2021学年Unit 1 Children often sit around tables.教案设计

《新标准英语》一年级起点第九册 Module 8

 Unit 1 Children often sit around tables.

一、教材内容分析：

本课的课文情境是在英国的Lingling写给Daming的一封信。Lingling告诉Daming，她去了Amy和Sam的学校，并拍了照片。在英语，学生通常是围桌而坐，而在中国，学生是成排坐；英国的学生早上课前会唱歌，中国的学生早上课前做早操；英国的学生通常是早上九点上课，下午三点半放学，中国的学生一般是早上八点上课，下午四点返学。英国的校园生活很有趣，但Lingling很想念中国的朋友。本课旨在使学生通过学习Children often sit around table in class. They sing songs every morning.等句型，学会谈论和比较中英学校的异同，从而发现中英文化差异。

二、教学目标分析：

1. 知识技能目标：

1）能借助元音字母、字母组合的发音规律，听懂、认读、拼写单词：start, around, line, half, past, miss；（教学重点）

2) 能根据意群，听懂、认读句型：Children often sit around table in class. They sing songs every morning.;（教学重点）

3）能借助图片和文字，听懂、读懂和朗读课文；（教学重点）

4）能运用Children often sit around table in class. They sing songs every morning.等句型比较中英学校生活，交流并制作海报，从而发现中英文化差异；（教学重、难点）

2. 学习策略目标：

1) 通过pair work, group work等活动形式，培养学生自主学习、合作学习的能力；

2) 通过”Watch the video and say”、”Say

differences”、”Share the poster”等活动，培养学生利用所学知识积极参与活动，并用英语进行沟通交流的能力。

3. 情感态度目标：能在了解英国学校的同时，感受中国学校生活的乐趣。

4. 文化意识目标：在学习和日常交际中，能初步注意到中外文化的异同，增强跨文化意识。

5. 社会主义核心价值体系目标：通过学习，能进一步拓宽国际视野，弘扬中华文化，加深对异国文化的认识与理解。

三、学情分析：

心理特征：学生对英语有强烈的学习兴趣，敢于大胆表达。他们乐于助人，通过合作，完成课时任务应该在能力范围内。

知识水平：学生已初步掌握UK, China等有关国家的词汇，掌握dance, sing songs, do morning exercises等有关学校生活的词汇，掌握often ,o’clock等有关时间的表达，并具备一定的听说读写能力。

认知水平: 学生对学习内容能大胆预测、主动实践，具备了一定的合作学习、自主探究的学习能力，并能在pair work, group work中进行交流。

四、运用任务：制作并交流中英学校生活的海报。

五、教学准备：PPT, photos, posters.

六、板书设计：                            

七、教学过程设计：

I. Warming-up and revision.

1. Greet the whole class.

T: Hello, boys and girls. I am so happy to learn English with you in your school. Do you love your school?

Ss: Yes.

2. Have Ss watch the video: What do children do at school?

T: I love my school too. Children do many things in my school. Let’s have a look.

Ss: They play football/play basketball/learn English/play computer/dance/sing songs…

T: You are so clever. Is my school fun?

Ss: Yes.

【教学意图】课堂伊始，让学生观看学校生活的视频，说说校园生活，不仅激发了学生了解学校的兴趣，并有效地激活了学生已有的背景知识，帮助学生更好地理解学校，为引出新课埋下伏笔。

II. Leading-in and presenting the task.

1. Lead in.

T: How about Sam’s school in the UK? Look! What do they do?

Ss: They have a birthday party.

T: What time does it start and finish?

●    Have Ss read the word ‘start/finish’ in teams.

T: Let’s look at Sam’s birthday invitation. In this invitation, it starts at … Which one is right?

Have Ss watch the CD-ROM and find the answer.

Feed back.

Ss: It starts at seven. It finishes at eleven.

Have Ss listen and imitate.

T: In the UK, they have a birthday party at school. Is it fun?

Ss: Yes.

T: Do you want to know more about schools in the UK? Are they the same as or different from schools in China? So our topic today is comparing schools in the UK and in China.

Blackboard design: schools in the UK and schools in China.

Topic: Comparing schools

2. Present the task:

T: By the end of the lesson, I hope you can make a poster of comparing school in the UK and in China. Now let’s learn Module 8 Unit 1.

【教学意图】观看录像，呈现Sam在学校过生日的场景，巧设邀请函，在情境中教授单词start, 引导学生关注英国的学校生活，从而切入本课的话题——比较中英学校生活，并呈现“比较并制作中英学校的海报”这一任务，使学生明确学习目的。

III. Preparing for the task.

Task1 Get Ss to know about the differences between schools in the UK and in China.

1. Have Ss review the background.

T: Look, this is Lingling. She is in the UK with Sam and Amy. She went to Sam and Amy’s school. She found some differences. She took some photos. So she wrote a letter to share them with Daming in China.

2. Have Ss predict: What differences did Lingling find?

□ Class Sizes（班级规模） □ Sittings（就坐）□ Schedules（作息）□ Morning Activities（早晨活动） □ Subjects（学科）

T: Are they about Class Sizes/Sittings/Schedules/Morning Activities/Subjects?

Ss discuss in pairs.

3. Have Ss watch and find.

Feed back.

