人教PEP版五年级下册英语Unit 1 My day单元整体教学设计

人教PEP版五年级下册英语Unit 1 My day单元整体教学设计单元主题:My day该主题属于“人与自我”、“人与社会”范畴中的“学习与生活的自我管理”育人价值：体验社会大生活是由五彩的个体生活交集在一起的，学会合理安排自己的日常生活，热爱生活。一、教学理念《普通高中英语课程标准(2017年版)》的颁布与实施，标志着我国基础教育课程改革迈入一个新阶段。《新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务(鲁子问，张荣干，2005)。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念，围绕主题语境。依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程(张荣干，2017)，形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。二、教材分析本单元隶属总话题“日常生活”下的一个知识点，学生已经学习过时间和日常活动的询问与回答，为本单元的学习奠定了基础。本单元继续了解更多学习和生活上的日常活动。同时本单元中所谈论到周末活动一般现在时表达，也为六年级中的My weekend plan和Last weekend做了铺垫，起到承前启后的作用。从低年级到高年级，日常生活的话题一直贯穿始终，并且对于该话题意义层面上的渗透却逐步提升。 教材以主要任务在谈论别人和介绍自己的一天的情景展开教学，呈现出本单元要学习的核心词汇、句型及其语用环境。通过主情景到处大任务“My day”,探路他人或介绍自己的日常生活，功能是询问与介绍。本单元主题突显，话题和核心语言保持较高的一致性，情景也和人物安排较为集中，主要谈论Pedro’s day, Sarah’s day两个西方家庭，并加入了“Robin’s day”和“Zip’s day”。但缺少极少中国家庭的板块，因此在A Let’s spell中创编短文，介绍Zhang Peng’s day,让学生在有关联性和递进性的学习活动中了解中西方文化差异，从体验他人的五彩生活中，学会合理安排自己的生活，从而热爱生活。三、学情分析本次教学对象为小学五年级学生，他们在四年级下册学习过回答时间的句型:It' 9:00 o'clock.等。在五年级上册学习过主题为“My week”的知识，能简单介绍自己一周的活动，能够合理安排自己的周末活动，学会热爱生活。学习过句型: What do you often do on the weekend? I often...和部分动词短语:watch TV, read books, play computer games,do homework等,学生对频度副词:usually.often,sometimes 已有初步的认识。但学生对多彩的生活和体会父母的艰辛感悟不深，本单元学习中可采取以旧带新的方式进行学习，引导学生树立正确的价值观，从普通的日常活动中感受生活的乐趣，学会热爱生活，懂得分享身边的事。四、单元整体设计思路围绕单元主题，深挖各课时话题，在单元大任务(Make more friends. Talk about the colorful life)的统领下，划分成三个活动:了解学习日、周末和合理安排自己的日常作息，整合教学内容和资源，明确单元总目标和课时分目标，设计问题解决的任务清单(任务1:谈谈学习日的日常活动。任务2:谈谈周末的活动。任务3:学会合理安排自己的日常活动。)并以任务解决所需要的时间划分课时内容。在课时教学中创设真实的情境，重视学生的真实经验和体验，充分发挥学生的主体性，开展任务前、任务中、务后一系列具有整合性、关联性、实践性的学习理解、应用实践、迁移创新学习活动，进而让学生在真实情境中解决生活问题，了解中西方地域文化差异导致人们的作息时间不同，了解不同职业的人有不同的作息表，学会热爱生活，合理规划自己的日常活动。五、单元总目标 在本单元学习结束时，学生能够:1.用英文向他人介绍自己的作息表，询问和回答某时做某事。(1)能听、说、读、写五个有关日常活动的词组，并运用这五个词组询问和回答关于日常活动的时间安排问题。(2)了解中西方地理文化差异不同，导致人们的生活作息时间有所差异，学会合理安排自己作息时间。(3)了解不同职业的人有不同的作息表，学会热爱生活，珍惜时间。2.学生能够读懂创编语篇，发现语篇中含有cl和pl的单词发音规律，并能跟着录音唱歌谣。(1)利用cl和pl的发音规律去拼读相应的单词，做到规范书写句子。(2)了解中西方地域文化差异不同，学会珍惜时间，合理安排自己的日常生活和学习作息。3.询问并表达自己的周末活动。(1)能够在图片和教师的帮助下理解对话大意:能在语境中理解新词。(2)能理解科学、合理的周末活动，学会劳逸结合，合理安排自己的周末活动，树立正确的价值观。(3)能根据图片、视频及老师提供的素材表达自己的周末活动，能根据图片、视频及老师提供的素材表达自己的周末活动。4. 能够读懂 Read and write 中的短文，并通过阅读所获取信息，完成相关练习。(1)学生能够在范文和文本框架的帮助下，运用核心词句完成书信，并能在有意义的语境中模仿阅读部分的书信范本补全回信。(2)学生通过文本学习、介绍自己的日常活动，感受日常生活的乐趣5.学生能够在图片和教师的帮助下理解故事内容，复习和巩固有关人物一周的活动安排的词汇和句型。(1)能够理解并朗读故事，并将故事表演出来。(2)学会抓住关键词，核心句型结构，创编故事结尾。六、单元设计框架课题：Unit 1 My day Part A Let’s learn备课人： 复备人： 使用时间：学习目标： 学生能听、说、读、写五个有关日常活动的词组能在语境中正确运用这五个词组来询问并回答关于日常活动的时间安排问题3.能运用核心词组就日常活动的时间安排进行问答。学习重点:1.能听、说、读、写五个有关日常活动的词组2.能在语境中正确运用这五个词组来询问并回答关于日常活动的时间安排问题学习难点:能运用核心词组就日常活动的时间安排进行问答。教学过程:课题：Unit 1 My day Part A Let’s talk备课人： 复备人： 使用时间：学习目标： 1. 能听懂对话，能够用正确的语音、语调并按意群朗读对话。2. 能在情景中运用句型“When do you (usually) …?”询问他人的作息时间并作答。