发布者:龚雪琼 所属单位:南部县大堰小学 发布时间:2018-06-01 浏览数( -) 【举报】
一、教材分析
Module 8 Book 5 的主题是“School”,“ Unit 1 What time does school start?”的语言功能是描述学校生活;学习任务为“What time does school start? What time do you get up?”
二、学情分析
本课的教学对象是五年级学生,他们已经掌握了一定的英语词汇,具有一定的英语学习的积极性与主动性,具备了一定的英语语言运用能力,求知欲增强。因此,在新知识传授的同时,教师要尽可能多的为学生创造良好的语言环境,给学生充足的语言“习得”机会,让学生在学习中积极参与、大胆发言,从而形成积极的情感态度和自主学习的能力。
三、教学目标
(一)知识目标
1、能听懂、会说并认读下列单词:exercise, before, playground, skip, coffee, tea.
2、能听懂、会说并认读下列句子:What time does school start? My school starts at 9 o’clock. What time do you get up? I get up at half past seven.
(二)能力目标
能口头运用“What time does school start?”这类语句询问发生的时间,并能口头运用“My school starts at 9 o’clock.”这类语句回答。
(三)情感目标
为学生创设轻松、愉悦、和谐的英语课堂学习氛围,使学生在学习中敢于开口说英语,并了解西方小学学校日常生活习惯,从而对英语学习产生更为浓厚的兴趣。
四、教学要点分析
(一)教学重点
1.单词:exercise, before, playground, skip, coffee, tea 的认读。
2.运用“What time … ?”来询问事情发生的时间。
(二)教学难点
能够在真实的语境中正确运用“What time … ?”询问事情发生的时间。
五、教学准备
多媒体课件、录音机、磁带、单词卡片、跳绳。
六、教学过程
Step 1 Warming-up
1. Chant:《I like coffee, I like tea.》(第二册中M3 U2 4)
教师一手拿coffee 一手拿tea的英语单词卡片示意学生一起拍手说Chant,并教授单词:coffee, tea。(教授单词时尽量提供一些学过的词汇,鼓励学生自己读出来,培养学生的拼读能力。)
Step 2 Presentation
1. Leading-in.
(1)课件出示学校的图片介绍说:This is our school. Do you read a book in your classroom?
(2)课件出示学校学生跳绳和做操的照片
T: What are they doing? They are skipping. Do you skip in the playground?
They are doing morning exercises.
(3)课件出示学校作息时间表引出句型:What time does our school start? 及回答:My school starts at eight o’clock.
T:We know the school life in China, how about the children in England? Today,let’s go and visit their school with Amy.
【设计意图】出示自己学校的照片,学生感觉熟悉,同时渗透playground,skipping,exercise的单词的教学,为下边的教学活动做好相关铺垫。通过介绍自己的学校引出Amy的学校生活是什么样的?与我们的学校有什么不同?
2. Text.
(1)Listen to the tape.
T: Our school starts at 8:00. What time does Amy’s school start? Do you know? Let’s listen to the tape and answer the question:
What time does Amy’s school start?
【设计意图】由学校生活自然要谈到几点上课的问题,学生对此问题的提出不会感到唐突。由教师对Our school starts at 8:00.的讲解,孩子们也一定急于知道英国学生的上课时间,从而初步感知课文内容,了解课文大意。
(2)Listen to the tape again.
T: I get up at 5:30. What time do you get up?
T: You get up at … And you go to school by schoolbus or walk to school and so on. How about Amy? Let’s listen again and answer the following questions:
① What time does Amy go to school?
② How does Amy go to school?
A. She walks to school. B. She goes to school by schoolbus.
【设计意图】由于中西方孩子上学时间的不同,学生起床时间的早晚必然不同。通过对问题的回答,让学生对中西方学校生活的差异有更深的了解。
(3)Look and say.
课件出示get up/watch TV/go to bed/have English/read a book/go to school的图片让学生进行交流。
A: What time do you get up?
B: I get up at .
询问小伙伴的起床时间、上学时间等。
【设计意图】通过对小伙伴们作息时间的询问,使学生对本课重点句型有了进一步的理解。
(4)Listen, repeat and answer.
T: What do you do before 8:00? Teach: before
S: …
T: I know you clean the classroom and read some books before 8:00. What about Amy? Listen, repeat and answer.
① What does Amy do before 9 o’clock?
② Does Amy do exercises every morning?
Teach: exercise morning exercises/eye exercises/exercise book
playground blackboard/classroom/football/bedroom/postcard(使学生理解合成词的含义,有助于单词的记忆。)
T: Does Amy do exercises every morning? What does Amy do in the playground?
S: …
T: Yes. Let’s take our skipping rope (教师手拿跳绳)and skip with Amy and Lingling. Let’s chant together. “I like coffee, I like tea…” You can skip with your good friend after class.
【设计意图】学生模仿、跟读课文,加深对课文的理解,同时在词汇教学中培养学生的归纳整理能力,初步感知英语合成词的构词规律。
Step 3 Practice
Fill in the blanks with the following words.
exercises, starts, before, playground, gets up, walks, likes skipping
Amy’s school at 9 o’clock. She at 7:30. She to school. They don’t do every morning. They play in the 9 o’clock.
Amy with Lingling.
【设计意图】让学生在理解课文的基础上完成以上题目,训练学生写的能力的同时,锻炼了学生的应用能力。
Step 4 Consolidation
与小组同学谈谈你们理想中的学校生活。
A: What time does the school start?
B: It starts at .
A: What time do we get up?
B: We get up at .
…
【设计意图】通过小组同学谈论理想的一天作息时间,既调动了学生的学习积极性,又使所学知识得到了有效地运用。
Step 5 Summary
教师针对板书,引导学生以Amy 在校的学习生活为线索进行归纳小结。
Step 6 Assignments
1. Listen to the tape for three times.
2. 采访一下你的好朋友的一天时间安排。
3. 找出中英小朋友学校生活的差异。
In China, we start school at . We go to school at .And we . But in England, they start school at . They .
(后两个为选做作业)
【设计意图】语言源于生活,又应用于生活。因而在作业的布置上,我给学生充分的施展空间,让他们自主选择,选自己想做的,说自己想说的,使他们能更好的将所学知识合理应用,培养他们的综合语言运用能力。分层次作业,可以满足不同学生的需求,使每一位学生都有事做,都能体会到成功的快乐。
七、板书设计
Module 8 School
Unit 1What time does school start?
coffee What time does school start? What time do you get up? exercise
tea Her school starts at 9 o’clock. I get up at half past seven. skip
before playground