外研社M5 U1《I get up at seven o'clock》教案分析
step 3 presentation and practice:
1. 課件 miss wang 正在吃晚餐? t: look, this is miss wang. i’m having dinner. 引導學生說出have dinner? 點擊課件 出現鐘? t: what’s the time, please? ss: it’s seven o’clock. t: i have dinner at seven o’clock. 板書： i have dinner at seven o’clock. 根據手指的節奏讀句子?
【設計意圖】 通過學生已有知識 have dinner 引入本課的新句型?以舊帶新?自然導入本課新授句型。
2.read after the teacher. pay attention to“at” 3.t: today, we’re going to learn some phrases.
（1） get up t: look and guess. it’s seven o’clock. i should_ _____. read after the teacher up up get up（肢體語言） 大小聲 look and say. 老師做嘴形?i get up at seven o’clock. t: listen, what time does daming get up? who can repeat? ss: i get up at seven o’clock.
【設計意圖】 通過時間和肢體語言?發揮學生的主體性?引出 get up?過渡自然
（2） go to school t: 播放錄音?who can repeat? ss: i go to school at eight o’clock. 板書 go to school? read after the teacher. school, school, go to school. 小老師? t: what time do you go to school? 讓學生自己說自己上學的時間
【設計意圖】 go toschool 這個詞組簡單?讓學生聽音模仿?發揮學生的主動性。
（3） have lunch t: it’s twelve o’clock. i’m hungry. it’s time for_________. 板書 have lunch read after the teacher （how many fingers how many times） one by one t: listen and repeat. i have lunch attwelve o’clock.
（4）go home 課件 下課鈴聲 鐘表 4 點? t: what’s the time, please? it’s four o’clock. let’s go home. 板書 gohome. read after the teacher 看卡片由小到大? t: listen and repeat. ss: i go home at four o’clock.
（5） watch tv t: listen then repeat. s1: i watch tv at six o’clock. 板書 watch tv card: watch tv read after the teacher with actions 看嘴形說 i watch tv at sixo’clock.
（6）go to bed. t: i’m tired. it’s nine o’clock. it’s time for me to go to bed. 板書 go to bed. read after the teacher 看手勢讀單詞 t: listen then repeat s1: i go to bed at nine o’clock. 5?read the phrases and sentences together.
【設計意圖】 在學習詞組時?結合句型進行操練?在新句型中引入新單詞?再用新單詞操練新句型。做到詞句相結合學習與操練新知。設計的活動以及操練的方式都充分體現課堂教學的有效性。
step4 consolidation:
1.chant up up up i get up. school school school i go to school. lunch lunch lunch i havelunch . home home home i go home. tv tv tv i watch tv. bed bed bed i go to bed.
2.simon says 的游戲。 t: simon says, get up, then do the action. get up, don’ t do the action.
【設計意圖】 游戲一將枯燥乏味的詞組操練融入游戲的樂趣?激發學生的好奇心和參與積極性?讓孩子們在玩中學?游戲二是對游戲一的遞進?在鞏固新知識的同時也提高了學生的反應能力。