外研社英语五上《What time does school start?》说课设计
教材分析：
本单元主要是谈论与学校有关的事，它仍然是围绕着Lingling在英国的见闻这一主线，通过Lingling和Amy的对话告诉大家英国学校的学校生活。
本单元的语言结构学习内容是句型：What time鈥Γ� Do you鈥Γ�
What time鈥Γ� 结构是本册在下半学期重点学习的内容之一，按照目标要求，学生理应掌握。Do you鈥Γ� 句型，学生在三起二册Module4已经学过，但随时间的推移，学生可能出现了对于Do you鈥Γ坑梅ǖ囊磐栽诒镜ピ嘎垩Ｉ钍保唇哉庖痪湫徒徊角炕獭３酥猓笱莆找恍┯胄Ｔ吧钕喙氐亩识逃铮聪肮淌奔涞谋泶锓椒ǎ⑶夷芙秸呦嘟岷稀�
本单元的词语学习目标是学习新单词：exercise、playground、skip、before、coffee、tea。其中coffee, tea学生已经在Book 2Module 3的chant接触过，学生有印象，不是难点。单词exercise是难点，采取分音节教授的方法。
学情分析：
经过近三年的英语学习，学生们具备了一定的听说读写技能，有较好的模仿能力，在老师的引导下，能运用所学基本句型进行语言操练，在课堂教学中能积极参与，互动交流。在本模块的知识点中，与学校有关的动词词组是学生十分熟悉和掌握较好的，由于它贴近学生生活，所以学生对此会表现出较浓厚的学习兴趣，这就为本单元的学习打下了良好的基石。另外，本单元的另一个知识点，即时间的表达方法也是学生已经掌握的，所以学生主要解决的问题是如何进行综合运用。
教学目标：
1.知识目标：100%的学生能听懂句型：What time does school start? My school starts at....What time do you 鈥Γ� I 鈥t鈥ζ渲�80%的学生能自如运用这一结构。 100%的学生能全面参与学习exercise、playground、skip、before、coffee、tea等本单元新学语词的活动，其中90%的学生能达到自如运用exercise、playground、skip、before；
2.技能目标：100%的学生能听懂本单元句型，其中80%的能灵活运用所学结构询问和描述学校的日常生活。
3.情感目标：通过任务活动，学生主动与他人交流合作的能力得到提高，养成积极探索，思考问题的好习惯，在学习知识的同时了解中英校园生活的差异。
4.运用目标：100% 的学生能运用本单元功能句What time does school start? My school starts at....What time do you 鈥Γ� I 鈥t鈥ρ什⒚枋鲅Ｉ睿�60%-80%的学生能在老师的示范和帮助下写e-mail给外教。
教学重点：
重点掌握句型：What time does school start?及其回答，以及句型What time do you鈥Γ� I 鈥t鈥�
教学难点：
1. 能够运用What time鈥Γ烤涫浇形蚀穑⒚枋鲎约旱男Ｔ吧睢�
2. 单词exercise的发音。
教学策略：
本课的重难点就是如何让学生开口，大胆发言讲述自己的学校生活，这与学生的实际生活紧相扣。因此本课以任务型教学为主，把学习内容贯穿在这一任务中，引导学生学会主动发问、求知，自主探索。运用情景教学法让学生在真实的情景中学会运用语言，突出语言的实用性和交际性。同时注重学生合作学习，教师引导、评价，实现生生交流、师生互动。
教具准备：
课件、单词卡片、头饰等
教学过程：
一、Warm up
设计意图：通过轻松的对话、欣赏上课学生所在学校图片，拉近与学生距离，激发浓厚的学习兴趣。同时通过与学生自由交谈与学校有关的话题，学习新单词：exercise/playground/skip。
1. Free talk
T: Hello, boys and girls！
S1: Hello, Ms Xia！
T：Today I am your new English teacher. I would like to know something about you. Hello, boy！ What鈥檚 your name?
S1: My name is 鈥�
T: Nice to meet you！
S1: Nice to meet you, too.
简析：与学生握手问候，缓解彼此之间的陌生感，为本节课的开展做好铺垫。
T: Just now we watched the video, it鈥檚 about鈥�
T: Boys and girls, today I bring some pictures about school, would you like to enjoy them?
T: Let鈥檚 enjoy them. Which school is it?
S1: Our school.
T: How do you go to school? Do you walk to school?
S1:Yes.
S2:No.
T: Maybe some of you go to school by bike, maybe by car. Do you do exercises at school?
T: Do you do exercises at school? 教授、板书单词exercise。
简析：exercise这个词，学生很难读准，以音节为单位教授发音exer-cise，exercises，降低学习难度。
T: Do you do exercises at school?
S1: Yes.
T: You can say :鈥業 do exercises in the playground鈥�
T：Do you play football？
S1：Yes, I do.
2. T: We do many things at school. Look, we play basketball in the playground.
Ss: We play football in the playground，play football in the playground，skip in the playground, do exercises in the playground, play the flute and read books at school.
