外研社新标准小学英语.doc

外研社新标准小学英语（三年级起）第五册 Module 8 Unit 2
Where did Lingling go yesterday?
“教学设计”
广西师范学院初等教育学院07英语方向 罗莉

教学内容
 外研社新标准小学英语（三年级起）第五册 Module 8 Unit 2
Where did Lingling go yesterday?
                                                                15 Marling Street
                                                                       London NW2 
                                                                              England
Dear Daming,
Yesterday I went to Sam and Amy’s school. In England they don’t start school at 8:00. They start at 9:00. They don’t do morning exercises here. They all play in the playground. I skipped with the girls. The bell rang at 9:00. Then we went into the classroom.
Love from,
Lingling
教材分析和教学对象分析
教材分析：
本课为新标准英语三年级起点第五册第八模块，本模块的主题是school. 本单元主要语言功能是描述学校生活和过去的行为。本模块比较一般现在时和一般过去时：What time does school start? What time do you get up? 通过玲玲向Amy提出的“What time …” “Do you …”等问题，学习如何询问有关学校的情况。在unit 2，学生要学会写信向朋友介绍自己的或其他学校的校园生活。
教学对象分析：
五年级学生具有一定的英语语言基础，现阶段学生需要学习如何搜索语篇中的信息，学会在语篇中理解词句，并锻炼写的能力。
教学设计理念
小学英语注重培养学生的语感。语感的形成需要整体的语境。所以本课让学生在整体中感知语言，在整体中学习语言，最后创设语境和任务，让学生运用语言。
教学目标
知识与技能 语言知识目标：
能够在句子中听懂单词以及短语：do exercises, playground, before, skip, coffee, tea, bell, ring/rang, start, get up, take, near, fantastic, go into, get ready for
语言技能目标：
能够运用一般现在时描述与学校生活相关的表达：I get up at half past seven.
能够运用一般过去时描述过去行为的相关表达：Yesterday I went to Sam and Amy’s school. Where did Lingling go yesterday?
过程与方法
语言学习要注重语言习得规律和语感的培养，本课首先复习一些知识，当学生的原有知识被激活后，运用情景教学法将本课新内容呈现给学生。最后设计任务，让学生参与学习，体验学习。
情感、态度、价值
合理安排学习和生活，学会自立、自律。
教学重点、难点 重点：
重点句型：What time does school start? My school starts at 9 o’clock.
What time do you get up? I get up at half past seven.
Where did Lingling go yesterday?
重点单词：exercises, playground, before, skip, coffee, tea, bell, ring/rang
难点：
掌握句型What time does school start? My school starts at 9 o’clock.
What time do you get up? I get up at half past seven.
Where did Lingling go yesterday?
(会运用)
教学方法 情景教学法 任务驱动法
教学准备 多媒体课件或黑板，单词卡片
教学过程 教学过程：
Step 1: Warming up(热身)（5分钟）
(1) Greeting.
T: Good morning, class. How are you?
Ss: I’m fine, thank you. And how are you?
T: I’m fine, too. Thank you! Is everyone here? Who is absent? What’s the weather like today? I can sing, but I can’t sing well. My friend helps me. Can you sing? Can you sing well? Does you friend helps you? Repeat, please. I can sing, but I can’t sing well. My friend helps me. Can you say like this? (I can jump, but I can’t jump high. My friend helps me. I can run, but I can’t run fast. My …helps me. 板书，并强调helps，第三人称动词加s)
T: Let’s read after the tape. Open. Turn to page 30.
(设计意图：通过复习，激活学生的已学知识，并让学生进入英语学习状态，并完成教学目标：能跟磁带读Unit 1 课文。）
Step 2: Presentation(呈现) and consodidation.(操练)（10分钟）
Activity 1: Listen and answer.（呈现）
T: Lingling wrote a letter. Listen. What time do they start school in England? What do they do in the playground?
Activity 2: Read after the tape and answer.
T: Read after the tape and answer. Who went to Sam and Amy’s school? Did they do exercises every morning? When did they go into the classroom? Why? （请生回答，然后全班重复。）
Activity 3: Read the letter and answer.
T: This time, please read and then answer questions. Can you find out the original forms of “skipped” and “rang”? And then, tell me how to write a letter?
T: Read the letter again.
(设计意图：在整体中让学生理解课文。通过肢体语言辅助学生理解词句。听音，让学生带着问题去听，有听的目的和动机。跟读，训练学生纯正的语音。长期听纯正的语音有利于学生习得正宗英语语调。）
Step 3: Extension (扩展活动)
Task: Write a letter to Amy.
T: Amy has a lot of questions. She asks me :〝Can you tell me something about your school?〞Boys and girls, can you write a letter to Amy? Take out of your exercise books. For example.(出示信件，贴黑板)
                                                              4 Changgang Road 
                                                                 Nanning Guangxi
                                                                                  China
Dear Amy,
I’m Luoli .I’m a teacher. Every morning, I get up at 6:00 and do morning exercises at 6:30. I go to school at 7:00. I work hard at school. After school, I often help my mother do housework.
Love from,
Louli
（设计意图：通过任务，让学生参与学习，体验学习，合作交流，并锻炼学生说和写的能力。）
Step 4: Phonetic alphabet.
T：After writing, let’s do exercise. Turn to page 33. Listen and repeat. The letter “s”and the letter “c”pronounce / s /. More words. Can you say? For example, son, rice. The letter “s”and the letter “c”pronounce / s /. Any other words?
Step 5: Summerise.
T: Let’s learn a song.
T: Today’s homework.
Exercise book. Page 39-40
板书设计 Module 8 Unit 2 Where did Lingling go yesterday?
Lingling went to Sam and Amy’s school.                   A letter
Their school starts at nine o’clock.
They play in the playground.
Lingling skiped with the girls yesterday.
The bell rang at 9:00 yesterday and they
went into the classsroom.
课堂教学预测 注意上课节奏和时间。
反思：
1、我在课堂上，复习的速度不快，导致学生一开始就有充分的时间分散注意力。
2、整节课形式单一，同一个活动的目的太多，导致学生混乱。
3、我在课堂上几乎没有过渡语，学生经常不知道我下一步要做什么，为什么要进行下一步内容，所以，学生的课堂参与的积极性不高。
4、教师所讲内容一定要是正确的。然而我在上课时会将知识点讲错。所以，教然后知不足，我要再学习，不要耽误学生的每一节课。