
Blackboard Writing

Unit1 My day Lesson 2

do morning exercises eat breakfast have…class
play sports eat dinner
教后反思
Teaching Reflection After Class

课时
Period
3
教学内容
Teaching
Contents
Unit1 My day

教学目标
Teaching Aims
1.能够在教师和图片的帮助下理解对话大意
2.能够用正确的语音、语意群朗读对话，并能进行角色表演
3.能够在情景中运用句型What do you do on the weekend ? I often…就周末活动提出问题并回答。
4.能够在语境中理解Why are you shopping today?的意思，并能正确发音。

教学重点
Teaching Key Points

1. 能够在情景中运用句型What do you do on the weekend ? I often…就周末活动提出问题并回答。
2.能够用正确的语音、语意群朗读对话，并能进行角色表演

教学难点
Teaching Difficult Points
1. 能够在情景中运用句型What do you do on the weekend ? I often…就周末活动提出问题并回答。

教学准备
Teaching Preparation
学情分析
Students Analysis

教具准备
Teaching Aids

挂图，卡片，PPT

课前自主预习
Independent Preview Before Class

引导学生关注频道副词often ,usually,sometimes的正确使用，以及情景用语Good girl!That sounds like a lot of fun.You’re so busy!
You need a robot to help you.

教学过程
Teaching Procedures
修改或反思
Adjustment or Reflection
Step 1 Warm up

1.Greeting
2.free talk
Step 2 Presentation

1.Let’s try
(1)T: Today is Saturday. Sarah is shopping now. What does Sarah do on the weekend? Let’s listen to the dialogue.
(2) T: Listen to the tape again and tell me what you have heard.
(3)T writes down Ss answers: I often watch TV and play ping-pong.
T：Sarah often watches TV and plays ping-pong with her father on the weekend. I often read books and go shopping on the weekend. What do you do on the weekend?
(4)Ss talk their weekend plan in pairs.
2.Let’s talk
(1)T:Sarah often watches TV and plays ping-pong with her father. She has a lot of fun. But she is also hard-working.I usually wash my clothes.Sometimes I cook dinner.(板书)tell more words to students: clean my bedroom,sweep the floor, do the dishes, water the flowers..
(2)Ask the question and then pass it on:
S1: What do you do on the weekend?
S2: I often goshopping. What do you do on the weekend?
S3: I usually clean my room. What do you do on the weekend?
S4:…
(3)Tell your activities on the weekend like this: I often watch TV and go shopping on the weekend. But I ‘m also hard-working. I usuallyclean my room….
(4)Let Ss watch the cartoon again and help Ss to understand these sentences: Why are you shopping today? My mum worked last night. You’re so busy! you need a robot to help.

Step 2 Consolidation
(1) Ss watch the cartoon and repeat.
(2)Ss read the dialogue in pairs.
(3) act the dialogue.
(4)Make a new dialogue。
(5)Ask the question and then pass it on.

用课件呈现本课活动词组，Ss read them. Let Ss say more words like this：go shopping, clean my room. Water the flowers. Go boating…
Make a dialogue like this:
T:What do you do on the weekend?
S1: I often …. What do you do on the weekend?
S2: I usually …. What do you do on the weekend?
S3: I sometimes …. What do you do on the weekend?
…
(5) 学生就自己周末活动进行真实交流：
What do you do on the weekend? I often… That sounds like a lot of fun. Yes, But I also hard-working….Sometimes I….

