第一課時(shí)一、課時(shí)內(nèi)容教科書(shū)第14頁(yè)：Let’stryLet’stalk二、課時(shí)分析Let’stry部分是一項(xiàng)聽(tīng)力訓(xùn)練，旨在為接下來(lái)的Let’stalk部分做準(zhǔn)備。它涉及到詢問(wèn)對(duì)方在星期三上什么課的對(duì)話，通過(guò)聽(tīng)力練習(xí)，能夠快速回顧上節(jié)課學(xué)習(xí)的內(nèi)容。Let’stalk部分圍繞著本單元的總話題“我的一周”展開(kāi)，展示了一個(gè)關(guān)于John和他的爺爺?shù)膶?duì)話場(chǎng)景。在對(duì)話中，John向爺爺描述了他在學(xué)校的課程安排，而爺爺則分享了在家里學(xué)習(xí)烹飪的經(jīng)歷。通過(guò)這段對(duì)話，我們了解到John在星期四有數(shù)學(xué)、英語(yǔ)和音樂(lè)課，同時(shí)知道爺爺對(duì)音樂(lè)很感興趣，John的音樂(lè)老師是幽默風(fēng)趣的楊老師。對(duì)話后面還有一個(gè)問(wèn)答練習(xí)部分，以核心句型“Whatdowe/youhaveonWednesdays/…?We/Ihave…”為基礎(chǔ)，進(jìn)行關(guān)于某一天課程安排的問(wèn)答練習(xí)。本課是整個(gè)單元的開(kāi)篇課，起到引導(dǎo)和鋪墊的作用，著重讓學(xué)生掌握“Whatdowe/youhaveonWednesdays/…?We/Ihave…”這一問(wèn)答句型。在對(duì)話中展示了兩種特殊疑問(wèn)句的問(wèn)答形式，以及一般疑問(wèn)句開(kāi)頭的句式，以及對(duì)應(yīng)的否定回答方式。這引導(dǎo)學(xué)生在特定語(yǔ)境中理解和應(yīng)用這些句型，培養(yǎng)語(yǔ)言交流能力，注重句型構(gòu)成細(xì)節(jié)，鼓勵(lì)學(xué)生自信運(yùn)用所學(xué)句型進(jìn)行真實(shí)情境對(duì)話，提高實(shí)際英語(yǔ)交流能力?？紤]到五年級(jí)學(xué)生已具備兩年的英語(yǔ)學(xué)習(xí)經(jīng)驗(yàn)，具備一定的語(yǔ)言感知能力，我計(jì)劃在教學(xué)中充分運(yùn)用網(wǎng)絡(luò)資源和多媒體教學(xué)工具，通過(guò)多次呈現(xiàn)對(duì)話情景動(dòng)畫(huà)，以生動(dòng)的聲音和圖像幫助學(xué)生理解對(duì)話內(nèi)容。在教師指導(dǎo)之前，學(xué)生將通過(guò)這種方式了解對(duì)話內(nèi)容，并鼓勵(lì)他們模仿對(duì)話表演，體會(huì)新句型的應(yīng)用。最后，將重點(diǎn)句型提煉出來(lái)，通過(guò)游戲等活動(dòng)鞏固學(xué)習(xí)。三、課時(shí)目標(biāo)（1）通過(guò)聽(tīng)力練習(xí)，引導(dǎo)學(xué)生對(duì)新句型產(chǎn)生聽(tīng)覺(jué)上的感知，并能夠在聽(tīng)錄音后完成選詞填空和回答問(wèn)題的練習(xí)。（2）在圖片和老師的指導(dǎo)下，學(xué)生能夠理解對(duì)話的主旨。他們能夠根據(jù)正確的意群、語(yǔ)音和語(yǔ)調(diào)朗讀對(duì)話，并積極參與角色扮演活動(dòng)。（3）學(xué)生具備能力在情境中運(yùn)用句型“Whatdoyouhave/doon…?”來(lái)詢問(wèn)和回答某人某天的課程或活動(dòng)安排。（4）學(xué)生在實(shí)際語(yǔ)境中理解了新單詞“cooking”的含義，并能準(zhǔn)確發(fā)音。四、課時(shí)重難點(diǎn)重點(diǎn)（1）學(xué)生能夠成功完成聽(tīng)錄音后的選詞填空和回答問(wèn)題練習(xí)。（2）學(xué)生能夠在實(shí)際情境中靈活運(yùn)用句型“Whatdoyouhave/doon…?”，以詢問(wèn)和回答某人某天的課程或活動(dòng)安排。難點(diǎn)（1）學(xué)生能夠準(zhǔn)確模仿正確的意群、語(yǔ)音和語(yǔ)調(diào)，流利朗讀對(duì)話并積極參與角色扮演。（2）學(xué)生能夠準(zhǔn)確模仿正確的意群、語(yǔ)音和語(yǔ)調(diào)，流利朗讀對(duì)話并積極參與角色扮演。五、教學(xué)準(zhǔn)備教師精心制作PPT課件，備好網(wǎng)絡(luò)資源課件，師生共同制作圖卡、詞卡和頭飾。六、教學(xué)過(guò)程Step1:Pre-classWarm-up1.GreetingandTimeCheckTeacher:Goodmorning,everyone!Students:Goodmorning,MissZhang.Teacher:Howareyoualldoingtoday?Students:We'refine,thankyou.Andhowaboutyou?Teacher:I'mdoingverywell,thankyou.Whattimeisitnow?Students:It'sninetwenty.Teacher:Thatmeansit'stimeforourEnglishclass.Students:Great!DesignIntent:Startingwithacheerfulgreetingandtimechecksetsapositivetoneforthelessonandengagesstudentsinthelearningprocess.2.DaysoftheWeekRhymeTeacher:Let'sstandupandsayanddothisrhymetogether.Repeatafterme:Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday.DesignIntent:Therhymehelpsstudentsremembertheorderofthedaysoftheweekinaninteractiveandrhythmicway.3.Introducing"FirstWeekDay"Teacher:DidyouknowthatSundayisthefirstdayoftheweek?Let'ssayittogether:Sundayisthefirstweekday.Students:Sundayisthefirstweekday.Teacher:AndthefirstweekdayisSunday.Students:AndthefirstweekdayisSunday.DesignIntent:ReinforcingtheconceptofthefirstdayoftheweekasSundayhelpsstudentsunderstandthestructureoftheweek.Step2:Introduction1.DaysoftheWeekSongTeacher:Who'sreadytolearnhowtotalkaboutdifferentdaysoftheweek?Let'sstartwithafunsong.Listenandsingalong!Students:Yay!DesignIntent:Introducingadaysoftheweeksongbringsanelementofexcitementtothelessonandhelpsstudentsbecomefamiliarwiththecorrectpronunciationofthedays.2.ListeningPracticeTeacher:Now,let'spracticeourlisteningskills.Listencarefullytotherecordingandcompletetheexerciseonpage14ofyourtextbook.DesignIntent:IncorporatinglisteningpracticeexerciseshelpsstudentsenhancetheirauditorycomprehensionandtrainsthemtofollowspokenEnglish.3.LanguageIntroductionTeacher:Welldone!Now,let'sdiveintoourlesson.HowaboutwelearnhowtotalkaboutTuesdays?Students:Soundsgood!Teacher:Alright,let'swatchadialogueandpaycloseattention.DesignIntent:Transitioningsmoothlyintothecorelessoncontentbyintroducingthefocusofthelessonandengagingstudents'curiosity.Step3:Presentation1.WatchingtheDialogueAnimationTeacher:WatchthisanimateddialoguebetweenJohnandhisgrandfather.Keepaneyeoutfornewwordsorphrasesyou'renotfamiliarwith.DesignIntent:Usingavisualdialogueanimationmaintainsstudents'engagementandencouragesthemtoactivelylistenforunfamiliarvocabulary.2.ClarifyingNewVocabularyTeacher:Ifyouhaveanyquestionsaboutthedialogue,feelfreetoaskme.Let'sdiscussanynewwordsorphrasesyou'vespotted.DesignIntent:Addressingstudents'questionsandclarifyingvocabularytermshelpsthemunderstandthedialoguebetterandbuildstheirconfidence.3.TranslatingtheDialogueTeacher:Let'spracticetranslatingthedialogueintoChinesetoensureweunderstanditsmeaning.DesignIntent:Translatingthedialogueallowsstudentstoprocessthecontentonadeeperlevelandreinforcestheircomprehensionofthedialogue.Step4:Practice1.RolePlayandGroupPerformanceTeacher:Now,let'spracticethedialoguetogether!PairupandtaketurnsbeingJohnandhisgrandfather.Whenyou'reready,somegroupswillperformthedialoguefortheclass.DesignIntent:Role-playingthedialogueinpairsandgroupperformancesencourageactiveparticipationandimprovestudents'speakingskills.2.SentenceTransformationandCreativityTeacher:Let'schangeafewthingsinthedialogue.HowaboutwetransformJohn'sscheduletoWednesdayinsteadofThursday?Let'sseeifyoucanmakethechanges.DesignIntent:Thisactivitychallengesstudentstoapplythedialoguestructuretonewcontexts,reinforcingtheirunderstandingofthesentencepatterns.3.ImaginaryDialoguesandPresentationTeacher:Imagineyou'reTominsteadofJohn.CreateadialoguebetweenTomandhisfatheraboutTom'sWednesdayschedule.Feelfreetomakeitcreativeandfun.Whenyou'reready,presentyourdialoguetotheclass.DesignIntent:EncouragingstudentstocreatetheirowndialoguesusingthetargetstructurefosterscreativityandadaptabilityinusingEnglish.Step5:ReviewandConclusion1.CheckingUnderstandingTeacher:Let'sreviewthekeypoints.Whocantellmewhatyou'velearnedintoday'sclass?Students:Ilearnedhowtotalkaboutdifferentdaysoftheweekanddiscussmyschedule.DesignIntent:Summarizingthemaintakeawaysfromtheless