人教版（新起点）五年级下册Unit 4 Last Weekend-Lesson 3-ppt课件-(含教案)--(编号：4006e).zip
What did you do last weekend/ Saturday/Sunday/Saturday morning? I last weekend/ Saturday/Sunday/Sat urday morning. What did they do? What does Bob usually do on the weekend? Monday，May 11th On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visit my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Ann because it was her birthday. We danced and watched cartoons all morning. In the afternoon, we climbed a hill and rowed a boat in the park. On Sunday, I watched a football match with my dad in the morning. My favourite team won the match. I was very happy. In the afternoon, I had a football match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. Monday，May 11th On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visit my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Ann because it was her birthday. We danced and watched cartoons all morning. In the afternoon, we climbed a hill and rowed a boat in the park. On Sunday, I watched a football match with my dad in the morning. My favourite team won the match. I was very happy. In the afternoon, I had a football match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. How was his weekend? 快读，快速 找出关键句 。 What did Bob do last weekend? Saturday morning Saturday afternoon Sunday morning Sunday afternoon Monday，May 11th On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visit my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Ann because it was her birthday. We danced and watched cartoons all morning. In the afternoon, we climbed a hill and rowed a boat in the park. On Sunday, I watched a football match with my dad in the morning. My favourite team won the match. I was very happy. In the afternoon, I had a football match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. 细读，仔细找出 周末的活动。 What did Bob do last weekend? Saturday morning Saturday afternoon Sunday morning Sunday afternoon visited his friend Ann; danced and watched cartoons climbed a hill and rowed a boat in the park watched a football match with his dad had a football match with his friends Monday，May 11th On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visit my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Ann because it was her birthday. We danced and watched cartoons all morning. In the afternoon, we climbed a hill and rowed a boat in the park. On Sunday, I watched a football match with my dad in the morning. My favourite team won the match. I was very happy. In the afternoon, I had a football match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. What does “won” mean? What does “won” mean? won 是 win 的过去式。表示赢，胜利 ！ Monday，May 11th On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visit my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Ann because it was her birthday. We danced and watched cartoons all morning. In the afternoon, we climbed a hill and rowed a boat in the park. On Sunday, I watched a football match with my dad in the morning. My favourite team won the match. I was very happy. In the afternoon, I had a football match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. How was Bobs weekend? What did Bob do last Saturday afternoon? Bobs weekend was special. He climbed a hill and rowed a boat in the park. Make a mind map of last weekend. Write about your last weekend. It was. I. 人教版小学英语（五）年级（下）册 第（4）单元教学计划 单元主题周末活动 技能目标 学生通过本单元的学习，能够听懂、会说询问某人上周末活 动安排的功能句 How was your weekend? What did you do last weekend? 及其答语：Its . I.，初步学会在恰 当的情境中口头运用，并能按要求在所提供的语境中完成句 子填空。 知识目标 故事大意的理解和表演。 重点句型的认读和运用。 童谣儿歌的演唱和改编。 能够读懂与过去周末活动安排有关的日记，完成相关的练习， 并能模仿录音较为流利地朗读日记。 情感态度目标 通过周末活动的询问和回答，找到与生活息息相关的信息， 增强学习英语的兴趣。 单 元 目 标 学习策略目标 通过遵循理解，听、说、读、写的“认知规律”，玩、演、 唱的合作学习，让学生提高学习兴趣，更好的掌握知识。 单元教学内容分析 故事故事：是生活化的对话，可以提出简单的理解性问题，或 者采用 T 或 F 问题 词汇：词汇：单词应该会听、会认、会说 儿歌：儿歌：能够模仿唱，进行简单的改编。 练习练习：能辨别语音、领会意思，听懂大意和主题。 单元教学重点 故事大意的理解和表演。 重点句型的认读和运用。 童谣儿歌的演唱和改编。 周末活动的单词的正确认读以及图文能配对理解。 通过功能句 What did you do last weekend? 及其答语：I 理解运用，能在真实的情景中运用。 单元教学难点 cleaned the window, watched TV, climbed a hill, visited grandparents, danced等单词和短语，尝试借助拼读规律 记忆短语并完成相关练习。 介绍周末活动的日记的书写。 教学重难点的突破 措施 小组合作型学习，游戏活动如 role play。教师重点关注他们 的学习状况。 教学方法 运用听说法、视听法、“任务型”教学法、交际教学法以及 情景教学法。 课时的划分 第 1 课时 情景中的词汇教学 第 2 课时 基于词汇的句型了解 第 3 课时 阅读理解 第 4 课时 语音教学 第 5 课时 巩固练习 第 6 课时 故事教学 人教版小学英语（五）年级（下）册 第（4）单元第（1）课 Unit 4 Last Weekend教学设计 知识课题：词汇教学 教学目标： 技能目标：能够理解情景，在情景中理解情境句型的意义。 知识目标：能够听懂，会说 cleaned the window, watched TV, climbed a hill, visited grandparents, danced等单词和短语，并尝试借助拼读规 律记忆它们。 教学重点：能够听懂、会说 cleaned the window, watched TV, climbed a hill, visited grandparents, danced等单词和短语 教学难点：尝试借助拼读规律记忆词汇 学情简析与常见问题：经过四年多的学习，大部分学生对英语学习有较浓厚的兴趣， 学生由中段转为高段，随着学习难度的加大，每个班出现了断层，但是大部分学生对 英语学习保持着较高的学习热情，他们敢于也乐于接受更大的挑战。本单元的内容 周末活动与日常生活联系紧密，孩子们较容易上手。更多的孩子甚至已经对这部分内 容有了基本的了解，所以如何让已有的知识巩固起来并有趣起来时极其有挑战性的。 教学环节教师活动学生活动环节目标 课件 页码 Step 1 Warm- up 教师热情的与学生打招 呼并问候 T：Hello! Everyone! How are you? Nice to meet you. T: Im going to see a film this weekend. What are you going to do this weekend? 学生热情的与教师 打招呼并问候 S：Fine, thank you. Nice to meet you, too. I often . 课前三分钟给 生自我展示的 机会。 通过教师和学 生的问候拉近 教师和学生的 距离 利用孩子们已学 知识进行交流 Step 2 Lead-in 1、 创设语言情景 教师呈现 Get Ready 情 景，引导学生观察图片， 提问： What did you do last weekend? 2、 引出主题 教师描述主情景图内容， 引出本单元主题，如： What did they do last weekend?观察图片，回答老师提 的问题 Step2 New lesson Listen and tick Chant and say T：Look at these pictures. Q1: Who are they? T: Lets listen to the tape and tick Q2: What are they talking? Play the tape 重点关注过去式重点关注过去式 ed 的发音的发音 What did you do last weekend? I. It was Ss watch the pictures. Ss listen to the tape and finish the task. Ss listen (close the books) and talk about the chant Ss listen and sing the chant Work in two and practice: A: What did you do last 根据图片的内容 提问，从听中学 习目标语言 更一步理解图片 强调语音语调 语言的产出 歌谣的改编和展 示 角色扮演 Lets write 教师呈现 C 项中的句子，引 导学生从 chant 中找到答案， 请学生进行口头表达 订正答案 weekend? B: I . 