C教学活动设计方案

PEP Book 5

Review Unit 1 and Unit 2 My favourite day Teaching by Li Hui

Yuyao Experimental School 一．

Teaching Aims 1.

Knowledge aims: Ss can listen, speak , read and write the four-skilled words: tall, strong, old, short, thin, kind, young, smart, funny, active, Monday,

Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, do homework, watch TV, read books. Ss can listen, speak , read and write the four-skilled sentences: 1).Who’s your …teacher?

2).What’s he/she like?

He/She’s ….

3).Is he/ she strict…?

Yes, he/she is./No, he/she isn’t.

4).What day is it today? It’s….

5).What do you have on …?

We have….

6).What do you do on Saturdays/ Sundays? I often….

2. Ability Aims：

1.Ss can use the target words and sentences to describe people. 2.Ss can talk about the weekdays using the target sentence structures in a real situation. 3.Emotion Aims: 1. Ss are able to cooperate with their partners and finish the tasks. 2. Ss can share their favourite day with others; love their teachers, classmates and school, then live a happy life. 3. To be a good child: All work and no play makes Jack a dull boy; All play and no work makes Jack a mere boy. 二．Teaching Key Points and Difficulties One point is how to let the whole class take part in class activities . Another point is to help the students master the way to write a post card and send it to their pen pals. 三．Teaching Aids Multi media, a headwear, post cards, stamps, a post box ,

四．Teaching Procedure Before class：Watch part of the video of Lele. Step1.Warmer

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Lead in Lele.

T: Do you know him?

Yes. He is Lele. Do you like him?

Yes.

What’s he like?

He is …. Step2. Revision 1.

Review the description words of people and describe teachers.

1).Describe Lele’s teachers

（4 persons）

T: This is Lele’s Chinese teacher. What’s he like?

Show the pictures of Lele’s teachers and describe them. 2). Who is Lele’s favourite teacher?

Listen and tell me your answers.

Lele: My favourite teacher is my PE teacher, he is tall and strong, he is very funny and active. We often play football, play basketball and play games on PE class. We are happy in his class. T: Who’s Lele’s favourite teacher?

Ss: His PE teacher. T: What do they often do in PE class?

Ss: They often play football, play basketball and play games on P.E. class. 2.

Review the sentence structures:

---What do you have on...?

---We have…on….

T: Lele’s favourite teacher is his P.E.teacher. When do they have P.E. class?

T: Let’s see their schecule.

Look and remember them quickly. Ss: They have PE class on Tuesdays, Wednesdays and Fridays. T: What about Mondays and Thursdays. Quick memory:

T: What do you have on Mondays/ Tuesdays, .... Show the courses of Mondays and Thursdays. Ss acts Lele and say:We have ...on Mondays/Thursdays. 3. Review the sentence structures: ---What do you do on Saturdays/ Sundays?

--- I often.... 1).Brain storm:

T: What about Saturdays and Sundays? T: What does Lele do on Saturdays and Sundays ? If you are Lele, what you will do on Saturdays and Sundays.

Ss say as many verb phrases as they can. do

, read

, play

,

2

go

, make

, clean

2). Sharp eye；Ss remember the pictures quickly.

Show the activities of Saturdays and Sundays. T: What do you do on Saturdays and Sundays? Ss acts Lele and say: I often do homework and watch TV on Saturdays. I often read books , go swimming and play ping-pong on Sundays. Step3. Practice

T: What’s Lele’s favourite day?

Who is your good friend in our classroom? Ask your friend, please. S1:S2 T asks S1: What ’s his/her favourite day?

Do you know? Go and ask him /her. S1 asks S2：

What’s your favourite day？

S2：

..., because …

T: Now go and ask your friends’ favourite day.

Let’s do a survey.

You can also ask your teachers , they are your friends, too. a. Do a survey. A: What ’s your favourite day?

