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      五年級上冊英語教案-Module8Unit1Whattimedoesyourschoolstart_外研版

      時間:2021-12-01 11:07:25 瀏覽次數:
      導讀: Module8:Unit1Whattimedoesyourschoolstart?一、教學目標(一)

      Module 8:Unit 1 What time does your school start ? 一、教學目標 (一)知識目標 1. 能夠聽懂、會說并認讀單詞:exercise, playground, before, skip, coffee, tea。

      2. 能夠聽懂、會說并認讀句子:What time does your school start? What time do you get up? My school starts at… (二)能力目標 在實際生活中能口頭運用“what time …”這類語句詢問事情發生的時間,并做出回答。

      (三)立德樹人目標與價值觀 幫助學生了解中西方學校生活的差異,熱愛自己的學校生活。

      二、教學要點分析 (一)教學重點 1. 單詞“exercise,playground,before ”的認讀和理解。

      2. 靈活運用“what time…”詢問事情發生的時間。

      (二)教學難點 如何結合實際,在真實的語境中運用“what time……..”句型詢問事情發生的時間,并做出回答。

      三、教學準備 掛圖、單詞卡片、 四、教學課時:本課為此模塊的第一課時 五、教學過程 step1:
      warming-up 1. greetings. 2. say a chant: get up, get up, I get up at six. have breakfast, have breakfast, I have breakfast at seven o’clock. go to school, go to school, I go to school at half past seven. watch TV, watch TV, I watch TV at five o’clock. go to bed, go to bed, I go to bed at eight o’clock. 第一遍師生一起拍手說唱,第二遍加動作說唱。

      【設計意圖】課前一首歌可以活躍課堂氣氛,使學生愉快地進入英語學習中去。通過chant既復習鞏固了以前所學的知識,又為本節課的學習打下基礎。

      step2:
      Free talk and chant 1. T: you did a good job. I have a present for you. Look, what’s this? (A clock) What time is it? (six) 2. Listen to the chant and repeat. step3.進入文本 I get up at six o’clock. What about you? What time do you get up? 引導學生回答,在問過幾個學生后適時板書,并領讀。

      在學生回答問題后,教師適時進行呼應:oh, I get up before … What time is it? (seven) I have breakfast at seven o’clock. What time do you have breakfast? What time do you go to school? 運用what time…多提問幾個學生,適當時候讓全體學生代替教師問, 在學生回答問題后,教師適時進行呼應:oh, I get up/have breakfast/go to school before … o’clock. 引導學生理解、學習before一詞。

      【設計意圖】利用已經學過的知識導入對新句型what time…的認識和理解,并引導學生做出回答,利用教師的的評價自然解決了before一詞的理解和使用。

      2. t: what time do you do exercises? at nine o’clock or half past nine? (利用體態語幫助學生理解do exercises的意思)
      Yes, we do exercises at half past nine. 教讀exercise并板書,單人抽查。(學這個單詞時可以分音節進行,幫助學生正確的發音,尤其是er和i的發音。)
      加動作說:Do exercises 單人檢查,并問:What time do you do exercises? (在學生回答時,教師根據學生的回答做出評價。如果學生回答的時間過早或過晚,教師要適時評價。

      e.g. It’s too late /early. I think you can do it earlier/later.)
      3. T: where do you do exercises? In the classroom or in the playground? (在操場) Yes, we do exercises in the playground. 教讀playground(這是一個合成詞,可以分開教,以利于學生記憶。)板書,單人檢查。

      拍手說: Playground, playground, i play in the playground 4. t: what else do you do in the playground? (在操場上還做些什么?)
      I play basketball football… in the playground. I run jump… in the playground. T: I like skipping. (加上動作) I skip in the playground. Do you skip in the playground? 板書并教讀skip。

      加動作練習: Skip, skip, I like skipping. 【設計意圖】在對話交流中對新單詞進行了滲透,并根據學生好動的特點加上動作有利于記憶。

      step3 :Presentation t: just now we talked about our school life in china. but Amy’s school is in England. Amy’s school life is very different from us.(學生聽不懂時加上漢意。)do you want to know Amy’s school life? 【設計意圖】用學生自己的學校生活導入到Amy的學校生活,有鮮明的對比性,學生感興趣,使他們帶著想深入了解國外學校生活的欲望投入到了課文學習中去。

      step4 :Text 1. listen and underline the words you can’t understand. 錄音結束后,讓學生在準備好的紙卡上寫出單詞。

      教師收集紙卡,講解不懂單詞,要盡量以舊引新 e.g. start: 先出示 car far 然后讓學生自己讀出新單詞。rope: 先出示 hope so 然后讓學生自己讀出新單詞。

      【設計意圖】整體感知課文,讓學生在課文大情境中理解詞、句的含義,將知識學習與語言運用有機結合,相得益彰;
      讓學生自己找出不會的單詞,學生感興趣,利用舊單詞引導學生讀出新單詞,既復習了舊單詞又學習了新單詞,學生印象深刻且特有成就感,在教學的同時又潤物無聲地滲透了學法指導。

