Class 1 Textbook p.24教学设计思路

EEC五年级上册

Unit 3: I’m Getting Dressed Now .

（Period 1）

张家口市桥西区新华小学

丁宇娟

一、Teaching objectives:

1. Knowledge objectives:

①Students can listen, speak, read and write these words: already, breakfast, have breakfast, get up.

②Students can listen, speak and read this phrases: go to bed ③

Key structures：

What time do you…? I…at…. .

It’s already….. . 2. Ability aims:

By the end of the lesson, the students should be able to: 1. Get to know the meaning of “already, breakfast. have breakfast. get up” both in spoken and written forms, and pronounce them clearly; 2. Use structures like “What time do you…?I…at….

It’s already…..; to talk about the time. 3.

Focus of the lesson:

学生能够运用以下句型问答在某个时间做的事情。

What time do you go to…….. ?

I…at….

It’s already……

4.Predicted area of difficulty: 1 Students can use the structure: “What time do you…..? according to the real situation. 2. Students can use “I…..at…. ..” to answer the question of “What time do you….?”

二、Teaching methods: Task-based teaching approach, TPR, Situational language teaching,

三、Teaching aids: computer, cards, tape 四、Teaching Procedures：

Step I : Greeting. Step II :Warming up and revision. 1.

Sing a song “Counting Bananas” to review numbers.1-20.

T: How many bananas does the monkey have? 20. Can you count the numbers 1-20？

Then ask the students to count the numbers 20-100 together. 2. T: Let’s play a game “ Bomb Game”, ask the students to say the phrases as quickly as they can: go to bed, go to school, have breakfast, watch TV, get up, have supper...

Then Ss read them. (设计意图：本环节用歌曲“Counting Bananas”导入，复习数字1-20，目的是调动学生的学习积极性，起到热身的作用，同时为下面问答在某个时间做的事情做好语料的准备

1

与铺垫。游戏“ Bomb Game”目的是用有趣的方式复习本节课孩子们在做对话时可能用到的动词词组，为新句型的学习做好铺垫，同时调动学生学习的积极性，达到热身目的。

StepIII : Presentation. 1.

Show the students some words: bed, get, breakfast，and teach [e]. T: What can you find? e, ea says [e] Can you say another words like these? Read these words:red

ten

teddy

ready

already

Teach the word: ready-already 2.

T: What time is it now? It's already eight five. It's time to have classes. Are you ready? Ss: Yes. Ask and answer: A: What time is it? (ppt)

B: It’s already _________. It’s time to _______.

(设计意图：复习四年级所学过的句型It’s time to _______.

结合ppt所展示的图片创设情景，学习并运用It’s already____.

温故而知新。)

3.

T: Look at the picture. Who’s this? Ss: Miss Ding. T: Yes, it’s me. What am I doing? Yes, I'm cooking.

I am making lunch. What time do I make lunch? I make lunch at 12:00 . I have breakfast at 7:10 .

What time do you have breakfast? (Bb)

S1: I have breakfast at … . 4.

Pair work: A: What time do you …

? B: I …

at …

.

(设计意图：由我在家做饭的照片以及我吃早餐的照片引出本课的重点句型：

What time do you …

?

I …

at …

.

为学生创设了情景，形象直观。然后给予学生充分的时间，在PPT图片的帮助下练习本课的重点句型，突破本课的重点。)

5.

Listen to the text. (P26) Then fill in the blanks.

Hello, my name is Sandy. Everyday I get up at____.I have breakfast at 8:20.I go to school at_____.I go to bed at_____. This is my day. How about you?

T: This is Sandy’s day. Can you talk about your day? Say it in your group first. (设计意图：该环节我采用听课本26页的课文，做听力练习，但我设计的练习题并不是按照原文的顺序，而是改编成一个小短文，Sandy的一天，既练习了听力，有为接下来的口头作文进行了铺垫。)

2

6.

Play a guessing game: What time does my daughter …? (ppt) She …at… .

（设计意图：第三人称单数的讲解一直是个难点，这个环节我设计了一个炸弹游戏，猜我的女儿什么时间做什么事情，其中每题给出四个选项，既不会令学生无从猜起，充分调动学生的学习积极性，又可以使学生比较轻松的突破单三这个难点。）

StepIV: Practice. Show the students some pictures, then ask and answer in pairs.

S3: What time does XXX ………..?

S4: She/He ………at…….. （设计意图：由简单对话拓展到三单练习，让学生进行口语操练，让学生有语言支撑，能够大胆地自信地主动运用英语进行交流。教学活动由易到难，学生能力在不知不觉中逐渐得到培养和提高。）

Step V: Consolidation. a. Exercise

1.---What time do you go to bed?

----I go to bed ____eight o’clock.

A. in

B. on

C. at

D./ 2.Sandy _____at seven o’clock in the morning.

A. go to school

B. goes to school

C. to go to school

D. goes to the school 3.---_____does he go to school? –At 8:00pm.

A. How

B. What time

C. What

D. Where StepVI: Homework.1.

造5个句子。例如：

I go to school at 7:20.(

)

He goes to school at 7:20(

)

五、Blackboard designWhat time do you brush your teeth?.

I brush my teeth at 9:30.

3

六、Teaching reflection本课是我本学期人人作课的内容，以前我就做过这节课，但这次在之前设计的基础上又进行了修改。

我认为整节课比较流畅，环节之间衔接比较紧密，而且层层递进，导语过渡自然，练习方式较为多样。其中的几个游戏的设计充分调动了学生学习的积极性，效果比较好。但练习单三这一拓展环节，学生在做游戏时，能在ppt的帮助下读出这个句子，但独立表达四人小组做对话时，运用的还不太好，部分学生还是忘记动词要变单三形式，我想如果教师能带领学生多读几遍单三这个句型，然后让学生再猜一猜班中的同学在什么时间做什么事情，多多练习一下，效果应该会更好。

听力练习的设计我比较满意，既是回归文本，又由听力过渡到仿写，培养了学生听和写的能力。但课后我又有了新的想法，在练习写的时候可以进行分层设计，如果仿写得两颗星，如果能用本课学过的重点句型自编一个新的作文可以得3颗星，这样就能体现出课标的第二条基本理念：

面向全体学生，关注语音学习者的不同特点和个体差异。同时更能调动学生的积极性。

在今后的教学中，我将更多的开拓思路，争取更好的教学设计。

4