Unit 3 My day-Story time-教案、教学设计-市级公开课-新牛津译林版四年级下册英语(配套课件编号：818a6).doc

1、1TeachingTeaching ContentsContents课题课题译林牛津小学英语四下 Unit 3 My day（Story time ）类型类型新授课时课时第 1 课时AnalysisAnalysis ofof TeachingTeaching MaterialsMaterials教材分析：教材分析：本节课主要围绕“Mike 一天的作息安排”展开语言教学。在前面的教材中，学生已学过部分数词及整点的时间表达,在教学时，可以采用游戏的方式，以旧引新，或拓展延伸，做到新旧知识的融会贯通。由于起床、吃饭、睡觉、看电视等活动都是学生每天重复的活动，所以在教学时可以与学生的实际生活联系起来，

2、让学生能够活学活用，运用所学的词汇和句型谈论自己一天的作息时间。预期目标：预期目标：学生能够认知文中单词，短语、句型，并能够复述 Mike 一天的活动安排；能够运用所学知识来描写自己一天的生活，并懂得要合理安排自己的时间。教学准备教学准备： 图片多媒体练习纸TeachingTeaching A AimsimsThe knowledge and the skill aims：1. Students can listen, read and understand the words and phrases: usually, goto school, in the morning , go hom

3、e , homework , watch TV , in the evening .2. Students can understand and use the sentences: When do you ? Iat3. Students can understand the general meaning of the story time.4. Students can use the new sentences to describe their daily life.The emotion aims:Students can learn to arrange their time c

4、orrectly.教学设计教学设计2TheThe KKeyey andand D Difficultifficult P PointsointsTeaching key points：1. To read and use the phrases and the new sentences .2. To understand and read the text correctly.Teaching difficult points：To talk about their daily life.Game-teaching method;Task-based method;Group-coopera

5、tion methodTeachingTeaching P ProcessrocessStep 1:Warming- up and lead- in1. Greetings.2. Free talkT: Hello, boys and girls , what day is it today?S: Its T: What lessons do you have this morning?S: We haveT: What subjects do you like?S: I likeT: Do you like English?S: Yes.T: I like English too.And w

6、e can play games in English lessons. Do you like games?S: Yes.3. Play a game.T: Now Lets play a game. Please read the words, numbers and phrases quickly, but ifyou see a bomb, you should say “bomb” loudly.(good morning, have breakfast, have lunch , good afternoon, good evening, havedinner,9, 15, 9:1

7、5,6, 30, 6:30, 7, 40, 7:40,go home, go to school, When, get up, do ,you) (最后一幅图呈现单词并连成 When do you get up?引出重点句型)TeachingTeaching MethodsMethods3T: Please read together.Ss: When do you get up?设计意图：师生之间互动式的自由交谈和游戏，既唤醒了学生以往的知识(日常活动及时间的表达)，又巧妙地引出重点句型”When do you get up?”，让学生迅速地进入英语学习情境，为随后的教学做了很好的铺垫。St

8、ep 2: Presentation and practice1. Talking timeT: Boys and girls, when do I get up? Do you know? Can you ask me together?Ss: When do you get up?T: I usually get up at 6:30.(教授新词usually)T: You know I get up at 6:30. When do you get up?S: I usually get up at T: When do you go to school/ have lunch/ go

9、home?S: I usually go to school/ have lunch/ go home at Work in pairs: (同桌之间用已知的活动词组问答)-When do you ?-I usuallyatT: Now I know something about you. What about this boy? Whos he?S: Hes Mike.T: What about Mikes day?设计意图：在 Reading 之前的学习状态中，教师通过创设真实的语境巧妙地将新词 usually 结合在句型中，学生们谈论自己和身边同学的日常活动，这样更容易理解， 产生想说

10、的欲望。 进而开始导入本课的主人公迈克， 符合学生的认知特点，能更好地吸引学生的注意力，激发学生的兴趣。2. Text-learningActivity1: Watch and chooseT：How does Mike describe his day? According to the time, place or person?Now watch the cartoon and choose the correct answer.4S: Time.T: Yes, Mike describes his day from three periods.in the morningin the

