Lesson 9 Do you always have lunch at twelve？ Read Is he late全英教案

科普版小学英语五年级下册 Lesson 9 Do you always have lunch at twelve Read Is he late
Teaching Design Analysis of the teaching materials
1. This lesson is the reading part of Lesson9 Is he late, Book 6 of the Primary English.
2. This lesson is about a boy who spends an unusual day because of his broken clock.
It requires the students to master the new words, such as exercise, kitchen, bedroom, toilet, early, and guide the students review the usage of “...usually/always ...”sentences.
3.The most important is not only to guide students how to read, but also to develop their reading methods, skills and their reading habits.
4.This story is relatively interesting. And I try to create more language environment to let students try to think and do in English with the help of the multimedia.
Analysis of the students
students of Grade 5 already have a base in reading ability. I create real contexts to let students feel, understand and use the language. I try to promote students’ reading skills through listening, self-reading, following, scanning and careful reading. At last,I try to make language output easy.
Teaching emphasis and difficulties:
Help students form the ability:
1. Enable to read the materials and then to understand the whole passage.
2. Develop students abilities of capturing key information in self-reading period. Difficulties:
Cultivate students’ ability of thinking positively and creatively.
Teaching aims
Knowledge aims
1. Enable the students to master the words and phrases: exercise, do morning exercises, early, kitchen, bedroom, toilet.
2. Enable students to read and understand the whole passage, and to finish the exercises and tasks.
Ability aims:
1.Develop students reading skills and form their good habit of reading.
2.Stimulate students language creation ability and then finish the task-based activities.
3.Develop the students’ ability of getting the key information and dealing with difficulties in the step of self-study.
4.Cultivate the students right attitude to communicate with others: not vanity and to learn from each other.
Emotion aims:
1.Be able to communicate in English is a great source of happiness.
2.Help students to set up the consciousness of loving life.
Teaching procedures
Pre-reading
Step1 Free talk
1. (Show them a broken clock)I’m so sorry my clock isn’t working, and I don’t have a watch, can you tell me what time it is Thank you. It’s...,so let’s begin our class.
2. Greetings
3. Free talk a. What time do you usually get up Do you get up early b. Learn the new word “early” by creating a real context.
[Methods and purpose: By free talk, students will be guided into an authentic situation, which allows them to express themselves bravely.]
Step2 Lead in
1. I have a friend, he gets up early, too. But today something is wrong.(Show a picture the picture)Look! What is he doing
2. (Ask one student to act Scott) Do you have any questions to ask him
3. (Write down the questions on the blackboard.) Do you want to know the answers OK, so today let’s learn Lesson 9 Is he late.
[Methods and purpose: Raising questions by themselves will cultivate students’ interest in reading, and lays the foundation for self-study. ]
While－reading
Step 1 Fast reading
1.Read the passage fast and find the answers for the questions which they raise. [Methods and purpose: As the questions are raised by themselves, they must be eager to find the answers. So they will read the text more actively and more patiently. Also it is designed to develop their ability of self-study. ]
Step2 Careful reading
1. Read the whole passage carefully and finish the time axis.
a. Work in groups and finish the time axis by underline the key information.
b. Create a real context to learn exercise, do morning exercises
c. Try to retell the content according to the time axis.
2. Read the whole passage carefully again and finish the mind-map.
a. Work in pairs and finish the mind-map by circle the key information.
b. Look at the pictures, communicate with teacher and learn the new words:
kitchen, bedroom and toilet.
d. Imagine what Mum always do in the kitchen, the bedroom and the toilet.
e. Have a guess where Mum is and what she is doing.
f. Try to retell the content according to the mind-map.
Step3
a. Listen to the dialogue
b. Act the tone of Scott emotionally.
[Methods and purpose: The purpose of reading in detail and capture the key information is try to cultivate the students self-study ability. And through imaging and guessing activities, students can express themselves freely, which helps to develop their integrating skills. ]
Post-reading
Step1 Consolidation.
1. Retell the whole story by finishing the blanks.
2. Listen to the whole passage silently.
[Methods and purpose: Retelling the story helps to consolidate the main idea and the key points and prepare for the stretching activity.]
Step2 Extension
1. Life just makes a fool of Scott. Share your experiences in which you’re made fool of by life.
2. Educate the students that life is beautiful, and to love their life.
[Methods and purpose: In order to share their similar experiences with the figure in the passage, the students will try to express themselves in English. ]
Step 3 Homework
1. Write an ending for the story.(A passage or a dialogue)
2. Tell the story to your family or friends .
Step 4 Self-assessment