B主要内容及教案内容

五年级下册Unit 1 My Day B Read and write 教学目标：

1.能掌握三会句子：I often go swimming in the water.I live on an island.

2.能正确使用频度副词sometimes, often,always进行对话。

3.能学以致用，合理地安排日常活动。引导学生学会不管做任何事情，只要坚持，就能成功！

教学重难点：

1．重点：掌握四会句子：What do you do on the weekend? I often…and…in the afternoon, I…with…

2．难点：对句子I hope you can get off your island soon.的理解和运用。

教法与教具准备：

1．教材相配套的教学课件［五年级下册Unit 1 My Day B Read and write］

2.一些自制的相关教具

教学过程：

Step1. Warm-up/Revision 1．

首先师在黑板上贴一个孤岛，Good morning boys and girls! wave to me please,师生互说hello， hi .。Now first , we have a guessing game .指上被挡住的 island.请生猜:What’s this? It’s an island. （表扬猜出来的同学so clever）引出生词island，撕开挡纸并带读。然后师提问：T: If you stay on an island for a day, what can you do?( 如果你一个人在孤岛上一天，你能做什么？)学生回答并出示课件，头脑风暴，学生复习动词词组，拉出学生们说出的动作。并复习所学过的词组并贴上黑板。（you can do so many things in one

day. ) 设计意图：

这堂课我以猜谜游戏为引子，第一时间激发学生的思维，抓住他们的注意力；并进行头脑风暴。复习所学过的动词词组复习。为后面的拓展做好铺垫。

Step2. Presentation 1.

师继续设问：T：But one man had been on the island for 28 years( 有一个人在孤岛上呆了整整28年，我们来看关于他的故事),(边说边贴上人物画）Who is he ?Let’s watch the video and watch his story。（播放视频）。引出主人公：（人形牌剪影贴在孤岛上），看一段视频，了解《鲁滨逊漂流记》中他在孤岛生活的大致内容，最后撕去剪影，揭示主人公鲁滨逊。T: Who is he? S: He is Robinson. T: We all know it’s Robinson.(撕下两张贴画）继续问，How do you know? S: From a book . T: Yes ,we know it from a book ,it’s written by Daniel Defoe 2.公布今天的任务：解救鲁滨逊，每完成一个任务走一格（Today we have a very important task, Save Robinson from this island to his home）

设计意图：以大家都熟悉的动画片鲁滨逊漂流记为出发点，设置一个营救任务，将学习内容与评价机制巧妙融合，最大限度激发学生的内在潜力与获胜欲望。

2.

师假装无意中踉跄一下，捡到一个漂流瓶drift bottle(What is this ?oh it’s a drift bottle .let’s open it and have a look. (打开瓶子）My name is Robinson. It’s a letter.出示课件信。

设计意图：为了让情景更真实化，以一个漂流瓶为线索。引出鲁滨逊的信。让

孩子们更加有兴趣熟悉文本。

3.

Task1：Read

1.

泛读Please read it by yourself .and answer my questions. Who wrote it? And who wrote it? You have one minutes please let’s read.) 2.

Q1: Who wrote it? (Robinson) Q2: Where does he live? (He lives on an island.)另外有同学想回答，请他起来回答.in a cave.老师

很惊讶，师问：why? 生答：He has a cave.(表扬You give me two different answers ,but they are both right. Excellent.)（撕下第二张贴画）

师：拿出cave 的单词卡片。带读。

师：there is a man in this cave ?He is Friday 师：Who is Friday ? 生： He is Robinson”s good friend. 师：Who can introduce Friday? 生：He is good at sport and he often wins . (师：great 撕下第三张贴画）并带读He is good at sport and he often wins . 设计意图：这个环节是初读文本，以任务式阅读完成，引出生单词cave.并以形象的图形来解释单词。同时引出人物Friday.通过文本内容来介绍他。

3.

精读（Please open your book and turn to page 9.Read in groups and circle the things Robinson does every day, remember, every day. You have 3minutes ）3分钟后(OK time is up ) 师问：What do you circle? What does Robinson do everyday?

请同学来展示。现场圈。（师表扬wonderful）

师：Can we circle clean my cave? 生：No, we can”t 出示课件（频度副词）（There are seven days in a week .from Sunday to Saturday.）

师：Robinson gets up early seven times in a week .so he says :”I always

get up early”.And he goes swimming four times or five times in a week ,how does he say/? 生：I often go swimming . 师：Yes, you are right .And he cleans his cave once or twice in a week, how does he say ? 生：I sometimes clean my cave 师：Yes .Great . （撕下第四张贴画并带读。）

4.

朗读：

师：假装一个机器人来了。（Listen carefully .My name is Robinson。Who comes?）. 生：Robin. 师：Yes. Robin is in a play .and he is acting Robinson .let us listen to the tape and repeat it .播放录音.请全体学生来学机器人复读。Very good .so many robots.评价：解救完成第一步，人形牌移动一格至小船处。

设计意图：通过小组读和模仿读，画出每天Robinson都要做的事情。上讲台上来自己画线。让学生与文本互动。区分频度副词的区别。解救完成第一步，人

形牌移动一格至小船。

Step3 Consolidation and extension Task2：Do Tick or cross 师：出示课件We have three sentences. read them carefully. Tick or cross.，并问

1. NO 1, tick or cross. 生：cross 师：why? 生：I always get up early everyday . 师oh ,get up early, and get up late .so cross. Yes you are right. (老师画出词组）

2. NO 2, tick or cross. 生：Cross 师：How do you know? 生：Sometimes I clean my cave 师sometimes clean the cave. not only on Fridays so cross. Yes you are right(老师画出词组）

3. The last one , who can try? 生：tick 师：how do you know? 生：I often play sports with my friend .his name is Friday 师 :So they often play sports together. Yes it’s tick .Thank

you (老师画出句子）

师：点拨。We always find the answers in the corresponding places. 评价：解救完成第二步，人形牌移动至下一格。

设计意图：这个环节是让孩子们在文中找答案。判读对错，启发训练孩子的批判性思维。指导孩子如何利用关键句子和单词完成题目。

Task3：Retell 1.师：I will ask some students to stand here ,and retell Robinson’s day according to the pictures.

设计意图：这是一个口语训练内容。让孩子利用已经出示了的思维导读来完成复述。对孩子的语言表达能力进一步锻炼。

Task4： Write 1.

T: Here is a letter from Robinson. Do you want to write a letter to him? Ok each of you has a letter like this .dear Robinson .My name is .you can fill in the blanks. Please let ‘s write .完成后

师：have you finished? Can you show me your letters? 投影学生的信。并修改错误的地方。请学生自己来读。I hope you will get off your island soon. We hope so. Put your letters in this drift bottle. And he will get the letters from you. Wow, so many letters in this drift bottle. I think we make it. 评价：解救成功！ 设计意图：顺利完成我们整堂课营救的任务。英语教学设计因基于学生水平又能高于学生水平的要求，这个环节我设置了一项升级任务，以信件的方式，向同学们介绍自己的生活，将课堂学习最终还原于实际生活。

Step 4 Emotional education If you stick to, you will get success! (只要坚持，就能成功！)

设计意图：鲁滨逊在岛上已经呆上了28年，他依旧没有放弃希望。引导孩子我们应该学习他的精神。

Step5 Homework: 1，Make a little book Imagine, what will they do every day after they go back home? Make a little book. Robinson’s new life .You can write and draw on the book. 板书设计

Unit 1.My day