小学英语第五册

1、小学英语第五册（外研版）Module 8 SchoolUnit 1 What time does school start?甲高镇中心小学 梁凤一、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

2、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 oclock. What time do you get up? I get up at half past seven.（二）能力目标能口头运用“Wha

3、t 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 oclock.”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

4、。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-up1. 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 Presentation1.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

5、?(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 oclock.T：We know the school life in China, how about the children in England? Today，lets go

6、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 Amys school start? Do you know? Lets listen to the tape and answer the question:

7、What time does Amys 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. Ho

8、w about Amy? Lets listen again and answer the following questions: What time does Amy go to school? 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/ha

9、ve 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

10、 Amy? Listen, repeat and answer. What does Amy do before 9 oclock? Does Amy do exercises every morning?Teach: exercise morning exercises/eye exercises/exercise book playgroundblackboard/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

11、 in the playground? S: T: Yes. Lets take our skipping rope （教师手拿跳绳）and skip with Amy and Lingling. Lets 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 PracticeFill in the blanks with the

12、following words.exercises, starts, before, playground, gets up, walks, likes skippingAmys schoolat 9 oclock. Sheat 7:30. Sheto school. They dont doevery morning. They play in the9 oclock.Amywith 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 ti

13、me 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 Assignments1. 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