Module 8 Unit 1 What time does your school start？ 教案（含反思）

Module 8? Unit 1 What time does your school start?
Reading Lesson
?
一、教学目标
1. 能够找到关键词及句子：Monday Amy Lingling school start walk
doesn’t fantastic ；并能理解句意。
2. 能够整体感知课文主要内容；并在阅读中赋予相应的情感。
3.在阅读练习中能运用关键词和整体文意完成相关练习。
4.激发学生运用英语阅读的兴趣，热爱阅读；培养学生的阅读习惯。
二、教学重点难点
1. 准确地确立关键词，句子的肯定与否定形式。
2. 灵活运用认读与联想完成阅读练习。
三、教学准备
自制图片、小黑板、英文纸卡片、自制表格、阅读小卷
四．教学方法：
任务型教学模式，多采用直观法和示范法
五、教学过程
Step1：?Warming and Lead-in
1. Greetings .
2. Review the numbers : Quick and Slow.
设计意图：既复习了数字，为了闪卡做准备；也调动了学生。
3. Play a game : T shows cards ,Ss guess and remember the time.
Then fill in the blanks.
Get up, get up, at six.
Go to school, go to school, at seven.
Watch TV, watch TV, at eight o’clock.
Go to bed, go to bed, at nine o’clock.
设计意图：此处设计游戏是让与自己陌生的学生有个熟悉的过程，也体现学生爱玩的心理；简单明了地与本课内容联系到一起。

Step 2：Presentation
First , Let’s play a game , PK to Fill the blanks.
China Rule
Activity
Time
go up
6:00
go to school
7:00
watch TV
8:00
go to bed
9:00
This is my timetable. This is our Chinese timetable. Let’s look at this timetable。
Do you want to fill it?Let’s have a team PK.
中国的时间各位同学很了解，但是国外的就需要大家要善于去阅读去了解。
Now，Let’s read M8U1 text, then finish the blanks. Continue the team PK Game.
America Rule
Activity
Time
get up
school start
Play in the ground
go to bed
设计意图：对比表格进入课文，自然过渡到课文。
Step3 Reading Learn
Answer the questions:1.What time does school start ?2.When does Amy get up on Monday? 3.How does Amy go to school?
设计意图：让学生有目的地去阅读，并给予学生阅读的方向；集中学生的注意力；注重学生的主体作用。
Read the text and circle the words: time start past late exercises playground before join
Ss try to guess the new words.
设计意图：让学生阅读时不要怕生单词，别让生词阻碍阅读；培养学生的猜读能力。
Read the text carefully, then translate and find the important words.
分析课文中关键词，重点语句及肯定与否定句式。
Read the text with correct tones.
How to read： 1.Read and guess 2.Read and get 3.Read with motion.
设计意图：本环节让学生简单听几句，然后再让学生阅读；主要是让学生阅读时，饱满感情，让阅读不再单调；进而听读联系到一起。
5. Read and Do some exercises.
教师分发阅读卷1，T and Ss do it together.
On Sunday, Amy and Lingling go to bed at nine .
On Monday, Amy’s school starts at nine o’clock in the morning .
Amy gets up at half past seven. Then she walks to school. Her house is very near the school. Amy doesn’t do exercise every morning. Amy and her classmates play in the playground before nine o’clock. They can skip well and they can say”I like coffee , I like tea. I like Lingling skipping with me .”That ‘s fantastic. They are very happy.
一、 Choose.
1. Amy and Lingling go to bed at nine o’clock_____________.
A. on Monday B. on Friday C. on Sunday
2.Amy gets up ____________________.
A. at seven o’clock B. at half past seven C. at half six
3.Amy __________to school.
A. drives B. runs C. walks
二、 Choose T or F.
1.( ) Lingling’s house is very near the school.
2.( )Amy can do exercise every morning .
3.( )Amy can skip with Lingling.
4.( )They aren’t happy.
设计意图：本环节师生共同完成，巩固了课文内容，也引导学生如何由阅读向做阅读练习的过渡；提前了解阅读与书写的联系；并给予导向作用；体现了教师的主导作用，更体现了课堂时效性；阅读最终就是让学生落实到试卷上。
Step 4?：?Practice
1.Reading Ways：1.Read and guess
2.Read and find
3.Read and circle
4.Read and check
2.教师分发阅读卷2，Work in group.
At the weekend Amy visited lots of places with Sam and Lingling. They went to the British Museum, Big Ben and London Eye. They went there by bus. Lingling liked the museum very much. She liked the bus ride best. Then they took a boat trip along the river. That took them one hour and twenty minutes. They had a good day. Amy ‘s friend Daming went to the Great Wall with his father. They went to Badaling by bus. They arrived there at ten o’clock. They took photos of the mountains with flowers and plants . Daming took a photo of his father. They were excited.
一、Choose.
1.weekend means_____________.
A. 一周 B. 周日 C. 周末
2.How many places did Amy visit?_______.
A. Three B. Two C. Five
3.Amy went to there __________.
A. by car B. bus C. bike
二、Choose T or F.
1.( ) Lingling likes the bus ride best.
2.( )Amy arrived there at ten o’clock .
3.( )Sam took a photo of his father.
设计意图：本环节练习是让学生在课堂上实现小组合作的学习能力，提高学生学习的自主性。
3.完成课外阅读AB版
教师分发阅读卷3，Work in pairs
Mary is a worker. She works in a glass factory in London. Mary does not work on Sundays . She usually gets up early. She does not like staying at home. After breakfast she often drives her red car to see her friend Jane. Jane is a doctor. She lives with her parents near London. Mary drives to Jane’s house in about forty minutes. There they talk about their jobs, their families and their friends. They usually have an hour for sports in the morning. Then in the afternoon they often go shopping . Sometimes they go to see their friends. They have a lovely time.
Reading A:1.Match: factory stay parents

