Lesson 11 When do you usually get up ?优质课教案设计

科学普及出版社五年级第二学期

Unit 11 When do you usually get up? 教学设计及反思

南昌县莲塘第一小学胡瑞

一、教学目标:

1.知识目标

1)能听说、认读词组get up; go to school; get to school; have classes; do morning exercises; do eye exercises; have lunch; go home; have dinner; do homework等。

2)能听懂、会说并理解句子What time do you usually……/What time does he(she)usually……及其相应答语。

2.能力目标

1)能熟练掌握这些词组。

2)在创设的情景中,能使用What time do you usually……/What time does he(she)usually...完成对话。

3.情感目标

1)在活动、游戏中培养学生学习英语的兴趣,提高学生的英语交际能力。

2)鼓励学生大胆实践,敢于、勇于开口讲英语,积极参与交流,激发学生学英语的信心。

1) Language:

a. to teach verbs describing everyday actions.

b. To teach certain verb collocations.

c. To teach present tense in what time questions and narrative forms including the present single tense.

d. To give practice in speaking and listening in the context of talking about one’s daily routine.

2) Ability:

a. Students can tell about their own daily routine.

b. Students can ask about times and tell different times.

c. Students can make a timetable by themselves.

3) Target:

a. get up; go to school; get to school; have classes; do morning exercises; do eye exercises; have lunch; go home; have dinner; do homework; take a shower; watch TV; go to bed; on weekdays; every day; b. What time do you usually……/What time does he(she)usually……二、教学重点:

1.认读词组: get up; get to school; go to school; do homework; go to bed; on weekdays; every day等。

2.熟练运用句型:What time do you usually....../What time does he(she)usually……及其相应答语。

三、教学难点:

句型中涉及主语是第三人称单数时动词的变化,应重点讲解,使学生能更好的掌握。

四、教学准备:

1.单词、词组卡片;

2、录音机,动画课件;

3、教师准备的小奖品。

五、教学过程:

Step 1 warm-up (热身)

1、Greetings:

T: Hi everyone!

Ss: Hi, Miss Hu.

T: Hi, *** ***: Hi, Mmiss Hu.

T: Nice to meet you. S: Nice to meet you, too.

T: How are you? S: I’m fine, thank you, and you?

T: I’m fine, too.

T: Now boys and girls, in this period, we are going to study let’s learn in lesson4. Before we start the task, let’s sing a song named-bingo together, ok?

Ss: ok.

Step 2 revision

1. Words competition

2. Review the dialogue of let’s talk.

Firstly, listen to the sound; secondly look at the screen and read the dialogue.

Step 3 presentation

1. Ask Ss to translate two sentences.

a. what time do you usually get up?

b. what time does she get up?

2. Asks Ss: what do you usually do every day?

Ss answers:

get up; go to school; get to school; have classes; do morning exercises; do eye exercises; have lunch; go home; have dinner; do homework; take a shower; watch TV; go to bed;

3. T asks Ss to read after her about the phrases above.

T uses the clock to change the time and ask Ss

T: What time is it?

Ss: It’s six o’clock.

T: Yeah, I usually get up at 6:00 in the morning. What about you? T asks student A to make a dialogue.

E.g. (2):

T: Hello, A

A: hello, Miss hu.

T: what time do you usually get up?

A: I usually get up at 6:30.

4. T asks Ss to practice the dialogue two in a group, and then ask 2 groups to come to the front to perform it.

***********T shows phases cards and asks Ss to make dialogues. 5.第三人称

T: What is he doing ?

Ss: He is getting up.

T: What time does he usually get up?

Ss: He usually gets up at 6:00.

6.T asks Ss to practice the dialogue two in a group, and then ask 2 groups to come to the front to perform it.

***********T shows phases cards and asks Ss to make dialogues. 学生三人一组操练对话。每个学生拿不同的卡片,其中两名同学依据第三名同学所拿卡片进行问答,然后再变换角色,重新进行该对话。

Step 4 practice by playing a game

There’re many kinds of fruit on the blackboard. Students are encouraged to get them by answering the questions on the back of the fruits. The ways to answer them can be different.

Step 5: consolidation and extension

Fill in a form.(to be a reporter)

Ask students to write down the information of their own. Ask students to do pair work and fill in other people’s information. Ask some students to say two or three sentences about themselves and two or three sentences

Step 6 conclusion

1. What time do you usually get up?

----I usually get up at 6:30.

2. What time does he usually get up?

---- He usually gets up at 6:00.

Step 7 homework

Design your ideal day! (设计你理想的一天)

补充说明:

选用的教材版本:科学普及出版社

学科:英语

年级:五年级

册别:第五册

章节:Unit 11

教学反思:

这个单元主要学习谈论日常作息活动及时间的表述法。学习用英语描述不同的时间是一个难点,并且只有学习了时间表示法后,才能自如地谈论日常活动。因此在第一课时中,主要讲解了时间的表述方法,为第二课时谈论日常活动做好了准备。这节课是第二课时。整节课的活动都紧紧围绕基本句型展开,层层铺垫,层层推进。课堂设计基本上是以学生活动为主体。下面是具体的课堂设计思路。

这节课,我首先设置了一个热身活动,让同学两人一组谈论一下他们知道的有关日常活动的词。然后让几个同学起来汇报一下。这样,基本上把有关daily activities 的词都出来了。然后让他们作一个看图识字,巩固并加深对这些词语的认识。既然这些是daily activities,每天都要做,这样就可以很自然地问“what time do you do these things?”这样就引出了新句型,然后提问几组同学,关于他们的日常活动及时间,让他们有个模糊的印象,然后利用书上65页第一部分的图片及听力给学生一个完整的关于询问和回答日常活动的模式,运用书本上的东西落实新句型,同时把第三人称单数很自然地呈现在学生面前。

接着为了巩固和运用新学的句型,课堂上设计了一个摘水果游戏,每个水果的后面都有一个问题,这样学生要想得到他所喜欢的水果,必须完成回答问

题任务,学生参与活动的热情很高,非常乐意去完成这个任务和挑战,并没有把它当作学习的压力,学生在非常轻松愉快的心情下和环境中完成了句型的学习,并且还达到了运用英语交际的目的。

在这节课中又设置了一个录像片段,让学生可以根据所听到的内容获取所需信息,从而完成填写表格的任务。通过这个活动,学生加强了听力练习。并且在表格中非常清楚地把几个动词的第三人称单数显示出来,这样就把难点突出了出来。

紧接着是一个调查表,调查表中需要学生填写两栏的内容,首先,写出自己日常活动的时间,然后二个同学之间运用所学句型做问答练习,然后把所听到的时间写下来,通过这个活动可以练习学生的听力,也起到了巩固新句型的目的。做完调查表之后,由学生起来讲述有关他本人和他的同伴的一些日常活动。这个活动让学生对整个学习目标有一个清楚的认识。调查表之后设计了一个写作,这样又把有关日常活动的词语做了巩固练习。课堂上教师最后做了一个小结,告诉同学这节课所做的任何活动和任务都是为了学习和运用这些句型。

通过这节课,我对任务型教学思路有下列体会:为了完成这节课的教学目的,老师要设计合适的教学活动,让学生参与其中,顺利地,轻松地学习。改变由老师单纯传授知识,学生被动学习的状况。学生通过课堂的学习,可以在课下运用所学知识与他人交流或可以动手做一些事情,就达到了任务型教学的目的。