1.口头表达 2.书写词汇补充句子 3.订正答案 4.读给同桌听听 在愉快的氛围巩 固今天的目标语 言 板书设计： Unit 4 Last Weekend Lesson 1 作业设计： 人教版小学英语（五）年级（下）册 第（4）单元第（2）课 Unit 4 Last Weekend教学设计 知识课题：句型教学 新授课 教学目标： 技能目标：能够在情境中理解重点句型的语用性 知识目标：能够听懂、会说用来询问某人上周末活动安排的功能句： How was your weekend? What did you do last weekend? 及其答语：It was wonderful. I初步学会在恰当的情境中口头运用它们，并能按照要求或提示完成句子 填空练习。 教学重点：情景下，重点句型的理解和初步认读；单词的积累；模仿跟读。 教学难点：重点句型的初步认读；相关练习的完成。 教学环节教师活动学生活动环节目标 课件 页码 Step 1 Greeting and Warm- up T：Hello! Everyone! How are you? Nice to meet you. How was your yesterday? S：Fine, thank you. Nice to meet you too. It was. 课前三分钟给 生自我展示的 机会。 通过教师和学 生的问候拉近 教师和学生的 距离 Step2 Review 闪卡游戏 图文配对 Ss review the new words 通过游戏，复 习旧知，激发 学生兴趣。 学生尝试通过 游戏复习单词 Step3 New Lesson Look，listen and number 教师引导学生观察 A 项 T: What can you see? What 根据老师问题，回答 复习上节课句 型：What did you do last weekend? Do a survey Lets write are they talking about? 教师指导学生阅读课前 问题，带着问题去听对 话 功能句的学习和操练 1.师生交流，练习功能 句 How was your last weekend? What did you do last weekend? 2.Read the dialogue T：How was Andys weekend? What did he do? 教师呈现 C 项中的句子，引 导学生从 B 项中找到答案， 1.听对话完成听力任 务 2. 再次听对话，订 正所听到的答案 学生结对，分角色朗 读对话内容并展示。 1.师生问答 2.阅读对话，了解 Andy 的回答 3.完成调查表 4.汇报采访和调查结果 1.完成书写任务 2.全班订正答案 问题驱动 可以下座位找 自己的朋友互 动，尽可能扩 大练习的面 练习巩固 请学生进行口头表达 订正答案 板书设计： 作业设计 人教版小学英语（五）年级（下）册 第（4）单元第（3）课 Unit 4 Last Weekend教学设计 知识课题：句型巩固及阅读 教学目标： 技能目标：初步学会在恰当的情境中运用本单元的词汇和功能句 知识目标：能够读懂与上周末活动安排有关的日记，并能模仿录音流利地朗读 情感文化策略目标：能够仿照阅读文本，并按相应提示或要求独立书写几个意义连贯的句 子。 教学重点：能够读懂与上周末活动安排有关的短文，抓住大意和关键信息，并能模仿录 音较为流利的朗读。 教学难点：能够仿照阅读文本，并按相应提示或要求独立书写几个意义连贯的句子。 学情简析与常见问题：通过上一节课词汇和句型的表达，大多数学生已经能够正确的表 达,通过这节课,相信孩子们对本单元重难点的掌握更加好一些. 教学环节教师活动学生活动环节目标 课 件 页 码 Step 1 Greeting and Warm- up T：Hello! Everyone! How are you? Nice to meet you. S：Fine, thank you. Nice to meet you too. 课前三分钟给 生自我展示的 机会。 通过教师和学 生的问候拉近 教师和学生的 距离 Step2 Review 1.T lead Ss review key words. 2. 练习用动词过去式表 上的词语组词 Ss review key words. 练习过去式短语 复习旧知，激 发学生兴趣。 通过组词游戏 来巩固已学知 识 Step3 Lets read T lead Ss watch pictures. T ：How was Bobs weekend? Ss read and finish the chart. Ss answer them. 在老师的带领 下观察图片并 理解短文，完 成表格和单词 释义的练习。 T ask some questions.Listen and read Step4 Lets talk Step 5 Lets write T lead Ss understand it T and several Ss make a model Practice time Show time 教师呈现 C 项中的句子，引 导学生从短文中找到答案， 请学生进行口头表达 订正答案 Ss listen and understand Several Ss act it Ss write down the answers. Several Ss show their work 巩固句型 练习口语 询问符合情景 板书设计： 作业设计： 人教版小学英语（五）年级（下）册 第（4）单元第（4）课 Unit4 Last Weekend 教学设计 知识课题：语音教学 教学目标：能够借助已学单词和图片感知过去时词缀 ed 的发音规律。 教学重点：能够借助已学单词和图片感知过去时词缀 ed 的发音规律。 教学难点：能够利用学习到的发音规律拼读出其他一些规则动词的过去时形式 学情简析与常见问题：五年级的孩子对于故事的理解来说相对不难，但是语音的掌握， 故事的深度理解和表演才是最重要的。 教学环节教师活动学生活动环节目标 课件 页码 Step 1 Greeting and Warm- up T：Good morning S：Good morning. Sing the song 课前三分钟给 生自我展示的 机会。 通过教师和学 生的问候拉近 教师和学生的 距离 Step2 Lead in T shows some words. T: Can you read? Several Ss read them. 