3. 能在语境中理解新词“late”, “when”, “after”, “start”, “usually”, “Spain” , “eat dinner”的意思，并能正确发音。4.能在生活中主动询问他人或对他人的询问能够热情回答，相互了解各自的日常生活以及学习情况。学习重点:1.能够在情景中运用句型“When do you (usually) …?”询问他人的作息时间并作答。2.能在生活中主动询问他人或对他人的询问能够热情回答，相互了解各自的日常生活以及学习情况。学习难点:能在语境中理解新词“late”, “when”, “after”, “start”, “usually”, “Spain” , “eat dinner”的意思，并能正确发音。教学过程:课题：Unit 1 My day Part A Let’s spell备课人： 复备人： 使用时间：学习目标： 1.通过听例词发音,观察例词中共有的特征,感知并归纳“cl”和“pl”在单词中的发音规则2.根据“cl”和“pl”的发音规则读出生词,并能够规范､正确地拼写出单词｡通过完成读单词､听录音并排序的活动,强化记忆“cl”和“pl”的音与形的对应关系。学习重点:通过听例词发音,观察例词中共有的特征,感知并归纳“cl”和“pl”在单词中的发音规则｡学习难点:能够读出符合字母组合“cl”和“pl”发音规则的单词｡教学过程:课题：Unit 1 My day Part B Let’s learn备课人： 复备人： 使用时间：学习目标： 1.能听、说、读、写短语:clean my room, go for a walk, go shopping, take a dancing class2.会运用句型:I often clean my room on Saturdays!3.会用英语描述自己在周末经常做的事情。学习重点:1.能听、说、读、写短语:clean my room, go for a walk, go shopping, take a dancing class2.会运用句型:I often clean my room on Saturdays!学习难点:会用英语描述自己在周末经常做的事情。教学过程:课题：Unit 1 My day Part B Let’s talk备课人： 复备人： 使用时间：学习目标： 1.能正确听、说、认读并运用“What do you do on the weekend?”“I often …/I usually…/Sometimes I…”等句型，询问他人和表达自己周末做什么。2.1.能正确听、说、认读并运用“What do you do on the weekend?”“I often …/I usually…/Sometimes I…”等句型，询问他人和表达自己周末做什么。3.能听懂、会说、会表演Let's talk的内容，并能够把本课所学语言运用在真实场景中。4.能够合理安排周末活动，并鼓励学生帮父母做力所能及的家务。学习重点:1.能正确听、说、认读并运用“What do you do on the weekend?”“I often …/I usually…/Sometimes I…”等句型，询问他人和表达自己周末做什么。2.能听懂、会说、会表演Let's talk的内容，并能够把本课所学语言运用在真实场景中。学习难点:1.能正确听、说、认读并运用“What do you do on the weekend?”“I often …/I usually…/Sometimes I…”等句型，询问他人和表达自己周末做什么。2.能够合理安排周末活动，并鼓励学生帮父母做力所能及的家务。教学过程:课题：Unit 1 My day Part B Read and write备课人： 复备人： 使用时间：学习目标： 1. 能理解Read and write内容和重点掌握和运用以下句型：I always... / I often..../ Sometimes I...2．培养学生通过自主阅读获取信息和处理信息的能力，让学生养成良好的阅读习惯。3．学生通过对文本的深层理解感受并学习鲁滨逊勇敢顽强的精神并能合作设计和表演英语短剧。学习重点:1.能理解Read and write内容和重点掌握以下句型：I always... / I often..../ Sometimes I...2. 能对文章进行浏览、跳读、找出关键字句、做标记等阅读策略。学习难点:通过对文本的深层理解感受并学习鲁滨逊勇敢顽强的精神并能合作设计和表演英语短剧。教学过程:本节课是词组教学.它是在学生巩固已学句型"when do you…(eat breakfast\ go to bed\ go to school等)从而引出词组“eat breakfast”, “do morning exercises”, “have ... class”, “play sports”, “eat dinner”以通过学生对句型和词组的掌握,引导学生尽可能回忆多的词组,本课时难度不大,主要是强化学生对句型的巩固,并且让学生在轻松愉悦的环境中,集思广义,让学生在小组讨论中,挖掘与文本有关的知识点,让学生插上记忆的翅膀,回忆出三,四年级时,学过的英语知识点,形成总的知识点,碰撞出思维的火花,这样的学习氛围深受学生的喜欢.备 注一、Warming up T:Good morning everyone! S：Good morning.T:It is time for English class, are you ready?OK, let’s begin our new class.At first let’s sing a song.(学生跟唱歌曲，可以是教材中的，也可以是课外的。)T:What time is it?S: It’s 7：00.T：There are 24 hours in a day，what can we do in a day?（呈现大量学生已经掌握的动词,让学生快速认读watch TV , read books, play ping-pong , play football, listen to music, do homework...）