第一課時一、課時內容教科書第14頁：Let’stryLet’stalk二、課時分析Let’stry部分是一項聽力訓練，旨在為接下來的Let’stalk部分做準備。它涉及到詢問對方在星期三上什么課的對話，通過聽力練習，能夠快速回顧上節課學習的內容。Let’stalk部分圍繞著本單元的總話題“我的一周”展開，展示了一個關于John和他的爺爺的對話場景。在對話中，John向爺爺描述了他在學校的課程安排，而爺爺則分享了在家里學習烹飪的經歷。通過這段對話，我們了解到John在星期四有數學、英語和音樂課，同時知道爺爺對音樂很感興趣，John的音樂老師是幽默風趣的楊老師。對話后面還有一個問答練習部分，以核心句型“Whatdowe/youhaveonWednesdays/…?We/Ihave…”為基礎，進行關于某一天課程安排的問答練習。本課是整個單元的開篇課，起到引導和鋪墊的作用，著重讓學生掌握“Whatdowe/youhaveonWednesdays/…?We/Ihave…”這一問答句型。在對話中展示了兩種特殊疑問句的問答形式，以及一般疑問句開頭的句式，以及對應的否定回答方式。這引導學生在特定語境中理解和應用這些句型，培養語言交流能力，注重句型構成細節，鼓勵學生自信運用所學句型進行真實情境對話，提高實際英語交流能力。考慮到五年級學生已具備兩年的英語學習經驗，具備一定的語言感知能力，我計劃在教學中充分運用網絡資源和多媒體教學工具，通過多次呈現對話情景動畫，以生動的聲音和圖像幫助學生理解對話內容。在教師指導之前，學生將通過這種方式了解對話內容，并鼓勵他們模仿對話表演，體會新句型的應用。最后，將重點句型提煉出來，通過游戲等活動鞏固學習。三、課時目標（1）通過聽力練習，引導學生對新句型產生聽覺上的感知，并能夠在聽錄音后完成選詞填空和回答問題的練習。（2）在圖片和老師的指導下，學生能夠理解對話的主旨。他們能夠根據正確的意群、語音和語調朗讀對話，并積極參與角色扮演活動。（3）學生具備能力在情境中運用句型“Whatdoyouhave/doon…?”來詢問和回答某人某天的課程或活動安排。（4）學生在實際語境中理解了新單詞“cooking”的含義，并能準確發音。四、課時重難點重點（1）學生能夠成功完成聽錄音后的選詞填空和回答問題練習。（2）學生能夠在實際情境中靈活運用句型“Whatdoyouhave/doon…?”，以詢問和回答某人某天的課程或活動安排。難點（1）學生能夠準確模仿正確的意群、語音和語調，流利朗讀對話并積極參與角色扮演。（2）學生能夠準確模仿正確的意群、語音和語調，流利朗讀對話并積極參與角色扮演。五、教學準備教師精心制作PPT課件，備好網絡資源課件，師生共同制作圖卡、詞卡和頭飾。六、教學過程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