小学英语优秀教学设计(20201101085841)
小学英语优秀教学设计(一)
时间:2010-12-22 09:49:02来源:蓬莱南王中心小学作者:包晓晴
小学英语第五册(外研版)
Module 8 School
Un it 1 What time does school start?
蓬莱市南王中心小学包晓晴
一、教材分析
Module 8 Book 5 的主题是“ Schoo, ” “ 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, playgro und, 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 get up? I get up at half past seve n.
(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 Warmin g-up
1. Cha nt:《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Cha nt,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 Prese ntati on
1. Leadi ng-i n.
(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 skipp ing. Do you skip in the playgro und?
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' ctek.
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)L isten to the tape.
T: Our school starts at 8:00. What time does Amy ' s school start? Do you know? Let ' s liste an swer the questi on:
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)L isten 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 liste n aga in and an swer the follow ing questi ons:
①What time does Amy go to school?
②How 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)L ook 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)L isten, 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.
①What does Amy do before 9 o ' clock?
②Does Amy do exercises every morning?
Teach: exercise morni ng exercises/eye exercises/exercise book
playgrou nd 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 playgro und?
S:…
T: Yes. Let ' s take our skipping rop教师手拿跳绳)and skip with Amy and Lingling. Let ' s chant together. 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 bla nks with the follow ing words.
exercises, starts, before, playgro und, gets up, walks, likes skipp ing
Amy' s school at 9 o ' clock. She at 7:30. She to school. They don ' tdo every morning. They play in the 9 o ' clock.
Amy with Li ngli ng.
【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 Con solidati on
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 Assig nments
1. Liste n 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 En gla nd, 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
牛津小学英语5BU nit8 A campi ng trip
、教材依据
牛津小学英语5B Unit8 B and D
二、设计思路
本课时主要围绕What do you have ? I have …What does he/she have ? He/She ha句型展开的一节活动式英语教学课,通过听做、
说唱、玩演、读写等活动的设计,让学生一边玩一边学。教师充分设置各种教学场景,营造浓厚的口语氛围,突出“以学生为主体”的教学思想,让抽象的内容变得直观形象。最后延伸环节中“爱的奉献”的设计不仅提高了学生的口语能力,更让每一个学生对这世界都充满了爱心,并体验到了助人为乐的喜悦。
三、教学目标
1、认知目标:
①、能听懂、会说、会读: a telescope, a tin-ope ner, a pot a stove ,a bla nket, a towel
②、能听懂、会说、会读并在实际中加以运用:What do you have ? I have… What does he/she have
He/She has …
2、思想情感目标:通过本节课语言操练,学会用英语询问别人有什么,并能介绍自己有什么,养成助人为乐的好习惯。
四、教学重点
1、句型与词结合在具体情景中运用。
五、教学难点结合句型与词在具体情景中进行综合语言运用及其书写。
六、教学准备
1、多媒体课件(课前收集国家部分贫困地区的资料及单词实物投影等)
2、录音机、磁带、课文挂图、单词卡、句型条。
3、歌曲:《爱的奉献》、《兔子舞》。
4、一个募捐箱、一个“爱心大使”证、一个话筒。
5、实物:启子、毯子、手巾、望远镜、玩具锅和炉子、罐头
七、Teaching steps
Step1 组织教学
1、Warm up :Listen and do
[设计意图]:活跃气氛并集中注意力,让学生以轻松愉快的心情学英语。
2、Greetings [设计意图]:师生之间互相问候,使学生心情放松。
Step2 Presentation
1、Learn “ a pot ” and “ What do you have ? I have …”
①Listen to a song
T:First,let 's listen to a《sWonhgat do you have》,then you must tell me :What do you have ?
[设计意图]:为下一步教学作铺垫。(放课文中H部分的歌曲,让学生从中听出I have a pot,以便引
到I have和a pot的教学)
T : Tell me,please. What do you have ?
[点评]:教师指着录音机边问边说示意学生回答歌曲里的内容
S1: I have a pot.
②What do you have ? I have a pot.
Practise: Pot Pot Pot.
I have a pot.
What do you have ?
I have a pot.
[设计意图]:以学生喜闻乐见的“数来宝”形式练习两句话,学生说起来朗朗上口,更容易较快掌握。
2、Learn “ a stove ”
T: Boys and girls. I 'm hungry, let 's cook some foodS,so:k O?K.
T: I need a stove to cook some food.But where ' sWmhye rseto'ves ?my stove ? Oh, it 's here.
[点评]:引出此单词的教学,事先将模型炉子放在一隐蔽处)
① Practise:
[点评]:教师声音大,学生声音小;教师声音小,学生声音大。
② Play a game: Pot.stove.quickly.
T: Let 's play a game, ok ? Ss: OK.
T:Let 's cook some food.I put the pot on the stove but you must say “pot.stove.quickly [点评]:学生边拍巴掌边说pot .stove. quickly )
T: How delicious ! Do you want to eat ?
[点评];学生练的差不多时,师拿出小锅里事先准备好的食物
Ss:Yes.
T :If you want to eat you must say :What do you have ? I have a pot /stove
[点评]:同桌练说,说的流利者即赠送锅里的食物尝一尝)
3、Learn “a t-ionpener ”
T:)I 'm sorry,but I have some tins of fish. Do you want to eat ?
[点评]:教师将锅里的食物分完即说。
Ss:Yes.
T: But I can ' t open it. Who can help me引出tin-opener)
①Practise:
[设计意图]:师出示左手学生说tin,出示右手学生说opener,拍手说tin-opener,要求站起来抢答,
活跃课堂气氛
② Play a game
[设计意图]:教师找两个学生上来开罐头,下面学生不停地说tin-opener,open it ! 即活跃了学生课堂气
氛,又巩固了新单词
4、Learn “ a tovea blanket a telescope What does he/she have ? He/she has …”
①Have a rest: Dance
T : I ' m very tired. Let ' s listen to music and dance
[设计意图]:师生共同跳兔子舞,活跃课堂气氛,为下一步教学做铺垫。
Ss: Yeah ! Let ' s go !
T: Are you hot ? Here ' s a towel for you.
[点评]:待学生跳得出汗时,教师拿出毛巾问,引出 a towel 的教学
T : What do you have ?
[点评]:教师对有毛巾的几个学生发问
S1: I have a towel.
[设计意图]:让学生在不知不觉中接受新知识)
T : He/she has a towel.
[点评]:并让学生跟说,同桌练习
②Guess: What does she have ?
T: Look,she ' s my daughter,beautiful ? Ss: Yes
[设计意图]:教师出示一张照片,设疑,激发学生兴趣。
T :She has a big towel. Guess ! What ?(引出a blanket 的教学)
③Play a game:‘blanket boy/girl;What do you have ? ' 游戏规则:请两位同学上台前,用毯子将他们的头盖住,用刚学过得实物
给他们摸,下面同学边拍巴
掌边问Bianket boy/girl ;What do you have ?在不知不觉中引出a telescope的教学,教师不停地发问What does he/she have ?学生回答He/She has a telescope.
④Practise:What does he/she have ? He/she has …
[设计意图]:用今天所学的单词分小组自由练习,培养学生合作精神