1、 五年级上册module8 unit1教案Teaching content:Module 8 School Unit 1 What time does school start?Target students:Grad 5Teaching objectivesLanguage knowledge And skills:1.Learn and grasp the words and sentences of four skills:Exercise, playground, skip, before, coffee,teaWhat time do you _? I get up at _ ocl
2、ock.What time does school start? My school starts at _oclock.2. Use the sentence patterns to talk about school life.Be able to understand the text and find out about school in England by listening and reading the text.Process and method:Listening ,reading and speaking, games, group work, task-based
3、approach.Emotion and attitude:Develop the students abilities of cooperating with others and train studentsattitude to know about western culture knowledge.Key points:Use the sentence patterns to talk about school life.Difficult points:1. Use the sentences to talk about school routine.2. Use of the t
4、hird person singular form of the verb correctly .Teaching aids:PPT, word cards, tape recordersTeaching procedureStep1.Warm-up1. Greetings.2.Review the new words of Module 8.(课件显示)3. Review verb phrase of Module 8 School Unit 1 What time does school start?4.Review time (the whole point, and the sligh
5、test) expressionStep 2: Presentation1. T：I get up at half past six. What time do you get up?Ss: I get up atoclock.（ask another student）： What time do you go to school?Ss: I go to school at_oclock. (write the 2 sentences on Bb.the student read after the transcription. ) .2.Now make sentences.（teacher
6、 act at go to bed、listen to music、watch TV、 play basketball、play football,the student make sentences in What time do you_ ?)3.Show the clock 7：00，ask：Look here! What time is it? Ss: Seven oclock.T: What time do you get up?Ss: I get up at seven oclock.(write the sentences on Bb.the student read after
7、 the transcription .)(teach verb phrase:go to school,do exercise,go to bed with the same method)4.T: Now Practice in pairs. A: What time do you _? B: I _at _oclock. T: Who want to try?（call name） T:What time do you go to school? Ss: I go to school at_oclock. (write the sentences on Bb)The teacher as
8、k the class:What time does he/she go to school? Ss:He/She goes to school at _oclock5.教师讲解：school第三人称单数，要用does。 (the student read after the transcription .)T：What time does school start? Can you answer?Ss：My school start/starts at eight oclock.教师讲解：school第三人称单数，动词start要加S。(Bb)6.Look at the screen, pl
9、ease make sentences:（show the picture about get up,listen to music,play basketball.and the teacher ask 2 students to make there own sentences,then ask other students Use of the third person singular to retell the sentences.）Step3 practice1.make a dialogue about your school life Step4 Consolidation 1
10、.教师放课文录音，学生回答问题。2. Now answer my question: What time does Amys school start? Who can? Ss: Amys school starts at nine oclock.4. 判断句子的正（T）误（F），理解课文内容： （课件）(1). School starts at half past seven in England. ( F )(2). Amy and Sam go to school by bus. ( F )(3). Their house is near the school. ( T )(4). Th
11、ey dont do exercises every morning. ( T )(5). They play in the playground before nine oclock. ( T )3. Listen and repeat the text.Step5 homework1.Try to recite the first paragraph.一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然
12、也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。Blackboard Design:Module 8 SchoolUnit 1 What time does school start?What time do you_ ? I _at_-oclock.What time does school start? My school starts at_oclock. 我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满
13、腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅
14、”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。designer： 09(五）英语2班 龙彩霞 0402090205