带着好奇心走 进语音学习 Step3 Listen point T play the CDListen and repeat 学生听录音， 跟读，并和老 师一起总结发 and repeatT make the rule of the letter group“ed” Ss follow it to read Several Ss answer 音规律 Step4 Part B.C.D Fun time Part B: Listen, circle and repeat T and Ss correct them Part C: Listen, write and say T and Ss correct them T lead Ss read and understand it. Part D Listen and repeat T play the CD Show time Play the CD Ss listen and circle the words. Ss correct them Ss write down the blanks Ss correct them Ss look 、listen and understand it Ss just listen Ss follow it to read Ss read and understand Listen and read 剩下的内容都 作为巩固字母 组合的发音 了解西方文化 知识 板书设计 作业设计： 人教版小学英语（五）年级（下）册 第（4）单元第（5）课 Unit 4 Last Weekend教学设计 知识课题：巩固练习课 教学目标： 通过听、说、读、写等各种形式的语言活动，帮助学生复习本单元重点词汇和功能句。 教学重点：对本单元的重点句型和单词的检测。 阅读理解方法指导 教学难点：在实际生活中运用所学知识；相关练习的完成。 学情简析与常见问题：通过前面的学习，孩子们基本上能说重点单词和句子，但在阅读 方面还需下功夫。 教学环节教师活动学生活动环节目标 课件 页码 Step 1 Greeting and Warm- up T：Good morning Ss make the dialogue （free talk） S：Good morning. Watch and think 课前三分钟给 生自我展示的 机会。 Step2 Lets check Part A Listen and match Part B Read and write Listen to the CD Listen to the CD again T and Ss check the answer T lead Ss read and understand the passage 1. Who wrote the letter? 2. When did he write the letter? 3. Where is he now 4. Why did he write the letter ? Ss just listen Ss match Ss correct the answer Read and finish the practice。 Find the answers. 听力部分先让 生听再做练习， 最后才一起订 正答案 关注学生小组 合作情况 练习部分主要 让学生分小组 一起合作完成， 在展示成果， 最后集体订正 Part C Lets talk Part D Lets write T lead Ss understand it T give a model Check answers. Ss read and understand the dialogue Show time Read and write. Check together. 板书设计： 作业设计： 人教版小学英语（五）年级（下）册 第（4）单元第（6）课 Unit 4 Last Weekend 教学设计 知识课题：Story time 教学目标：能够借助录音，图片，文字以及教师的讲解读懂故事，并在教师的指导下尝 试表演 情感文化策略目标: 教学重点：故事的理解的语言 教学难点：在实际生活中运用所学知识；相关练习的完成。 学情简析与常见问题：五年级的孩子对于故事的理解来说相对不难，但是语音的掌握， 故事的深度理解和表演才是最重要的。 教学环节教师活动学生活动环节目标 课件 页码 Step 1 Greeting and Warm- up T：Good morning S：Good morning. Sing the song 课前三分钟给 生自我展示的 机会。 通过教师和学 生的问候拉近 教师和学生的 距离 Step2 Lead in Have you been to zoo?Ss watch the pictures on page P54-55. 学生发挥自己 的想象，带着 期待来进入故 事 Step3 Story Look at picture. Indicate the story P1 What can you know about the story from this picture? When? Where? Who? What? Ss answer it freely Ss listen and repeat. 学生通过看故 事图片先猜测， 然后听读最后 模仿表演 Part B Lets write Lets listen to the passage P2 T: What did they do? Listen to the CD Let several Ss read P2-4. Use the same way to learn theP5、P6 T lead Ss according the boarding design to answer these questions. Show time T lead Ss retell the story T design a retell task Show time Several Ss read it. Ss answer them Ss Listen and repeat Several Ss read it. Ss answer them Ss Listen and repeat Several Ss read them. Ss answer them Write the words and check answers. Work in four Several groups act it 通过练习检测 学生是否理解 故事大意。 Part C 板书设计： 作业设计： 教学反思：
收藏
- 资源描述：
-
