Lesson 8 What day is it today ?主要内容及教案内容

Lesson 8《What day is today?》教学设计

教学内容分析:

通过本课教学,让学生学会运用What day is today? It’s...进行询问,并熟练英文星期的表达。本课时,要让学生能初步使用What day is today? It’s...问答星期几,并能在一定的情景中进行运用,同时培养学生珍惜时间,有计划做事的良好品质。

学生情况分析:

五年级学生,他们对英语有很强的好奇心和求知欲,渴望学好英语,虽然学生有的比较好动,但他们更能在英语学习中好好的利用并体现出来。本课时内容贴近学生生活,学生对星期都很了解,且在之前已经学过Sunday,因此,学生能更好的学好本课内容。

教学目标:

知识与技能

能听说认读单词Monday、Tuesday、Wednesday、Thursday、join、run、jump rope,并能初步运用进行简单交际。

过程与方法

能初步使用What day is today? It’s...问答星期,能用I run on Monday.等来描述每一天的做的事情。初步感知现在进行时的用法及其表示意义。创设情境,让学生通过观察、感知、体验、参与、交流,理解获取知识。

情感态度与价值观

培养学生珍惜时间,有计划做事的良好品质。

教学方法

本课我遵循“以学生为中心,以兴趣为支点,以交际为目的”的原则,采用体验式与生活式相结合的教学方法,把探究体验、交际运用贯穿始终,实现学用结合,学以致用

学法指导:

新课程强调从学生的学习兴趣、生活经验和认知水平出发,倡导体验、讨论、合作、交流的学习方式,本课我将小组合作与竞争贯穿课堂教学始终,指导学生在听一听,读一读,说一说,演一演中获取知识。

教学重点:

1.听说认读单词Monday、Tuesday、Wednesday、Thursday、join、run、jump rope,并能初步运用进行简单交际。

2.能初步使用What day is today? It’s...问答星期,能用I run on Monday.等来描述每一天的做的事情,并能在一定的情景中灵活运用。

教学难点:

1.星期单词Tuesday、Wednesday、Thursday的准确认读。

2.能在一定的情景中灵活运用新知识。

一、故事激趣,热身导入

Ste pⅠ. Warming up:

1. Greeting.

Hello, everyone! Nice to meet you . How are you?

2.Play a game

“I do you say .”

2. Sing “I am a boy and you are a girl.”

I like singing. I have a happy song. Let’s sing a song.

3. Meet “Week family”.

T: Today, the happy family is coming. (故作玄虚状)Look! This is week family. It has seven brothers. They are Sunday、Monday、Tuesday、Wednesday、Thursday、Friday and Saturday. It’s a noisy family. Do you want to know them? Let’s meet them. Today we‘ll learn lesson 8: What day is today? (板书课题)

[设计意图:以拟人化的手法将星期赋予生命,让学生在童话般的故事情景中,整体感知一周七天的英文表达,激发了学生的学习兴趣,有助于学生理解,也让学生感受到英语的带来的乐趣。]

二、创设情景,趣味呈现

Ste pⅡ. New presentation

1. Learn: Sunday、Monday、Tuesday、Wednesday、Thursday、Friday and Saturday.

T: How big the family is! This is Sunday. In English, Sunday is the first day in the week. . Please listen carefully. Sunday、Monday、Tuesday、Wednesday、Thursday、Friday and Saturday. Good listen! What do you hear the same part?

S: “day”

T: Look!Yes! “day”.Who can try to read them?

S: Sunday/Monday/Tuesday/Wednesday/Thursday/Friday /Saturday (渗透音标知识正音。)

[设计意图:巧妙地利用字母、音素、音标三者之间的内在联系,让学生听准、辨清、观察、模仿、练习,自己发现读音规则来认读单词,培养学生自然拼读意识,轻松突破难点。长此训练,使学生逐渐能做到“见其形读其音,听其音知其形”。]

3. Practice

(1)Can you say “hello”to each day?