□ Class Sizes（班级规模） □√Sittings（就坐）

□√ Schedules（作息） □ Morning Activities√（早晨活动） □ Subjects（学科）

●    Have Ss read the word ‘Sittings/Morning Activities /Schedules’ together.

Blackboard design: Sittings, Morning Activities, Schedules

4. Get Ss to read and underline.

T: What are the differences? Now let’s know about the details.

1)        In the UK, how do the children often sit? How about in

China?

2)        In the UK, what do the children do every morning?

How about in China?

Feed back.

1)     In the UK, children often sit around tables in class.

● Have Ss say the word ‘around’ one by one. a-r-ou-n-d

2)     In China, we sit in lines in China.

● Have Ss say the word ‘line’ one by one.

3)     In the UK, they sing songs together every morning.

4)     In China, we do morning exercises.

T: Why do they sing songs every morning? English people think that music is good for learning.

  Why do we do morning exercises? Chinese people think that morning exercises are good for our body.

Blackboard design:

5. Have Ss play a vanishing game.

T: You found the differences between sittings and morning activities. Do you remember? Now let’s play a vanishing game. Here we go!

6. Have Ss read and circle.

3) In the UK, what time do schools in the UK start and finish? How about in China?

Feed back.

1)     In the UK, they start school at 9 o’clock and finish school at half past three.

2)     In China, we start school at 8 o’clock and finish school at 4 o’clock.

Blackboard design:

Have Ss read the sentences group by group: They finish school at half past three.

Have Ss try to say: They finish school at three thirty/ half past three.

【教学意图】引导学生大胆预测Lingling在英国学校所发现的中英学校的差异，培养学生主动思考、积极探究的能力。整体呈现课文内容，引导学生在比较中先初步识别有哪些不同点，再通过逐段分步阅读的方式，挖掘学校差异的具体内容，并通过对具体不同项目的分步操练，让学生在情境中学习表达，感知文化差异。

Task2 Get Ss to talk about the differences between schools in the UK and in China.

1. Have Ss to practice to say the differences.

1) Guide Ss to look at the Bb and say it together.

T: Children, we’ve known some differences between schools in the UK and in China. What are they?

T/Ss: In the UK, they … In China, we …

2) Guide Ss to play a game.

T: Now let’s play a game: Say differences. I say, In China, we often sit in lines. You say, In the UK, they often sit around tables.

Guide Ss to work in pairs.

Feed back.

T: Now I want to play an exciting game with you. Look at the screen carefully, and try to describe them as quickly as you can.

2. Sum up.

T: Lingling thinks school is fun in the UK. But she missed her friends back in China. So she said, ‘I miss my friend back in China.’

Have Ss drill the word ‘miss’ one by one.

T:And did Lingling want Daming to write a letter back? How do you know that?

Guide Ss to find the address in the letter: 15 Marling Street London, NW 2 UK

Tips: In the UK, there is an inside address. The address is written from small to large.

T: By the letter, we know writing a letter is still a good way to exchange the culture differences. Right?

3. Have Ss listen and imitate.

【教学意图】引导学生从整体上描述中英学校的差异，在游戏

Say differences中进一步操练本课的重点词句。此外本环节中，教师利用板书、游戏，帮助学生梳理并巩固对课本语篇大意的理解和掌握，有助于学生学会对中英学校对比的整体表达。

IV. Fulfill the task: Get Ss to make a poster of comparing  schools in the UK and in China.

1. Have Ss to watch a video about schools in the UK.

T: In Lingling’s letter, schools in the UK are different from schools in China, but are they all different?

2. Guide Ss to make a poster of comparing schools in the UK and in China.

Tips:

1) Review the video and think carefully.

   （回顾录像，仔细思考）

2) Compare the schools and stick the photos.

   （小组讨论，贴上照片）

3) Make the poster and share it in the group.

   （完成海报，小组交流）

3. Feed back.

【教学意图】以微课的方式呈现更多关于中英学校的信息，引导学生思考中英学校是否完全不同，帮助学生进一步学习和比较中英学校，为完成本课的任务做好铺垫。制作比较中英学校海报是本课的综合语言运用任务。学生通过回顾录像，小组讨论，照片对比，在合作、探究中运用所学语言，深入对比了中英学校的异同。通过小组到全班的交流，学生在真实任务的体验中，进一步提高了综合语用能力。

V. Feedback and sum up.

1. Sum up.

T: What have we learnt today?

T/Ss: Today we compared schools in the UK and in China. In the UK, they … In China, we …    

2. Guide Ss to know: School is fun. No matter where we are.

Enjoy our school! Enjoy our study!

【教学意图】总结阶段，引导学生回顾本课所学知识，既较好地反馈了学生的所学情况，还引导学生养成课后归纳、总结的好习惯，进一步使学生在比较中理解中西文化的异同。

VI. Assignments.

1. Listen and imitate M8 U1 for three times.

2. Finish the poster and write down the instructions.

3.﹡Find more differences between schools in different countries.

【教学意图】听音跟读作业能进一步培养学生良好的语音语调。完成中英学校异同的海报，帮助学生从听说读写四个方面更好地掌握技能。而查找更多学校的不同，符合小学生的好奇活泼的性格，给学生真实的生活体验，实现了真正的语用意义。