双减背景下的教学设计

Unit1 My day（PartB Read and write）

教学目标

1、能够听、说、读、写句子：When do you … in the morning? We …at …o’clock.What do you do on the weekend? I often ….

2、培养学生语言运用能力与创造力。能够运用语言去完成一些任务型的活动。

3、合理地安排日常学习和周末活动，关注中外儿童作息时间的不同。了解文学名著《鲁滨逊漂流记》的背景知识。

教学重难点

教学重点：

1、掌握四会句型：When do you … in the morning? We …at …o’clock.What do you do on the weekend? I often ….  等

2、正确书写四会单词与句子。 

教学难点：能灵活介绍自己的日常作息。

教学准备

1. 教师准备多媒体课件、录音机和录音带。

教学设计

一、课前热身（Warm-up）

1、出示五年级上册每个单元读写课中Robin的表现，将认识Robin以来的种种表现一一回顾，为本课学习热身。

Robin五上活动轨迹/详情:

Unit1 Meet Robin

Unit2 Robin’s advice

Unit3 Robin will cook today

Unit4 Who can be my friend?

Unit5 An email to Robin

Unit6 Robin draws

Recycle2 Having fun in a park

二、新课呈现（Presentation）

Pre-reading—阅读前活动

T：Today Robin is in a play.播放丹尼尔·笛福所写的小说《鲁滨逊漂流记》的相关背景知识：主要讲述了主人公因出海遇险，漂流到无人小岛，并坚持在岛上生活，最后回到原本社会的故事，并且着重说明一下野人“星期五”。

In-reading—阅读中活动

1、General reading

  请生快速阅读并勾画出“What does Robin often do?”的答语。

2、Detailed reading

  Tick or cross:

1)Robinson and Friday always get up later in the morning.(  )

2)Robinson only cleans his cave on Fridays.   (  )

3)Robinson and Friday play sports together in the afternoon.(  )

3、Read and write

   Write a letter to Robinson. Tell him what you often do every day.（相见课本P9）

Post-reading—阅读后活动

1、请生完成扮演Robin版的Robinson。

2、Read the story of PartC and try to act it out(讲故事时间)

3、情感升华：Rules to follow everyday.

三、巩固延伸（Consolidation & Extension） 

1、Let’s check

  1)Listen and tick,   2)Give answers about yourself.

2、Let’s wrap it up

  Choose and write the words in the correcy rows.

课堂小结：师生一起总结本单元学习的词汇和句型。

词汇：eat breakfast, do morning exercises, have…class, play sports, eat dinner，clean my room, go for a walk, go shopping, take a dancing class.

句型：When do you finish class in the morning? We finish class at 1o’clock.

What do you do on the weekend? I often watch TV and play ping-pong with my father.

家庭作业: 1、完成练习册Unit1第六课时、单元检测。

            2、听写Unit1十个四会单词。

板书设计:             

Unit 1  My day（B. Read and write ）

I wash my face,and then I eat break