11、afternoonin the evening(引导孩子跟读并找出 the 的不同读音)T：Heres a tip for you. Please read by yourselves and try to remember it.（教师呈现 the 的读音的小贴士）设计意图：通过一个简单的总领性的问题 How does Mike describe his day?为切入点，让学生带着问题看动画，引导学生从整体上感知文本；学生通过听读，自己比较 the 的读音，并总结使用方法，这比教师直接出示讲解要有意义得多。Activity2: Listen and matchT: What does Mi

12、ke do in the morning and when does he do these things? Lets listento the first paragraph and match.T: If youre Mike, can you describe your morning like this?I at设计意图：听录音连线配对，引导学生有目的地去听录音，锻炼了学生的听力理解能力和捕捉信息能力；学生尝试用 Iat来描述 Mike 的早上活动，既加深了对文本的理解程度又巩固了新句型。Activity3: Read and complete5T：Now we know Mikes

13、morning. What about his afternoon?Please read the second paragraph and complete the form.(在核对答案的时候教授新词homework，词组do my homework)T: Try to say like this: Iat设计意图：学生自读文本第二时间段提取关键信息，既突出了学生的主体性，又培养了学生在阅读中抓取文章关键要点的能力。Activity4: Look and sayT: What does Mike do in the evening? Look at the pictures and tal

14、k with your partnerslike this:I at设计意图：在前两个时间段学习的基础上，让学生根据图片提示尝试用 Iat描述 Mike 的晚上活动，既是对重点句型的巩固，又是对学生主动学习能力的培养。Activity5: Listen and readNow lets listen and read the text. Please pay attention to the pronunciation andintonation.设计意图：跟读课文，提高学生的朗读水平，再次熟悉文本内容，同时注意语音、语调，培养语感。3.Reading timeT: Its our readi

15、ng time. Choose your favourite way to read the text in groups of three.Read together/ Everyone reads one paragraph/Read by oneself/6设计意图：重复机械的朗读训练会让学生感到很乏味，因此在此环节变换了一下活动形式，在小组内选择你喜欢的方式朗读，可以充分调动学生阅读的积极性，激发他们学习和挑战的欲望，同时又加深了学生对文本的理解。Step3: Consolidation and Extension1.Retelling timeT: Boys and girls ,

16、we know Mikes day now. Can you retell Mikes day? Now ifyoure Mike, please retell your day. Try to say: Hello, Im Mike. IatYou can retell according to the blackboard designing.( 同桌互相练习复述 Mikes day)T: Who wants to be Mike?(学生戴头饰复述)设计意图：在大量的语言学习之后，以复述的形式检验学生的文本掌握和理解程度。而在复述的过程中，文本学习中的一些必备语言知识得以巩固和提升。2.S

17、howing timeT: This is Mikes day. What about your day?(呈现部分图片和句型)Try to talk about your day with your partners. Perhaps these pictures and sentencescan help you.(学生练习介绍自己的一天)T: Who wants to share your day with us?设计意图：本环节的任务设计与学生的实际生活紧密联系，对学生有很大的情景驱动意义，是对文本材料的提炼和延伸。在这样的语言实践活动中，可以引领学生将学习中掌握的知识、技能，真实地输

18、出。T: What do you think of your day?(请几个孩子谈谈自己的一天过得怎样)S：Its a busy/ happy/ tired/ funnyday.T: Maybe your day is happy/ funny/ meaningful/ busy/.But I think its veryimportant to have a reasonable time.T：Now lets enjoy some pictures .Perhaps they can help you make a reasonabletimetable.3. Sweet tip:Heres a sweet tip for you. Please try to remember:Arrange your time correctly.Enjoy every day!设计意图：让学生谈论对自己一天的看法，并欣赏一些正能量的图片，引发学生对合理安排时间的思考，很自然地进行了情感渗透。7Step 4: Homework1. Read Story time and try to recite.2. Make a timetable about your day and talk about it with your friends .Blackboard Designing: