新标准二年级上册module5At7,Igetup.doc

Module 5 单 元 分 析
教 学 目 标 分 析

语
言
知
识
目
标
功能
谈论一天的作息时间与活动
语法
全体学生能初步运用：At 7, I get up. I go to school at 5.
词汇
全体学生能理解：get up, poster, go to school, have lunch, go home, watch TV
全体学生能初步运用：get up, go to school, have lunch, go home
部分学生能初步运用：poster, go to school, have lunch, watch TV
语音
进一步感知陈述语段的语调
语
言
技
能
目
标
听
全体学生能听懂：At 7, I get up. I go home at 5.
说
全体学生能说：At 7, I get up. I go home at 5.
读
全体学生能认读：get up, go to school, home, go home
部分学生能认读：poster, have, lunch, have lunch, watch TV
写
全体学生能拼读：this, a, bird, look
全体学生能书写：Jj, Kk
运用
全体学生能运用“At 7, I get up. I go home at 5.”说明自己一天的主要作息时间和活动。
学习策略
通过词汇联想的方式认知“get up, poster, go to school, have lunch, go home, watch TV”，通过动作帮助学生理解和记忆。
文化意识
通过参加TPR活动体会学习英语的乐趣，体验英语活动的特点。
情感态度
乐于参加TPR活动
乐于感知并积极尝试使用英语介绍自己，增进同学间的友谊。
任 务
Unit 1：介绍自己一天的主要作息时间和活动，比比谁的作息时间最健康。
Unit 2：利用图片或照片向朋友介绍自己一天的主要作息时间与活动，增进彼此的了解。
教 学 内 容 分 析
l 本模块的教学内容是谈论一天的作息时间与活动
l Unit1的课文发表情境是 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。
l Unit 2 课文情境是Lingling和Amy在聊天，说到各自几点吃午饭、几点打球、几点看电视，最后说到几点回家时两个人都笑了，因为他们放学是一起回家的。
第一课时 总第18课时
课题
Unit 1 At 7, I get up. （新授课）
教学
目标
知识技
能目标
1. 全体学生能运用“At 7, I get up. I go to school at 8.”介绍一天的作息时间与活动
2. 部分学生能初步运用：poster, go to school, have lunch, watch TV
情感目标
乐于参加TPR活动
教学
重点
词汇：get up, poster, go to school, have lunch, go home, watch TV
句型：At 7, I get up. I go to school at 5.
难点
运用“At 7, I get up. I go to school at 5.”介绍一天的作息时间与活动
课前准备
点读机，单词卡片：get up, poster, go to school, have lunch, go home, watch TV
教 学 过 程 设 计
教学步骤
教 学 活 动
设计意图
Step1
Warming up and revision
1．Greeting.
2．Let’s chant: H is for head.
3．Revise the words of clothes with the word cards.
4. Revise the words of numbers with the word cards.利用课件帮助学生复习大量的动词词组，为学生后面的学习做准备。 依次看图学习词组： get up, go to school, have lunch, play football, go home. 利用游戏帮助学生掌握这次词组， 比如我说词组学生做动作，我做动作学生说词组。还可以利用课件游戏看词连图等活动帮助学生巩固。