停留 父母亲 工厂
2.Choose.
1.Mary lives with_____________ near London.
A. her friends B. her parents C. her sisters
2.What do they do in the morning ?_______.
A. See flowers B. Talk about jobs. C. Have sports.
3.Mary is a __________.
A. worker B. driver C. farmer
Mary is a worker. She works in a glass factory in London. Mary does not work on Sundays . She usually gets up early. She does not like staying at home. After breakfast she often drives her red car to see her friend Jane. Jane is a doctor. She lives with her parents near London. Mary drives to Jane’s house in about forty minutes. There they talk about their jobs, their families and their friends. They usually have an hour for sports in the morning. Then in the afternoon they often go shopping . Sometimes they go to see their friends. They have a lovely time.
Reading B:1.Match: factory stay parents

停留 父母亲 工厂
2.Fill.
They have a _________ time.
3.Choose T or F.
1.( ) Mary works in a bus factory.
　2.( )They can have some sports for two hours .
　3.( )Mary usually gets up early.
设计意图：A、B卷的选择是让学生无处抄袭，培养其独立性；两人一组完成；最后在讲解时，需要共同看题；达到一种一矢二鸟的作用。本环节也是个拔高阅读，针对不同的学生可以稍做调整；因材施教原则。
Step5：Sum-up
Return the text , then fill in the blanks.
Have a report about the blanks.
Sum the do reading exercise ways：1.Read and guess
2.Read and find
3.Read and circle
4.Read and check
在寒暑假作业里有很多国外知识和谚语，大家也都很想知道怎么说；所以我们就要重视阅读。
Learn not, and know not. Read not , and run not.
要想我们的学习之路走的更远，我们要善于阅读。
Step6 Homework
Try to read M9 Text ，guess and read.
Do some reading exercises.
课后反思：
本课虽然是阅读课，但是设计时也要从听说读写思维开始。有感情的朗读时穿插了听力，在讲解课文时，培养了学生说的能力；同时加强他们英英思维。另外最重要的是学生真正的学会了如何去做阅读练习。这样从阅读到做阅读的过渡，不断地培养学生的英英思维；最后让阅读落到了实处。
选题时，最好是文章更为恰当；而不是对话。阅读时赋予真实的情感多一些。拔高练习不是非做不可；从学生程度出发，从实际出发更好。