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牛津小学英语5B第七单元第一课时教案 No.7一、 教学内容:义务教育课程标准实验教科书牛津小学英语 译林出版社2009年版 5B第七单元第一课时二、 教材分析:本节课的核心教学内容为David一日的起居活动,学习时间表达法(past和to)及句型Its time forI want toDo you want to?本篇对话内容贴近学生的实际生活,语言运用,情景比较真实,教师在教学中要根据学生的实际情况,以时间为线索,充分利用多媒体并结合学生自己生活创设情景教学,把时间的表达方式和实际生活联系起来。三、学情分析:五年级学生在三、四年级已经学习了时间的直接表达方式,本课时是对时间表达方式的延续。针对五年级学生的年龄特点,在教学过程中创设贴近学生生活的学习情景,并给学生搭建一个说英语、用英语的平台,充分发挥学生的主体作用。四、教法分析: 本节课,运用“任务型”的教学途径,采取体验、实践、参与、合作和交流的学习方式,创设生活化的情景开展教学。针对知识点偏难、复杂且分散的特点,教师采用整体教学与重点突破的教学方式,逐步引领学生掌握新知,注重价值观与情感态度的渗透,使语言学习的过程成为一种师生情感交流与升华的过程。五、教学目标、(一)、知识目标:1.能听懂、会说、会读、会拼写单词:past, to, half, ready, really.2.能听懂、会说、会读、会写句型:What time is it? Its Its time for/to3.能听懂、会读、会说单词和词组:quarter, on duty ,brush ones teeth4.能正确运用对话中的日常交际用语:Are you ready for breakfast? Im on duty today. Be quick.(二)、技能目标:在语篇教学中,通过听说读写的活动,培养学生观察、记忆、思维能力,提高综合语言运用的水平。(三)、情感目标: 让学生懂得“不劳则无获”的道理,知道怎样安排自己的学习与生活。六、教学重点:能正确理解对话内容,较为流利朗读课文,简单复述课文,根据课文内容谈论自己一天的学习与生活情况。七、教学难点:1.正确理解和掌握对话内容;2.能理解时间表达法意义。八、课前准备:教具准备:课前准备好有关活动方面的多媒体课件、卡片,在黑板上画好简笔画。九、教学过程:Step1.Warming up:(6分钟)1. Have a free talk.(1)Whats your name? My name is/How are you? Im fine. And you? Im so well. (2)Whats your name? Im /Nice to meet you. Nice to meet you, too.(3)What time do you get up? I get up at (Getting up early is good for our health.)(4) What time do you have lunch? I have lunch at/At home or at school?(Do you like the food here?)(5) What do you usually do in the evening? I usually (Youre so hard-working, a good student)(设计意图:通过自由表达,新教师与学生相互了解,力图营造和谐的英语学习氛围,激发学生学习英语的兴趣。)2. Talk about my dayT: I know something about you. Do you want to know something about me?Ss: Yes, I do.T: Now, listen carefully,then ask me some questions. For example:What time do you get up/have lunch/play basketball?(介绍老师的一天,激发学生的学习热情,通过解决问题,教学时间的表达方法。)Step2. Presentation(8分钟)Listen and watch, then answer the question: Whos the boy?What do you think about Davids day?( 板书课题:A busy day )T: David has a busy day. He is busy from seven in the morning to ten at night. He is as busy as a bee.)T:What time is it now?S:Its ten to seven.T: Is David ready for breakfast? S: Not yet. T: What is he doing? S: Hes brushing his teeth.T: Theres no time for breakfast. What can David do?S: He can take some bread with him.T:What time does David get up?S:He gets up at half past six.(David is so busy in the morning. Lets act it.)Read after the tape. Work in pairs,then work in roles. Step3: Read and answer the questions:(6分钟)(设计意图:通过讨论练习句型,学习文本。) 1. What time does David have lunch? ( How do you know?)2. Are David and Mike on duty today? ( What do they need to do?)3. Is there a football game at a quarter past four? (Who wants to watch the football game?)4. Does David want to watch TV? (Doing homework is more important than watching TV.)Step4: Read the text. (7分钟)(设计意图:不同形式的朗读,培养学生语感,解决个别学生不会读问题,关注每一个个体。)Now we know David does many things today. Lets read the text.1. Follow the tape. 2. Read by themselves3. Read in roles.Tips: 1、跟录音小声朗读课文,注意模仿语音语调。2、自读时,将不会读的地方划下来,然后在小组内讨论。Step 5: Retell the text.(5分钟) (设计意图:通过复述环节,培养学生口语能力。)Tip:根据时间顺序,看图片或板书进行复述。Step6: Make a timetable(时间表),and share(分享) it with us.(7分钟)(设计意图:加强情感渗透,谈论自己的一天,培养学生实际运用语言的能力。)老师在此教育学生要付出才有收获,并出示谚语:No pains, no gains.In the morning, I get up at six oclock. . In the afternoon In the evening read English, play table tennis, grow flowers, surf the Internet, draw pictures, run in the playground, have supper Step 7: Homework.(1分钟) 1. Follow the tape and read the text until you can read it.2. Try to write your familys day(不少于5句).(开放的作业留给学生一个开放的空间,学生畅所欲言,自主发挥,大显身手,在将课堂延伸至课外的同时,也训练了语言表达和交际运用的能力.)十、板书设计: Unit 7 A busy dayDavids picture morning afternoon evening6:30get up11:45have lunchwant to watch TVcant watch TVdo his homework6:50brush his teethon dutyclean the libraryno timetakewith4:15watch a football game 十一、设计反思:我从教材板块特点与五年级学生现有的知识水平与认知能力出发,整体设计目标,以单元话题“A busy day”为主线,综合考虑各环节设置,突出学生的主体地位,面向全体学生。A板块是一个初步感知、整体理解语篇的教学板块,侧重感知、理解、体验单元相关语言知识,并结合学生已有的语言技能来提升学生阅读与理解语篇的能力。同时,五年级是一个由小学中年级向小学高年级过渡、承上启下的学习段,既要关注活动形式,又逐步引导学生感知语言内在,我安排“my day”、设计自己的一天各种活动形式,并通过发放卡片来激发学生学习兴趣,鼓励学生积极参与到听说读写的各个教学任务中去,大胆实践、主动思维,培养学生自主学习能力,完成预定的教学目标。其次,教学上我采用“任务型”教学途径,通过体验、实践、参与、合作和交流的学习方式,注重语言的输出,培养学生观察、记忆、思维和创新能力,注重教学过程各环节的有效衔接,做到自然流畅、层层展开,听说读写用各步骤体由易到难,从简到繁。教学过程有梯度、有目的提高学生获取、处理、输出语言信息的能力。注重在情景中将整体教学与重难点的突破巧妙结合,做到词不离句,句不离篇,篇中含情。
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