五年级上册英语教案Unit2 my week A let’s talk∣人教（PEP）（2018秋）.doc

1、PEP Book 5Unit2 My week Part(A) Lets talk教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。 教学目标与要求其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“

2、死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。 1.能听、说、认读单词“cooking”。死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。 2.能够在情景中运用句型What do you have/do on？询问并回答某人某天

3、的课程或者活动安排。3.能完成“Lets try”部分的听力任务。重点询问某一天的课程及正确回答。难点能与同学谈论一星期的课程以及所做的事。教具 单词卡片、图片、课件教学环节师生活动Preparation准备活动1.Free talk:教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 2.Game 1“Buzz”.Sunday, Monday, Tuesday

4、, Wednesday, Thursday, Friday, Saturday教师介绍游戏规则:Student A says: Monday, B:Tuesday,C:Wednesday and so on,when it comes to Saturday they say Buzz! The ones who fails to keep up to the right order , or fail to say Buzz are out. 教学环节师生活动Presentation新知呈现1.Look and guess.T:(PPT呈现John和爷爷的图片)Who are they?Wh

5、at are they talking about?【设计意图：看图猜测，导入Lets try的学习，训练学生的思维能力。】 2. Lets tryT:Lets listen and fill in the blank.（明确听力任务） (听力原文如下)Grandfather: Good morning, John. What day is it today?John: Wednesday.Grandfather: Oh, yes! What do you have on Wednesdays?John: I have art. I really like it.【设计意图：验证学生的猜测，由

6、John和爷爷的对话导入Lets talk的学习。】3.Listen，watch and sayT:John has art on Wednesdays, what about Thursdays? And which class does John like? Lets listen to the tape carefully and try to get the answers. During your listening, please pay attention to the pronunciation and intonation.【设计意图：整体感知对话，感知地道的语音语调，熟悉对

7、话场景，了解对话内容。】4.Look and guess1)根据给出的图片猜测John的爷爷奶奶正在上的课，导入新单词cooking的学习。T: Look at this picture, can you guess what class it is?2）在图片的帮助下从文中找出John对爷爷问话“What do you do on Thursday, Grandpa?”的答语，帮助爷爷做出回答。T:John is wondering what does his grandpa do on Thursday, who can give him the answer in stead of Jo

8、hns grandpa?【设计意图：语境感知cooking，培养学生看图猜测的思维能力。由图片引出What do you do on？在此与What do you have on？进行比较讲解】教学环节师生活动Practice巩固练习1.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.第一次播放教学录音，全班学生跟着录

9、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? Whos Johns music teacher? What does Johns grandfather do on Thursdays?Answer: He has maths, English and music. Mr Young. He has a cooking class with Johns grandma.2.学生拿出人物头饰，同桌合作练习表演对话，然后教师

10、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。教学环节师生活动Production输出运用1.Sarah和Oliver对话T: Sarah and Oliver are talking about their school timetable on Wednesdays and the activities on Thursdays. Lets help them finish their dialogue.2.对话练习：学生利用本节课所学的重点句型What do you have/do on？，根据真实场景创编新对话【设计意图：此为本节课最重要的输出部分，让教学回归于生活，服务于生活。】板书设计Unit 2 My weekA. Lets try Lets talkcooking cooking classWhat do you have on Thursdays?What do you do on Thursdays?Whos your music teacher?Is he strict?Oh, I have a cooking class with your grandma教学反思