PEP英語五年級下冊Unit 1 A Let' s learn說課稿

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Unit 1 My day 說課稿 Part A Let’ s learn﹠Read and write 尊敬的各位老師，很高興能夠在這個(gè)特殊的場合和各位對英語教學(xué)進(jìn)行交流，不足的地方請各位老師多多指教。 我說課的內(nèi)容是人民教育出版社PEP 五年級下冊Unit 1 My day A部分的Let’s learn 和Read and writ。下面，我將從說教材、說教法、說學(xué)法、說教學(xué)程序，說板書設(shè)計(jì)五個(gè)板塊進(jìn)行說課。 1、 說教材 1、 教材分析 本課選自義務(wù)教育PEP小學(xué)英語教科書五年級下冊教材第一單元，重點(diǎn)學(xué)習(xí)一天中不同時(shí)間段內(nèi)學(xué)習(xí)和生活起居情況以及周末活動(dòng)安排的表達(dá)，尤其是學(xué)會(huì)使用頻度副詞談?wù)撊粘Ｉ?。本單元?nèi)容與日常生活息息相關(guān)，容易激發(fā)學(xué)生的學(xué)習(xí)興趣和思想共鳴，便于學(xué)生在學(xué)習(xí)中理解和運(yùn)用，學(xué)生有話可說，可以培養(yǎng)學(xué)生的語言交際能力。本課時(shí)是A部分的Let’s learn和 Read and write，我把它設(shè)置為本單元的第一課時(shí)，它是整個(gè)單元的重點(diǎn)，占有很重要在地位，為后面課時(shí)的學(xué)習(xí)做鋪墊。 2. 教學(xué)目標(biāo) 《英語課程標(biāo)準(zhǔn)》指出：激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，使學(xué)生樹立自信心，養(yǎng)成良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略，發(fā)展學(xué)生自主學(xué)習(xí)的能力和合作精神是小學(xué)英語教學(xué)的基本任務(wù)。在認(rèn)真分析教材的基礎(chǔ)上，我針對學(xué)生實(shí)際，將本課時(shí)的教學(xué)目標(biāo)確定如下： （1）知識目標(biāo)：能夠正確聽、說、認(rèn)讀短語：do morning exercises, eat breakfast, have…class, play sports, eat dinner和能夠正確聽、說、朗讀“ When do you…? I…at…”等詢問他人和表達(dá)自己作息時(shí)間的交際用語。 （2） 能力目標(biāo)：能夠聽懂、會(huì)說句型“ When do you…? I…at…”，并根據(jù)實(shí)際情況運(yùn)用所學(xué)動(dòng)詞短語表達(dá)自己的作息時(shí)間。 （3） 情感目標(biāo)：引導(dǎo)學(xué)生養(yǎng)成良好的作息習(xí)慣。 3. 教學(xué)重點(diǎn)和難點(diǎn) （1） 教學(xué)重點(diǎn)：掌握Let’s learn中的五個(gè)動(dòng)詞短語，并能用這五個(gè)短語詢問和回答作息時(shí)間。 （2） 教學(xué)難點(diǎn)：掌握五個(gè)短語，exercises和breakfast的正確發(fā)音。 二、說教法 為了突破這堂課的重難點(diǎn)，我本著貫徹新課標(biāo)以學(xué)生為主體，教師為主導(dǎo)的理念，根據(jù)小學(xué)生好動(dòng)、模仿能力強(qiáng)、表現(xiàn)欲旺盛等生理和心理特點(diǎn)，主要采取TPR全身反應(yīng)教學(xué)法、直觀教學(xué)法、游戲教學(xué)法和任務(wù)型教學(xué)法。讓學(xué)生在教師的指導(dǎo)下主動(dòng)參與到教學(xué)活動(dòng)中來，改變傳統(tǒng)“授受”的教學(xué)模式，培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣。 3、 說學(xué)法 結(jié)合以上的教學(xué)方法，引導(dǎo)學(xué)生在學(xué)習(xí)本課時(shí)采用模仿、合作的學(xué)習(xí)方式，為學(xué)生營造一個(gè)輕松、愉快的學(xué)習(xí)氛圍。讓每個(gè)學(xué)生都有機(jī)會(huì)說英語，敢開口說英語，增強(qiáng)學(xué)生學(xué)習(xí)英語的自信心，同時(shí)學(xué)生在合作交流的過程中培養(yǎng)了自主學(xué)習(xí)的能力和合作精神。 以上就是我對學(xué)生學(xué)習(xí)方法的指導(dǎo)，最后我詳細(xì)地來說一說教學(xué)程序。 4、 Teaching procedures I will finish this lesson in 5 steps. Step 1 Warming up (3 mins) 1. Greetings (1 mins) I will greet with students as usual to make students relax. T: Hello, boys and girls. How are you? Ss: Hello, Miss XX. I’m fine, thank you. What about you?(You’re fine.) T: I’m fine too, thanks. What’s the weather like? Ss: It’s sunny.(Oh，It’s a sunny day.It’s a beautiful day.Let’s start our class) 2. Sing a song ( 2 mins) According to the psychological characteristics of children, singing a song can make Ss feel relaxed and satisfied. The teacher asks Ss stand up and clap their hands with music, which can arouse exciting motion and Ss are quickly into a happy English studying atmosphere. In this song, Ss will review the words and sentences they have learned last term “ do homework, watch TV, read books, play football. What do you often do on the weekend? I often …”. Ss are familiar with these words and sentences, so they will be confident. It’ s helpful for Ss learning new knowledge. T: Everybody, stand up. Clap your hands. Sing a song with me. Are you ready? Ss: I’m ready. What do you often do on the weekend? I often watch, watch TV. What do you often do on the weekend? I often play, play football. What do you often do on the weekend? I often read, read books. What do you often do on the weekend? I often do, do homework. Step 2 Lead in (2 mins) Ss are curious about teachers, so I will talk about my day and tell them how I spend my day. In this way, Ss will learn more about teachers and it can narrow the gap between teachers and students. At the same time, I can lead in the topic “my day”. Then I will tell Ss that we will meet a new friend “Pedro”. What does Pedro do in his day? Ss must are very interested in it, so they will study new knowledge actively. T: I often get up at 6 o’clock, go to school at 7:20, go home at 5 p.m. and go to bed at 9 p.m. This is my day. (板書標(biāo)題 Unit 1 My day) Today, we will meet a new friend Pedro. What does he do in his day? Turn to page 5 and let’s see it. Step 3 Presentation and Practice (25 mins) Now, I will mainly talk about this step. In this step, I will use body language, pictures and games to help Ss understand the meaning of words. Then, I will lead Ss learn the main sentences in a real situation. 