Class 1 Textbook p.24优秀教学设计

EEC五年级上册Unit 3: I’m Getting Dressed Now .

Period 1

下东营小学

作者：郑

伟一、Teaching Aims: 1. Knowledge aims:

①

四会单词：

already, breakfast, have breakfast ②二会单词：I’m finished. ③句型：

What time do you…? I…at…. .

It’s already….. .

④音标：/e/ 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 ,brush my teeth,”

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: Pictures of pizza, clothes and shoes, word cards, CAI

四、Teaching Procedures：

Step I : Greeting. Step II :Chant. T: First , try to chant by yourselves, then let’s chant together. Let’s make the e sound,

/e/, /e/, /e/,

/e/, /e/, /e/, The desk’s leg is on my bed.

1

ea, ea,

/ e / , / e /, / e /, Put the bread on your head！

(设计意图：先让学生自己进行尝试，再集体进行chant, 将主动权交到学生手中，体现新课标中以学生为主的原则。) StepIII : Presentation. 1. Let’s read!

get

get up

bed

go to bed breakfast

have breakfast （设计意图：引导学生读单词和词组感觉，感知“e和ea”的发音，让学生自己总结发音规律。）

2. Let’s learn! Let the students read the words: all

,

ready. Then teach the new word: already. T: What time is it?

Ss: It’s already eight forty.

T: Oh, it’s time to sing a song. Listen and sing the song: What time is it? （设计意图：通过以旧带新的方式学习新授词汇：already，同时通过跟唱歌曲复习句型：What time is it?）

3. Let’s practice! Students ask and answer in pairs: A: What time is it?

B: It’s …. （设计意图：通过pair work 的形式巩固复习句型：What time is it?）

4. (ppt): T: This time let’s look at these pictures (Show the ppt)

T：I have breakfast at seven fifteen. What time do you have breakfast? S1: I have breakfast at ……

S2: I have breakfast at…….. （设计意图：学习新授句型：What time do you …?）

5. Let’s speak! Practice the dialogue: A: What time do you …? B: I … at…. T: Let’s make an interview. T: I get up at seven o’clock. What time do you get up?(Bb) Ss :I get up at six o’clock.( Bb)

2

T: I go to bed at nine o’clock. What time do you go to bed? Ss :I go to bed at ten. T: What time do you go to school?(library , snack bar,

bookstore,

hospital….) S1 :I go to

school at six thirty. 6. Work in pairs. (Do some pairs) A: What time do you get up? B:I get up at six o’clock. （设计意图：创设采访的情境，学生的表达欲望强烈，借助PPT营造一天的流程，作为贯穿全课的情境主线，让学生能够始终在真实的情境中感知语言并进而运用英语进行交流。）

7. Guessing Game T: What time ________he go home?.

He________

home at five thirty. T: Guess. Let’s go on. a. What time does Sandy get up?

She gets up at 7:30. b. What time does Sandy have breakfast?

She has breakfast at 8:20. c. What time does Sandy go to bed?

She goes to bed at 10 o’clock. d. What time does Sandy go to school?

She goes to school at 9 o’clock. （设计意图：由简单对话过渡到三单练习，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，由引导三单对话的表达过渡到三单课文内容的复述，学生在玩中学，课堂氛围愉快有激情，学生能力在不知不觉中逐渐得到培养和提高。）

8. Play the tape. Listen and read the text P24. Then find Billy’s troubles. Billy’s trouble 1: It’s already eight forty. He is late. Billy’s troubles 2: Sandy is in the bathroom. Billy can’t wash. （设计意图：任务型教学模式。让学生带着任务去听，引导学生把握关键信息，组织语

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言来回答。在两遍听力中要指导学生的听力技巧和方法，引导学生练习上下文猜词，提高听力技能。）

9. Do the exercises. 10. 情感教育：Proverbs （谚语）

a.

Time is life.

时间就是生命。

b.

Time is money.

时间就是金钱。

c.

Time is flying.

光阴似箭。

So everybody should make full use time. 每个人都应该好好利用时间。

Step IV: Homework.I can write Hello, my name is ______.

I ______ at______ .

I _____at ______.

I _____at ____.

I ____at____. 五、Blackboard design

Unit3 I’m getting dressed now.

A: What time do you is it?

B: It’s already eight forty. A: What time do you have breakfast? B: I have breakfast

at ____________.

六、Teaching reflection

我觉得本节课的亮点有：练习充分，学生明显体现出从不会到会的过程。不足之处有：对语音环节的检测不够充分，没有复习数字，导致学生练习时间的对话是耗时太长。

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