What did you do last weekend/ Saturday/Sunday/Saturday morning? I last weekend/ Saturday/Sunday/Sat urday morning. What did they do? What does Bob usually do on the weekend? Monday，May 11th On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visit my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Ann because it was her birthday. We danced and watched cartoons all morning. In the afternoon, we climbed a hill and rowed a boat in the park. On Sunday, I watched a football match with my dad in the morning. My favourite team won the match. I was very happy. In the afternoon, I had a football match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. Monday，May 11th On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visit my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Ann because it was her birthday. We danced and watched cartoons all morning. In the afternoon, we climbed a hill and rowed a boat in the park. On Sunday, I watched a football match with my dad in the morning. My favourite team won the match. I was very happy. In the afternoon, I had a football match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. How was his weekend? 快读，快速 找出关键句 。 What did Bob do last weekend? Saturday morning Saturday afternoon Sunday morning Sunday afternoon Monday，May 11th On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visit my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Ann because it was her birthday. We danced and watched cartoons all morning. In the afternoon, we climbed a hill and rowed a boat in the park. On Sunday, I watched a football match with my dad in the morning. My favourite team won the match. I was very happy. In the afternoon, I had a football match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. 细读，仔细找出 周末的活动。 What did Bob do last weekend? Saturday morning Saturday afternoon Sunday morning Sunday afternoon visited his friend Ann; danced and watched cartoons climbed a hill and rowed a boat in the park watched a football match with his dad had a football match with his friends Monday，May 11th On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visit my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Ann because it was her birthday. We danced and watched cartoons all morning. In the afternoon, we climbed a hill and rowed a boat in the park. On Sunday, I watched a football match with my dad in the morning. My favourite team won the match. I was very happy. In the afternoon, I had a football match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. What does “won” mean? What does “won” mean? won 是 win 的过去式。表示赢，胜利 ！ Monday，May 11th On the weekend, I usually stay at home on Saturday morning and go to an English class on Saturday afternoon. On Sunday, I sometimes visit my grandparents and sometimes play with my friends. But last weekend was special. On Saturday, I visited my friend Ann because it was her birthday. We danced and watched cartoons all morning. In the afternoon, we climbed a hill and rowed a boat in the park. On Sunday, I watched a football match with my dad in the morning. My favourite team won the match. I was very happy. In the afternoon, I had a football match with my friends. My team won the game. I was so excited. I really enjoyed last weekend. How was Bobs weekend? What did Bob do last Saturday afternoon? Bobs weekend was special. He climbed a hill and rowed a boat in the park. Make a mind map of last weekend. Write about your last weekend. It was. I. 人教版小学英语（五）年级（下）册 第（4）单元教学计划 单元主题周末活动 技能目标 学生通过本单元的学习，能够听懂、会说询问某人上周末活 动安排的功能句 How was your weekend? What did you do last weekend? 及其答语：Its . I.，初步学会在恰 当的情境中口头运用，并能按要求在所提供的语境中完成句 子填空。 知识目标 故事大意的理解和表演。 重点句型的认读和运用。 童谣儿歌的演唱和改编。 能够读懂与过去周末活动安排有关的日记，完成相关的练习， 并能模仿录音较为流利地朗读日记。 情感态度目标 通过周末活动的询问和回答，找到与生活息息相关的信息， 增强学习英语的兴趣。 单 元 目 标 学习策略目标 通过遵循理解，听、说、读、写的“认知规律”，玩、演、 唱的合作学习，让学生提高学习兴趣，更好的掌握知识。 单元教学内容分析 故事故事：是生活化的对话，可以提出简单的理解性问题，或 者采用 T 或 F 问题 词汇：词汇：单词应该会听、会认、会说 儿歌：儿歌：能够模仿唱，进行简单的改编。 练习练习：能辨别语音、领会意思，听懂大意和主题。 单元教学重点 故事大意的理解和表演。 重点句型的认读和运用。 童谣儿歌的演唱和改编。 周末活动的单词的正确认读以及图文能配对理解。 通过功能句 What did you do last weekend? 及其答语：I 理解运用，能在真实的情景中运用。 单元教学难点 cleaned the window, watched TV, climbed a hill, visited grandparents, danced等单词和短语，尝试借助拼读规律 记忆短语并完成相关练习。 介绍周末活动的日记的书写。 教学重难点的突破 措施 小组合作型学习，游戏活动如 role play。教师重点关注他们 的学习状况。 教学方法 运用听说法、视听法、“任务型”教学法、交际教学法以及 情景教学法。 课时的划分 第 1 课时 情景中的词汇教学 第 2 课时 基于词汇的句型了解 第 3 课时 阅读理解 第 4 课时 语音教学 第 5 课时 巩固练习 第 6 课时 故事教学 人教版小学英语（五）年级（下）册 第（4）单元第（1）课 Unit 4 Last Weekend教学设计 知识课题：词汇教学 教学目标： 技能目标：能够理解情景，在情景中理解情境句型的意义。 知识目标：能够听懂，会说 cleaned the window, watched TV, climbed a hill, visited grandparents, danced等单词和短语，并尝试借助拼读规 律记忆它们。 教学重点：能够听懂、会说 cleaned the window, watched TV, climbed a hill, visited grandparents, danced等单词和短语 教学难点：尝试借助拼读规律记忆词汇 学情简析与常见问题：经过四年多的学习，大部分学生对英语学习有较浓厚的兴趣， 学生由中段转为高段，随着学习难度的加大，每个班出现了断层，但是大部分学生对 英语学习保持着较高的学习热情，他们敢于也乐于接受更大的挑战。本单元的内容 周末活动与日常生活联系紧密，孩子们较容易上手。更多的孩子甚至已经对这部分内 容有了基本的了解，所以如何让已有的知识巩固起来并有趣起来时极其有挑战性的。 教学环节教师活动学生活动环节目标 课件 页码 Step 1 Warm- up 教师热情的与学生打招 呼并问候 T：Hello! Everyone! How are you? Nice to meet you. T: Im going to see a film this weekend. What are you going to do this weekend? 学生热情的与教师 打招呼并问候 S：Fine, thank you. Nice to meet you, too. I often . 课前三分钟给 生自我展示的 机会。 通过教师和学 生的问候拉近 教师和学生的 距离 利用孩子们已学 知识进行交流 Step 2 Lead-in 1、 创设语言情景 教师呈现 Get Ready 情 景，引导学生观察图片， 提问： What did you do last weekend? 2、 引出主题 教师描述主情景图内容， 引出本单元主题，如： What did they do last weekend?观察图片，回答老师提 的问题 Step2 New lesson Listen and tick Chant and say T：Look at these pictures. Q1: Who are they? T: Lets listen to the tape and tick Q2: What are they talking? Play the tape 重点关注过去式重点关注过去式 ed 的发音的发音 What did you do last weekend? I. It was Ss watch the pictures. Ss listen to the tape and finish the task. Ss listen (close the books) and talk about the chant Ss listen and sing the chant Work in two and practice: A: What did you do last 根据图片的内容 提问，从听中学 习目标语言 更一步理解图片 强调语音语调 语言的产出 歌谣的改编和展 示 角色扮演 Lets write 教师呈现 C 项中的句子，引 导学生从 chant 中找到答案， 请学生进行口头表达 订正答案 weekend? B: I . 