课前三分钟与review 相结合，呈现学过的短语进行复习二、PresentationStep 1：Let’s learnT: Today we have a new friend.He is from Spain.His name is Pedro. Zhang Peng wants to know more about Pedro’s timetable.Now let’s watch a video ,learn and answer.Task1: Learn some phrasesQ:—When do you ? —I at .具体内容：教授 do morning exercises—When do you do morning exercises?—I do morning exercises at 7:00.教读do morning exercises 问答练习教授 eat breakfast —When do you eat breakfast?— I eat breakfast at 8:00.教读 eat breakfast 问答练习教授 have English class—When do you have English class？—I have English class at 9:00.教读 have English class 问答练习教授play sport—When do you play sports?—I play sports at 4:00.教读play sport 问答练习教授 eat dinner—When do you eat dinner?— I eat dinner at 9:00.教读 eat dinner 问答练习Step2：Listen and imitateTask：Answers the questions. T: Boys and girls ,look at these pracitces, two students in a group, ask and answer.主问题Q：—When do you ? —I at .Tips:1.Two students in a group,ask and answer.(两人一组，进行问答练习)2.Share the answers.Step3: Ask and answerT:Good job！ Four students in a group,one asks :When do you get up? Others answer and write.主任务1：Ask about your partner's timetable.Tips：1.Four students in a group,ask ,write and answer.(四人一组，进行问答练习)2.Share the answers. 三、A storydo morning exerciseseat breakfast have......classplay sportseat dinner四、教学总结——When do you ?—— I at .五、Homework作业A：Listen and read the words.作业B：设计自己的时间表并进行介绍六、板书设计 Unit 1 My daydo morning exercises eat breakfast have… class play sports eat dinnerWhen do you do morning exercises? At seven o’clock. When do you get up? I get up at 6:00 a.m. 本课时是义务教育版（pep）小学英语教科书五年级下册的第一单元第一课时，围绕“询问对方一天中的作息时间”这个话题展开内容。点掌握when do you…?的问答句型和一些常用动词短语。对话中呈现了三个句型相同内容不同的问句，加深了学生对该句型的认知度， 运用句型when do you…?进行问答活动.备 注一、Warming up T:Good morning everyone! S：Good morning.T:Let’s review some phrases together.课前三分钟：T: Now Two students in a group,then ask and answer.Are you ready? XXX,the frist group.课前三分钟与review 相结合，呈现学过的短语进行复习二、PresentationStep 1：Let’s tryT: Look at the picture.Do you know him?S:PardoT: Yes. He is Pedro.He is from Spain (西班牙).Spain is far from(离……远) China.And Pardo is Zhang Peng’s friend.T:Spain is a country in Europe. It's famous for football games and bull fighting.主问题Q:Where are Zhang Peng and Pardo?T: Boys and girls, look at the pictures for one minute.Then listen and tick.Tips:Listen and answer the question.(仔细听对话，回答问题）T:Now let’s check the answer.T: So Zhang Peng and Pedro are in the school.Follow Spain..Step2：Let’s talkTask1：Watch and chooseT: Zhang Peng wants to know more about Pedro.Let’s have a look. What are they talking about?主问题Q：What are they talking about?A.About Zhang Peng's timetable.B.About Pedro's timetable.Tips:1.Watch the video,and choose the answer.(看视频，选择答案)2.Share the answers.Task2:Watch and answerT:Yes,They are talking about Pedro’s timetable.Now let’s watch the video，and answer three questions.