英语_5A_MODULE_2_UNIE_1_P14教学实录叶丽琼

1、“牛津英语五A Module 2 Unit 1 Me”-教学实录设计者：古交三小 叶丽琼单元教学设计课标要求与教材分析课标要求：根据英语课程标准二级要求，本单元课标要求为：1.能交换个人或朋友一天生活的相关信息。2.在不同图片的提示下听懂、读懂有关某人一天生活的话题故事，并学会谈论自己或他人一天的生活。3.能根据所提供图片或提示，用Iat,He/Shes/esat描述自己或他人一天的生活。4.在小组交流自己或他人尤其是老师某时做某事的过程中，乐于参与，积极表达，乐于了解异国小朋友一天的生活。教材分析：本课是牛津英语五A第二模块第一单元。人物主线仍然是Ben的一家的日常生活。本模块的教材第一单元

2、主要讲述Bens day ,主要句型包含 Iat和He s/esat , 即一般现在时第一人称和第三人称单数的表达，语法难点为单三动词加s/es和时间整点及半点的正确表述。第二单元以Kittys birthday为话题展开，主要语言学习内容为Do you like ? I like I dont like Kitty likes Kitty doesnt like ，在Unit 1的陈述句基础上引出否定句和疑问句表述个人或他人的喜好。第三单元在Unit 2 学习表述个人或他人喜好的基础上，学会运用具体的指示代词some ,a, this, that ,the red one 等表述个人喜好。整

3、个模块内容设计前后呼应，为学生创设了一个真实温馨的语用环境，本课是全套教材第3次出现一般现在时，学生要在原有基础上进一步学会运用一般现在时第一人称和第三人称单数表述个人或他人的一天生活及喜好。学情分析：五年级的学生已经在三、四年级接触过一般现在时，对于在本课进一步运用所学语言进行语篇表述奠定了基础，但单三动词加s/es是学生学习的一个重难点；整个模块以Ben的一家为主线，语言环境真实温馨，话题以与学生实际生活密切联系的“一天生活”展开，符合学生的年龄特征和心理特征，易引起学生共鸣，调动学生学习积极性，学生很感兴趣，乐于参与，敢于开口。单元三维教学目标：1.能听、说、读、写有关某人一天生活的单词

4、：at, home, night, chase, mice, morning, outside, lunch, afternoon，并运用句型I at ,He/She s/es at 和动词短语get up ,go to school, come home谈论个人或他人一天的生活。2.学生在不同图片的提示下，通过Bens day 和Min and Mogs day 等语言活动，相互交流合作，感知句型I at , He /She s /es at 的用法，并运用谈论个人或他人的一天生活。3.乐于在小组中运用英语表达个人或他人的一天生活，乐于了解异国小朋友的日常生活。课时教学设计课题：牛津英语五A

5、 Module 2 Unit 1 Me P14课型： New teaching课时： 第一课时教学三维目标：1.能听、说、读、写词汇：at, night，home，并学会运用句型I at 谈论自己一天的生活。2.在不同人物生活图片的提示下，学生通过谈论My day和Teachers day等语言活动，学习运用I at ,He /She s/ es at 谈论个人或他人一天的生活。3.敢于运用英语在小组中交流自己的一天的生活，乐于了解他人尤其是老师的日常生活，养成按时完成各项活动的好习惯，并产生对教师的感激之情。教学重点：能听、说、读、写词汇：at，night，home和句型I at ， 通过小

6、组交流个人和他人的一天生活，能运用I at ,He /She s/es at 谈论个人或他人一天的生活。教学难点：1.学生对一般现在时单三动词加s/es的灵活使用。2.学生在真实的语言环境中相互交流谈论个人或他人的一天生活，养成按时完成各项活动的良好习惯，产生对老师的感激之情。教学方法与手段：1.教学方法：情景教学法、交际法、合作学习法2.教学手段：教学挂图，课件，磁带和录音机。使用教材的构想：1.由于用一般现在时单数第三人称描述某人一天生活对于学生较困难，所以除了文中提供Bens day 外，又加入My day, Friends day和Teachers day进一步对学生训练,突破本课难点

7、2.将语言知识由Bens day，拓展到描述自己、朋友、家人和老师一天中分别在几点做什么。3.学生已积累了常用的动词短语，本节课在文中提供的动词短语的基础上加大了学生的动词短语练习量，例如I wash face/ He washes face at等，丰富了课堂交流用语。教学流程：. Pre-task preparationWarm-up by talking between teacher and students.T: Hello, boys and girls.S: Hello, teacher.T: How are you today ?S: Were fine. How are yo

