英语五年级上册Unit 7 What time do you get up?教案

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这是一份英语五年级上册Unit 7 What time do you get up?教案，共5页。教案主要包含了单元整体目标，课时，第二课时教学设计等内容，欢迎下载使用。

Unit ７ What time do you get up?

本单元主要内容是谈论日常生活中什么时间做什么事情。我以歌曲《时间都去哪儿了》导入本节课，并以Where does the time go?为主线，贯穿整堂课。从Where does my time go? (引入) 到Where does Lingling’s time go?（学习文本）再到Where does your time go? （运用知识及拓展）最后到Where does your parent’s time go?(家庭作业，并为下节课D部分的教学作铺垫)。学生在三年级已经学过“What time is it?”句型，通过本单元的学习，学生进一步掌握时间表达法及相关词汇，能够就生活中的时间安排及日常活动来交谈，通过小组合作活动培养学生的合作意识，通过游戏激发学生的学习兴趣，让学生在玩中学，在学中玩。通过写下自己的timetable, 能修正自己不良的生活习惯，学会合理安排作息时间。

项目	主要内容
A. Let’s listen and say	The timetable. Peter asks Lingling some questions. Peter: What time do you ….? Lingling: I…at…
B. Let’s learn	Words and phrases. get up, go to bed, computer lesson, PE, art, music, maths.
C. Let’s practice	Activity. Practise What time do you...? I...at....
D. Let’s read	The day of Mary’s father
E. Let’s write	Help Mary to make a new timetable for her father
F. Let’s have fun	Survey in groups. What do you usually do at…?

1、能听懂会说、会读、会写get up, have breakfast, go to school, have English, go home, go to bed等词组。

2、能理解并初步运用句型What time do you… ? I…at....

3、掌握好时间的正确表达，如时间前面的介词at的用法以及a.m.和p.m.的用法。

4、理解A部分的课文内容，并能完成D部分的阅读任务。

5、能在运用所学知识制作时间表，能合理安排自己的作息时间。

第一课时：Parts B , C , F 词句教学课

第二课时：Part A 对话教学课

第三课时：Parts D , E 综合拓展课

课时	The Second Period
教学内容	Part A			课型	Dialogue Teaching
教学目标	1. Be able to understand and act out the dialogues in Part A. 2. Be able to make a new timetable. 3. Be able to cooperate with each other in a group. 4. Be able to arrange the daily life reasonably.
重点难点	Be able to make the timetable and show it .
教具学具	Some word & phrase cards , Lingling’s picture and Peter’s picture. Some boxes , some small paper ,some blank timetables and some color pens.
教学过程
步骤、内容、时间		教师活动	学生活动			设计意图
I. Warming up (2 mins) 1. Greetings 2. The music. (“Where does the time go”) II．Revision&Presentation （18 mins） Learn Part A Ⅲ. Practice (10 mins) 1. Watch the video and repeat. 2. Practise the dialogues . 3. Dub the dialogues. 4. Act out the dialogues. IV.Consolidation (9mins) 1. A Game. 2.Finish the timetable and show at the front.. V. Homework (1min)		Greetings T: First, let’s enjoy the music. Do you know the song? Show the teacher’s timetable. T: Where does my time go? (PPT ) I get up at… This is my timetable. Can I ask you some questions? T: Lingling is our good friend. Do you know Lingling’s timetable? Do you have any questions to ask Lingling? Work in groups . Discuss and write down the key words that you want to ask Lingling on the blue paper, after that ask Lingling: ”What time do you…? T: Peter asks Lingling some questions. What’s Peter’s questions? Let’s listen and number the phrases. T: Listen again, write down the time on the green paper, then put them in order. Check the answers. T: What time does lingling..? 核对答案的同时也将 Lingling’s timetable板书在黑板上。 T: Let’s watch and follow it.. T: Open your books, practise the dialogues in twos in your groups. 3: Who’d like to be Peter? Who’d like to be Lingling? 4. T: Look at the Bb, can you act out the dialogues ? T: It’s time to play a game. Work in groups. Put the paper in the boxes. The blue one ,in the blue box, the green one , in the green box, and then pick one from each box and make a sentence. So, good habit, better life! T: What about your daily life? Take out the paper, finish your timetable and then talk with your partners. T: What about your father and mother? Make your parent’s timetable.	Greetings Enjoy the music and answer《时间都去哪儿了》 Get to know the teacher’s daily life and answer some questions about the teacher’s timetable. Learn the word “timetable” and understand the phrase “ask some questions” Work in groups . Discuss and write down the key words that you want to ask Lingling.(without repetition) Ask: Hi, Lingling, What time do you…? Listen and order the phrases. Listen again, write down the time on the green paper and put them in order. Check the answers. Answer the questions about Lingling’s timetable. Watch and repeat. Practise the dialogues in twos in groups. Dub the dialogues. Act out The Dialogues in Part A.. Work in groups. Play the game. Some volunteers play the game at the front, the others make sentences. Finish the timetable. Talk about the timetable with the partners. Show at the front..			由歌曲《时间都去哪儿了》引出本节课的主要内容。通过观看老师的日常生活、时间表并回答相关问题，对第一课时进行复习，也为A部分的学习做了铺垫。小组讨论后，把要提玲玲问题的关键词写下来（不重复），既是检验学生的合作能力，也是对已学词组进行复习，并且为后面的操练、游戏等环节做了准备。创设情境，向玲玲提问。起承上启下的作用。由Peter的问题引出A部分。将要学习的内容变成听力的形式，将听到的词组排序，再听，然后写下相应的时间。把课文内容分解成活动和时间两部分，学生不光要认真听，还要积极思考，对活动进行排序。此活动的小纸条也是后面游戏的道具。板书的同时核对听力答案。通过观看视频并跟读，了解了对话内容，同时，训练了语音语调。打开书分角色朗读很有必要，练习了对话，也为下一步的配音活动做准备。学生通过层层深入的练习，能够在板书的帮助下表演对话。小组合作，抽纸条，说句子，句子千奇百怪，很好玩，学生在玩的同时，学会了说句子，还能判断哪些是好的生活习惯，哪些习惯不好并进行修正。这也让本节课得到了提升：Good habit, better life! 通过谈论别人的日常习惯到写下自己的timetable并谈论自己的日常生活，学生真正学会了运用语言。通过给爸爸妈妈制作timetable，既是对本节课的拓展，同时也是为D部分的学习做好准备。
板书设计		6:50 get up 7 o’clock have breakfast 7:30 go to school 9:20 have English 4:00p.m go home 9:30p.m go to bed
设计亮点		学生四人小组，合作学习完成各项任务。从老师的时间安排导入，再到了解文本中Lingling的时间安排，然后到学会制作自己的时间表，最后布置为爸爸妈妈制作时间表的作业，学生学会更好地安排自己的日常活动。游戏设计具有趣味性，学生在游戏中纠正了不良的习惯。