字母韵诗可以在复习字母的同时活跃课堂气氛。复习数字单词为学习时间的表达做好铺垫。
Step2
Presentation
1. Show a clock and tell the children: This is a clock. 2. Move the hands of the clock and ask the children, What’s the time? Teach the children to say, It’s 7. It’s 8. 二年级的孩子已经学习过认识时间，并且也学习过用英语表达数字，所以学习起来会比较快。
3. Move the hands of the clock and ask individuals to answer one by one. 4. Ask the children to open their books on page 27 and look at pictures of activity 1. Tell the children that Ms Smart bought a parrot for Sam. She asks Sam to get up. The parrot also cries, get up! Get up! 5. Show the word card of get up. Teach the children to read. Then, let them read one by one. Let them read and do the action. 6. Present other verb phrases in the same way. 利用课文再次呈现以下词组，在故事情境中学生掌握地很快，学生和老师互换角色朗读激发了学生学习的兴趣。
Have breakfast, go to school, have lunch, go home, watch TV, go to bed.
用一个钟表引入时间的表达，直观、快速引入本课重点。稍做练习之后，再引入活动，继而学习本课相关的动词短语。
Step 4
Drills
1. Listen and do the actions. I read the verbs and let the children to do the actions. 2. Show the pictures and let the children to say the verbs. 3. Show the words and let the children read them. 4. Look and say. Point to the words and ask the children read as quickly as possible. 5. Make sentences. Show the clock at 7 and ask the children what’s the time? Then, tell the children: At 7, I get up. Then, ask them, when do you get up? Let the individuals to answer. 6. Make other sentences in the same way 利用图画让学生练习句型，由易到难，逐步让学生掌握句型的构成。 然后再让学生自己说一说自己的作息安排。
At 7:10, I have breakfast. At 8, I go to school. At 12, I have lunch. At 4, I go home. At 8, I watch TV. At 10, I go to bed. 7. About Sam. Listen and point. Then, answer. When does Sam get up / go to school / have lunch / play football? Listen and repeat. Read together.
通过听、做，看图说词等活动来强化动词短语的掌握。练习之后，再加上时间，说出一个完整的句子，来介绍自己的作息时间和活动。
最后以要了解Sam的作息时间和活动为话题来引出并学习课文。
板书设计
Module 5 Unit 1 At 7, I get up.
get up
have breakfast
go to school
At … , I have lunch
go home
watch TV
go to bed
作业设计
1、跟磁带朗读第26--28页课文五遍。
第二课时 总第19课时
课题
Unit 1 I go home at 5. （新授课）
教学
目标
知识技
能目标
1. 全体学生能运用“I get up at 7. I go to school at 8.”介绍一天的作息时间与活动
2. 部分学生能初步运用：poster, go to school, have lunch, watch TV
情感目标
乐于向他人介绍自己的作息时间和活动。
教学
重点
词汇：have breakfast, have lunch, watch TV, go home
句型：I have lunch at 12.
教学
难点
能运用“I get up at 7. I go to school at 8.”介绍一天的作息时间与活动.
课前准备
点读机，单词卡片：get up, poster, go to school, have lunch, go home, watch TV
教 学 过 程 设 计
教学步骤
教 学 活 动
设计意图
Step1
Warming up and revision

1. What’s the time? Practice the times with the clock.
2. Revise the verb phrases with the word cards. 利用图片让学生再次复习词组， 还可以加一些词组，如：go home, play basketball, play ping-pong, watch TV等

3. Revise the dialogue on page 26. Read together.
4. Let’s see Amy and Lingling’s timetable.
充分复习上节课所学内容，为本节课顺利过渡做好准备。
Step2
Listen, point and read.
1. Ask the children to open their books on page 29 and ask先听读课文，再根据课文回答问题， 在回答问题的同时学习本课的重要句型。
the children to look at activity 1. Then, ask: “When does Sam watch TV?” and ask volunteers to answer. 2. Play the tape and ask the children to Listen and repeat. 3. Ask the class to look at the pictures of activity 2. And ask: When does Lingling / Amy have lunch / play basketball / watch TV / go home? 4. Play the tape and ask the children to point and repeat. 5. Ask volunteers to be a little teacher to lead the class to read the dialogue. 6. Read the dialogue in roles.
通过听、指；听、指、读；叫学生当小老师领读等各种方式来帮助学生认读课文。
Step 3
Talk about your own schedule.
1. Demonstrate. I get up at 7. I让学生自己介绍一下自己的作息时间。 这样可以有效训练学生的语言运用能力。
have breakfast at 7:10. I go to school at 8. I have lunch at 12. I go home at 5. I watch TV at 8. I go to bed at 10. 2. Ask volunteers to talk. 3. Let the children to talk in pairs. 4. Ask individuals to talk.
通过让学生介绍自己的作息时间和活动来训练学生的语言运用能力。
板书设计
Module 5 Unit 2 I go home at 5.

I … at ….
作业设计
1．背诵第26--28页课文五遍。
2．听、指第29—30页课文五遍。
3．Make a poster about your schedule..
第三课时 总第20课时
课题
Unit 2 I go home at 5. （复习课）
教学
目标
知识技
能目标
1、大部分学生能够基本运用I get up at 7.句型来介绍自己的作息时间和活动。
2、能够正确书写字母Jj, Kk.
情感目标
乐于向他人介绍与他人分享信息
教学
重点
1、学生带着自己的poster向全班介绍自己的作息时间和活动。
2、练习书写字母Jj, Kk.
教学难点
正确介绍自己的作息时间和活动。

