1、小学英语优秀教学设计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 SchoolUnit 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“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
2、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, 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. Wha
3、t time do you get up? I get up at half past seven.（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 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
4、“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 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
5、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 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 scho
6、ol life in China, how about the children in England? Today，lets 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）Listen to the tape.T: Our school starts at 8:00. What time does Amys school
7、start? Do you know? Lets listen to the tape and answer the question: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
8、at And you go to school by schoolbus or walk to school and so on. How 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
9、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/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）Listen, repeat and answer.T: What do you do before 8:00? Teach: before S: T: I kno
10、w you clean the classroom and read some books before 8:00. What about 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
11、含义，有助于单词的记忆。）T: Does Amy do exercises every morning? What does Amy do 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
12、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 following words.exercises, starts, before, playground, gets up, walks, likes skippingAmys school at 9 oclock. She at 7:30. She to school. They dont do every morning. They play in the 9 oclock. Amy with Lingling.【设计意图】让学生在理解课文的基础上完成
13、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 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 Assignments1. Listen to the tape
14、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
15、的快乐。七、板书设计Module 8 SchoolUnit 1What time does school start?coffee What time does school start? What time do you get up? exercisetea Her school starts at 9 oclock.I get up at half past seven. skipbefore playground 牛津小学英语5BUnit8 A camping trip一、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 ?
16、 I haveWhat does he/she have ? He/She has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：、能听懂、会说、会读：a telescope, a tin-opener, a pot a stove ,a blanket, a towel、能听懂、会说、会读并在实际中加以
17、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、Tea
18、ching stepsStep1 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 Presentation1、Learn“a pot”and“What do you have ? I have” Listen to a songT：First,lets listen to a songWhat 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
19、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. What 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. Im
20、 hungry, lets cook some food, ok ? Ss：OK.T：I need a stove to cook some food.But wheres my stove ? Wheres my stove ? Oh, its here.点评：引出此单词的教学，事先将模型炉子放在一隐蔽处） Practise：点评：教师声音大，学生声音小；教师声音小，学生声音大。 Play a game：Pot.stove.quickly.T：Lets play a game, ok ? Ss：OK.T:Lets cook some food.I put the pot on the sto
21、ve 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 tin-opener”T：）Im sorry,but I have some tins of fish
22、. Do you want to eat ? 点评：教师将锅里的食物分完即说。Ss：Yes.T：But I cant open it. Who can help me ?（引出tin-opener） Practise：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 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 tove a blanket a telescope What does he/she ha
23、ve ? He/she has” Have a rest：DanceT：Im very tired. Lets 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 ! Lets go !T： Are you hot ? Heres 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.
24、点评：并让学生跟说，同桌练习 Guess：What does she have ?T：Look,shes 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） Play 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Blanket boy/girl；What do you have ?在不知不觉中引出a
25、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. Practise：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，培养学生合作精神拓展练习；说说你和你的朋友有些什么？比一比谁说的多。注意综合语言的运用.S:ZhangYu is my bestfriend.He has a big schoolbag and a big footbal.I have a big football,too. We like playing foootball.
26、So we have the same hobbies.Step3 Consolidation1、Listen to the tape2、快速反应（听教师指图读单词，读对击掌跟说，读错光击掌不说）3、组长统计组员有什么，并进行汇报。4、Write (the new words and sentences)Step4 拓展延伸“爱的奉献”规则与要求：大荧屏投影出我们国家部分贫困地区的学生由于家庭贫困而辍学的场面，并出示一些募捐的场面。号召学生用自己刚学过的单词实物或其他物品进行募捐，但必须用上刚才所学句型。由于是真情实景，深深的感染了学生，我清楚地记得有一对平时不爱说话的双胞胎兄弟表现非常好。E
27、xample：Hello.My name is XuChang.He is my twin brother.I have a pencil.He has a pen.This is a small gift,I hope you like it.I hope we will study together . Here you are.设计意图：在实际中运用语言，培养学生助人为了的精神，在学生募捐时并放爱的奉献歌曲。Step5 Homework1、Listen to the tape and write the new words and the new sentences.2、课后调查你周围有没有比较贫困的学生，伸出你的友爱之手，帮帮他们。附板书设计：Unit8 A camping tripWhat do you have ? I have What does he/she have ? He/She has