      2.(1)listen again and answer the fallowing questions: What time does Amy’s school start? What time does Amy get up? Does Amy go to school by bus? Does Amy do exercises every morning? 聽錄音前,先讓學生讀懂問題,錄音結束后,師生共同訂正答案。

      Amy’s school starts at nine o’clock. 重點讀一下 starts Amy gets up at half past nine. 重點讀一下 gets (2)t: What time does your school start? (板書) 學生回答,并板書。

      (3)教師領讀板書的兩組句型,和小黑板板書的問題及答案。

      【設計意圖】在了解了課文大意的前提下,讓學生帶著問題再次聽錄音,通過回答問題反饋學生對課文的掌握情況。

      (4)work in pairs: Act out the dialogue. 3. Listen, point and repeat the text. 【設計意圖】再次聽錄音,關注學生的語音語調。

      step5:
      Practice 1. Play a game: t: look here, I have some wonderful pictures. let’s enjoy the pictures. Ok? I’ll ask one of you to choose a picture and the others ask him or her a question with “what time…”(加上動作,幫助學生理解。)學生抽出一張圖片(照片可以參照課本活動3)之后,其他的學生用what time …詢問他,這位學生做出回答。也可以是教師抽圖片,男生問,女生答;
      分組問,分組答。

      【設計意圖】抽圖片這個小環節,學生比較感興趣,都想來試試,在玩的同時有效地練習了句型what time…。

      2. group work小記者: 請兩位同學扮演采訪與被訪者,參看表格中的提示進行采訪示范,也可發揮想象自定采訪內容。教師可以根據本班情況安排同桌,或鄰桌或小組內互相采訪。

      what time…? name get up do exercises go home? 【設計意圖】小記者的活動,可以充分體現學生的主體地位,自主采訪,既運用了所學語言,又增加了學生之間的友誼。

      Step6 達標檢測 What time does your school start? My school starts at eight o’clock. A: What time does your school start ? B:My school starts at nine oclock in the morning Step7:
      Summary This class, we have learned how to describe the time about our daily life. Such as… Step8 homework 1、 Listen to the tape and read the text. 2、 Tell your parents What time your school starts. 板書設計 Moudle8 Unit1 what time does your school start? What time do you get up? I get up at six o’clock. Reading The Lion, The Bear and the Fox Long ago a lion and a bear saw a kid. They sprang upon it at the same time. The lion said to the bear, “I caught this kid first, and so this is mine.” “No, no,” said the bear. “I found it earlier than you, so this is mine.” And they fought long and fiercely. At last both of them got very tired and could no longer fight. A fox that hid himself behind a tree not far away and was watching the fight between the lion and the bear, came out and walked in between them, and ran off with the kid. The lion and the bear both saw the fox, but they could not even catch the fox. The lion said to the bear, “We have fought for nothing. That sly fox has got the kid away.” 反思 本課在教學設計上我采用了激勵競爭法,任務型教學法,從聽說入手,創設情景,設計游戲、歌謠,激發學生學習興趣;
      所設計的內容面向全體學生,由易到難,讓學生在愉快的氛圍中從不同程度得到提升。? 課前導入我采用的是師生自由交談,通過交流拉近師生的距離感,之后利用教師的肢體語言引出兩個新單詞,并以此創編歌謠,進行操練。我覺得用一首英語歌謠既營造出一種輕松愉快的英語氛圍,孩子們邊做動作邊說,自然而然的進入到了英語的世界,為下面所學知識作了鋪墊。在新授句型時,我先在黑板上板畫鐘表,和學生們進行時間表達法的復習,之后我很自然的和學生交流自己的作息時間:I?get?up?at?half?past?seven?o'?clock.?What?about?you??What?time?do?you?get?up??引出本課的重點句型,學生在與教師談話、交流中逐漸掌握句型。還設計了“抽卡片”的游戲讓生更充分的練習,可由于學生對時間的表達未能完全掌握,我覺得學習效果一般,?且花費時間較長。? 讓生帶著問題去有重點的聽,可幫助學生快速理解文章。但由于時間關系,未能讓學生模仿跟讀。? ?????在知識拓展應用時,我設計了“給筆友寫e-mail”的活動,我覺得這個環節設計得比較好,鼓勵學生創新意識,培養學生組織與表達能力,學習程度較好的學生均能很好的將所學知識內化和很好的運用。但由于時間關系,給大部分學生活動的時間還是過少,他們準備得不夠充分。我感覺造成時間不足的主要原因是在前面句型操練這個環節花時間太多,加上本課課文本身較長,造成知識拓展活動由于時間不足而導致效果不好。今后在教學中應注意適當調配時間,使學習效果達到最佳。

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