简析：大屏幕依次出示活动图片，学生通过齐说积累本节课所需的动词词组，为本节课的学习做好词汇上的铺垫。
修改：本处出示图片变学生说单词为说完整的句子，让学生在句子中巩固单词、词组。
二、Lead in
设计意图：出示Stacey照片，激发学生学习兴趣，同时呈现任务。然后回归课文，通过呈现课文人物、第一幅图片，老师追加提问，使学生初步了解课文背景，为课文的进一步学习扫清障碍，做好铺垫。
T: Wow, your school life is so colourful.
T: Look, this is my English teacher, Stacey. She is in England, now. She sent an e-mail，she would like to know something about a pupil's school life in China. Can you write an e-mail to her?
简析：开门见山，呈现任务。
Ss：Yes.
T: After learning, you can write an e-mail to her.
T： Now, look at the picture, please. Who are they?
S1: Amy and Lingling.
T：Where are they？
Ss：In England.
T: What day is it today?
Ss: Sunday.
T: So tomorrow is
Ss: Monday.
修改： 本处改变原来的I want to write an e-mail, ask the students 鈥楥an you help me?鈥櫟纳杓疲苯尤醚鳶tacey写信。因为在观课的过程中，指导老师张老师发现改变后的设计使学生与Stacey近乎面对面交流学校生活，更能激发学生的学习兴趣。
三、Presentation
设计意图：在初步了解课文背景的前提下，学生带问题整体感知文本，之后通过细节问题的解答扎实处理文本，加深学生对对话文本的理解和知识点的掌握。
1. T: On Monday, Lingling would like to come to Amy鈥檚 school. She has a question: What time does school start?
Listen and watch, please.
简析：第一次播放课文，让学生带着一个重要问题整体感知文本。
T: Amy says：My school starts at 鈥� This word, do you know? 出示start单词卡，教授，检查。
S1：9:00.
T: Do you agree？
Ss：Yes.
T: Pay attention to this word，starts.强调注意starts读音。
（教师指句子，学生读，师板书；男问女答，师问生答，练习句型What time does school start？My school starts at 9:00.）
2.T:Amy鈥檚 school starts at 9：00.It鈥檚 so late. And what time does Amy get up? Do you want to know?
Ss: Yes.
T: Let鈥檚 ask Amy.课件出示句型：What time do you get up ?学生齐问。
T: Now if you are Amy，假如现在你是Amy，What time do you get up？
S1:6:00.
S2:7:30.
鈥�
T: Now, listen. Who can give me your answer. 课件播放Amy起床句子：I get up at 7:30.
S1:7:30.
T: Is she right?
Ss: Yes.
T: Read the sentences, please.生读句子，师板书。
4. T: Amy gets up at 7:00. Do you want to know her school life?
Ss: Yes.
T: You can ask her some questions like this: Do you鈥Γ� For example: Do you do exercises?
S1: Do you play football?
T: A good question.
S2: Do you skip?
T：That鈥檚 fantastic.
S3:鈥�
此处设计意图：学生对Amy的学校生活很感兴趣，肯定会问很多问题，教师切合学生的心意，让学生自由发问，不仅学生的思维发散，也复习巩固了句型Do you鈥Γ咳醚芨幼匀绲脑擞么司湫汀�
T: You have so many questions. Lingling has some questions, too. Look！ 课件出示三个问题。
T: Let鈥檚 read together.生读问句。
T: Now open your books, turn to page30. Read carefully and find the answers.
T: Have you finished it?
Ss: Yes.
T: Q1, Amy says鈥ho wants to answer?
S1: Yes, I do.
T: Amy walks to school, why? Amy says. Our school鈥�
S2: Our school is very near the school.
T: Q2, Amy says. Who knows?
S3: No, we don鈥檛.
T: Amy鈥檚 school doesn鈥檛 do exercises every morning. What do they do? Amy says,
S4: We play in the playground in the playground before 9:00.
T: That鈥檚 fantastic. You鈥檝e got it. This word, before.师教，生学。
Ss: before.
T: Q3, Amy says, who can answer?
S5: Yes, I do.
T: Wow, you did a good job.
简析：通过仔细阅读，找出答案，使学生对文本的认识更加深刻。
T: Now, boys and girls, do you have any questions?
Ss: No.
5. T: Ok, now let鈥檚 listen, point and repeat. Try to imitate
跟读课文。注意模仿，对学生的跟读及时指导。
6. T: Read it in groups.
T: Have you finished?
Ss: Yes.
T: Picture 1, which group wants to be Amy, Lingling?
G1 G2
T: Picture 2, which group wants to be Amy, Lingling?
G3:鈥� G4:鈥�
T: Good jobs.
T: Picture 3, let鈥檚 read together.
T: Wow, that鈥檚 fantastic, you can read it very well.