主问题：Q1：When does Pedro finish class in the morning?Q2：When does he go back to school after lunch?Q3:When does he usually eat dinner in Spain?Tips：Watch the video,and find the answers by yourself .（观看视频，自己找到问题的答案。）Talk about the answers in your group.（小组内讨论）Share the answers.（分享答案）New words讲解Step3:practiceT:Good job！Now listen and imitate. Task 1：Listen and imitate T: Let’s listen and imitate.Task2：Role playT: Two students in a group, One is Zhang Peng ,the other is Pardo. Are you clear? Let’s begin.Tips :1.Two students in a group ,and role play.(两人一组，分角色表演对话）2.Let’s show.Task 3:Write and say your timetableT:Boys and girl, We know Pedro’s timetable in Spain.Now try to write your timetable.Tips :1.Write your timetable by yourself.(独立完成自己的时间表）2.Say your timetable in your group.(小组内说说自己的时间安排）3.share it.(分享）三、A story四、教学总结五、Homework作业A：read the dialogue作业B：调查自己好朋友的时间作息表，并说一说六、板书设计 Unit 1 My day —When do you finish class in the morning? —We finish class at 1 o'clock.本单元以“我们的日常学习及周末活动安排”为主题，编排相关的短语及句型。内容紧密联系学生的生活实际，学生有话可说。通过本单元的学习，学生能够在语境中准确使用本单元的重点句型：When do you…?I often/usually/…at…及短语询问别人和回答自己作息时间；用句型：What do you do on the weekend? I often …on the weekend及短语询问周末活动安排。本节课是本单元的第3课时。教学内容主要是学习cl和pl 字母组合发音的规律，学习字母组合在单词中的拼读方法，进而掌握字母组合在句子中和阅读中拼读的方法。备 注一、Warming up T:Good morning everyone! S：Good morning.T: We have a new friend. He is from Spain. What’s his name?Ss: He’s Pedro.T: Now, let’s act out the dialogue. Who wants to be Zhang Peng? Who wants to be Pedro?S1: When do you…?S2: I ...at… 课前三分钟与review 相结合，呈现学过的短语进行复习二、PresentationStep 1：Learn the pronunciation of “cl”and “pl”. Task1：Read and find.T: Students read the sentences and try to find out the words that have “cl”.T: “cl” sounds / kl /. (Write down “cl / kl /” on the blackboard.) T: Students read the sentences and try to find out the words that have “pl”.T: “pl” sounds / pl /. (Write down “pl / pl /” on the blackboard.)Task2:PracticeT: Can you read? Let’s have a try.Tips：1.Four students in a group,read the words.(四人一组，试着读单词)2.Share it. Task 3：Listen, read and play a game.(1) Listen to the chant.The teacher plays the cartoon. Students watch and listen carefully.(2) Read the chant.Students read the chant after the cartoon.Step2 : PracticeTask1： Read and find.T: What can you find?Ss: Some of these words contain “cl”, some of them contain “pl”. Task2：Read and write.(课件出示: Choose, write and say 下方练习)T:Students read the sentences in pairs, then write down their own sentences on the textbook.Tips：1.Four students in a group,ask ,write and read.(四人一组，写句子并交流)2.Share the answers. Step 3: Consolidation & ExtensionTask :Make new sentences.T: Choose a word from the exercises “Choose, write and say” at random. Students make new sentences in groups.T: “player”.S1: He is a basketball player.T: “clean”.S2: Clean your bedroom, please.T: “cloudy”.S3: It’s cloudy today.T: “people”.S4: Chinese people are great! Tips：1.Four students in a group,choose a word and make new sentences.