Unit 3 My day（Story time ）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. 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 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. 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 matchT: 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 completeT：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/… 。