资源简介

课时教学设计(本单元第5课时/总 1 课时)
课 题 Lesson17 Danny’s Emai
课 型 新授课 章/单元复习课口 专题复习课口
习题/试卷讲评课口 学科实践活动课口 其他口
1.教学内容分析 This lesson is Lesson 17 of Grade 5 English (Hebei Education Edition), themed Danny’s Email. It centers on Danny writing an email to his friend Steven from Beijing and preparing to return to Canada, covering three core parts: Email Reading & Writing: Students learn the standard format of English emails (To, From, Subject, body, signature) and master key sentences for describing weather, travel and schedules, such as How’s the weather in Canada Is it snowy I’m coming home to Canada on February 8. Situational Dialogue: Through Danny’s farewell conversation with friends, students consolidate travel-related expressions and learn daily farewell phrases like We’ll miss you. Don’t forget to write to us. Phonics & Comprehension: The "Let’s do it!" section strengthens reading comprehension via true/false questions, while the "Listen and repeat" section reinforces liaison rules to improve oral pronunciation accuracy. This lesson extends the unit’s "Travel & Communication" theme, introduces the practical written communication form of emails, lays a foundation for future letter writing, and serves as a key carrier for cultivating students’ language application ability and cross-cultural communication awareness.
2.学习者分析 The learners are Grade 5 students at a rural boarding primary school, with the following characteristics: Knowledge Base: They have mastered basic weather, location and time vocabulary, can use simple sentences to describe daily life, and have a preliminary understanding of English letter format, but are unfamiliar with the standard format of emails. Ability Characteristics: They have basic listening, speaking, reading and writing skills, can understand simple passages, but struggle with the standard use of written language and long sentence comprehension. Rural students have limited exposure to real English email scenarios and lack practical experience in cross-cultural communication. Learning Characteristics: They are curious, prefer situational and gamified learning activities, and are highly interested in animations and role-play. Boarding students have rich collective life experience, resonate with emotional topics like farewell and missing, and are suitable for deepening understanding through situational simulation. Potential Difficulties: They easily confuse the "To" and "From" sections of emails, have a weak grasp of date expressions and the difference between written and spoken language, and struggle with standard liaison pronunciation.
3.学习目标确定 1. Linguistic Competence Students can listen, speak, read and write core vocabulary: email, subject, kind, trip, forget, and master key sentence patterns: How’s the weather in... I’m coming home on... We’ll miss you. Students can master the standard format of English emails, read and write simple English emails independently. Students can read the text dialogue accurately, master the liaison rules of the specified phrases, and improve oral pronunciation accuracy. Students can complete reading comprehension true/false questions and improve text information extraction and judgment ability. 2. Cultural Awareness Students understand the cultural differences in email communication between China and the West, grasp the format norms of English emails, and cultivate cross-cultural communication awareness. Students experience the sincere emotions of farewell and missing between friends, and learn to use polite language for daily communication. 3. Thinking Quality Students cultivate information comparison and logical reasoning ability by comparing the contents of the two emails. Students cultivate logical expression and standardized writing thinking habits through email imitation writing. 4. Learning Ability Students can actively obtain text information through independent reading and group cooperation, and improve autonomous learning ability. Students can apply the learned knowledge to real scenario communication and writing, and improve language application ability.
4.学习重点和难点 Key Points Master the format of English emails, understand the content of Danny’s email, and grasp core vocabulary and sentence patterns. Use the learned sentence patterns to describe weather, travel and schedules, and complete simple email imitation writing. Difficult Points Standardize the writing of English emails, and distinguish format elements such as "To", "From" and "Subject". Accurately use written language to express personal travel experiences and emotions, and master liaison pronunciation skills.
5.学习评价设计 Linguistic Competence Mastery of core vocabulary/sentences, email format, reading comprehension accuracy Classroom questioning, oral reading, written exercise correction Cultural Awareness Understanding of email cultural norms, use of polite communication language Role-play performance, situational communication observation Thinking Quality Information comparison ability, logical expression in writing Email writing evaluation, group discussion performance Learning Ability Autonomous reading effect, group cooperation participation Group presentation, learning reflection checklist 课堂评价量表
评价维度 评价内容 评价等级 评价主体
课堂表现 参与活动 优秀 良好 一般 教师评价
语言表达 使用句型 流利 较流利 需练习 自我评价
合作能力 小组配合 积极 一般 不积极 小组评价
创意表现 角色扮演 生动 自然 需加强 教师评价
6.学习活动设计
教师活动 学生活动
Step1:Warm-up & Lead-in
Teacher Activity 1: 1.Greet students: "Good morning, class! How are you today How’s the weather today " Review weather vocabulary. 2.Show pictures of emails and ask: "Do you write emails Who do you write to " Introduce the topic: "Today, Danny writes an email to his friend Steven. Let’s learn Lesson 17 Danny’s Email." 3.Play a short animation of Danny writing an email to arouse students’ interest. Student Activity 1: 1.Answer the teacher’s greetings and weather questions. 2.Share their experience of writing emails (if any), and watch the animation to enter the lesson topic.