(四人一组，选择单词，写句子)2.Share the answers. A story四、教学总结五、Homework1. Read the words to parents after class.2. Make a mind map(Find out more words about cl and pl .Then make a mind map or make a story)六、板书设计 本节课是词组教学.根据对课题研究，就本堂课而言，我通过教学环节分解降低学习的难度，以保持学习的兴趣来建构高效课堂。通过课程目标，在课堂活动中，用兴趣引领、用任务驱动，让学生在听、说、读、写中真正“动起来”，亲身感受、体验语言学习的乐趣。注重课堂生成与反馈，努力在教学中及时发现学生的困惑、矛盾和创造性的表现，并随 时调整自己的教学，保证整节课各项目标的顺利达成，以达到高效课堂的生成。备 注一、Warming up T:Good morning everyone! S：Good morning.T:Look the picture book ,and answer:What do you do on the weekend? Are you ready?XXX,the first one.课前三分钟与review 相结合，呈现学过的短语进行复习二、PresentationStep 1：Let’s learnT: Let’s listen to a song,and answer:Sarah has weekend.(播放歌曲，回答问题。）T：Today Sarah accepting an interview Let’s have a look.T:Who is he?S:哆啦A梦T:Yes，he is :Doraemon教授 Clean the room—What do you do on Saturdays?—I often clean my room on Saturdays.教读clean the room对于重点的知识点进行拓展，加深学生的理解。教授 go for a walk—What do you do on Saturdays?—I often go for a walk on Saturdays.教读 go for a walk教授 go shopping—What do you do on the weekend?—I often go shopping on the weekend?教读 go shopping 问答练习教授take a dancing class—What do you do on Friday?—I often take a dancing class on Friday?T: dance ——dancing——dancing class——take a dancing class.教读take a dancing class 问答练习Step 2：PracticeTask1：Listen and imitate . T: Boys and girls listen and imitate together.Task2:Look and sayT:Now look at the picture and say the sentences.Tips:Say the sentences each other in your group.(小组内交流）Share it.（分享）Step3: ProductionT:Good job！ Four students in a group,and Do a surveyTask 1：Do a surveyTips：Four students in a group, do a survey.(四人一组，完成调查)Share it.Task 2:Say your weekend.T:How about your weekend?Let’s write and say.Tips:Write your weekend by your self.(独立完成自己的周末写作）Talk about your weekend in your group.(小组内交流）Share it .情感升华T:To choose time is to save time. Do it just as you want to. 三、教学总结四、Homework作业A：Listen and read the words.作业B：介绍自己的周末。五、板书设计 本课时是义务教育版（pep）小学英语教科书五年级下册的第一单元第四课时，依然围绕“My day”这个话题展开内容。包括Let’s try，Let’s talk和Ask the question and then pass it on.三个板块。Let’s try是听力训练，是为Let’s talk部分做铺垫的。Let’s talk是围绕本单元的总话题My day展开的第一个对话场景，即Sarah与Shopkeeper谈论有关Sarah的周末活动的对话，呈现了What do you do on the weekend? 的句型。通过shopkeeper询问Sarah的周末活动情况，引出了Sarah对自己通常在周末一系列活动的详细介绍，使学生们了解到Sarah是一个很懂事、孝顺、善良、勤快、刻苦用功的好女孩，为学生们树立了一个非常好的目标形象，从而教育学生们在家一定要向Sarah学习，懂得为家人分担家务，做好自己力所能及的事情。Ask the question and then pass it on.是为专项训练句型When do you…?创作的问答表演活动，用以巩固重点句型的熟练程度。