译林小学英语五上Unit 7 At weekends

Unit7 At weekends

(Checkout time and Ticking time)

一、教材分析

本单元的话题是周末活动，本课时为复习课，适合采用支架式教学设计，结合以教师主导组织教学活动、学生为主体和中心展开情境式教学。教师在教学过程中引导学生复习四下Unit 2 After school和五上Unit 4 Hobbies的内容，综合应用已经学过的语言知识。教师可以和学生课前复习可有关课外活动和业余爱好的词汇，作为导入或巩固活动。本单元的语法知识是频率副词，教师在教学过程中可以结合四下Unit 3 My day的内容做导入或复习。在第一层次教学中，本单元涉及的周末活动有上网和远方的家人聊天、放风筝、看电影、野餐等，教师在教学过程中可以利用挂图、照片或者多媒体呈现一些孩子们或教师本人的周末活动的情景，也可以要求学生课前准备一张家庭周末活动的照片。这些通过这些活动，训练学生独立解决问题时实际发展水平。在第二层次教学中，教师通过自编绘本故事，帮助学生强化语言知识，训练语言技能，着重培养学生的阅读理解能力，以训练学生在教师指导下解决问题的潜在发展水平。

二、学情分析

五年级的学生已经具备一定的语言交际能力，班级学习气氛浓厚，大部分孩子学习习惯良好，学习积极性高，能较好地完成学习任，班级有30%的学生，学习上好胜心强，乐于自主学习，勇于克服学习上的困难，思维活跃，故本节课中，我给学生在最后一个教学环节中设计了Talk about my dream weekend的活动，让学有余力的孩子拓展更难的学习任务。然而，班级也有5%的学生英语基础相对薄弱，所有我在Ask, choose and say活动中设计表格，让同桌相互交流自己的周末活动，再小组汇报。

三、教学目标

1.能听懂、会说、会读、会写句型与日常用语：

What do you do at weekends?

I always/ usually / often/ sometimes . . .

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译林小学英语五上Unit 7 At weekends

What does he/ she do at weekends?

He/ she always/ usually / often/ sometimes . . .

2.能熟练运用本单元所学句型及频率副词谈论周末活动并写下来。

四、教学重点

句型：What do you do at weekends? I always/ usually / often/ sometimes . . .

词汇：chat, cinema, grandparent, Internet, visit, often, always, sometimes

语音：字母s在单词中的读音

五、教学难点

句型：What do you do at weekends? I always/ usually / often/ sometimes . . .的使用词汇：always, usually, often 和sometimes频率副词的区分及正确用法

语音：语音：字母s在单词中的读音

六、教学准备

PPT课件、单词及重点句型卡片

七、教学过程

Step 1 Greeting &Warm up

1. Greeting and sing a song

T: Class begins. Good morning boys and girls.

S: Good morning Miss Wang.

T: What a nice day today! Let's sing a song. A happy day.

S: Students sing and dance with Miss Wang.

T: What a happy song. Sit down please.

2. Free talk

T: What day is it today?

S: It's Wednesday.

T: (Tom) Are you busy today?

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译林小学英语五上Unit 7 At weekends

S: Yes.

T: Why are you so busy?

S: I have classes.

T: Oh, yes, you have classes. You go to school on Wednesday.

T: (Lily) When are you free from school?

S: Saturday and Sunday.

T: Yes, what do we call Saturday and Sunday?

S: Weekends.

T: Yes, today we will review Unit 7 At weekends, checkout time and ticking.

T: Please read after me. Unit 7 At weekends.

S: Unit 7 At weekends.

【设计意图：在简单交流中引出单词weekends, 并切入话题.】

Step 2 Presentation

T: Boys and girls. What can you think of weekend?

Q1: Do you usually ride your bikes?

Q2: Do you always have big meals?

Q3: Do you sometimes go to the amusement park?

Q4: Do you often go to the zoo?

T: Now I give you one minute. Please work in pairs. Talk about more weekend activities.

【设计意图：教师将四个频率副词导入孩子日常生活中的场景中，通过Yes or No 的问答形式来激发出孩子关于周末活动的词汇。】

T: Now tell me more activities, please. Who can try?

Eg: S: go to the cinema

T: Good. Do you often go to the cinema at weekends?

S: Yes. / No.