1.口头表达 2.书写词汇补充句子 3.订正答案 4.读给同桌听听 在愉快的氛围巩 固今天的目标语 言 板书设计： Unit 4 Last Weekend Lesson 1 作业设计： 人教版小学英语（五）年级（下）册 第（4）单元第（2）课 Unit 4 Last Weekend教学设计 知识课题：句型教学 新授课 教学目标： 技能目标：能够在情境中理解重点句型的语用性 知识目标：能够听懂、会说用来询问某人上周末活动安排的功能句： How was your weekend? What did you do last weekend? 及其答语：It was wonderful. I初步学会在恰当的情境中口头运用它们，并能按照要求或提示完成句子 填空练习。 教学重点：情景下，重点句型的理解和初步认读；单词的积累；模仿跟读。 教学难点：重点句型的初步认读；相关练习的完成。 教学环节教师活动学生活动环节目标 课件 页码 Step 1 Greeting and Warm- up T：Hello! Everyone! How are you? Nice to meet you. How was your yesterday? S：Fine, thank you. Nice to meet you too. It was. 课前三分钟给 生自我展示的 机会。 通过教师和学 生的问候拉近 教师和学生的 距离 Step2 Review 闪卡游戏 图文配对 Ss review the new words 通过游戏，复 习旧知，激发 学生兴趣。 学生尝试通过 游戏复习单词 Step3 New Lesson Look，listen and number 教师引导学生观察 A 项 T: What can you see? What 根据老师问题，回答 复习上节课句 型：What did you do last weekend? Do a survey Lets write are they talking about? 教师指导学生阅读课前 问题，带着问题去听对 话 功能句的学习和操练 1.师生交流，练习功能 句 How was your last weekend? What did you do last weekend? 2.Read the dialogue T：How was Andys weekend? What did he do? 教师呈现 C 项中的句子，引 导学生从 B 项中找到答案， 1.听对话完成听力任 务 2. 再次听对话，订 正所听到的答案 学生结对，分角色朗 读对话内容并展示。 1.师生问答 2.阅读对话，了解 Andy 的回答 3.完成调查表 4.汇报采访和调查结果 1.完成书写任务 2.全班订正答案 问题驱动 可以下座位找 自己的朋友互 动，尽可能扩 大练习的面 练习巩固 请学生进行口头表达 订正答案 板书设计： 作业设计 人教版小学英语（五）年级（下）册 第（4）单元第（3）课 Unit 4 Last Weekend教学设计 知识课题：句型巩固及阅读 教学目标： 技能目标：初步学会在恰当的情境中运用本单元的词汇和功能句 知识目标：能够读懂与上周末活动安排有关的日记，并能模仿录音流利地朗读 情感文化策略目标：能够仿照阅读文本，并按相应提示或要求独立书写几个意义连贯的句 子。 教学重点：能够读懂与上周末活动安排有关的短文，抓住大意和关键信息，并能模仿录 音较为流利的朗读。 教学难点：能够仿照阅读文本，并按相应提示或要求独立书写几个意义连贯的句子。 学情简析与常见问题：通过上一节课词汇和句型的表达，大多数学生已经能够正确的表 达,通过这节课,相信孩子们对本单元重难点的掌握更加好一些. 教学环节教师活动学生活动环节目标 课 件 页 码 Step 1 Greeting and Warm- up T：Hello! Everyone! How are you? Nice to meet you. S：Fine, thank you. Nice to meet you too. 课前三分钟给 生自我展示的 机会。 通过教师和学 生的问候拉近 教师和学生的 距离 Step2 Review 1.T lead Ss review key words. 2. 练习用动词过去式表 上的词语组词 Ss review key words. 练习过去式短语 复习旧知，激 发学生兴趣。 通过组词游戏 来巩固已学知 识 Step3 Lets read T lead Ss watch pictures. T ：How was Bobs weekend? Ss read and finish the chart. Ss answer them. 在老师的带领 下观察图片并 理解短文，完 成表格和单词 释义的练习。 T ask some questions.Listen and read Step4 Lets talk Step 5 Lets write T lead Ss understand it T and several Ss make a model Practice time Show time 教师呈现 C 项中的句子，引 导学生从短文中找到答案， 请学生进行口头表达 订正答案 Ss listen and understand Several Ss act it Ss write down the answers. Several Ss show their work 巩固句型 练习口语 询问符合情景 板书设计： 作业设计： 人教版小学英语（五）年级（下）册 第（4）单元第（4）课 Unit4 Last Weekend 教学设计 知识课题：语音教学 教学目标：能够借助已学单词和图片感知过去时词缀 ed 的发音规律。 教学重点：能够借助已学单词和图片感知过去时词缀 ed 的发音规律。 教学难点：能够利用学习到的发音规律拼读出其他一些规则动词的过去时形式 学情简析与常见问题：五年级的孩子对于故事的理解来说相对不难，但是语音的掌握， 故事的深度理解和表演才是最重要的。 教学环节教师活动学生活动环节目标 课件 页码 Step 1 Greeting and Warm- up T：Good morning S：Good morning. Sing the song 课前三分钟给 生自我展示的 机会。 通过教师和学 生的问候拉近 教师和学生的 距离 Step2 Lead in T shows some words. T: Can you read? Several Ss read them. 