8、u?T: Im not fine. Im late in the morning .（设计意图：教师深情并茂表述自己的亲身体验，巧设悬疑，集中学生注意力，“老师为什么会迟到”，为呈现新知：几点做某事，奠定基础。）II. Lead in1 .Talk about what time they get up in the simple present tense and learn to say “I get up at ” T: I get up at half past six everyday. But today I get up late. I get up at seven ocloc

9、k. So I am late.（板书句型I get up at half past six.）What time do you get up ? （板书句型What time do you get up ? ）Ss: Make sentences and answer questions.S1: I get up at half past six .S2: I get up at six oclock .2.T: I often go to school on foot. Because my home is near the school .（课件演示on foot ,near the s

10、chool）T: how do you go to school ?On foot ? By bike ? By bus or by car?S1: I go to school on foot .Because my home is near the school.S2: I go to school by bus, because my home is far away.（教师课件演示far away）（设计意图：此话题与学生实际生活及本课新授话题紧密联系，学生可以轻松自然进行交流，并在互动交流的过程中复习巩固所学句型和动词短语。）. While-task procedures1. Tal

11、k about someones day and iearn to say “My day”T: Introduce a day of the teacher to break the key points.Show the teachers timetable. Teachers timetableThingWhat time?get up6:00wash face6:30eat breakfast7:00go home5:30eat dinner7:00wash dishes7:30watch television8:30 T: I want to show my day. Please

12、look at the screen. I get up at six oclock .What time do you get up ?S1: I get up at half past six.T: I wash face / eat breakfast / eat breakfast / go home / eat dinner / wash dishes / watch television at half past six / seven oclock / half past five / seven oclock / half past seven / half past eigh

13、t .What time do you ?S2: I wash face at half past six.S3: I eat breakfast at seven oclock.S4: I go home at six oclock.S5: I eat dinner at seven oclock.S6: I watch television at half past eight .S7: 随后课件出示对话内容，get up, go to school, come home, do my homework , watch television , go to bed 这几个动词短语用着重号标

14、出。T: 板书主要句型和动词短语。A: What time do you ?B: I atget up, go to school, come home, do my homework , watch television ,go to bed（讲课中间，教师可出示一个钟表，运用clock 直观地告诉学生时间的可贵，复习了时间的表述，为下一步呈现“在几点做某事”做好铺垫。）(Show a clock, explain that time is very valuable )T: Look at ,what is it?S: Its a clock.T: Time is very valuabl

15、e ,so we must do everything on time .What time is it?S:.(师生复习时间的表达方式)（设计意图：本环节呼应导入话题，出示Teachers timetable ,以教师在几点做什么引出重点句型What time? I at ，语境自然真实，学生乐于接受，降低学习难度，突破难点at的使用。）2. Learn the text by listening and reading (1)T: Look at the picture. Who is he?Ss: He is Ben.T: On a day, we can do many things.

16、 Ben do many things ,too. Now listen to the tape and answer questions:What does he do on a day? ( S： He does six things.)What time does he get up /go to school/come home/ do your homework / watch television /go to bed ?S: He gets up /goes to school/comes home/ does your homework / watches television

17、 /goes to bed.（同时在原来的板书上用红笔标注s/es）(2) Ask and answer in pairs.（教师引导学生在回答中用第三人称单数回答，注意动词加s/es，并归纳以o,ch结尾时加es。）（设计意图：学生在学会谈论“我在什么时间做什么事”的基础上，通过听录音Bens day，回答问题引出单三形式，以旧引新，突破教学重点，分散教学难点。）(3) T: Please read the 1st part, and make a timetable of Ben. S: Read the text carefully and make Bens timetable.DoT

18、imeget up6:00go to school7:00come home3:30do my homework7:30watch television8:30go to bed9:00(4)T: Please read Bens timetable and try to describe Bens day with a little passage.e.g.: Hello, this Ben. He gets up at （设计意图：学生在读的基础上制作Bens timetable，不仅提高阅读能力，也培养了学生归纳总结的能力；接着用单三的形式介绍Bens day，突破了教学难点，提高了学生

