Module5 Unit1 At 7, I get up.表格式教案

教材及年级名称 英语新标准（一起） 二年级上册 模块-单元名称 Module5 Unit1 At 7, I get up.
教材分析 本课是新标准小学英语一起二年级上册，Module5 Unit1 At 7, I get up. 本单元的话题是谈论一天的主要作息时间与活动。课文情境是Sam的妈妈给他买了一只鹦鹉，Sam利用海报展示自己一天的主要作息时间与活动，鹦鹉则不断重复Sam说的话。课文以Sam自我介绍的形式说明其主要作息时间。自我介绍是朋友之间增进了解的一种有效方式。本课是学习如何谈论一天的主要作息时间与活动，重点围绕着“学生介绍自己的主要作息时间与活动”这个题材开展多种教学活动。
课时教学目标 1. 语言知识目标： （1）功能：能用At... I ...来介绍自己一天的主要作息时间与活动。 （2）语法：全体学生能初步运用：At 7, I get up. At 8, I go to school. At 12, I have lunch. （3）词汇：全体学生能理解：get up, poster, go to school, have lunch. 全体学生能初步运用：At 7, I get up; At 8, I go to school. At 12, I have lunch. 2. 语言技能目标： （1）听：全体学生能听懂：At +时间,get up, poster, go to school, have lunch （2）说：全体学生能说：At +时间,get up, poster, go to school, have lunch （3）读：全体学生能初步整体感知：At 7, I get up. At 8, I go to school. At 12, I have lunch.At 4, I play football. （4）写：全体学生能初步视觉感知：poster, At 7, I get up. At 8, I go to school. At 12, I have lunch.At 4, I play football. （5）运用：全体学生能初步运用：At 7, I get up. At 8, I go to school. At 12, I have lunch.At 4, I play football. 3.情感态度：同学们能通过参加TPR活动体会英语学习的乐趣，体验英语活动的特点，并养成良好的作息习惯，学会珍惜时间，拥有健康身心。 4. 学习策略： （1）兴趣：运用有趣的动作帮助理解，使用chant的方式体会英语的语言节奏。 （2）交际：通过介绍自己的主要作息时间和活动进行交流。 5.文化意识：通过英语活动体会英语语言的特点。
教学重点与难点 1.教学重点： (1)重点词汇：get up, poster, go to school, have lunch (2)句型:At... I ...的理解、掌握和运用。 2.教学难点： 核心词汇twelve,get up, go to school, have lunch的准确发音，At+时间的运用
教学辅助 希沃白板课件，教学光碟，卡片，人物图片，真实的钟、书包、足球、餐盘。
教学方法 导入法，图文解码，情景教学法，动作教学法，活动教学法，游戏教学法，合作学习法。
教学内容 教学活动 设计意图
教师活动 学生活动
Step 1: Warm-up (1 minute) 1. Greetings. 2.Miss Zhang has a gift for you, what is it Can you guess 3.Look, It’s a clock. Now, Let’s know it! One,two,three,four,five,six,seven,eight,nine,eleven,twelve. 1. Ss greet to the teacher. 2. Ss guess the gift by listening the sound. S1 guess it’s a clock. Ss see the real clock. Read after T: clock, One-twelve 师生问候，开始课堂。 通过猜测老师手中的礼物引出clock，复习1-12的英文表达，并引起学生兴趣。
Step2: Lead-in (5 minutes) T: Well children，today we’ll have something interesting about the clock. Look, who are they Where is Sam？ Watch, listen and answer: What does Ms Smart say？ T shows the word card and says: “get up” does actions to teach Ask Ss to imitate the activity 1. Sam is still sleeping.Let’s wake Sam up! Great! Sam gets up!Now,can you guess,What time does Sam get up？ T:At 8. T:At 7. Well, Let’s find together. 1.Ss observe picture 1. S1 answer: Sam,Ms Smart. S2 answer: in the bed. (1) Ss watch, listen and answer: Sam get up , Here’s a bird for you. Learn get up and read with actions. Read after the tape. Ss say:get up,get up,get up. (2) Ss guess. S1 answer:8 S2 answer:7 图文解码，引导孩子们观察Activity 1导入主要人物 Sam,Ms Smart,bird,并进入Activity 1的情境。 通过看动画让学生听出目标语get up，老师以词卡和动作带读，学生理解并能说出get up，整体感知，模仿语音语调。 教师创设叫醒Sam的情境，为学生创设半机械式的操练get up的环境。 学生猜测时间时，老师引出At的使用，并自然过渡到Activity 2.
