資源簡介

(共30張PPT)
Unit 1 My day
A Let’s talk & Let’s try
PEP小學英語五年級下冊
Enjoy a song
What daily activities can you think of
(日常活動）
get up
have breakfast
go to school
have classes
have lunch
go home
have dinner
go to bed
Let’s say
Let’s say
Free talk
-What do you usually do
-I usually _______at______ .
at school
after school
before school
before school
at school
after school
His name is Pedro.
He is from Spain.
（西班牙）
We have a new friend.
Pedro
Spain
Lean in
rain
tail

What ...
How old...
Where ...
Let's try
Pedro
Spain(西班牙）
When does Pedro ...in Spain
get up
start class
often at 7 o'clock
usually at 9 o'clock
Pedro is a new student from Spain.
Zhang Peng: Pedro, this is our new classroom. Do you like our school
Pedro: Yes, but I'm tired.
In Spain, I aways sleep a little in the afternoon.
Zhang Peng: Really When do you sleep
Pedro: At about 2 o'clock.
Zhang Peng: Oh, that's now. But we have a math class at 2 o'clock.
Listen and tick:
重點信息
√
Lean in
Listen and repeat
①When does he go back to school after lunch
③When does he usually eat dinner in Spain
②When does he start class in the afternoon
Watch and think
Pedro’s timetable(作息表) get up at 7:00 a.m.
start class at 9:00 a.m.
finish class
sleep at 2:00 p.m.
go back to school
start class
eat dinner
Read and fill
at 1:00 a.m.
When do you go back to school after lunch
At 2:30.
at 2:30 p.m.
About Pedro
When do you start class in the afternoon
At 3 o'clock.
at 3:00 p.m.
About Pedro
When do you usually eat dinner in Spain
Usually at 9:30 or 10 o'clock.
at 9:30 or10:00 p.m.
at 3:00 p.m.
About Pedro
That's too late!
Read and predict
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
____________________ in the morning
We finish class at 1 o’clock. Then
we eat lunch at home.
Wow! __________________ after lunch
At 2:30. Classes start at 3 o’clock.
_______________________
Usually at 9:30 or 10 o’clock.
Wow! That’s too late!
1
2
3
Think and choose
A. When do you usually eat dinner in Spain
B. When do you go back to school
C. When do you start class
D. When do you finish class
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
____________________ in the morning
We finish class at 1 o’clock. Then
we eat lunch at home.
Wow! __________________ after lunch
At 2:30. Classes start at 3 o’clock.
_______________________
Usually at 9:30 or 10 o’clock.
Wow! That’s too late!
1
2
3
D
B
A
Watch and check
Listen and imitate
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
When do you finish class in the morning
We finish class at 1 o’clock. Then
we eat lunch at home.
Wow! When do you go back to school after lunch
At 2:30. Classes start at 3 o’clock.
When do you usually eat dinner in Spain
Usually at 9:30 or 10 o’clock.
Wow! That’s too late!
Role-play
1. Read aloud. 能夠大聲朗讀
2. Read correctly and fluently.
能夠正確并流利朗讀
3. Read with action and emotion.
能夠配上動作和感情朗讀
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
Pedro:
Zhang Peng:
When do you finish class in the morning
We finish class at 1 o’clock. Then
we eat lunch at home.
Wow! When do you go back to school after lunch
At 2:30. Classes start at 3 o’clock.
When do you usually eat dinner in Spain
Usually at 9:30 or 10 o’clock.
Wow! That’s too late!
Read
能分角色朗讀對話。
Act
能合作表演。
Create
能改編對話并表演。
Standards for evaluation
（評分標準）
When do you
We at . .
Wow! When do you
At . at .
When do you usually
Usually at .
Wow! !
Role-play
A: Hello! What do you do
B: I’m a ... .
A: When do you ...
B: I ... at ... .
A: That’s too early/late/not good/great.
And when do you ...
B: I ... at ... .
A: That’s .... .
B:... ... A: ... ... .
doctor
teacher
cleaner
policeman
nurse
basketball player
farmer
taxi driver
cook
singer
Loudly響亮
Fluently 流利說
Wonderfully 精彩演
Role play
Word bank
get up eat breakfast go to work have lunch
go home watch TV have dinner go to bed …
Interview some people with different jobs.
（采訪不同職業的人，了解他們的作息時間。）
When do you ________
I get up at __________.
get up
5 o'clock
Role play
Interview some people with different jobs.
