《PEP5 Unit2 A Let’s talk》教学设计
【教材解读与学情简析】
本课教学内容选自新版PEP教材五年级上册第二单元Part A 的对话。单元话题是“My week”。包括Let’s try和Let’s talk两个板块。Let’s try是听力训练，是为Let’s talk部分做铺垫的，其内容是关于询问对方星期三上什么课的问答对话，通过听力训练，可以短时间内复习到上节课学习的内容。 Let’s talk是围绕本单元的总话题“My week”展开的第一个对话场景，是John和他的爷爷有关John在学校里的课程安排情况以及爷爷奶奶在家里学习烹饪课程的对话内容，通过爷孙俩的对话内容，我们可以知道，John在星期四有数学、英语和音乐课，爷爷很喜欢音乐，John的音乐老师是风趣幽默的杨老师。对话的下面有一个问答训练板块，是运用核心句型What do we / you have on Wednesdays /…? We / I have…对某一天的课程安排进行问答训练活动。
本课时是整个单元的首课时，在本单元中起引领与铺垫作用，重点掌握What do we / you have on Wednesdays /…? We / I have…的问答句型。对话中呈现了二个特殊疑问句的问答形式，以及一个is开头的一般疑问句及其否定回答方式，引导学生在特定语言环境中认知并理解这些
句型的使用环境与范围，感知语言交流的魅力所在，引领学生注意核心句型构成细节，鼓励学生敢于运用所学句型参与真实情境中的对话交流活动，帮助学生树立自信心，提高他们实用英语进行对话交流的应对能力。
针对五年级的学生具备两年的学习英语的积累经验，有着一定的语言感知能力特点，我准备充分运用网络资源，借助多媒体高科技教学工具，多次呈现对话情景动画，通过声形并茂的方式，感染学生，使学生在教师点拨之前，就可以了解对话内容，再鼓励学生模仿表演对话，感知新句型的应用功能，最后再提炼重点句型，通过游戏活动加以巩固。
【教学目标与重难点】
(一) 教学目标
1.引导学生对新句型在听觉上有所感知，并能够完成听录音选词填空和回答问题的练习；
2.学生能够在图片和老师的帮助下理解对话大意；
3.能够按照正确的意及语音、语调朗读对话并进行角扮演；
4.能够在情景中运用句型What do you have / do on…?询问并回答某人某天的课程或者活动安排；
5.能够在语境中理解新单词cooking的意思，并能正确发音。
(二)教学重难点
1.教学重点：
能够在情景中运用句型What do you have / do on…?询问并回答某人某天的课程或者活动安排；
2.教学难点：
（1）能够按照正确的意及语音、语调朗读对话并进行角扮演；
（2）区分和运用句型What do you have on Thursdays?和What do you do on Thursdays?
【教学准备】
  多媒体课件、词卡、图卡，头饰。
【教学过程】
▲Step1: Warming up
1.Greetings
T: Good morning boys and girls.
Ss: Good morning, teacher.
T: To start our class, let’s enjoy a song, <Days of the Week>, and maybe you can sing along with it.
Ss: ...
T: Wow, thank you for your beautiful voice. Do you know what is the song about?
Ss: The days of the week.
T: Yes, it tells the Days of the week.
设计意图：通过唱歌，带领孩子们熟悉星期几的正确读音，并通过跟唱歌曲带领孩子们迅速进入本课堂的学习氛围，使学生们能够很快进入英语思维空间。
2.Free talk
T: And here is an empty schedule from Monday to Friday and I wonder what classes do you have? Maybe English, (空的日程表上课程的部分打问号，通过和学生的提问互动复习课程类的词汇，同时准备词卡，届时贴在黑板上作为板书，为后面的对话拓展做Word bank参考）。
T: Well, what do you have on Mondays?(板书句型）
Ss: （这里只限于老师问，学生来用 I have ....来回答）
T: What do you have on Mondays?
Ss:
T: Wonderful, how about these two days “Wednesday and Thursday”?
（T: Wednesday & Thursday--发音教学)
Here, e says /e/, es says/z/, Wednesday.
Please pay attention to the letter “d”, it is silent.
Let’s read it once more.
Here, th says /θ/, ur says/ɜ:/, Thursday.
Let’s read it once more.
T: Your pronunciation is so good!
I don’t know what do you have on Wednesdays and Thursdays? Who can be me and ask your partners?(学生根据实际情况，结合板书句型和word bank来回答，适当引导纠正发音）
T: Now, take out your own schedule and I’ll see you 1 min later.
T: Hello? Who can have a try?
Ss:...
  S1: What do you have on Wednesdays?
  S2: I have ....
  S1: Do you like maths?
  S2: /No....
  S1: What do you have on Thursdays?
S2: I have ....
T: Well done!
设计意图：通过此部分的练习，使学生能够初步掌握本课的核心句型“What do you ？含义和Wednesday与Thursday的发音，同时，将学生的学习生活与课堂内容相结合，
提升了学生的学习兴趣和敢于张口说英语的自信心，也为Let’s try的内容做了铺垫。
▲Step2: Presentation & Practice
1.Let’s try
T: Well, what about our friend John? How about his schedule?
Firstly, let’s look at the picture.
T: Who’s this old man? Can you guess?
Ss: He’s John’s grandpa.
T: What day is it?
Ss: It’s Wednesday.
T:schedule读音 Yes, you are right.  
T: So, What does John have on Wednesdays? 
  Can you guess? Maybe (观察图片)
S1: Maybe he has
T: Let’s listen and fill in the blanks.
...Have you got the answer?
...Yes, John has art on Wednesdays.(这里呈现听力材料进行校对）
T: Does John like art?
Ss: Yes, he really likes it.（学生根据听力文本可回答，注意单三的表达）
设计意图：通过听力训练，引导学生感知语言环境，领悟对话核心内容，从而独立完成填写训练，学生们喜欢做这样的听力训练活动，意犹未尽，为Let’s talk内容的引出做铺垫。
2.Let’s talk
T: Do you know what does John do in the art class?
Ss: He draws pictures（图片提示）
T: Well,what’s in John’s hand?
...Yes, it’s John’s schedule. Grandpa wants to know more about John’s schedule on the other day.
Do you?
Ss: Yes!
T: Good.
Let’s listen to the tape and find the three answers of the questions.
1）What does John have on Thursdays?
2）Who’s John’s music teacher?
3）And what’s he like?
T: Have you got the answers?
S1: Emm...John has music on Thursdays.
S2: Mr Young is his music teacher.
S3: He is kind...
T: Yes, maybe he is kind. Let’s listen to it again.
...Ok, now, let’s check with the text.

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