小学英语教学案例设计
姓名:颜 会 一、设计说明 (
  1) 话题:Time (
  2) 课题说明:课题:When do you get up? 教学内容:PEP 第五册第二单元内容。 Mike: Lily: Mike: Lily: Mike: Lily: Morning, Lily! Morning, Mike! It’s a fine day today. Yes. When do you get up in the morning? I get up at 6:
  20. When do you go to school ? At 7:
  10. Today is Monday. We have Chinese class at 8:
  15. We have math class at 9 o’clock. (
  3) 课程说明:1 课时 (
  4) 学生情况说明:本案例适合小学五年级学生。在此之前学生已经 掌握了时间的表示方法,会使用 What time is it? It’s … It’s time to/for …并掌握了学科名称及简单的活动名称的表达方法。 二、教学详案 课题名称:When do you get up? 教学目标: ① Get the students to understand the meanings of the patterns: “When do you …?” “I …at…” ② Enable the students to use the patterns to communicate with others. ③ Try to finish a task : planning a daily schedule. 单位:重庆市璧泉小学
教学重点:Grasp the patterns “When do you …?” and “I … at…” 教学难点:Try to use the patterns to express daily activity schedule. 课前准备:CIA, pictures, cards, exercise material 板书设计: When do you get up? When do you …? I … at ….
教学步骤: I. Warming-up (CIA) Say some chants. (
  1) Tick, tock. Wendy is sleeping beside her clock. (
  2) Time for breakfast. Drink some tea.
II. Revision

  1. A riddle
I have a friend. He has a round face. On his face, There are three
hands. He says “tick, tock, tick, tock ”all day and night. In the morning, he often says “Wake up” “Wake up ”to me. Who is my friend?
  2. Review the patterns: “What time is it?” and “It’s time to …”(CIA) ①T: Look at the clock. What time is it? (S: It’s 6:
  30) Look at the picture. What do you do at 6:
  30. (S: It’s time to get up.) ②Enable the students to ask questions according to the pictures. S1: What time is it? S3: What time is it? S2: It’s 7:
  05. It’s time to go to school. S4: It’s 4:
  35. It’s time to go home.
III. Presentation
  1. T: (
  1) Do you get up at 6:30? 6:
  30.” If not the teacher asks: When do you get up? The student try to answer “I get up at…” (
  2) When do you have breakfast? The student try to use “I have breakfast at …” Do you have breakfast at …? The students try to answer “Yes, I have The students can answer “Yes, I get up at
breakfast at …” or “No, I have breakfast at…” (
  3) When do you go to school? When do you …?
(板书)
Try to answer with the pattern “I go to school at…”
I … at… (板书)

  2. Learn to say “When do you …?” “I …at …?”(Pictures and cards) Look at the black board, read the sentences after the teacher.
  3. Substitute Look at the pictures and cards, try to say: When do you have lunch? I have lunch at 11:
  30.?
When do you watch TV? IV. Drill
  1. (
  1) T?Ss
I watch TV at 6:
  15.?
The teacher asks and the students try to answer with the patterns. When do you go home? Do you go home at …? When do you have dinner? Do you have dinner at …?
(
  2) Ss?T
(CIA) T: Look at the photo. Who is she? Yes, it’s me. I get up early
in the morning. After washing my face and brushing my teeth, I have breakfast. Then, I go to work. (Present the phrases get up, have breakfast and go to work on the screen.) T: When do I get up? Do you know? Present: ? ? ? ( Enable the students to ask “When do you get up?”)
S1: When do you get up? T: I get up at 6:
  20. S2: When do you have breakfast? T: I have breakfast at 6:
  50. S3: When do you go to work? T: I go to work at 7:10 (
  3) Ss?Ss Present: 7:10 go to work Present: 6:50 have breakfast Present: 6:20 get up
get up have breakfast go to work
T: How about your partners? When does he/she get up, go to school or have dinner? Please ask him or her about it. Use “I …at ….”
the sentences “When do you …?” Feedback:
S1: Hello, Jimmy. When do you get up? S2: I get up at 6:
  20. What about you? S1: I get up at 6:
  40.

  2. Talk about the class schedule.( Material) ①T: I want to know when do you do morning exercises? Try to answer “I do morning exercises at 7:
  55.”
②T: When do you have Chinese today? schedule.
Let’s talk about our class
e.g. When do you have Chinese class on Fridays? When do you have computer class on Tuesdays? When do you do sports on Wednesdays? Try to answer “ I have Chinese class at 9:
  05.” ③Choose one day and tell us the time schedule. e.g. One Monday, I have Math at 10:
  10. I have P.E. at 10:
  50. I do sports at 2:
  20.
  3. Listen to a dialogue and complete the schedule.(CIA) ①Listen Mike: Lily: Mike: Lily: Mike: Lily: Morning, Lily! Morning, Mike! It’s a fine day today. Yes. When do you get up in the morning? I get up at 6:
  20. When do you go to school ? At 7:
  10. Today is Monday. We have Chinese class at 8:
  15. We have math class at 9 o’clock. ②Listen again and present the time list on the screen. Lily’s Monday ? get up 7:10 ? 8:15 ? ? math ③Complete the schedule.
  4. Learn to read the dialogue. V. Practice and demonstration (Finishing a task )
  1.Talk about your days. Plan your daily schedule according to the class schedule. (Choose one day and try to make a schedule then talk about it.) Mon 8:10 9:05 Chinese English Tue Math Chinese Wed English Math Thu Chinese English Fri Math Chinese
10:00 10:50 11:40 1:30 2:20 3:10
Math P.E.
Computer Science
1037 se P.E.
Math Music
English Art
Lunch music sports English sports Art sports Science sports Computer sports
School is over/ Go home
My 8:10 9:05 3:10
  2. Plan your summer holiday schedule. ①What do you do anything else in daily life? Preset the phrases :listen to music, watch TV, read books, play computer games and go swimming , etc. ②Summer holiday is coming soon. What will you do in your holiday? Present some useful phrases. (CIA) do Chinese/math/English exercises read a book watch TV play listen to music do sports get up
go to school go home
dinner go to bed
play computer games go shopping go to bed
go swimming have a nap
have a snack
get up
have breakfast/lunch/dinner
③Try to plan a summer holiday schedule. My Summer Holiday Schedule Time Things


④Share your holiday schedule with others.
三、教学反思 在第四册第二单元中学生已掌握了句型 What time is it? It’s …. 和 It’s time to/for….同时学生也掌握了一些学科名称如 Chinese, math 及简单的活动 名称如 do sports 等。基于学生有这样的语言知识储备,因此编写了本课对 话。 要求学生掌握句型 When do you get up? I get up at 6:
  30. 在教学设计上从 学生已掌握的知识入手,先复习句型 It’s …,It’s time to/for….在新句型的呈 现时能顺势引导,从学生的日常生活入手,说说你是什么时候起床、什么时 候上学的。在句型的操练设计时能够提供有梯度的练习,体现由扶到放的过 程,并过渡引导到用新句型表述一天的课程安排。在任务型的活动设计中要 求学生结合实际生活说说自己一天的安排,如 My Monday, My Friday。在此 基础上再让学生设计一张暑假作息时间表。由于受话题和句型的限制,在课 文内容的拓展上显得比较单一。但学生对设计暑假的生活作息表十分感兴 趣,积极性也很高,并且能够展示出自己的作息表与大家交流,取得了较满 意的效果。
 

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