Role play
Word bank
get up eat breakfast go to work have lunch
go home watch TV have dinner go to bed …
Interview some people with different jobs.
When do you ________
At ______ in the morning.
I work at night.
go to bed
6 o'clock
Role play
Interview some people with different jobs.
What's your job
I'm a ______ .
doctor
選擇一個職業，
畫出作息時間，
然后創編對話進行采訪。
（表演時注意表情、語氣、動作。）
A: What's your job
B: I'm a(an) English teacher.
A: When do you get up
B: I usually get up at 6 o'clock.
get up
eat breakfast
go to work
have lunch
go home
have dinner
go to bed …
Word bank
Role play
Choose,draw and interview
farmer
teacher
doctor
nurse
driver
cook
basketball player
football player...
6
Summary
課堂總結
https://www.21cnjy.com/recruitment/home/fine中小學教育資源及組卷應用平臺
（PEP版）五年級下學期
Unit1 My day單元整體分析
課時 Unit1 My day A let’s talk
語篇內容 Pedro’s schedule 類型 對話課
語篇分析 What:本課語篇為小學生日常對話。Pedro時一位來自西班牙的新朋友，張鵬帶領Pedro去教室。圍繞Pedro在西班牙的學習與生活作息情況而展開的討論。Why:通過張鵬和Pedro的對話，了解了Pedro在西班牙的學習與生活作息情況。在這一系列的對話中讓學生了解不同國家的學校作息時間不同之處，感受東西方文化的差異。同時樹立正確安排自己的日常學習和作息活動時間的觀點。How:該對話是比較典型的日常活動情景對話，涉及小學生交流作息時間安排的句型—When do you… —I usually/often…at…”及參考詞匯finish class, go back to school, classes start就學校的課程安排時間進行問答。該對話情節簡單，但以上幾個個詞匯需要學生在語境中理解，具有現實意義和教育意義。
教學目標教學重點、難點 學習理解：在看、聽、說的活動中，獲取、梳理對話中的Pedro日常活動。應用實踐：在教師的幫助下，能在情境中正確運用本節課詞匯和句型詢問并回答關于日常活動作息時間安排的問題（程度較好的學生可以嘗試轉述、介紹對話中關于日常作息活動的安排信息。）遷移創新：小組內用本節課所學語言表達作息安排，設計合理的日常作息并向自己的組員或其他同學進行分享。了解不同職業的人的時間安排表，要尊重每種職業。
資源選取及運用 教材、PPT及圖片
教學過程：
教學目標 學習活動 效果評價
1.學習理解 在看、聽、說的活動中，獲取、梳理對話中Pedro在西班牙的學習與生活作息情況。 1.Enjoy a song2.Let’s say3.Free talk4.Lead in5.Let’s try6.Watch and think7.About Pedro 教師觀察學生能否參與互動交流，根據需要調整領讀與鼓勵。教師根據學生發音情況，并且利用圖片讓學生理解短語的意思，給與指導與反饋教師根據學生不同的水平，結合教學中出現的問題給與指導與鼓勵
設計意圖：本階段學習活動旨在幫學生在語境中理解學習內容，學習核心詞匯和核心語言。學生在教師的指導下看圖預測對話內容，在跟讀模仿中模仿正確的語音語調，內化語言，為語言輸出奠定基礎。
教學目標 學習活動 效果評價
2.應用實踐：在教師的幫助下，分角色表演對話（程度較好的學生可以嘗試轉述、介紹對話中關于日常活動時間安排的信息。） 1.Read and predict2.Watch and check3.Listen and imitate4.Role play 教師觀察學生運用核心語言進行交流的情況，根據學生表現給與指導與反饋。教師觀察學生能否能夠順利完成連線題目，根據學生表現給與提示和指導。
設計意圖：本階段學習活動引導學生在游戲中鞏固知識。特別是重點語句，在游戲中不知不覺完成知識的學習。
教學目標 學習活動 效果評價
3.遷移創新：在小組內交流自己的體驗不同職業的作息時間，最后向全班匯報交流結果。 1.Read and act2.Role play3.Choose,draw and interview 教師觀察學生在小組內運用所學語言交流，教師根據學生對問題的回應與反饋，引導討論和正確的評價。及時給與幫助和鼓勵
設計意圖：本階段的教學活動旨在幫助學生內化語言知識，將所學知識運用到實際中，從學習理解過渡到運用實踐，為后面的遷移創新有了真實的感受和體驗。
板書設計
階梯式作業設計：
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