四、Practice
1. 设计意图：通过对课文的复述，学生对文本的理解与掌握更加透彻，对Amy的学校生活了解得更加清晰，为描述自己的学校生活做了语言铺垫。
T：Now，let鈥檚 try to retell Amy鈥檚 school life.课件出示提示词，先让学生自己复述课文再学生集体复述课文。
T: Oh, you can read it really well.
2. 设计意图：学生在三年级已经了解了Daming一天的作息时间规律，学习了句型I get up at鈥Γ窘诳斡盅傲诵戮湫停篧hat time do you鈥Γ吭诖私示溆氪鹩锿昝赖慕岷希仁嵌跃芍母聪埃彩嵌孕轮墓獭Ｍ比醚嵛剩布蟮丶し⒘搜男巳ぁ６褼aming是中国人，Amy是西方人，学生通过了解Daming的生活作息，进而更了解了中西方学校生活的差异，为后面的情感渗透做了很好的铺设。
T: We know Amy鈥檚 school life, do you want to know Daming鈥檚 school life?
Ss: Yes.
T: You can ask him some questions like this, what time do you have lunch? 课件出示what time do you鈥Γ亢虳aming 一天的作息时间。
S1：What time do you go to school?
T: Listen.课件播放Daming声音I go to school at 8:00.
T/Ss: He goes to school at 8：00.
S1: What time do you watch TV？
T: Listen. 课件播放Daming声音I watch TV at 6:00.方法同上。
S3: What time do you go home?
T: Listen. 课件播放Daming声音I go home at 4:00.
T: You have so many questions, great！
简析：课件先出示Daming头像，学生在教师的引导下运用What time dou you鈥Γ孔杂裳蔇aming，然后通过听Daming说的话，学生了解Daming一天的学校生活。
修改：
只用What time do you鈥Γ垦剩擞玫木湫偷ヒ唬诖擞υ黾覦o you鈥Γ客卣寡嘉睦蟮ǚ⒀浴�
3. 设计意图：此活动是Amy和Daming想了解咱们学生学校生活，虽然Amy有可能来不到学生身边，但是却是在较为真实情景下，学生对所学知识的真实运用。注意：教师提醒下面的学生要认真听，教师要提问问题或请学生评价，以引起下面学生的注意力。
T: Boys and girls, this class we know Amy鈥檚 and Daming鈥檚 school life. They want to know your school life. Look, Amy is coming.教师戴上Amy的头饰，和一学生对话。
Hello, I鈥檓 Amy！
S1: Hello, Amy！
T: What time does school start?
S1: My school starts at 8:20.
T: What time do you get up?
S1: I get up at 6；30
T: Do you skip in the playground？
S1：Yes, I do.师生示范
T: A super girl！
T: Now, who wants to be Amy?
T: Now ask your partner, please.一人当Amy，同桌问答。
T: Are you ready? Who wants to show？
S1: Hello, I鈥檓 Amy！
S2: Hello, Amy！
简析：创设较为真实的情景，Amy来到学生身边，采访学生的学校生活。老师请愿意当Amy的采访另一位学生，这样学生想了解什么就问什么，带着好奇去询问，在不知不觉的谈论中拓展了语言的运用。
五、Production
设计意图：学生把自己的学校的生活写下来寄给我的外教，分享学校生活。培养了学生综合语言运用能力，达到学以致用的效果。
T: All of you did good jobs. Have you remembered Stacey?
Ss: Yes.
T: Can you write an e-mail to her?
Ss: Yes, I can.
T: Write it，please. T: Have you finished？Who want to share your school life?
S1:
T: Wow, I think Stacey will like your school life very much.
鈥ρ故荆淌笆逼兰邸�
T: Boys and girls, After class, you can send the e-mail to Stacey.
六、Summary
设计意图：先让学生自己总结本节课的内容，便于学生开动脑筋梳理归纳，养成归纳总结的良好学习习惯，增强学生归纳总结的能力。然后师生一起回顾本节课的收获， 积极体验成功的乐趣。
T: Boys and girls, what have we learned today?
Encourage Ss to tell us what they have learned. 让学生总结今天他们有什么收获？学生自由发言。最后齐读板书，单词和句子。
T: Today we have learned Amy's school life, and we have learned the differences between Chinese and English school life. At last, a poem for you, read it ,please.学生跟老师齐读小诗。
The peom
We are in different countries,
we have different school life,
but we talk, we play, we learn,
we love our school and enjoy every day.
简析：本课学生了解了不同学校的学校生活，不同国家的学校生活，虽然有不同，但有一个共同点，就是：we talk，play and learn， we love our school and enjoy every day.
七、Homework
T:Now boys and girls，time is up，please remember your homework。
Share your school life with your friends.
设计意图：课堂的终点在哪里？如果有，我想应该在生活中。因此，我以本课为延伸，鼓励学生在课后运用所学语言，和朋友分享学校生活，变生活为课堂，自主学习。
板书设计：
Module 8 School
does school start?
My school starts at 9:00.
What time playground
do you get up?
I get up at 7：30. before
简析：采用简单明了的板书，归纳本课重点。
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