1. Let’s guess (10 mins) The teacher does actions and shows pictures: do morning exercises, eat breakfast, have…class, play sports and eat dinner and let Ss guess the meaning of words. (板書詞組：do exercises, eat breakfast, have…class, play sports and eat dinner ) Then Ss read after teacher. When teach “exercises and breakfast”, I will divide them into two parts” exer-cises, break-fast”. Ss firstly read them slowly and loudly, and then read them quickly. T:What does Pedro do?Look at this picture and look at me. What does it mean? Ss:做早操. T: Great. 做早操、晨練。Do morning exercises. And then, look at these pictures. What does Pedro do? eat breakfast, have…class, play sports and eat dinner. 2. Let’s play (2 minus) It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine practice. It can form a relaxing and natural atmosphere for practicing. Ss can achieve the aim of consolidating and deepening the words. Say words in a loud or low voice and do actions. If the teacher speaks loudly, Ss should speak lowly and if the teacher speaks lowly, Ss should speak loudly. If some Ss break the rules, they should stand up and say the words loudly. Hence, Ss will pay attention to the class.For example: T: do morning exercises. (Loudly) Ss: do morning exercises. (Lowly) T: eat breakfast. (Lowly) Ss: eat breakfast. (Loudly) … 3. Let’s say (10 minus) Teacher points the pictures and ask “When does Pedro do morning exercises? Does Pedro do morning exercises at 8 o’clock?” Let Ss watch the video and learn new sentences in a real situation, and then try answer “At 7 o’clock”. (板書主要句型：When do you …? I …at…) Let Ss listen to the dialogue again carefully and follow it. Teach the meaning of a.m. and p.m. 4. Let’s act (3 mins) Role play. After be familiar with the dialogue, let Ss try to act out the dialogue. It achieved the teaching aim of understanding and talking the dialogue of this lesson. Two Ss in a group, one plays Zhang Peng, and the other plays Pedro. They choose one phrase and make a conversation with the sentences “When do you …? I …at…”. Step 4 Consolidation (7 mins) To master the words and sentences needs certain amount of practice. So, I will adopt the “Task-based” teaching method. First, let Ss read the phrases of “Ask and write” and write down their timetable. Then I shall instruct the Ss to use the words and patterns learnt to ask about their partner’s timetable. I will walk in the class and help Ss who have trouble in conversation finish the exercises. It is no doubt that this will encourage them to speak English. The teacher asks three groups stand up and make a dialogue. The teacher should correct their mistakes and encourage them. This step also leads to the emotion objective of this lesson. The teacher should tell Ss how to arrange their time and develop good habits. Step 5 Summing up ﹠Homework( 3 mins) 1. Summing up Let Ss review what we learned in this lesson and then make a conclusion. Phrases: do exercises, eat breakfast, have…class, play sports and eat dinner Sentences: When do you…? I …at… 2. Homework (1) Listen and recite the dialogue. (2) Do a survey about their friends’ timetable. 5、 Blackboard design This is my layout design. Unit 1 My day do morning exercises eat breakfast have…class play sports eat dinner When do you ...? I... at... In this lesson, what I design is to try to attract Ss’ interest. They learn and practice while playing. It is helpful for developing Ss’ interest for English learning. Distinguished judges, that’s all for my teaching ideas. Your sincerely teaching and correcting will be appreciated. Thank you for your listening. Thank you.