【五下·英语·人教PEP】Unit 1分课时教学设计第一课时《A Let’s talk (Pedro’s day)》

【第 1 课时】 A Let’s talk (Pedro’s day)

本课时的主题意义是在任务驱动下了解新朋友Pedro的日常学习生活作息，通过张鹏询问新朋友Pedro在西班牙的学习与生活作息情况使学生感知句型When do you …? We … at … o’clock的语义及语用情景。了解不同地域文化形成的不同生活作息，感悟Pedro是一个自律、有学习和生活规划的学生。本课时主要分为两部分：第一部分主要将主情景图融入Let’s talk和Let’s try的教学中，由主情景图张鹏和Pedro的对话延续到A Let’s talk的对话学习，然后顺应话题融合Let’s try的听力；第二部分是在Role-play的基础上拓展，了解不同社会上从事不同职业人们的生活作息，体会他人的社会价值，学会合理安排自己的学习生活作息。

[Why]文本意图

通过小组合作学习、听音跟读、角色扮演等形式熟悉本节课的重点单词和句型结构，能够向他人陈述自己或Pedro的学习和生活作息。

[How]文本结构和语言修辞

本节课是本单元的第一节课，属于对话课，主要学习询问和回答学习和生活作息。

1. 本部分学习的核心句型是：When do you …? I … at … o’clock；能够在语境中理解生词 finish class, go back to school, classes start, eat dinner的意思，并能正确发音。

2. 本课时通过单元大任务Make more friends, talk about the colourful life开启的活动一：了解学习与生活作息而展开第一课Pedro’s day，要求学生能够用英文询问并回答Pedro的学习与生活作息，并能简单介绍社会上不同职业的人的生活作息，感悟其他人的社会价值，学生能够合理安排自己的学习与生活作息。

2. 能掌握听力技能，能通过图片和教师的帮助下理解语篇，获取关键信息，对timetable有个大概的认识。

3. 了解中西方地理文化差异不同，导致人们的生活作息时间有所差异，学会合理安排自己作息时间。

4. 通过学习了解不同人群的不同作息时间，感恩身边人，懂得珍惜时间，从而养成良好的作息时间。

2. 任务行为：通过语篇学习生词和句型。

3. 任务成果：简单谈论不同地方的生活作息时间表，体会不同人不同职业的生活作息时间表，学会感恩和珍惜时间，从而养成良好的作息时间。

教学环节

授课时间

Q: What’s the song about?

A. About a day

B. About a week

引出课题： Unit 1 My day

S: It’s about a day.

朗读课题

T: boys and girls, we are going to make more friends, talk about the colourful life in this unit.

T: Now let’s move to lesson 1 in this lesson. We will meet a new friend.（出示Pedro图）

Q: What do you want to know about him?

教师播放视频介绍Pedro

视频原文：Hi, my name is Pedro, I am 11years old. I am from a beautiful country-Spain. Spain is a country in Europe with its capital Madrid. It’s famous for football games and bull fighting. I like to make friends. I have a Chinese friend. His name is Zhang Peng.

教师板书Pedro人物思维导图

S2: How old is he?

S3: Where is he from?

S4: What’s he like?

…

Enjoy the video and finish the blackboard design.

T: Pedro is talking about his daily life in Spain with Zhang Peng.

Q1: Where are Zhang Peng and Pedro? Listen and tick.

教师核对答案：Picture 2，然后出示原文，并提问

Q2: When does Pedro sleep in the afternoon?

At about ________.

T: Wow, that’s too late, when do you sleep in the afternoon, boys and girls?

T: Pedro is from Spain. He has a different timetable from us. Do you want to know his timetable in Spain?

S1: Picture 2

S2: At about 2 o’clock.

s

S3: At 1 o’closck.

…

Yes, we do.

Pedro often gets up at _____.

A. 7 o’clock

B. 7: 30 o’clock

Pedro usually start class at_____.

A. 8 o’clock

B. 9 o’clock

教师核对答案

S1: Pedro often gets up at 7 o’clock.

S2: Pedro usually start class at 9 o’clock.

这部分将主情景图和Let’s talk融合在一起教学，加强语境的连贯性，也使Pedro的timetable更加完整，易于学生理解，基于语篇，深挖重点句型，先对文本进行解构，让学生发现重点句型When do you…? 然后在进行重构，在相对真实语境中操练句型，最后再次回归语篇，获取关键信息，解决问题，逐渐使Pedro的timetable完整。

T: How to ask?

教师讲解句型：When do you get up? When do you start class ？

S2: When do you start class in Spain?

—When do you get up?

—I often get up at…

—When do you start class ?

—Usually at…

（学生操练句型的时候，教师可以适当给出评价：You’re early, You’re too late…）

S2: I often get up at 7: 50.

S3: Usually at 8: 30.

Step1: Watch the video

Step2: Read the dialogue and fill in the blanks.

Step3: Show your answer with your partners.

5. 出示Pedro的timetable。

Know the words: finish class, go back to school, start class, eat dinner.

What do you think of Pedro’s timetable?

He ________.

He eat dinner late in the evening.

He has a healthy life.

理解Pedro的作息时间表跟我们有很大不一样是因为地理文化差异导致。

教师出示提示和评价标准

重点句型挖空

Show different timetable

T: Guess whose timetable they are and match

教师鼓励学生在角色扮演时介绍自己的职业，再进行问答，对话示例如下：

—Hello, I’m a taxi driver.

—When do you get up?

—I get up at 5 o’clock.

S2: I am a taxi driver. I get up at…

…

T: Show a short video of people in different jobs. Cleaners get up at 4 or 5am. Doctors works all night…

(1) Listen to the video and read for 3 times.

(2) Make a new dialogue with your partner.

(3) Make a survey of your parents’ timetable.