（分层）作业设计
Homework
A 1.Recite the dialogue.
2.Make sentences.
B

板书设计
Blackboard Writing

Unit1 My day Lesson 3

When do you …? I…at…
教后反思
Teaching Reflection After Class

课时
Period
4
教学内容
Teaching
Contents
Unit1 My day

教学目标
Teaching Aims
1.能够听、说、读、写四个有关日常活动的词组clean my room, go for a walk, go shopping, take a dancing class.
2.能够在语境中正确运用这四个词组来描述日常活动
3.能够完成调查及填表活动并根据结果展开问答活动

教学重点
Teaching Key Points

1.能够听、说、读、写四个有关日常活动的词组clean my room, go for a walk, go shopping, take a dancing class.
2.能够在语境中正确运用这四个词组来描述日常活动

教学难点
Teaching Difficult Points
1.能够完成调查及填表活动并根据结果展开问答活动

教学准备
Teaching Preparation
学情分析
Students Analysis

教具准备
Teaching Aids

挂图，卡片，PPT

课前自主预习
Independent Preview Before Class

可将已学过的文娱活动融合进来：play football, play the piano… ,滚动浮现，引导学生用更丰富的语言就日常活动进行交流。

教学过程
Teaching Procedures
修改或反思
Adjustment or Reflection
Step 1 Warm up

1．Greeting
2.free talk
Step 2 Presentation

1.Let’s learn
(1)T 利用课件呈现本单元学生所学过的日常活动及名称，请学生认读，鼓励他们说一说自己的日常作息或周末活动：I eat breakfast at 7.I eat dinner at 5:30.I play football on the weekend….
(2) T:What does Sarah do on the weekend? Let Ss retell Sarah’s weekend activities: watch TV, play ping-pong, wash my clothes, cook dinner.
(3)T: Sarah is very busy on the weekend. What does Sarah do Saturdays? Let’s listen to Sarah. Let Ss listen to the tape. T write “clean my room”. Teach to read and do the action. Let Ss try to say the whole sentence: Ioften clean my room on Saturdays.
(4) T 呈现Sarah上舞蹈课的图片：Sarah takes a dancing class on the weekend, too.(板书)take a dancing class. Teach to read. Encourage Ss say the whole sentence: I take a dancing class on Sundays./I take an art class/a piano class on …
(5)课件呈现Sarah 周末活动短文，让学生找到活动名称，并进行go for a walk, go shopping 单词教学
I am Sarah. I am very busy on the weekend. I often watch TV and play ping-pong on the weekend. I often go for a walk with my mother and father on Saturdays. Sometimes I go shopping, too. I have a lot of fun, But I am also hard-working. I usually wash my clothes and clean my room om Saturdays. I usually take a dancing class on Sundays.
(6)T shows the word cards, let Ss tell them own weekend activities.

Step 2 Consolidation
(1) Ss watch the cartoon and repeat.
(2)Ss look at the word cards,say and make a sentence.
（3）pair work.
S1: What do you do on the weekend?
S2: Ioften ... What do you do on the weekend？
…
(4)Do a survey
学生仔细读一读表格信息,选出与自己相符的周末活动信息并打勾，在说一说自己的周末活动： I always go for a walk with my mother on Saturdays.
Group work:
S1: What do you do on the weekend?
S2:I often ….What do you do on the weekend?
S3:I sometimes….

（分层）作业设计
Homework
A 1.Copy the new phrases.
3. Make sentences.
B

板书设计
Blackboard Writing

Unit1 My day Lesson 4

clean my room, go for a walk go shopping,
take a dancing class.

教后反思
Teaching Reflection After Class

课时
Period
5
教学内容
Teaching
Contents
Unit1 My day

教学目标
Teaching Aims
1.能够在教师和图片的帮助下读懂机器人的台词，完成正误判断活动。
2.能够模仿阅读篇章完成写信的任务。
3.能够根据听到的信息选择正确的图片，并写出单一核心词汇。
教学重点
Teaching Key Points

