1、小學英語第五冊（外研版）Module 8 SchoolUnit 1 What time does school start?甲高鎮中心小學 梁鳳一、教材分析Module 8 Book 5 的主題是“School”，“ Unit 1 What time does school start?”的語言功能是描述學校生活；學習任務為“What time does school start? What time do you get up?”二、學情分析 本課的教學對象是五年級學生，他們已經掌握了一定的英語詞匯，具有一定的英語學習的積極性與主動性，具備了一定的英語語言運用能力，求知欲增強。因此，在新知識

2、傳授的同時，教師要盡可能多的為學生創造良好的語言環境，給學生充足的語言“習得”機會，讓學生在學習中積極參與、大膽發言，從而形成積極的情感態度和自主學習的能力。三、教學目標（一）知識目標1、能聽懂、會說并認讀下列單詞：exercise, before, playground, skip, coffee, tea.2、能聽懂、會說并認讀下列句子：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）能力目標能口頭運用“Wha

3、t time does school start?”這類語句詢問發生的時間，并能口頭運用“My school starts at 9 oclock.”這類語句回答。（三）情感目標為學生創設輕松、愉悅、和諧的英語課堂學習氛圍，使學生在學習中敢于開口說英語，并了解西方小學學校日常生活習慣，從而對英語學習產生更為濃厚的興趣。四、教學要點分析（一）教學重點1單詞：exercise, before, playground, skip, coffee, tea 的認讀。2運用“What time ?”來詢問事情發生的時間。（二）教學難點能夠在真實的語境中正確運用“What time ?”詢問事情發生的時間

4、。五、教學準備多媒體課件、錄音機、磁帶、單詞卡片、跳繩。六、教學過程Step 1 Warming-up1. Chant:I like coffee, I like tea.(第二冊中M3 U2 4)教師一手拿coffee 一手拿tea的英語單詞卡片示意學生一起拍手說Chant，并教授單詞：coffee, tea。（教授單詞時盡量提供一些學過的詞匯，鼓勵學生自己讀出來，培養學生的拼讀能力。）Step 2 Presentation1.Leading-in.(1)課件出示學校的圖片介紹說：This is our school. Do you read a book in your classroom

5、?(2)課件出示學校學生跳繩和做操的照片T: What are they doing? They are skipping. Do you skip in the playground?They are doing morning exercises.(3)課件出示學校作息時間表引出句型：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.【設計意圖】出示自己學校的照片，學生感覺熟悉，同時滲透playground，skipping，exercise的單詞的教學，為下邊的教學活動做好相關鋪墊。通過介紹自己的學校引出Amy的學校生活是什么樣的？與我們的學校有什么不同?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?【設計意圖】由學校生活自然要談到幾點上課的問題，學生對此問題的提出不會感到唐突。由教師對Our school starts at 8:00.的講解，孩子們也一定急于知道英國學生的上課時間，從而初步感知課文內容，了解課文大意。（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. 【設計意圖】由于中西方孩子上學時間的不同，學生起床時間的早晚必然不同。通過對問題的回答，讓學生對中西方學校生活的差異有更深的了解。（3）Look and say.課件出示get up/watch TV/go to bed/ha

9、ve English/read a book/go to school的圖片讓學生進行交流。A: What time do you get up?B: I get up at.詢問小伙伴的起床時間、上學時間等。 【設計意圖】通過對小伙伴們作息時間的詢問，使學生對本課重點句型有了進一步的理解。（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（使學生理解合成詞的含義，有助于單詞的記憶。）T: Does Amy do exercises every morning? What does Amy do

11、 in the playground? S: T: Yes. Lets take our skipping rope （教師手拿跳繩）and skip with Amy and Lingling. Lets chant together. “I like coffee, I like tea” You can skip with your good friend after class. 【設計意圖】學生模仿、跟讀課文，加深對課文的理解，同時在詞匯教學中培養學生的歸納整理能力，初步感知英語合成詞的構詞規律。 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.【設計意圖】讓學生在理解課文的基礎上完成以上題目，訓練學生寫的能力的同時，鍛煉了學生的應用能力。Step 4 Consolidation與小組同學談談你們理想中的學校生活。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.【設計意圖】通過小組同學談論理想的一天作息時間，既調動了學生的學習積極性，又使所學知識得到了有效地運用。Step 5 Summary教師針對板書，引導學生以Amy 在校的學習生活為線索進行歸納小結。Step 6 Assignments1. Listen to the tape for three times.2. 采訪一下你的好朋友的一天時間安排。3. 找出中英小朋友學校生活的差異。In China, we start school at. We go to school at.And we. But in England, they start school at. They.（后兩個為選做作業）【設計意圖】語言源于生活，又應用于生活。因而在作業的布置上，我給學生充分的施展空間，讓他們自主選擇，選自己想做的，說自己想說的，使他們能更好的將所學知識合理應用，培養他們的綜合語