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视频标签：My day
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视频课题：小学英语译林版四年级下册Unit 3 My day Story time宿迁市实验小学
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小学英语译林版四年级下册Unit 3 My day Story time宿迁市实验小学
eaching Contents 课题 译林牛津小学英语四下Unit 3 My day（Story time ） 类型
新授
课时
第1课时
Analysis of Teaching Materials
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，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：
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： 图片 多媒体 练习纸
Teaching Aims
The knowledge and the skill aims：
1. Students can listen, read and understand the words and phrases: usually, go to school, in the morning , go home , homework , watch TV , in the evening . 2. Students can understand and use the sentences: When do you …? I…at… 3. 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 correctly.
教学设计
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The Key and Difficult Points Teaching 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-cooperation method
Teaching Process
Step 1:Warming- up and lead- in 1. Greetings. 2. Free talk
T: Hello, boys and girls , what day is it today? S: It’s …
T: What lessons do you have this morning? S: We have…
T: What subjects do you like? S: I like…
T: Do you like English? S: Yes.
T: I like English too. And we can play games in English lessons. Do you like games? S: Yes.
3. Play a game.
T: Now Let’s play a game. Please read the words, numbers and phrases quickly, but if you see a bomb, you should say “bomb” loudly.
(good morning, have breakfast, have lunch , good afternoon, good evening, have dinner,9, 15, 9:15,6, 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)
Teaching Methods
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T: 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。 Step 2: Presentation and practice 1. Talking time
T: 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 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 usually…at…
T: Now I know something about you. What about this boy? Who’s he? S: He’s Mike.
T: What about Mike’s 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-learning
Activity1: Watch and choose
T：How does Mike describe his day? According to the time, place or person? Now watch the cartoon and choose the correct answer.
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S: Time.
T: Yes, Mike describes his day from three periods. in the morning in the afternoon in the evening
(引导孩子跟读并找出the 的不同读音)
T：Here’s 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 match
T: What does Mike do in the morning and when does he do these things? Let’s listen to the first paragraph and match.
T: If you’re 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I…at…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 complete
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T：Now we know Mike’s 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: I…at…
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 say
T: What does Mike do in the evening? Look at the pictures and talk with your partners like 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I…at…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 read
Now let’s listen and read the text. Please pay attention to the pronunciation and intonation.
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 time
T: It’s our reading time. Choose your favourite way to read the text in groups of three. Read together/ Everyone reads one paragraph/Read by oneself/…
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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 Extension 1.Retelling time
T: Boys and girls , we know Mike’s day now. Can you retell Mike’s day? Now if you’re Mike, please retell your day. Try to say: Hello, I’m Mike. I…at… You can retell according to the blackboard designing. ( 同桌互相练习复述Mike’s 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.Showing time
T: This is Mike’s 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 sentences can 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：It’s a busy/ happy/ tired/ funny…day.
T: Maybe your day is happy/ funny/ meaningful/ busy/….But I think it’s very important to have a reasonable time.
T：Now let’s enjoy some pictures .Perhaps they can help you make a reasonable timetable. 3. Sweet tip:
Here’s 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。
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Step 4: Homework
1. Read Story time and try to recite.
2. Make a timetable about your day and talk about it with your friends . Blackboard Designing:
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