T: Oh, she always goes to the cinema at weekends.

( Oh, she doesn't always go to the cinema at weekends.)

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译林小学英语五上Unit 7 At weekends

【设计意图：教师通过师生对话的形式，激发出孩子关于周末活动的词汇、词组和句型。】

Step 3 Video time

Watch and say

T: You tell me so many weekend activities. Do you want to know my weekend activities?

Ss: Yes.

T: Ok, let's watch. Pay attention of to four key words: always, usually, often and sometimes.

Now, let's see what does Lindsay do at weekends?

S1: You always go shopping at Su Guo supermarket.

S2: You cook some food for your family. Sometimes It's yummy. But sometimes it's yucky.

S3: In the afternoon, you usually have dancing lessons with your daughter.

S4:In the evening,you often read some interesting books.

【设计意图：用老师真实的周末活动将孩子们带入真实的语言应用情境，激发学生们理解、表达和交流的欲望。】

Next, let's make an order of Lindsay's weekend activities.

(choose 4 students)

T: (Mike) the first one, Lindsay always…

S: Lindsay always goes shopping.

T: (Lucy) the second one, Lindsay usually …

S: Lindsay usually has dancing lessons with her daughter.

【设计意图：引导学生关注故事中的细节信息和相关短语的表达并区分四个频率副词的使用】

3.I tell you my weekend activities. Now, you can tell me your weekend activities. First let's have a look at the sample.

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译林小学英语五上Unit 7 At weekends

Now，let's make an interview.

(Steven) I ask you a question. And then you ask me a question. Let's start.

Eg:

T: What do you do at weekends?

S: I often go to the park on Saturday.

T: Steven often goes to the park on Saturday.

T: (Steven)，it's your turn now. Ask me a question, please.

S: What do you do at weekends?

T: I sometimes watch TV at weekends.

T: Lindsay sometimes watches TV at weekends.

【设计意图：通过示范、联系和纠正引导学生关注故事中的动词的三单并区分四个频率副词的使用】

Step 4 Ask, choose and say

T: Boys and girls. Please take out your cards. Work in pairs, ask and answer questions. Please mark the activities. You have 2 minutes.

T: Ok, times up. Now let's see your weekend activities.

T: (Eric) Tell us your friend's weekends.

S: My friend is Tom. He sometimes plays football in the park.

T: Great! Thank you very much.

【设计意图：通过活动单，两两合作学习，通过小组汇报口语交流汇报对方的周末活动，自己还可以添加两项新的活动哦！为学生们创造信息交流的情境，和练习第一人称与第三人称在句子中转化时，谓语动词时态和人称的相应变化。】

Step 5 Think and write

T: Well, you all have wonderful weekends. I want to know more about you. Please turn over your cards. Write down your activities on this card.

【设计意图：通过活动单，进行听说和写作的综合训练。要求学生写出自己和朋友的周末活动，在学生书写过程中，老师尤其要纠正学生的三单形式。】

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译林小学英语五上Unit 7 At weekends

Step 6 Listen and answer

T: You've done a good job. Please have a rest. Now, head down and close your eyes. Let's listen to a story and then answer my questions.

Now, heads up. Let's play a game. Boys PK Girls. This time watch the story. I have some questions for you.

T: Ok, PK time. Girls first. Who wants to try?

【设计意图：第一遍盲听，第二遍边看边听，训练孩子们的听力理解能力，通过Boys PK Girls的游戏，不仅激发学生的学习兴趣，让学生在玩中学，在游戏和活动轻轻松松地掌握知识。】

Step 7 Talk show

Boys and girls, today we talked a lot about my weekends, your weekends, your friend's weekends and Bunny's weekends. So do you have your dream weekends? Look, I have a poster. It's from one of my students. Please work in 4. Talk about your dream weekends.

T：Ok, time's up. Which team wants to try? This team please. Please come here. Choose one or two teams to have a Demo.

T: Good job. (Big hands for them)

T: Boys and girls. Thank you very much for today's class. Have a nice weekend.

S: Thank you, you too.

Step 8 Homework

1.Make your own poster about your dream weekend.

2. Do a survey about your family's weekend.

八、教学板书

Unit 7 At weekends

What do … do …at weekends?