点读机，单词卡片、练习本
教 学 过 程 设 计
教学步骤
教 学 活 动
设 计 意 图
Step1
Warming up and revision
1、Revise the letters with the letter cards.
2、Revise the words with the word cards.
3、Read the dialogue of unit 1 and 2 in pairs.
通过这一环节来活跃课堂气氛，创造英语学习氛围。
Step2
Write the letters.
1. Show the writing of letter Jj, Kk and let thechildren to watch carefully.
2. Let individuals to talk the important points of the writing of the letters.
3. Let the children to write the letters carefully.
在写之前，让学生仔细观察字母书写的占格及笔画、笔顺，并让他们讲一讲，然后再让学生写，会大大降低错率。
Step 3
Introuduce your own schedule.
1. Ask volunteers to introduce their schedule with their posters. 2. Ask the children to introduce their schedule with their posters in pairs. 3. Ask individuals to the front to introduce their schedule with their posters
这一活动给更多的同学提供练习的机会，训练学生语言的实际运用能力，让学生在语用中体会语言，培养语感。
板书设计
Module 5 Unit 2 I go home at 5.
J j
K k
作业设计
1． 跟随磁带朗读第26--28页课文三遍。
2． 跟随磁带朗读第29--30页课文五遍。

第四课时 总第21课时
课题
Unit 2 I go home at 5. （练习课）
教学
目标
知识技
能目标
1、通过练习强化巩固本模块所学重点内容。
2、大部分学生能够正确完成活动用书的练习。
情感目标
对介绍物品有兴趣。
教学
重点
1、复习词汇、句型和课文。
2、完成活动用书unif 2 Module 4的练习。
难点
正确完成每一个练习题。
课前准备
点读机，《课堂活动用书》、单词卡片
教 学 过 程 设 计
教学步骤
教 学 活 动
设计意图
Step1
Warming up and revision.
1. Let’s chant. J is for jug. K is for kite. Let’s fly my kite.
2. Review the words of clothes with the word cards.
3. Read the dialogue of unit 1 and unit 2.
4. Read the dialogue in roes.
充分复习本模块的单词和对话。
Step2
Do the exercises.
1. Read, match and say. Let the children to look at the pictures and read the sentences and match. Then, ask individuals to read and match. 2. Listen, tick and act. Read the listening material and ask the children to listen and tick. Then, ask individuals to read the sentences. Check the answers together. 3. Listen and write. Ask the children to look at the pictures carefully. Then, ask individuals to read the sentences. Let the children fill in the blanks. 4. Read and tick. Ask the children to look at the pictures carefully and choose the correct sentences. 5. Read and write. Ask the children to read the passage together. Then, ask the children: When does Panpan get up? When does he go to school? When does he have lunch? When does he have English? And so on. Then, let them write down the time. 6. Read, match and say. Ask the children to read and match. Then, ask individuals to read the sentences and match them to the right time. 7. Listen and tick. Read the listening material and ask the children to listen and tick. Then, ask individuals to read the sentences. Check the answers together. 8. Listen and write. Read the listening material and ask the children to listen and tick. Then, ask individuals to read the sentences. Check the answers together. 9. Read, tick and act. Ask the children to look at the pictures and read the sentences. Ask the children: Which one do you choose? Let the children read in roles.
通过听、指；听、指、读；叫学生当小老师领读等各种方式来帮助学生认读课文。
作业设计
1、背诵Module 5. 2、跟录音朗读第32—33页课文两遍。
教学反思：
本课的主要内容是用英语描述Sam一天的日常活动时间表。这一单元单词量大，要求学生听懂会说六个动词词组以及表达时间，对于他们来说难度相当大，并且这一课是用第一人称“I”来表达自己一天的日常活动，可以设计的活动不多，课堂有可能会显得枯燥无味。为此，我主要设计了一下活动内容：首先，师生进行问候，学生自唱英语歌谣，其目的是为了营造一种亲密和谐，利于学生学习的轻松氛围；其次，我充分利用课件还有图片展示生词，并叫学生听单词做动作，帮助他们形象记忆。接着由学生反复跟读CD-ROM朗读课文, 再由学生用I…at…描述课件图片，最后做Listen and match 检测学生对课文内容的掌握情况。
整堂课的教学能够抓住儿童学习语言的特点，以游戏为载体，从热身、新授、操练到巩固，充分体现出以学生为主体的的教学原则，课堂教学生动活泼、丰富多彩。以图片、游戏充分调动学生主动学习语言，主动参与语言操练的积极性，发挥语言的交际功能，增强团结合作意识。通过营造良好的语言学习氛围和大量会话实践，提高了学生用英语进行交际的能力 ，在注重语言训练的同时，合理利用学生的好胜心理，发展了学生的思维能力。