B: My favourite day is …

A: What do you do on …? B: I often …on ….

b. Do a report. I have a friend . He/She is

. His/Her favourite day is

. He/ She has

. He/She often

. T: Everyone has a favourite day. Don’t forget to share your favourite day

to your friends. Step3. Extension

A post card from a penpal Mingming. Dear Lele,

I’m Mingming. I study in Willow School. My favourite day is Monday. Because we have P.E. and art class. My favourite teacher is Mr. Li. He’s our art teacher. He’s tall and strong. He’s very funny . On Saturdays and Sundays, I often read books and play football. Tell me about your school , please. Yours,

Mingming

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Listen and answer. 1. 1.What class does Mingming have on Mondays? 2. What’s Mr Li like? 3. What does Mingming do on weekends? He often________________. 3. Read the post card together. 4. Choose a pen pal and write a postcard to him or her.

5. Ss read the postcard to the class, then put it into the school post box. Step4. Conclusion

1. Friends are good.

Teachers are kind.

School is beautiful. Share your favourite things with your friends.

Cherish every day, every friend. Live a happy life. 2.

A Proverb: Be a good child. All work and no play makes Jack a dull boy; All play and no work makes Jack a mere boy.

Step5. Homework

Send your postcard you just wrote to your pen pal.

Receive the reply.

Finish the activity book on page 13. 五．

Blackboard Design

My favourite day Revision: Unit1 and Unit2

Weekdays

Sentences Words Group

competition 4

板书设计图：

教学反思：

本节课的教学设计扎实，可行，教学目的明确，教学过程流畅，教学活动层次分明。以学生为主体，以任务为中心，注意把语言学习和语言运用结合起来，收到了较好的教学效果。本节课主要有以下特点：

1．全方位锻炼学生的综合语言运用能力

本节课中，我设计了听，说，

读，写的活动和练习。

我尽量发挥每一个教

学环节的功效，使学生的语言能力得到充分的锻炼。首先，

在热身环节的对话操练中，先是通过看一个电视剧:快乐星球，复习句型“

What’s he /she like? He/She is tall / strong/ thin/ funny….”

和相关的词语，再让学生自由交谈，讨论谁是乐乐最喜欢的老师---体育老师，

接着通过游戏“

Quick response”“Brain storm”

“ Sharp eye”加强学生的口头表达的训练，

给了学生更大的发挥空间，让他们说自己想说的话。

其次，我先布置任务，再让学生通过采访记录来完成，在这一过程中学生锻炼了用英语交际的能力，有理解了句子的含义。例如，第一个任务是让学生采访好朋友最喜欢的一天，

和在这一天里的活动，训练了学生听和说的能力。第二个任务让学生将采访的内容记录下来，并做一个简短的报告，训练学生写的能力。

2. 培养学生的自学能力

教师要注意培养学生的学习习惯，思维方式和自学能力。本节课中，我要求学生在听短文的同时，思考几个问题：What class does Minging have on Mondays?

What’s Mr Li like ? What does Minging do on weekend? 通过找出文章中四个问题的答案，学生能理清文章的思路，概括文章中心内容。

在这样的思维方式引导下，学生通过自学基本就可以弄懂文章大意，教师再加以点拨，学生就能较好地理解课文了。在整个学习过程中，学生学得主动，学得有效。

3. 读而后写，提高学生的写作能力

在学生阅读并理解课文的基础上，我注重让学生读而后写。

本节课所学的内容

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对学生而言相对容易理解，如果只是局限于浅层理解课文，完成课后练习，那么对学生语言能力的提高帮助不大。然而，通过仿写，改写和续写，则既可以检测学生是否理解课文，又可以提高学生的写作能力。

4. 读后活动设计贯穿课文主题

读后活动是对阅读质量的检查评估，也是对文本内容的拓展，延伸和运用。本节课，我让学生给姚北实验学校的学生写一封明信片，不是单纯的写作练习，而是对课文的延伸，有助于学生理解明信片的含义和作用。对高年级学生而言，让学生理解文本，运用文本显得尤为

重要。在本节课中，我在信息差的预设方面还有待改进，如果能给孩子更多的思考，联想空间，让学生个性得到发挥，这样学生就更有表达的欲望，就会有更丰富的写作素材。

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