五年级上册Module8M8U1Whattimedoesschoolstart庄传玲.docx

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1、Module 8 School Unit IWhat time does school start?教案设计一、教案背景1、面向学生：小学2、学科：英语3、课时：14、学生课前准备：（一）、初读课文，了解课文大意。（二）、自学单词，读准生单词的读音，想 想单词的意思。（三）、自学课文，思考第一部分问题的答案。（四）、让 学生提出自学中遇到的问题。二、教学目标（一）、知识与能力目标1、知识目标： 掌握单词 exercise, playground, before, skip, coffee, tea, bell, ring, rang 和句型 What time does school star

2、t? My school starts at nine o clock.2、技能目标：培养学生全面地思考问题的意识，同时培养学生动脑的能 力，在图文或场景下进行简单的英语交流和表演。3、素质教育目标：通过小组活动，锻炼学生的团结协作，合作学习的精神。让学生们在说、玩、演中锻炼自己运用语言的能力。（二人过程与方法目标：运用所学语言询问和描述学校里所发生的事情。师生互动，学生自主学习， 同学间合作的活动，激发学生的参与热情。让学生在活动中体验观察思考、实践 操作和合作探究等学习方法，形成一定的综合语言运用能力。（三）、情感态度与价值观目标：通过对本课学校生活的讨论引导学生珍惜时光, 充实快乐的度过

3、在学校的每一天。结合具体情境，通过活动、游戏使学生产生学 习英语的兴趣，使学生有兴趣听、说英语，敢于开口，乐于模仿。使学生经历词 句的朗读以及口头表达句子的过程，进一步体会英语与日常生活的密切联系，增 强应用英语的意识，使学生在探究学习的活动中获得成功的体验，增强对英语学 习的兴趣和信心，增强与同伴交往、合作的意识，为他们的终身学习和发展打下 良好的基础。三、教材分析本节课是外研版小学五年级上册第八模块School中的第一单元的内容.本 单元学习怎样描述学校的日常生活和怎样向外国朋友介绍学校的生活。本单元主 要用What time does school start? My school st

4、arts at nine o clock.这类语句 询问 和描述学校里所发生的事情。掌握生词：exercise, playground, before, skip, coffee, tea, bell, ring, rang. Important points （教学重点）:Master the new words. Difficult points （教学难点）：The students can use the sentences patterns to ask about school life.四、教学过程：Step I GreetingsSing a songSay some gree

5、tings to students such as: How are you ? Are you happy?”Step II Warming upT: We go to school from Monday to Friday. Now let s talk about our school life. Do you like your school life? Ss: Yes, I do.T: What time do you get up?Ss: I get up at*T; What time do you go to school?Ss: Igo to school at T: Ho

6、w do you go to school? Ss: By bus on footT: Do you do exercises every morning? Ss: Yes, I do.Step III Learning the new words教师边做动作边在黑板上书写单词exercise,教师读，学生跟读。出示图片理解exercise这个单词及词组do exercises,以及教师所提问题Do you do exercises every morning?以便更好地回答边出示图片边学习单词playground,教师读单词，学生重复。理解playground这个单词边出示图片边学习单词sk

7、ip,教师读单词，学生重复。理解skip这个单词边出示图片边学习单词coffee,教师读单词，学生重复。边出示图片边学习单词tea,教师读单词，学生重复。请出几名学生到前面，让他们听指令，做动作，练习这五个词。Step IVNew teaching1 Today let, s look at Amys school life. And please find out what difference between Amys school life and yours.2、Listen to the tape and underline the new words and phrases.(1)

8、 Teach the new words.(2) Practice the new words in different ways.(3) Teach the new phrases and sentences:What time dodoes*?What time do you go to school?What time does Amy go to school?At + 时间点：at half past nine、get up do exercisesSkipping rope3 Listen to the tape again and answer these questions.Q

9、1: What time does Amy s school start?Q2: What time does Amy get up?Q3： Does Amy do exercises every morning?Q4: 4)Does Amy skip in the playground?4 (1) Listen to the text and follow it.(2) Act out the text.Step V:PracticeAccording to A3, work in groups to talk about school life. Then choose some stud

10、ents talk in front of the classroom.出示图片练习：What time do you get up?I get up at 练习句型：What time do you get up?I get up at- 出示底片练习：What time do you have breakfast?I have breakfast at* 出示图片练习：What time do you go to school?I go to school at-练习句型： What time do you go to school? I go to school at- 出示图片练习：W

11、hat time do you watch TV?I watch TV at- 出示图片练习： What time do you do your homework?I do my homework at-* 出示图片练习：What time do you go to bed?I go to bed at-Step VIHome work1、Listen and read the dialogue 5 times.2、Tell your friends what the differences between Chinese school and English school. 【板书设计】Mo

12、dule8 School Unit 1 What time does school start?New words: exercise playground before skipNew sentence:What time does your school start?My school starts at nine oclock.What time do you get up?I get up at half past four.What did Amy and Lingling do yesterday?They skipped in the playground.六、教学反思本课教学我

13、首先给学生交流的空间。根据小学英语新课程标准提出的目 标，其中有一个非常重要的目标使他们初步建立学习英语的自信心，使他们初步 具备用英语进行简单日常交流的能力。因而，我在设计这堂课时，一直注意尽可 能的把课堂还给学生，让学生与学生，学生与老师之间多进行语言的交流。其次，我采用游戏，提高学生兴趣。生学英语最重要的是要培养他们学习英 语这种语言的兴趣。再次，我联系实际，贴近生活。“What time does school start?”本身就是一 个与生活有着紧密联系的话题。我从这一点出发，紧紧围绕生活来开展教学。如 转换他们为自己熟悉同学之间的名字等，来进行口语训练。本课时的设计，在新知的呈现和游戏的设计上都以培养养学生的学习兴趣为 主，让学生积极参与到课堂中来，使学生在玩中学，在学中玩，充分的变被动学习 为主动学习。 在教学过程中，真正做到以学生为主体，多向互动合作为手段, 积极尝试自主学习途径，激发学生勇于创新的精神，体现出新课程的理念。充分 调动了学生的积极性和主动性。