备 注一、Warming up T:Good morning everyone! S：Good morning.T:Let’s review the sentence structures: When do you…? I…at…(课前三分钟）T: I eat dinner at 6:30. When do you eat dinner?S1: I eat dinner at…T: OK, ask the next one, “When do you…?”S1: When do you…?S2: I…at When do you…?S3: …课前三分钟与review 相结合，呈现学过的短语进行复习二、PresentationStep 1：Let’s tryShow the picture of Sarah. (课件出示:Sarah 的图片)T: Who is she?Ss: She is Sarah.T: Today is Saturday.Sarah isn’t at home. Where is Sarah?Ss: She is at school / in a shop / in the library.T: Let’ s listen and circle：Where is Sarah?主问题Q：Where is Sarah?Tips:Listen and circle the answer.(仔细听对话，圈出答案）T:Now let’s check the answer.Show the three pictures and explain: Picture One is about the shop. Picture Two is about the library. Picture Three is about the school.(课件出示:Let’s try 三幅图片)Step2：Let’s talkTask1：Watch and answerT: Today is Saturday.Sarah is shopping now, look at the picture,this is Sarah and this is a shopkeeper of the shop.Why is Sarsh shopping today? 主问题Q:Why is Sarah shopping today? Tips:1.Watch the video,and answer the question.(看视频，回答问题 )2.Share the answer.Task2:Read and find.T:Good! What does Sarah do on the weekend? Read the text and underline the sentences.主问题Q: What does Sarah do on the weekend? Tips：1.Read the dialogue，and find the answer by yourself .（自读对话，找到问题的答案。）2.Talk about the answer in your group.（小组内讨论）3.Share the answers.（分享答案）具体内容：①Learn “What do you do on the weekend?” and “I usually / often / sometimes…”T: What does Sarah do on the weekend? Can you read out a sentence?Ss: I often watch TV and play ping-pong.T: Sarah often watches TV and plays ping-pong. How about you? What do you do on the weekend? You can answer like this:I usually / often / sometimes… (Write down “What do you do on the weekend?” and “ I usually / often / sometimes…” on the blackboard.)Make a model:T: S1, what do you do on the weekend?S1: I usually / often / sometimes…T: Wow, that sounds like a lot of fun.② Learn “That sounds like a lot of fun.”T: Class, when you hear an interesting story, you can say… Ss: That sounds like a lot of fun.T: When your friend says “I watch TV and play ping-pong with my father”, you can say…Ss: That sounds like a lot of fun. (Say loudly.)③ Learn “You are so busy.”T: Sarah has a funny weekend, but she is also hard-working. What does Sarah usually do at home? Please read out the sentences.Ss: I usually wash my clothes.” “Sometimes I cook dinner.(Write down “wash my clothes” “cook dinner” on the blackboard.) T: Sarah is hard-working. What about you? What housework can you do? (Write down “hard-working” on the blackboard.)Ss: Clean my room. / Sweep the floor. / Do the dishes. / Water the flowers. /…T: Wow, you are as helpful and hard-working as Sarah. Make a summary.T: On the weekend, Sarah often watches TV and plays ping-pong with her father. She usually washes her clothes. Sometimes she cooks dinner. She is so busy.