I always/ usually/ often/ sometimes…

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译林小学英语五上Unit 7 At weekends

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九、学生评价

第一个学生评价活动的设计通过让学生填写活动单的方式，通过师生互动及生生互动，考察学生运用单词、句型的能力。第二个评价采用文字的形式让学生写出自己的和朋友的周末活动，贴近学生的生活，考察学生对频率词和三单的运用能力。

十、教学反思

本课时所上的内容是义务教育教科书译林小学英语五上Unit7 At weekends Checkout time and Ticking time. 对于整个课时教学的反思如下：

一）教学前进行了课前反思，分析了教材和学生的学情，使用支架式教学设计对教学内容和教学活动进行了思考和设计。

总体来说，本节课的教学每一个教学活动的设计，都以教师的主导进行教学活动的组织，以学生为中心设计教学活动，尽量组织贴近学生的生活情境的活动内容，每个教学环节紧凑，过渡自然，层次分明，每个环节的训练十分扎实，学生能够对所学新知灵活运用，实现了英语科的教学目标。

二、教学过程中，也不断进行活动与教学反思，教师及时根据学生的反应和表现，采取相应的教学干预。

本节课的教学亮点是：紧扣本节课的核心句型，充分开展各种趣味活动。 “What do you/they do at weekends? What does she do at weekends?”

“I/they/she/he often/usually/always/sometimes…”谈论自己或家人、朋友的周末活动，这些知识在我们的日常生活中非常常见。因此在教学时，我让学生通过谈论自己身边的人的周末活动来进行学习会让学生更容易地掌握所学知识。在整个教学过程中，学生活动单的设计灵活多样，我根据学生已学的知识情况，

利用图片，

译林小学英语五上Unit 7 At weekends

对练习内容进行拓展。值得注意的是，拓展的内容紧扣与本单元教学重难点，并与生活实际紧密联系。通过先让学生了解老师的周末活动，再谈学生自己的的周末活动。

在教学中围绕weekend activities这一语言点，尽可能创设真实的交际情景，给学生一些提示语，让学生进行头脑风暴，增强语言实践的真实感，充分体现“以学生为中心”的教学理念。本节课的课堂教学活动设计有趣而丰富多彩，有《Bunny’s weekends》的绘本教学，采用“先听说，后读写；先整体，后局部”的方法，引导学生进行发散思维，最大限度的发挥学生的主体性。我在训练学生听说技能的同时，培养学生灵活掌握知识，自然真实地进行交际的能力。

三、教学后反思：存在不足与努力的方向

在今后的教学中，要千方百计提高学生的口语交际能力，英语课堂是学生接触英语的主要场所。所以作为教师的我们要尽量要把握好课堂的几十分钟时间，尽可能多地用英语来表达，这样的话，学生的思维也会随着英语的思路和方向去转，自然而然会慢慢地去说英语了。但是目前我校的实际情况是少部分学生的英语水平能力特别是口语能力还很薄弱，对教师的纯英语授课存在一知半解的情况，尽管有一定的难度，但是我们还是要克服困难，开始时可以放慢速度，多问问“Do you understand?”,适当配合丰富的肢体语言便于学生理解。在实际的英语教学中可通过情景教学，激发学生的兴趣、满足学生交流英语的需要；小组互背互诵增强学生的口语对话能力；创设交际环境提供创造语言交际的空间等等几方面来培养学生初步对话能力，努力为学生营造一个宽松、民主、和谐的交际氛围。

总结：

小学英语教学应采取一切可行的方法，激励学生英语的强烈欲望，使他们喜欢学和乐于学。创设探究的情境，让学生在探究心理的驱动下形成学习英语的动力，正是利用了儿童好奇的天性。同时，在完成每个学习任务的过程中获得的成功又能使儿童体验到成功的喜悦，并赢得了自信心，强化了参与活动的兴趣。本课内容让学生感到非常有趣，联系学生自己对动画故事的爱好来练习句型，既提高了他们的兴趣，又活跃了课堂气气氛，使他们觉得简单易懂。把学生作为学习

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译林小学英语五上Unit 7 At weekends

的主体，结合本课内容，联系学生的生活实际，让学生在说和做中掌握有关词语，感受学习英语的愉悦。整堂课的教学设计以活动贯穿始终，老师的引导地位尤其突出。教师可根据学生实际情况对活动进行取舍，以达到英语课优质高效的目的。

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