(2)Let’s chant:

[设计意图:游戏是形成儿童认识结构的必要条件,其过程是“兴趣——游戏——引导——激励”。所以说,本课中运用“听音初步了解新朋友,认识新朋友,和新朋友打招呼,儿歌演唱”几个相互联系的活动,为学生创设了单词学习与运用的环境和机会,持续了兴趣并使他们在交往、互动中学到了知识。]

4. Learn: What day is today?

It’s Monday. I run on Monday.(出示图片学习新单词) (1) T: It’s Sunday. What day is today? It’s Monday. I run on Monday.(板书句型)Can you say? Please practice in pairs. A: What day is today?

B: It’s Monday. I run on Monday.

(2)Teach: run, jump rope

T: In my week, it’s Sunday, I go shopping on Sunday. I run on Monday. I play ping-pong on Tuesday. I watch TV on Wednesday jump rope on Thursday. Do you jump rope on Thursday?

S: Yes. I jump rope on Thursday. / No, I jump rope on Monday/ Wednesday.

T: How about you? Please make the dialogues by yourself.

A: What day is today?

B: It’s .I on

[设计理念:五年级学生的注意观察思维等能力有了很大的提高,因此,教师采用肢体语言,教授新词run, jump rope,吸引学生注意力,让学生在表演中理解了新词。同时,学生通过自主探究,理解知识;通过合作学习,构建新一轮对话,层层递进,符合学生认知规律。]

三、巧设悬念,文本引入

Ste pⅢ.Read the text

1. T: I know you are good children, and Tom is a nice boy. Look, he is playing games with his friends. Guess, what day does he play games? S: Sunday/Monday/Tuesday/…

T: Now, listen and answer: What day is it today?

2. T: It’s Tuesday. Good job! They play games on Tuesday. Now listen to the tape and answer:, you can read and circle

(1)Where are they?

(2)Is it time to go home?

(3)Who is jumping rope?

S: Read the text and circle the answer.

3. look at the picture.(What are they doing?)

4. Read and repeat(Open your book and read it.)

[设计意图:本环节为课文学习部分,分四个教学步骤,每个步骤层层递进,符合学生的认知规律。先向学生提出具体要求和问题设置疑难的情境Guess ,what day does he play games?,引导学生整体把握语篇内容确定疑难问题的所在,接着激发学生原有的知识经验,让学生联系所学知识,提出解决问题的各种假设;再细读课文,对自己提出的假设进行推断;最后在教师和同伴的交流合作中运用语言来验证或修改假设。通过层层深入来激发学生的兴趣,逐步构建知识。] 四、创编故事,拓展延趣

StepⅣ.Extention

1. T: Do you know LianYungang ? What does he like? S1:He likes to go to bed.

S2: He likes to eat delicious food.

T: Yes, he doesn’t like to do the homework. What’s the mat ter? let’s go to see.

2.T:Lan Yangyang doesn’t want to do his homework form Monday to Thursday. Can you make the new story? Please make them in your group.

[设计意图:创编懒洋洋的故事,把语言学习与语言运用有机结合,同时鼓励学生创造性的使用语言。本环节中,懒洋洋从星期一到星期四都不想做作业的故事,为学生提供了拓展语言与思维的空间,发展了学生的合作意识。]

五、情感升华,全课小结

StepⅤ. Surmary

T:Lan Yangyang should have a good habit. We should do the homework first and we should have a good habit. This class, we learnt ...(学生自读板书)

StepⅥ.Homework

1. Make the word cards about the week.

2. Talk about “Lan Yang yang’s story” to your parents. [设计意图:低年级英语教学应充分考虑学生的年龄特点和认知特点,注重趣味性、活动性,寓教育于游戏中,本次作业恰恰能体现

这一点,孩子们在这个作业中是主动的、积极的、快乐的,他们在真实的教学中,学习了知识,扩展了经验,巩固了技能,在快乐中得到了发展。]

板书设计:

Lesson 8 What day is today?

B: It’s Monday.