(Write down “busy” on the blackboard.)T: What does she need?Ss: She needs a robot.T: Yes, Robin is a robot. Robin can help her.(Write down “need a robot” on the blackboard.对所学动词词组进行归纳，并能够区分always，usually，often，sometimes的频率。Step3:practiceT:Good job！Now listen and imitate. Task 1：Listen and imitate T: Let’s listen and imitate.Task2：Role playT: Two students in a group, One is Sarah ,the other is Shopkeeper. Are you clear? Let’s begin.Tips :1.Two students in a group ,and role play.(两人一组，分角色表演对话）2.Let’s show.Task 3:Write and say your timetableT:Boys and girl, We know Sarah’s weekend is very busy. Now try to write your weekend.Tips :1.Write your weekend by yourself.(独立完成自己的周末活动）2.Say your weekend in your group.(小组内说说自己的周末安排）3.share it.(分享）Emotional education.T: On the weekend, we can do many things. Arrange your weekend reasonably. Then you can have a lot of fun!三、教学总结1. Words:why, shop, last, sound, also, busy, need2.Sentences:--What do you do on the weekend?—I usually/often/sometimes …四、Homework作业A：read the dialogue作业B：采访五位同学，了解他们周末都做些什么事，要求使用今天所学句型进行问答。五、板书设计 本节课是本单元的第六课时。内容分为两部分，第一部分要求学生阅读Robin’s play，读后对tick和cross中的三句话做出判断；第二部分为个性化书写活动，要求学生补全给Robinson写的一封信，告诉自己的日常活动。教材旨在通过引导学生阅读Robin’s play和补全给Robinson一封信的活动，协助学生进一步巩固本单元的核心句型和词汇。通过本节课的学习协助学生掌握一定的阅读方法，提升学生的阅读和写作水平。备 注一、Warming up T: Boys and girls！Now let’s enjoy a play: Little Red Riding Hood!（播放视频）T：Wow, it’s a really funny play. (转向全班问)Do you like this play? So what’s the meaning of play? T:Look at the stage. (呈现Robin在舞台上的照片) Robin also likes play. So today let’s enjoy Robin’s Play.(板书Robin’s Play). Look at Robin’s face. He is Robinson.Now I’l introduce a book about Robinson Crusoe .通过简单的视频，让学生感知理解“play”这一概念。为下一步导入Robin’s Play做好铺垫，激起学生的阅读兴趣。出示《鲁滨逊漂流记》简介二、PresentationStep 1：Pre-reading阅读前T: Look at the stage. Who is he? (呈现Robin在舞台上的照片) S:Robin.T:Robin also likes play. So today let’s enjoy Robin’s Play.(板书Robin’s Play).This is Robin. Who is he? Who are they in the play? S：......T:Look at Robin’s face. He is Robinson.T:What about Zoom? Who is he in the play? S: Friday.T：Yes.Zoom and Robin are in a play！Zoom is Friday! Robin is Robinson!T:What’s Robin’s play about? Here is a letter from him. Let’s read fast and answer(PPT呈现选项) Pay attention, you only have 30 seconds. Now open your books. Turn to page 9.主问题Q：What’s the play about?Tips:Read fast and answer（快速阅读，回答问题）T:What’s the play about ?S:.....T:Yes, it’s about Robinson’s Day. Do you want to know more about Robinson? Let’s watch a video. T：Oh, poor Robinson. He’s in trouble. So where is he now?（板书where）S：...