带着好奇心走 进语音学习 Step3 Listen point T play the CDListen and repeat 学生听录音， 跟读，并和老 师一起总结发 and repeatT make the rule of the letter group“ed” Ss follow it to read Several Ss answer 音规律 Step4 Part B.C.D Fun time Part B: Listen, circle and repeat T and Ss correct them Part C: Listen, write and say T and Ss correct them T lead Ss read and understand it. Part D Listen and repeat T play the CD Show time Play the CD Ss listen and circle the words. Ss correct them Ss write down the blanks Ss correct them Ss look 、listen and understand it Ss just listen Ss follow it to read Ss read and understand Listen and read 剩下的内容都 作为巩固字母 组合的发音 了解西方文化 知识 板书设计 作业设计： 人教版小学英语（五）年级（下）册 第（4）单元第（5）课 Unit 4 Last Weekend教学设计 知识课题：巩固练习课 教学目标： 通过听、说、读、写等各种形式的语言活动，帮助学生复习本单元重点词汇和功能句。 教学重点：对本单元的重点句型和单词的检测。 阅读理解方法指导 教学难点：在实际生活中运用所学知识；相关练习的完成。 学情简析与常见问题：通过前面的学习，孩子们基本上能说重点单词和句子，但在阅读 方面还需下功夫。 教学环节教师活动学生活动环节目标 课件 页码 Step 1 Greeting and Warm- up T：Good morning Ss make the dialogue （free talk） S：Good morning. Watch and think 课前三分钟给 生自我展示的 机会。 Step2 Lets check Part A Listen and match Part B Read and write Listen to the CD Listen to the CD again T and Ss check the answer T lead Ss read and understand the passage 1. Who wrote the letter? 2. When did he write the letter? 3. Where is he now 4. Why did he write the letter ? Ss just listen Ss match Ss correct the answer Read and finish the practice。 Find the answers. 听力部分先让 生听再做练习， 最后才一起订 正答案 关注学生小组 合作情况 练习部分主要 让学生分小组 一起合作完成， 在展示成果， 最后集体订正 Part C Lets talk Part D Lets write T lead Ss understand it T give a model Check answers. Ss read and understand the dialogue Show time Read and write. Check together. 板书设计： 作业设计： 人教版小学英语（五）年级（下）册 第（4）单元第（6）课 Unit 4 Last Weekend 教学设计 知识课题：Story time 教学目标：能够借助录音，图片，文字以及教师的讲解读懂故事，并在教师的指导下尝 试表演 情感文化策略目标: 教学重点：故事的理解的语言 教学难点：在实际生活中运用所学知识；相关练习的完成。 学情简析与常见问题：五年级的孩子对于故事的理解来说相对不难，但是语音的掌握， 故事的深度理解和表演才是最重要的。 教学环节教师活动学生活动环节目标 课件 页码 Step 1 Greeting and Warm- up T：Good morning S：Good morning. Sing the song 课前三分钟给 生自我展示的 机会。 通过教师和学 生的问候拉近 教师和学生的 距离 Step2 Lead in Have you been to zoo?Ss watch the pictures on page P54-55. 学生发挥自己 的想象，带着 期待来进入故 事 Step3 Story Look at picture. Indicate the story P1 What can you know about the story from this picture? When? Where? Who? What? Ss answer it freely Ss listen and repeat. 学生通过看故 事图片先猜测， 然后听读最后 模仿表演 Part B Lets write Lets listen to the passage P2 T: What did they do? Listen to the CD Let several Ss read P2-4. Use the same way to learn theP5、P6 T lead Ss according the boarding design to answer these questions. Show time T lead Ss retell the story T design a retell task Show time Several Ss read it. Ss answer them Ss Listen and repeat Several Ss read it. Ss answer them Ss Listen and repeat Several Ss read them. Ss answer them Write the words and check answers. Work in four Several groups act it 通过练习检测 学生是否理解 故事大意。 Part C 板书设计： 作业设计： 教学反思：
展开阅读全文
