Unit 1 At 7,I get up.主要内容及教案内容

版本：外语教学与研究出版社学科：年级：执教：《Module 5

Unit 1.At 7, I get up.》

教学设计

英语 二年级 靳宝

《英语

二年级

上册》

Module 5 Unit 1 At 7, I get up.

设计思路

本节课的教学内容是<<英语

二年级上册

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Module 5 Unit 1 At 7, I get up.，通过学习本课，学生要能够在老师的带领之下通过TPR理解、掌握get up, have lunch, go to school等短语，还要学会使用句型At_, I___.来说明自己一天的主要作息时间和活动。在教授过程中，教师首先会让学生唱一首与课文主题相关的歌曲来激发他们的学习兴趣，然后介绍自己家里养的两只宠物猫，询问一至二名学生家里是否养了宠物，如果养了的话是什么，最后让学生们观看图片了解Sam所养的宠物；进入新内容的学习时，首先让学生了解鹦鹉学舌的特征，与学生玩“鹦鹉学舌”的游戏，老师做动作说短语，学生扮演飞翔的鹦鹉学老师说

话，在这个过程中引出本节课所要学习的重点短语get up, have lunch, go to school，其次介绍自己的作息时间引出短语At_, I___.，最后观看视频，回答与课文相关的四个问题并带领学生使用该短语进行表达；在练习阶段，设计了模音练习和3个游戏让学生巩固所学内容；最后在生成的时候，给学生一定的时间，让他们上台表演课文。

教学目标

一．知识目标：

1.让学生掌握单词和句型：get up, poster, go to school, have, have lunch; 2.让学生掌握句型At_, I___.。

二．

能力目标：

1.学生能够掌握本节课的单词和句型；

2.让学生学会运用At_, I___.来说明自己一天的主要作息时间和活动。

三．

情感、态度与价值观目标：

1.让学生积极融入课堂，参加TPR英语学习活动；

2.激发学生积极尝试用英语介绍自己，增进同学间的友谊。

教学重点、难点

Important Points 教学重点

词汇:

get up, poster, go to school, have, have lunch; 句型:At_, I___.

Difficult Points: 教学难点

1.理解get up, have lunch, go to school等短语。

2.使用句型At_, I___.来说明自己一天的主要作息时间和活动。

Teaching Aids: 教学准备

PPT，video, pictures，posters，key sentence cards.

Teaching Procedures: 教学过程/步骤

教学步骤

教师活动

Warm-up & Lead-in 1.

Plays a song：This is what I do when I wake up in the morning . 2.

T:I have two cats. The white one is Mimi and the black one is Hei chou. Do you have any pets? 3.

Sam also has a pet. Let’s look at a picture. 学生活动

Sing the song & listen to the teacher & answer teacher’s questions.

设计意图

时间

调动课堂氛围，

打开学生思维，

并引出新授内2 容。

1.

Shows a picture of Sam being

with a parrot.

Q1:What is Sam’s pet?

Ss: It’s a parrot.

T:Do you like parrots? Let’s watch

a piece of video about parrots. Answer questions and

T:When you say something, the play the

game of

parrot will say it, too. Can you be saying like parrots with

Bonnie’s parrots? teacher.

Ss: Ok.

The game of saying like

parrots :Teacher does actions and

says the phrases while students

Presentation fly like parrots and repeat what

the teacher says twice.

T: Play football.

Ss: Play football. Play football.

T:Have an ice-cream.

Ss: Have an ice-cream. Have an

ice-cream.

T:Get up.

Ss: Get up. Get up.

(Teacher sticks the word cards of

“get up” on the blackboard.)

T:Go to school.

Ss: Go to school. Go to school.

让学生们观看视频，了解鹦鹉学舌的特征，与学生玩“鹦鹉学舌”的游戏，老师做动作说短语，学生扮演飞翔的鹦鹉学老师说话，在这个过程中将本节课所学习的重点短语get up, have lunch, go to school 引出并以词条的形式贴在黑板上。

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Practice (Teacher sticks the word cards of

“go to school” on the blackboard.)

T:Have lunch.

Ss: Have lunch. Have lunch.

(Teacher sticks the word cards of

“have lunch” on the blackboard.)

2.

Plays the teaching video..

让学生在老师T takes out a clock and says: This

拿出的钟表上morning at 7, I get up. (Teacher Watch the video and 播出正确的时writes “At___, I___.”

on the answer teacher’s 间来回答四个blackboard.) How about you? questions. 问题，在这个过One or two students:…… .

程中引导学生T:How about Sam? Let’s watch

使用句型

the video.

“At___, I___.”来Q1:When does Sam get up?

进行表达。

Q2:When does Sam go to school?

Q3:When does Sam have lunch?

Q4:When does Sam play football?

T asks 4 students to set the time

on the clock for each question

and leads students to use the

pattern “At___, I___.”

1.

Imitate the text. Imitate the 通过多种方式1)

Read after the tape. pronunciation and 让学生进行模2)

Read after the tape with actions. intonation of the text.

音训练，既保持3)

PK between groups of students,

住他们的兴趣，between rows of students,

又提高他们的between lines of students and

语音能力。

desk mates.

4)

Read in roles.

通过第一个活2.

Game time

动，加深学生对1)

Super changes. (T prepares a Play the three games. 4个短语的认识magic stick and points it to one 和理解；通过第student. Then T says one action, 二个活动，在轻for example, go to school to let 松活泼的氛围the student do it.) 中加强学生对2)

At…? (T prepares some pictures 主句型的实际of different actions with exact 运用；通过第三time being written in the other 个活动，让学生side. Ss say the actions and guess 将整个文本演

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when to do the action.) 3)

Let’s sing.(According to the warm-up song, teacher leads Ss to sing the text out.) Production 1.

Act the story out. Do role-play. Summary & 1.

Summary Homework 2.

Homework A: To read the text.

B: Make your own poster and introduce it in the next class.

Listen to the teacher.

唱出来，既有意思又再次加深了他们对文本的印象。

学生表演课文之前给他们2-3分钟排练的时间，让他们自行分配角色并演练台词，既可以加强学生之间的配合，又可以通过表演课文让学生更深入地了解文本的实际应用。

通过总结课文，让学生再复述一遍课文，加深记忆。

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