Step3 Presentation (20minutes) 1.Watch, listen and answer： Children, What time does Sam get up？ 2.T presents Picture 1 of Activity T:What’s this Let’s listen. Yes,it’s a poster.Spell and teach “poster”. Look,this is a poster,this is a poster,too. 3.Picture2Watch,listen and answer T:What does Sam do？ T uses cards and do actions to teach. 4.Picture3Watch,listen and answer T: How about this T presents the picture of our school,uses cards and schoolbag to teach. 5.Picture4Watch,listen and answer T: And this one？ T uses cards and do actions to teach. 6.Picture5Watch, think, listen and answer. T:Now,children,work in pairs to finish the sentence. 1.Ss watch, listen and answer: At 7. 2.Ss watch, listen and answer: poster Ss listen, repeat and imitate. 3.Ss listen and answer： At 7 ，I get up . Ss repeat and imitate. 4.Ss listen and answer： At 8 ，I go to school . Ss repeat,do actions and imitate. 5.Ss listen and answer： At 12 ，I have lunch . Ss repeat,do actions and imitate. 6.Ss watch, think,discuss and answer. Ss:At 4 ，I play football . Ss repeat,do actions and imitate. 带着问题整体感知Activity2，找到答案At 7，初步感知At 7，I get up. 图片1:观察图片，注意Sam指着一张自己的海报在介绍，通过听力和图片理解poster, 再单句模仿。 图片2: 让学生观察图片2中Sam的poster中的1小图再听出目标语，老师呈现完整句型At 7，I get up，学生加强理解。 图片3: 让学生观察图片3中Sam的poster中的2小图，通再听出目标语，老师呈现句型At 8，I go to school，用词卡、真实的学校、书包以及动作带领学生理解句型。 图片4: 让学生观察图片2中Sam的poster中的3小图再听出目标语，老师呈现句型At 12, I have lunch.带领学生理解。 6.前三幅图已经给学生做好了足够的铺垫，第四幅图让学生以小组合作的方式对图片内容进行描述,再用听来检验。
Step 4: consolidation (10minutes) 1.Leads Ss to Listen, point and repeat the whole story. role play read I am Sam，you are the bird. Now,I am the bird, you are Sam. 3.group work T tells Ss how to act out the story in groups of 2. 4.Retell. 1.Ss open their books, Listen, point and repeat the whole story. 2.Ss read in roles and try to act out the story 3.Act out the story in groups of 2. 4.Ss retell the whole dialogue. 学生翻开书，手指着跟着录音有感情地逐句跟读全文。通过图文结合跟读复习巩固整个故事。 2人小组表演故事，增强团队协作精神，营造故事情境，能让孩子把故事内化成自己的语言并在真实情境中输出。 利用板书复述课文，能有效整合所学知识。
Step 5 Extension (3minutes) 1. Connecting game. Ms Chen will invite you to put the bread in right place. 2.Describe Panpan’s day. T：Now,I am Panpan.At 7，I get up. Who want to try Ss connect and read,the rest follow. Ss point and say. 创设游戏情境，让孩子把在故事里学到的目标语言在游戏中输出。
Step 6 Homework 1.Read the dialogue 3 times. 2.Role play with your friends. 3.Draw your poster and introduce it. Ss choose their own homework 自由选择英语作业并完成，检测孩子们对目标语言的学习和运用情况。
板书设计