C教学评价实录

小学五年级英语下册第一单元教学设计

Unit 1 My Day  Language systems: 1. Lexis: 有关描述一天中的生活起居以及周末活动的语言. 2.Grammar: 有关询问别人一天中的生活起居以及周末活动的句型如：When do you …? 和What do you do on the weekend?的提问和回答。

3.function: 学会描述一天中的生活起居以及周末活动的语言. 4.phonology: 字母组合ai/ay在单词中发【ei】以及gr、gl的发音训练。同时在教授新单词和let’s chant时渗透一些发音规律。

 Language skills: 1. Listening: 听懂一些描述人物特征的单句、对话和一段完整的语篇，根据关键信息完成一些相应的听力练习。

2. speaking:能和他人交谈自已一天中的生活起居以及周末活动的一些情况。

3. reading:读懂对话或短文，培养一些基本的阅读技能，如何快速查找关键信息，根据上下文猜词等。

4. writing:规范书写四会单词和句子，并能根据图片和提示语写一段话描述一天中的生活起居以及周末活动的情况，养成良好的书写习惯和写作习惯。

 Objectives: 1. 能力目标

(1) 能够使用频度副词问答作息时间,如:When do you do morning exercises? I usually do morning exercises at 8:30. (2) 能够使用频度副词问答周末活动,如:What do you do on the weekend? I often go shopping. (3) 能够听说读写与日常作息有关的动词及介词短语,如:eat breakfast, do morning exercises, play sports, eat dinner, in the evening, at noon等. (4) 能够用所学语言知识描述一天中的生活起居以及周末活动等. 2. 知识目标

(1) 能够掌握AB部分Let’s learn和Read and write中的四会单词. (2) 能够听说认读AB部分Let’s talk中的单词和句型. (3) 能够掌握AB部分Read and write中的四会句型,并能灵活运用. (4) 能够理解并在课堂中正确操练Let’s

play, Let’s chant, Let’s find out等部分的内容. (5) 能够了解字母组合ai, ay, gr, gl的发音规律并能读出例词. (6) 了解Story time, Good to know等部分的内容. 3. 情感,策略,文化等有关目标

(1) 情感态度:引导学生养成良好的作息习惯.能够理解,尊重从事不同职业的人. (2) 学习策略:训练学生的角色扮演能力,引导他们在调查,询问和学习的过程中学会思考如何更好地安排作息时间. (3) 文化目标:了解白天,黑夜,工作日,周末等相关概念以及中西方中小

学生作息时间安排上的异同.  Evidence: 学生能熟练运用目标语言与他人进行交际活动，听说读写技能有所提高，能独立自主地完成课本、活动手册和同步练习册相关的听力和笔试部分检测练习。

 Procedures: The 1st lesson: Let’s start / A. let’s learn/let’s play/ Good to know

The 2nd lesson: Let’s try/A.let’s talk/let’find out/ Make a survey

The 3rd lesson: A.read and write/Task time The 4th lesson: B.Let’s learn/ Let’s chant P7/ Pronunciation

The 5th lesson: Let’s chant P2/ B.Let’s try/B.let’s talk/ let’s find out /

Story time The 6th lesson: Let’s sing/let’s check/ B.read and write/ let’s play/ Specific vocabulary: says, either 第六课时

Specific target sentences: 能够听说读写句型:What do you do on the weekend? Usually I watch TV and go shopping. Sometimes I visit my grandparents. I often play football. Sometimes I go hiking. 能听说、认读句子：

The weather report says it’s going to rain tomorrow. I can’t play football in the rain. I can’t go hiking, either.

Specific functional exponents: 理解对话含义并能灵活运用于实践. Source of material: 课件, 卡片, 同步练习册

Assumptions and Anticipated problems: 本课时的重点和难点是四

会掌握句型。提倡个性化的学习将学习过程更有意义，引导学生把课堂学习与自己的生活、兴趣和感受联系在一起。有意识地渗透学习策略的训练，引导学生对自己的生活安排做出相应的调整。

Step 1 Warm-up (1)Free talk: My weekend. Two students have a talk. (2)Play the train game: T: What do you do on the weekend? S1: I often go hiking. S2: Sometimes I go shopping. S3: Usually I visit grandparents. (use the words often, sometimes and usually) Step 2 Preview T: Zip and Zoom do different things on the weekend. Let’s go and see. Step3 Presentation (1)Ss read the dialogue on their own. Find out the difficult words. (2)Ss write down Zip and Zoom’s weekend activities.

(3)Listen and read after the tape. (4)Ss practice reading the dialogue. Then act the dialogue. (5)Write the four-skilled sentences on the blackboard.. Ss practice writing. (6)Rewrite the story. Write the dialogue as a passage. Teacher

writes the passage and students do the blank-filling. Step4 Let’s check

(1)Play the tape and students do the exercises. (2)Check the answer. Step4 Sum up Summarize what we have learned in this lesson. Step5 Homework 1. Practice writing the four-skilled sentences. 2. Practice reading.