Activity Intention: Activate students’ prior knowledge of weather and daily communication, create a real situational lead-in, stimulate learning interest, and lay a foundation for the new lesson.
Step2:Presentation & Text Learning
Teacher Activity 2: 1.Present the email on Page 46, explain the email format: "To is the receiver’s email, From is the sender’s email, Subject is the email title." 2.Read the email aloud, guide students to follow, and explain key vocabulary: email, subject, kind, trip, forget and key sentences: How’s the weather in... I’m coming home on... 3.Ask comprehension questions: "Where is Danny How’s the weather in Beijing When will Danny go home " Check students’ understanding. Present the dialogue in "Time to go home", guide students to role-read, and explain farewell phrases: We’ll miss you. Don’t forget to write to us. Student Activity 2: 1.Learn the email format, follow the teacher to read the text, and mark key vocabulary and sentences. 2.Answer the teacher’s questions, and read the dialogue in pairs to practice oral expression.
Activity Intention: Break through the key points of the lesson, help students master the email format and core language knowledge, and cultivate students’ text reading and information extraction ability.
Step3: Phonics Practice & Comprehension
Teacher Activity 3: 1.Present the "Listen and repeat" section, play the audio, guide students to listen to the liaison rules, and practice reading phrases: an egg, in front of, get up, look out, an orange, a map of China, look at, put on. 2.Present Steven’s reply email on Page 47, guide students to read independently, and complete the "Tick or cross" exercise. 3.Check the answers with the whole class, and explain the key points of each question. Student Activity 3: Listen to the audio, practice liaison pronunciation, and read the phrases aloud. Read Steven’s email independently, complete the true/false exercise, and correct answers with the teacher.
Activity Intention: Improve students’ oral pronunciation accuracy, strengthen their reading comprehension ability, and cultivate their autonomous learning ability.
Step4: Phonics Practice & Comprehension
Teacher Activity 4: 1.Divide students into groups, assign roles: Danny, Jenny, Li Ming, Mrs. Li. 2.Guide students to perform the farewell dialogue in "Time to go home", and encourage them to add their own lines. 3.Invite groups to perform in front of the class, and give positive feedback. Student Activity 4: 1.Group up and assign roles, prepare the dialogue performance. 2.Perform the dialogue in class, and evaluate other groups’ performances.
Activity Intention: Consolidate the learned language knowledge, cultivate students’ oral expression ability and cooperative learning ability, and experience the emotional connotation of the dialogue.
Step5: Production & Summary
Teacher Activity 5: Guide students to write a simple email to their friend, following the format of Danny’s email, including weather, travel experience and schedule. Walk around the classroom to give guidance to students who have difficulties. Invite students to share their emails, and summarize the key points of the lesson: email format, core vocabulary and sentences. Assign homework: "Read the text 3 times, and finish the exercise book. Write an email to your friend after class." Student Activity 5: Write a simple email independently, and share their works in class. Review the key points of the lesson, and complete the homework.
Activity Intention: Cultivate students’ written expression ability, apply the learned knowledge to real scenarios, and achieve the teaching goal of "learning to use".
7. Blackboard Design
8.Teaching Reflection and Improvement Reflection 1.Strengths: The lesson is closely aligned with core competencies, with a clear teaching process that combines listening, speaking, reading and writing. The situational lead-in and role-play activities effectively stimulate students’ learning interest, and the email writing activity cultivates students’ language application ability. 2.Weaknesses: For rural students with a weak foundation, the email writing link may be difficult, and individual students cannot master the format standardly. The liaison pronunciation practice time is relatively short, and some students’ pronunciation is not standard enough. Improvement Measures 1.Differentiated Teaching: Provide email writing templates for students with a weak foundation, and give more one-on-one guidance in class. 2.Extended Phonics Practice: Add more liaison pronunciation exercises in follow-up lessons, and use after-class audio for students to practice repeatedly. 3.Real Scenario Expansion: Organize an "Email Exchange Activity" in class, let students send emails to each other, and improve their practical application ability. Homework Optimization: Design layered homework, with basic homework for all students and extended homework for students with a strong foundation to meet different learning needs.

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