1.能够在教师和图片的帮助下读懂机器人的台词，完成正误判断活动。
2.能够模仿阅读篇章完成写信的任务。

教学难点
Teaching Difficult Points
1.能够模仿阅读篇章完成写信的任务。

教学准备
Teaching Preparation
学情分析
Students Analysis

教具准备
Teaching Aids

挂图，卡片，PPT

课前自主预习
Independent Preview Before Class

课前鼓励学生课外阅读《鲁滨逊漂流记》，了解鲁滨逊与星期五的故事。

教学过程

Teaching Procedures
修改或反思
Adjustment or Reflection
Step 1 Warm up

1.Greeting
2.free talk
Step 2 Presentation
（1） T鼓励学生说一说Robinson 在荒岛上平时都做些什么：My name is Robinson. I always getup in the morning….
（2） T reads the letter to get the main idea.
T: Robin is in a play. He is Robinson Crusoe nowHere is a letter from him.What does Robinson do?
Ss read the letter with the question and underline the activities: get up early every day, wash my face, eat breakfast, clean my cave, go swimming in the water, play sports with my friend.
T: Robinson has a friend. What’s his name?
Ss: His name is Friday. T: Yes, Friday is good at sports. He often wins.
(3) Ss read the letter again and finish “tick or cross”.
Ss read the 3 sentences of “tick or cross”, read the letter again and judge the 3 sentences tick or cross.
(4) Listen to the tape, follow to read and act the letter.
Step 2 Consolidation
(1) Ss finish the letter to Robinson, tell him what you have done everyday.
(2) T 利用课件向学生简单介绍英语书信的格式，帮助学生了解中英文书信格式的差异。
(3) T请学生根据课本提供的回信框架说一说自己的日常活动，四人一小组交流，然后全班交流，为独立写信做铺垫。
(4) T 指导学生完成回信，提醒学生注意规格书写。然后请学生朗读自己的书信，T根据书信内容适时把日常活动名称写在黑板上，帮助学生复习与巩固所学的核心词汇。
(5) 对与程度好的学生，教师鼓励他们写一封内容更加丰富的回信，请学生把自己的日常作息及活动介绍的更加详细。
（6）Let’s check
Ss watch the picture carefully, talk about Mike’s daily activity according to the picture.
Ss listen to the tape and choose the right picture.
Ss listen to the tape again and check the answers.
Give answers about yourself. Ss write 3 sentences about their own daily activities.

（分层）作业设计
Homework
A 1.Read the letter.
2. Write some sentences about own daily activities.
B

板书设计
Blackboard Writing

Unit1 My day Lesson 5

get up early every day, wash my face, eat breakfast, clean my cave,
go swimming in the water, play sports with my friend.

教后反思
Teaching Reflection After Class

课时
Period
6
教学内容
Teaching
Contents
Unit1 My day

教学目标
Teaching Aims
1. 能够在教师的帮助下进行go, play, have, do 等动词的搭配小结，然后完成选词填表活动。
2. 学生能够在图片和教师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汇和句型。
3. 能够理解并朗读故事，并表演。还能恰当的对故事的内容进行改编。

教学重点
Teaching Key Points

1.能够在教师的帮助下进行go, play, have, do 等动词的搭配小结，然后完成选词填表活动。
2.学生能够在图片和教师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汇和句型。

教学难点
Teaching Difficult Points

1.能够理解并朗读故事，并表演。还能恰当的对故事的内容进行改编。

教学准备
Teaching Preparation
学情分析
Students Analysis

教具准备
Teaching Aids

挂图，卡片，PPT

课前自主预习
Independent Preview Before Class

教师鼓励学生说一说其他已经学过的与go .play, have, do 搭配的动词词组，如：go fishing/boating, play football/basketball, have lunch/breakfast.

教学过程
Teaching Procedures
修改或反思
Adjustment or Reflection
Step 1 Warm up

1.Greeting
2.free talk
Step 2 Presentation
1.Story time
1.listen and do
T give the order, Ss listen and do the action
Do morning exercises, eat dinner, go for a walk…
2. T show the picture of Zip: Zip is always very busy. Let’s guess what does zip do every day?
3. T shows the questions: What does Zip usually do on the weekend?
Ss listen to the story an