(引导学生说出island，并板书教读)T：Do you know island? Let’s enjoy a picture about island. Wow a very nice island. T: Where is it? Look, What’s on the island? Yes, small ships, tall buildings, houses. Step2：While-readingTask1：Listen and answerT: There is nothing on this island. What does Robinson do every day? (板书what)Now listen and underline the key phrases. Now take out your paper and look at your book. Ready? Go!主问题Q:What does Robinson do on the island?Tips:1.Listen and answer the question.(看视频，回答问题 )2.Share the answer.具体讲解：T: First, what does he always do in the morning?Ss: …T: Let’s read.（带读句子并板书I always...）T: I always get up at 7:00. When do you get up?Ss: ... (引导学生用I always...回答，操练句型)T: Wow! He gets up so early/ late. (评价学生回答的时间，让学生在语境中感受early, late的意义) Robinson gets up early. Then what does he do? Ss：......T: After eating breakfast, what does he sometimes(重读) do?Ss: ...T: Let’s read. (请学生齐读课文选段，并板书 Sometimes I ...) Sometimes I clean my bedroom. What do you sometimes do？S: ...T: Robinson has no house. But sometimes he still cleans his cave. He is a good boy right? What does he often(重读) do?S: ...T: He often goes swimming. What about the afternoon? What does he do in the afternoon? Does he go to bed? Ss: ... T: Who is his Friend? Yes, Friday. When they play sports, who often wins? Why?Ss: ...T: I am good at basketball. What about you? What are you good at?Ss: ...T: Wow, you are so talented. And Robinson he has a very healthy life on the island. Right?Task2:Read and tick & crossT:Let’s read carefully and do tick or cross. You can circle the wrong information in the question.Tips：1.Read the passage carefully，and tick or cross by yourself .（仔细读短文，判断对错）2.Talk about the answer in your group.（小组内讨论）3.Share the answers.（分享答案）对所学动词词组进行归纳，并能够区分always，usually，often，sometimes的频率。Step3. Post-readingT:Good job！Now listen and imitate. Task 1：Listen and imitate T: Let’s listen and imitate.Task2：Read and retellT: Now let’s try to read the letter aloud. Can you retell the story? Let’s have a look. For students in your group and retell the story.Tips :1.Think carefully and write it on your paper.（独立思考，完成复述）2.Talk and retell it in your group.（小组内成员分工复述）3.Act it.（上台展示） Task 3:Write a letterT:After watching Robin’s Play. I like Robinson. He gets up early, eats breakfast, and plays sports. I think he is very healthy and brave. What’s he like in your mind? Do you want to be Robinson’s friend? Now Write a letter to Robinson,and tell him what you often do every day.Tips :1.Write a letter by yourself.(独立完成自己的周末活动）2.Talk about your writing in your group.(小组内说说自己的周末安排）3.share it.(分享）Emotional education.T：Boys and girls, In a play, Robinson is strong, hardworking... at last, he gets off the island. Robinson’s story tells us: “You are the master of your life. Try to keep healthy and strong.”三、教学总结四、Homework作业A：Write a letter to Robinson. Tell him what your daily life.  （必做） 作业B：Read or watch the film about Robinson Crusoe.  （选做）  五、板书设计