19、的口语表达能力。整个Text的学习过程，使学生的听、说、读、写能力都得到了锻炼。）. Post-task activityTask-1 What do you do at school?T: I think your days are busy and happy. So I want to know what you do at school.Now please talk about your schools day.A: What time do you ?B: I atDOTimeplay games7:30have English class8:00have Chinese clas

20、s9:30have P.E. class3:30have music class4:30play football5:00play basketball5:30Task-2 Talk about what they do at home .A: What time do you ?B: I atThingWhat time?get up6:00wash face6:30eat breakfast7:00go home5:30eat dinner7:00wash dishes7:30watch television8:30（设计意图：利用schools day 和homes day拓展学生运用语

21、言的空间，丰富学生的词汇和口语表达，注重培养学生自主学习和相互合作的能力，有效提高了学生语言学习和表达能力。 ）Task-3 Extension1. T: Show a table of an English teachers dayBoys and girls ,our days are busy and happy. But do you know what your teachers do on a day? Now lets look at an English teachers day.（课件出示学生熟悉的英语教师的一天生活，用表格出示。）ThingTimeget up6:00coo

22、k breakfast for her child6:30go to work7:30write new lessons8:00have class8:30 10:00help students4:30 5:00come home6:00cook dinner7:00help her child7:30prepare the new lessons9:00go to bed10:30Teach new word people rice eleven pearprepareQuestions:(1)T: What time does she ?S: She at(2)T: How do you

23、feel?S1: Our English teacher is very hard.S2: She is very busy.(3)T: What should you do?S3: I must study hard, because my teacher works hard.S4: I do my homework carefully.（设计意图：学生对单三表述什么时间干什么已掌握的基础上，教师对学生进行情感教育，使课文的讲授升华到一个高度，也使学生在学习语言知识的同时体会到教师的艰辛，调动了学生用实际行动回报师恩的学习积极性，为下一个活动做好铺垫。）2. Introduce My da

24、y(1) Let students make a timetable by themselves.T: Boys and girls, teachers are very busy on a day, but they are happy, because they like you, they want you to do better and better. So you must do everything well and on time. Now please make a timetable.Name:_DoTime(2) Write a passage about My dayT

25、: Look at the timetable, and write a passage about My day, then introduce your day to others.Hi! Im _. I often _.(get up 6:00) My home is near the school. So I _(go to school 7:30) on foot. At school, I have Chinese_(8:00). At _(9:30 ),I have English. I _(come home 5:30). Then I _(do my homework 7:0

26、0). And I _(watch television 8:30). At last ,I _(go to bed 9:00).I feel very busy ,but I am happy.（设计意图：在上个活动让学生体会教师辛苦的基础上，制定自己一天的行动来回报老师的艰辛付出，既渗透了情感教育，又使学生的书写能力由句提升到了段，提高了书面表达能力。）当堂达标检测：一、看图写短语和时间 7：30 12：00 5：30 （检测目标：通过本题帮助学生巩固本课动词短语及时间的表达。）二、选择题1 .What _ do you get up ?A. 不填 B. time C. clock2. W

27、hat time _ Ben _ ?A. does ,go home B. does ,gos home C. does ,goes home3. She _ at six oclock.A. get up B.gets up C . getes up4 . He _ at _.A. watch television, nine past halfB. watchs television, half past nineC. watches television, half past nine5.当你想知道Ben几点起床时，应该怎样问他（ ）A.Excuse me, what time do B

28、en get up?B.Excuse me, what time do you get up?C. Excuse me, what time does Ben get up?（检测目标：在本题的单选和情景交际中，学生对单三动词加s/es及有了助动词do/does动词还原熟练掌握，学会了在真实语境中恰当运用所学语言。）三、看板书用一段话表述My day 和Bens day （检测目标：训练学生由句到篇的语言表达能力，同时区分一般现在时第一人称和单三动词的使用。）板书设计：Module 2 Unit 1 MeA:What time do you?B:I at A:What time does he

29、/she?B:He/She s/es atgets upgoes to schoolcomes homedoes my homeworkwatches televisiongoes to bed作业设计：Homework:1.Listen and read the text. Retell Bens day with “I” and “He”.（1分，必做题）2 .Make a survey to your parents.（2分，必做题）A: Father/Mother,what time do you?B: Iat 3. Make a table about your parents day,then communicate with your deskmates.（3分，选做题）A: What time does your father/mother?B: